Tow Au Unit 3 2019 Final.Indd

TOWARDS AN ENTERPRISING I AUSTR ALIA &

4th edition E VCE Industry and Enterprise 3&4 Work Studies, Careers & Pathways Education U n i t s

3 & 4

Michael Carolan SSusanusan BendallBendall DDELIVERELIVER EducationalEducational ConsultingConI&Esu Unitsltin g3&4: Towards an Enterprising Australia (4ed.) i Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved VIC A en on: VCAL and Applied Learning, Careers, Pathways, 2020 and Work Educa on Co-ordinators and teachers. New edi ons of VCAL Work Related Skills and Personal Development Skills tles for 2020 and beyond. All new releases for 2020 now available, more details on the next page.  PDS - Founda on 2ed, PDS Intermediate 4ed, and PDS Senior 3ed.  WRS - Founda on 2ed, WRS Intermediate 4ed, and WRS Senior 3ed.  PDS Ac vity Planner - Founda on, PDS Ac vity & Project Planner - Intermediate, and PDS Project Planner - Senior. In 2019 new edi ons of VCAL Numeracy and Literacy tles were released.  Numeracy - Founda on 2ed, Numeracy Intermediate 2ed (units 1&2), Numeracy Senior 2ed (units 1&2).  Literacy - Founda on 2ed, Literacy Intermediate 4ed, Literacy Senior 2ed. In 2019 new edi ons of VCE Industry and Enterprise for 2019 were released.  I&E Unit 1: Workplace Par cipa on 4ed, I&E Units 1&2: Towards an Enterprising You 5ed, and I&E Units 3&4: Towards an Enterprising Australia 4ed. Look for more informa on about these new resources, and others, online or through the emails. Note: If you receive this ﬂ yer without receiving an email then you are not on the email list. Send a brief email to michael@delivereduca on.com.au to join the email list and to add relevant staﬀ .

For VCAL, Career Pathways, Applied Learning and Work For WACE Career and Enterprise; and very useful for any Educa on/Work Studies. Workplace Learning program: All resources below are available as printed books or as The full suite of WACE Career and Enterprise Resources master e-versions. (each with choice of e-version master):  Career Pathways 2ed  Career and Enterprise: Founda on 11  Work Placement Journal & Work Experience Journal  Career and Enterprise: Founda on 12  Personal Development Ac vity Planner: Founda on;  Career and Enterprise: CAE - General 11 Personal Development Ac vity & Project Planner:  Career and Enterprise: CAE - General 12/ATAR11 Intermediate; and Personal Development Project  Career and Enterprise: ATAR 12 Planner: Senior  Community Services Founda on & Intermediate  Retail Founda on & Retail Intermediate

Current resource list: 2020 (* = new) VCAL and Applied Learning (Master sets also available) & AcƟ viƟ es booklet (2019)  *Personal Development - Founda on Workbook/text 2ed Industry and Enterprise & AcƟ viƟ es booklet (2020) > I&E Unit 1: Workplace ParƟ cipaƟ on 4ed (& e-version) (2019)  *Personal Development - Intermediate 4ed Workbook/text > I&E 1&2: Towards an Enterprising You 5ed (2019) & Ac vi es booklet (2020) > I&E 3&4: Towards an Enterprising Australia 4ed (2019)  *Personal Development- Senior 4ed Workbook/text Career pathways, work educa on and personal development (PDF & Ac vi es booklet (2020) e-versions also available)  *Work Related Skills - Founda on Workbook/text 2ed > Career Pathways 2ed & Ac vi es booklet (2020) > Work Experience Journal  *Work Related Skills - Intermediate 4ed Workbook/text > Work Placement Journal & Ac vi es booklet (2020) > *Personal Development Ac vity Planner: Founda on (2020)  *Work Related Skills - Senior 3ed Workbook/text > *Personal Development Ac vity & Project Planner: Intermediate (2020) & Ac vi es booklet (2020) > *Personal Development Project Planner: Senior (2020)  Literacy - FoundaƟ on Workbook/text 2ed & AcƟ viƟ es skills Industry-specifi c resources (PDF e-versions also available) booklet. Lit-FoundaƟ on also available as an e-version (2019) > Community Services FoundaƟ on  Literacy - Intermediate Workbook/text 4ed & AcƟ viƟ es skills > Community Services Intermediate booklet. Lit-Intermediate also available as an e-version (2019) > Retail FoundaƟ on  Literacy - Senior Workbook/text 2ed & AcƟ viƟ es skills booklet > Retail Intermediate Lit-Senior also available as an e-version (2019)  Numeracy - FoundaƟ on Workbook/text 2ed WACE Career and Enterprise (PDF e-versions also available) & Skills Development Booklet (2019) > Career and Enterprise General 11  Numeracy - Intermediate Workbook/text 2ed (for units 1&2) > Career and Enterprise General 12/ATAR 11 & AcƟ viƟ es booklet (2019) > Career and Enterprise ATAR 12  Numeracy - Senior Workbook/text 2ed (for units 1&2) > Career and Enterprise FoundaƟ on 12 > Career and Enterprise FoundaƟ on 11 View PDF samples on the website. Any ques ons please feel free to contact me. DELIVER Educational Consulting PO Box 40, Moonee Vale 3055 (03) 9939 1229 ABN 80 922 381 610 Check for samples at: www.delivereducation.com.au [email protected] Order form: Prices for Semester 1, 2020 (Note: All prices are GST inc.) WACE: Career and Enterprise Printed text e-version master Total Career and Enterprise Foundation 11 (2017) _____ @ $49.50 _____ @ $595 ______Career and Enterprise Foundation 12 (2016) _____ @ $49.50 _____ @ $595 ______Career and Enterprise General 11 (2016) _____ @ $55 _____ @ $660 ______Career and Enterprise General 12/ATAR 11 (2016) _____ @ $59.50 _____ @ $660 ______Career and Enterprise ATAR 12 (Jan 2017) _____ @ $59.50 _____ @ $770 ______Careers, Work Education & Personal Development Printed text e-version master Total Career Pathways 2ed. 2016 _____ @ $35 _____ @ $440 ______Work Experience Journal 2015 _____ @ $22 _____ @ $165 ______Work Placement Journal 2015 _____ @ $29.50 _____ @ $220 ______Personal Development Activity Planner: Foundation 2020 _____ @ $29.50 _____ @ $220 ______Personal Development Activity/Project Planner: Intermediate 2020 _____ @ $29.50 _____ @ $220 ______Personal Development Project Planner: Senior 2020 _____ @ $29.50 _____ @ $220 ______Industry-Specifi c Resources Printed text e-version master Total Retail - Foundation 2014 _____ @ $33 _____ @ $165 ______Retail - Intermediate 2014 _____ @ $33 _____ @ $165 ______Community Services - Foundation 2015 _____ @ $33 _____ @ $165 ______Community Services - Intermediate 2015 _____ @ $33 _____ @ $165 ______Industry and Enterprise (New editions 2019) Printed text e-version master Total I&E Unit 1: Workplace Participation 4ed. 2019 _____ @ $35 _____ @ $550 ______I&E Units 1&2: Towards an Enterprising You 5ed. 2019 _____ @ $49.50 na ______I&E Units 3&4: Towards an Enterprising Australia 4ed. 2019 _____ @ $66 na ______VCAL/ Applied Learning Printed Printed Master Master Combined or license with Resource Sets text/workbook activities book text/workbook activities book master sets master e-version Literacy Foundation 2ed. 2019 ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 or ___ @ $440 Literacy Intermediate 4ed. 2019 ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 or ___ @ $440 Literacy Senior 2ed. 2019 ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 or ___ @ $440 Numeracy Foundation 2ed. 2019 ___ @ $49.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na Numeracy Intermediate 2ed. 2019 ___ @ $49.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na Numeracy Senior 2ed. 2019 ___ @ $49.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *PDS Foundation 2ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *PDS Intermediate 4ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *PDS Senior 3ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *WRS Foundation 2ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *WRS Intermediate 4ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na *WRS Senior 3ed. (Updated 2020) ___ @ $42.50 ___ @ $27.50 __ @ $275 __ @ $99 or __ @ $330 na Totals ______Add Postage: Masters-only orders = $7.50 Victoria and interstate: 1 printed book = $12.50, 2-3 printed books $15.50, 4-5 printed books 18.50 (Aust Post satchels) Contact me for larger orders. *I recommend Express Post of $19 for up to 4 VCAL, Industry-Specifi c or Careers, etc. books; or for 2 CAE books or 3 I&E books. *Express Post of $25 for 4+ books, or for 3+ CAE, or for 4+ I&E books (Aust Post satchels). Contact me for Postage Grand larger orders. Ill always try to invoice postage at the lowest possible amount. amount $______Total $______Order Details

Name:

Position: e-mail:

School:

Address:

Order No: Approx. Amount $ ABN: DELIVERDELIVER Educational Educational Consulting Consulting POPO Box Box 40, 40, Moonee Moonee Vale Vale 3055 3055 (03) (03) 9939 9939 1229 1229 ABN ABN 80 80 922 922 381 381 610 610 CheckCheck for for samples samples at: at: www.delivereducation.com.au www.delivereducation.com.au [email protected] [email protected] Copyright © 2019 Michael Carolan Developed, written, compiled and cover by Michael Carolan, with Susan Bendall. Edited by Michael Carolan and Susan Bendall.

Ist ed. Feb. 2002, 2nd ed, Jan. 2006, reprinted Jan. 2008, 3rd ed, Nov 2011, 4th ed. Jan 2019 DELIVER Educational Consulting, PO BOX 40, Moonee Vale, 3055, Victoria, Australia Contact: www.delivereducation.com.au [email protected] (03) 9939 1229

Carolan, Michael I&E Units 3&4: Towards an Enterprising Australia 4ed. ISBN: 978-1-925172-40-9 Images: Cover image adapted from hobbit_art/Depositphotos.com, © 2019. Originals by Michael Carolan. Others: © 2019 Thinkstock or © 2019 Depositphotos.com (where noted within text) All others: © 2019 Jupiterimages Corporation and Copyright DELIVER Educational Consulting and its licensors. All rights reserved. Some warning signs generated or accessed through Free Printable Signs and other sources (all no longer operational). This book is copyright and may only be copied in accordance with the Copyright Act. For information contact the Copyright Agency Limited.

Acknowledgements: • Australian Bureau of Statistics material available through Creative Commons License Attribution 4.0 Australia • WorkSafe Victoria material available through Creative Commons License Attribution 4.0 Australia • Commonwealth Government material available through Creative Commons License Attribution 3.0 Australia • Commonwealth, Department of the Environment and Energy material available through Creative Commons License Attribution 3.0 Australia • Commonwealth, Department of the Innovation, Industry and Science material available through Creative Commons License Attribution 3.0 Australia • Commonwealth, business.gov.au material a • Commonwealth, Department of Jobs and Small Business material available through Creative Commons License Attribution 3.0 Australia vailable through Creative Commons License Attribution 3.0 Australia • Austrade material available through Creative Commons License Attribution 3.0 international • DFAT material available through Creative Commons License Attribution 3.0 Australia • Victorian State Government material available through Creative Commons License Attribution 4.0 Australia • NCVER material available through Creative Commons License Attribution 3.0 Australia • Clean Energy Regulator material available through Creative Commons License Attribution 3.0 Australia Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate VCAA guidelines, assessment information and publications.

Pro-formas in this book: Structured Workplace Learning support: Enterprise in Action - Pro-Forma iv  Structured Workplace Learning planner 18-19 Enterprise in Action 11  Enterprise Projects guide 20-21 Personal Enterprise 55  AT1A: Workplace Journal & Report 22-23 Quality in Action 108-109  Team-Building Activity 24 Flexibility in Action 134-135  Decision-Making Activity 64 Technology in Action 160-161  safe@work 75 Technology Audit 164  Workplace Learning Journal 190 Training in Action 186-187  Work Placement Evaluation 191 Workplace Learning Journal 190  PODR: Enterprise Planner 318 Work Placement Evaluation 191  PODR: Journal 336 Enterprising Responses - Role of Government 209 Stakeholder Contact Pro-forma 210 Enterprising Res’s - International Competitiveness 233 Enterprising Res’s - Changing Societal Values 255 Check out the CD accompanying this book for: Enterprising Res’s - Environmental Sustainability 275  PDF of book with live web links. PODR: Enterprise Planner 318  Fully formatted write-in worksheets based on PODR: Journal 336 book’s activities. Also refer to the activities pro-formas at the start of  Pre-formatted revision and summary sheets. each of the sections 1-15.

Topic summary shortcuts: Key terms in bold  Use the sub-heading for each topic along with the key terms in bold to prepare summaries for each topic. See the CD for some pro-formas.  Make sure you have real work setting and industry examples that address each of these terms as part of each sub-heading.

Unit 3: Enterprise culture Unit 4: Industry change & innovation Contents & Unit 3 outline ...... i Unit 4 outline Enterprise in Action - Pro-forma ...... ii AOS1: The need for change AOS 1: Enterprise culture 9 Role of government...... 193 1 Enterprise culture ...... 1 10 International competitiveness ...... 211 2 Stakeholders ...... 25 11 Changing societal values ...... 235 3 Leadership & teamwork ...... 49 12 Environmental sustainability ...... 257 4 Enterprising approaches to safety .....65 AOS 2: Innovation AOS 2: Creating an enterprise culture 13 Workplace innovation ...... 279 5 Management of quality ...... 85 14 Supporting innovation ...... 303 6 Workplace ﬂ exibility ...... 111 15 A culture of innovation ...... 309 7 Workplace Technology ...... 139 Glossary ...... 337 8 Training and Workplace Learning ... 165 Index ...... 350

UNIT 3: ENTERPRISE CULTURE - UNIT OUTLINE U3- AOS 1: Enterprise Culture U3- AOS 2: Creating an enterprise culture 1 Enterprise Culture 1 5 Management of Quality 85 1.01 Enterprise Culture 2 5.01 Management of Quality 86 Semester 1, Weeks 9-10 1.07 Work Settings 8 Semester 1, Weeks 1-2 5.05 Quality Processes 90 1.09 Enterprise in Action 10 5.07 Quality Control 92 1.11 Work Expectations Preview12 5.09 Enterprise in Action - Quality Control 94 1.15 Enterprise in Action 16 5.11 Quality Assurance 96 1.17 Structured Workplace Learning 18 5.14 Enterprise in Action - Quality Assurance 99 1.19 Enterprise Projects 20 5.15 Digital Quality 100 1.21 Assessment Task - AOS1: O1 (A) 5.17 Enterprising Responses - Quality 102 22 (Introduce WorkplaceDraft Journal & Report) Sample:5.23 Quality in Action 108 1.23 Team-Building Activity 24 5.25 Quality Activity 110 2 Stakeholders 25 6 Workplace Flexibility 111

2.01 Stakeholders 26 Semester 1, Weeks 3-4 6.01 Workplace Flexibility 112 Semester 1, Weeks 11-12 2.03 Enterprise in Action - Stakeholders 28 6.07 Flexible Work Arrangements 118 2.05 Industry Do30 Not6.11 Multi-Skilling 122 2.07 Industry - ANZSIC 2006 32 6.15 Virtual Workplaces 126 2.11 Industry Stakeholders 36 6.17 Digital Flexibility 128 2.15 Community Stakeholders 40 6.20 Enterprise in Action 131 2.19 Enterprise in Action - Community Stakeholders 44 6.21 Enterprising Responses 132 2.23 ANZSIC Industry Statistics Copy48 6.23 Flexibility in Action 134 6.25 Assessment Task - AOS2: O2 (A) 136 6.27 Flexibility Activity 138 3 Leadership and Teamwork 49 7 Workplace Technology 139 Semester 1, Weeks 5-6

3.01 Leadership 50 7.01 Workplace Technology 140 Semester 1, Weeks 13-14 3.05 Enterprise in Action - Community Leadership 54 7.03 Manufacturing Technology 142 3.07 Team Dynamics 56 7.07 Enterprise in Action - Manufacturing Technology 146 3.11 Enterprising Responses - Leadership 60 7.09 Service Technology 148 3.13 Enterprise in Action - Industry Leadership 62 7.13 Enterprising Responses - Technology 152 3.15 Decision-Making Activity 64 7.15 Digital Technology 154 7.21 Technology in Action 160 7.23 Enterprise in Action - Retail Technology 162 7.25 Technology Activity 164 4 Enterprising Approaches to Safety 65 8 Training and Workplace Learning 165 Semester 1, Weeks 7-8 4.01 Industry Safety 66 8.01 Training and Lifelong Learning 166 Semester 1, Weeks 15-16

4.07 Community Work Safety 72 (inc. 35 hours) 8.05 Formal & Informal Training 170 4.09 safe@work 74 8.09 Competency-Based Training 174 4.11 Enterprising Responses - Safety 76 8.13 Enterprising Responses 178 4.13 Enterprise in Action 78 8.19 Enterprise in Action - Training 184 4.15 Enterprising Responses 80 8.21 Training in Action 186 4.17 Assessment Task - AOS1: O1 (B) 82 8.23 Assessment Task- AOS2: O2 (B) 188 4.19 Safety Activity 84 8.25 Workplace Learning Journal 190 8.26 Work Placement Evaluation 191

I&E Units 3&4: Towards an Enterprising Australia (4ed.) iii Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Pro-forma

Enterprise in Action p. Topic 1 Topic 2 Topic 3 Topic 4 Other - These Enterprise in Action case studies have been written so that they crossover more than one topic area. - Use this pro-forma to identify other topic areas that each case study could be also suitable for. - (Note: They all relate to enterprise culture; and work-related skills always operate co-operatively.)

1.09 There ain’t no such thing as a free lunch 10 enterprise culture societal values - Lentil as Anything 1.15 The rise of the fur babies 16 enterprise culture innovative culture - Lonely Pet’s Club 2.03- Who’s lovin’ it? 28-29 stakeholders quality 2.04 - McDonald’s 2.19- Waste not want not - 44-45 stakeholders societal values 2.20 SecondBite 2.22- Clean up your act 46-47 stakeholders societal values 2.23 - Clean Up Australia 3.05- Making a difference 54-55 leadership societal values 3.06 - Orange Sky Laundry & Gecko Traxx 3.13- Workers today, leaders tomorrow 62-63 leadership quality 3.14 - AFL & Coles 4.13- Safety = ITEACM 78-79 OH&S innovation 4.14 - Sit/stand desks 5.09- Control thyself! 94-95 quality innovative culture 5.10 - Quality control 5.14 Clothing industry 99 quality OH&S - Labelling 5.15- 100- 5.16 Digital quality 101 quality innovation

6.10 On call is on the ball! 121 workplace innovative culture - Workplace fl exibility in retail fl exibility 6.17- 128- workplace 6.18 Digital fl exibility 129 fl exibility innovation 7.07- A future no longer in the making? 146- Previewtechnology innovation 7.08 - Manufacturing/Keech Australia 147 7.11- The detail on eTail 150- technology innovation 7.12 - Retail eCommerce 151 7.15- 154- 7.16 Digital technology 155 technology innovation 7.21- Check ‘dis out! 162- Draft Sample:technology innovation 7.22 - Retail 163 8.13- 178- 8.14 Digital training 179 training innovation 8.17- GTO = The way to go! 184- training role of 8.18 - GTOs and MEGT 185 government Government in action role of sustainable use of 9.15 Do208 Not - Tax, rebates & community government resources 10.03- Australia: A global trade history 214- international supporting 10.04 - Exports and imports 215 competitiveness innovation 10.19 Carman’s Fine Foods 230 international supporting - Manufacturing & FTAs competitiveness innovation Gunnible Pastoral Company international supporting 10.20 Copy231 - Agriculture & FTAs competitiveness innovation 11.08 Workplace change 243 changing societal workplace - Family demographics values fl exibility 11.09 The demands of fl exibility 244 changing societal workplace - Casualisation values fl exibility 11.11- Workplace change 246- changing societal workplace 11.12 - Age factors 247 values fl exibility 11.19 Giving back 254- changing societal sustainability - Triple bottom-line 255 values 12.08 Shine on 265 sustainable use of role of -Solar installation and rebates resources government 12.10 Roadmap to renewables 267 sustainable use of role of - Victorian State Government plan resources government 12.15- Mean, green, money machine! 272- sustainable use of role of 12.16 - Support for renewables 273 resources government 13.09- Got the Answer...or just more questions? 288 innovation quality 13.10 - Industry 4.0 13.17 It’s all about people... 296 innovation forces for change - Innovation and the forces for change 14.04 R&D by d’numbers 307 innovation forces for change - Business and industry R&D 14.10 Boost to advanced manufacturing 313 supporting role of - Industry support innovation government 14.13 ARC: Linking to the R&D bucks 316 supporting role of - Commonwealth Government support innovation government 15.13- Are you lovin’ it? 332- innovative culture workplace 15.14 - McDonald’s Australia 333 fl exibility

iv I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved A EtE t i l ltt 1 Enterprise culture

1.01 Enterprise Culture ...... 2 1.17 Structured Workplace Learning 18 1.07 Work Settings ...... 8 1.19 Enterprise Projects ...... 20 1.09 Enterprise in Action ...... 10 1.21 Assessment Task 1A: 1.11 Work Expectations ...... 12 Workplace Journal & Report ...22 1.15 Enterprise in Action ...... 16 1.23 Team Building Activity ...... 24

Activity p. Due date/Done? Comment

1.02A Enterprise culture 3 1.04B Work-related skills crossoverPreview5 1.06C Work-related skills 7

1.06D EnterpriseDraft culture2 Sample:7

Enterprise in Action - There ain’t no 1.10A 11 such thing as a free lunchDo Not 14- 1.13A Great expectations 15

1.14B Copy15 Setting expectations

Enterprise in action - 1.16A 17 The rise of the fur babies

1.16B So what do you know? (1) 17

22- AT1A Workplace Journal and Report 23

1.23 Humpty do, Humpty don’t 24

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 1 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.01 Enterprise Culture Enterprise culture 1 Australia is aiming to develop an enterprise culture among its people and its businesses in order to improve living standards for Australians. So just what is an enterprise culture? It’s not so easy to define! An enterprise culture can be said to be one which encourages employee communication, involvement in decision-making and problem-solving. An enterprise culture might also be said to be one that encourages initiative, fosters innovation and manages risk appropriately. In addition, an enterprise culture might also be one that promotes lifelong learning and supports skills-development and training. Whatever the exact definition, the idea of an enterprise culture relates to the improvement of quality levels throughout Australia. These improvements might occur differently in diverse work settings in varied industries. “Enterprising as... we are ready and raring to go!” Create opportunities from pressures Image: George Doyle/Stockbyte/Thinkstock An enterprise culture is one Previewin which people are able to see change as an opportunity to improve, rather than just as a pressure to survive. Any pressure can be turned into an opportunity provided adequate planning, resources and skills are used. Think of your desireDraft to succeed in your VCESample: or VCAL. Sure this can be seen as a pressure, but if you succeed you actually have the opportunity to set up your life. If you manage this pressure you will be well on the way to improving your own lifestyle for the future. You are helping to create an enterprise culture by setting and achieving benchmarks. Australian industry also needs Doto set and achieve Not benchmarks so that it can develop more of an enterprise culture. CharacteristicsCopy of an Enterprise Culture leadership

teamwork communication

initiative self-awareness

vision innovation

adaptability risk management

planning & organising decision-making

perseverance lifelong learning

problem-solving

2 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise Culture 1.02 World’s best practice World’s best practice simply means producing goods 1 and services that match or exceed global quality and productivity benchmarks. This often involves employees, managers, owners and customers working together to improve outcomes. Domestically, within Australia, an enterprise culture should encourage industry growth, resulting in greater employment opportunities and higher income levels. Workers might experience more rewarding employment experiences and job satisfaction, a decrease in unemployment rates and more united workplace. Achievement of world’s best practice is also likely to lead to greater international competitiveness, increased export revenue and decreased reliance on imports. The pursuit of an enterprise culture can see all stakeholders benefit from an improved standard of living by gaining lifestyle benefits. Industries such as Wholesale Trade need to match international productivity Preview standards.

@ twick/tweet?Draft Sample: As part of an enterprise culture stakeholders turn pressures into opportunities and teams of employees actively solve problems. #I&E34 7:33 PM Feb 2nd via fortune cookie from Deming. Do Not

Enterprise culture A 1. Use some of the terms listed opposite,Copy and others on these pages, to develop your own concise but accurate deﬁ nition of enterprise culture. (Keep it below 25 words and/or 140 characters!)

______

______2. What skills do you think would be expected of employees as part of an enterprise culture? 3. What can you do to become more enterprising? 4. Develop a list of activities you would expect to see in a work setting that is demonstrating an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 3 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.03 Enterprise Culture Work-Related skills 1 One strategy to help build an enterprise culture is in the development of work-related skills in people in different work and community settings. For the purposes of Industry and Enterprise, the term work-related skills refers to sub-sets of:  six enterprise capabilities,  eight employability skills. As part of this unit you are expected to develop your own work-related skills in classroom settings, and in work-related settings as part of your Structured Workplace Learning. Enterprise capabilities These six sets of enterprise capabilities include a number of interrelated enterprising skills and behaviours. You need to remember that these six lists are not exhaustive. By their very nature each of these six sets of enterprise capabilities can keep developing and evolving. Also, many of the specific enterprising skills and behaviours on these lists will naturally cross over into one or more of the other sets of enterprise capabilities.

Work-RelatedPreview Skills: Enterprise Capabilities Adaptability Acting proactively and Connecting and working autonomously with others Includes but isDraft not limited to: Sample: Includes but is not limited to: Includes but is not limited to:  being flexible  identifying opportunities  understanding others  learning new skills  creating ideas  building rapport  developing industry- specific competencies Do showing Not initiative  understanding own personal goals, values,  embracing change  using new technologies expectations and  asking questions  accepting challenges emotions  seeking feedback and working with others. Copy  accommodating others’  accepting responsibility personal goals, values, Learning and developing and working with others. expectations and skills and knowledge emotions Managing and leading  developing effective communication skills Includes but is not limited to:  recognising and utilising  learning and acquiring Includes but is not limited to: diverse perspectives. new skills  taking charge  developing new skills  managing oneself  learning, acquiring and  managing others developing skills on-the-  planning and organising job Problem-solving  managing risk  learning, acquiring and developing skills off-the-  using resources Includes but is not limited to: effectively job  analysing issues  working sustainably  building a professional  making decisions and/or technical  reviewing performance  dealing with change vocabulary  being socially responsible  resolving conflict and working with others. and working with others. and working with others.

4 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise Culture 1.04 Work-Related Skills: Employability Skills Employability skills Employability skills 1 Back in 2002, the Employability Skills For The Future  communication Project identified a set of eight employability skills (in  teamwork four skills-sets). These are required not only to gain  problem-solving employment, but also to progress within an enterprise so as to achieve one’s full potential.  planning and organising  self-awareness Employees are expected to develop these eight employability skills as part of lifelong learning so as to  learning help contribute to an enterprise’s strategic direction.  technological  initiative and enterprise skills.

Core skills for work The Core Skills For Work Development Framework involves a newer set of skills that is being used, instead of employability skills, in many industry, workplace, training and learning situations. As you can see, these 10 core skills encompass many of those found in the lists of enterprise capabilities and employability skills. And as such, these might also be relevant as part of your investigationPreview into work-related skills. Work-Related Skills: Core Skills For Work Core SkillsDraft For Work Sample:Core Skills For Work Cluster 1 - Navigate the world of work Cluster 2 - Interact with others a. Manage career and work life a. Communicate for work b. Work with roles, rights and protocols b. Connect and work with others Do Notc. Recognise and utilise diverse perspectives

Core Skills For Work Cluster 3 - GetCopy the work done a. Plan and organise b. Make decisions c. Identify and solve problems d. Create and innovate e. Work in a digital world

Work-related skills crossover B You can see that there is a lot of crossover between the 6 Enterprise Capabilities, the 8 Employability Skills and also the newer 10 Core Skills For Work as part of work-related skills. Draw up a table based on the 6 Enterprise Capabilities. Match related Employability Skills and Core Skills For Work to the appropriate enterprise capability. (Note: These may match more than one). Describe brief work-related examples that describe how an Employability Skill and/or a Core Skill For Work could then be demonstrated as an enterprising behaviour as part of Enterprise Capabilities. e.g. ES: Problem-solving; CSFW: Identify and solve problems; EC: Problem-solving. EC: example: Identify a potential safety hazard, communicate this to the safety rep, and then help to proactively develop a risk assessment program to control the hazard.

Benefits of an enterprise culture An enterprise culture is about... 1 It is vital that work-related stakeholders behave  Being adaptable and fl exible. in a more enterprising manner.  Searching for opportunities instead of If Australian industries and work settings focusing on pressures. develop an enterprise culture that encourages  Being proactive rather than reactive; recognising positives rather than and supports enterprising behaviour, then there negatives. should be significant direct and indirect benefits  Meeting challenges by planning for for varied types of stakeholders. change, and by managing risk. An enterprise culture that has decision-makers  Welcoming diversity. acting proactively rather than reactively should  Enhancing quality in outcomes. be more responsive and able to turn pressures  Working successfully with others. into opportunities.  Acting in a socially responsible manner. This enterprise culture will help unite  Meeting challenges by solving problems. stakeholders to better achieve quality  Embracing innovation. outcomes, and can help to boost job  Developing vision and demonstrating satisfaction and employee motivation. leadership. This can result in a more rewarding work life for Which way you go depends many people; as well as a higher standard of on whether you see challenges as living within Australia. Preview pressures or opportunities? Constraints on an enterprise culture There are some clear constraints on the development ofDraft enterprising behaviour asSample: part of the drive towards achieving an enterprise culture. Change is difficult, and often those who hold decision-making power are reluctantDo to change. Not An investment in creating an enterprise culture may also take a long time and be costly. Sometimes commercial organisationsCopy and governments feel that short-term goals need to take precedence over longer-term visions. This is especially evident when economic times are tough, and when the Image: Terminator3D/ economy as a whole, or an industry, or indeed iStock/Thinkstock even a firm, experiences a downturn. This might An enterprise culture is not about... hinder innovation.  Taking unnecessary risks. Also many large organisations are criticised for  Being reactive rather than proactive. stifling the enterprise and innovation of their  Being resistant to change, nor promoting employees, due to hierarchical management the need for change at all times. structures and outdated workplace systems  Rushing headlong into decisions. that force adherence to outdated corporate  Settling for second-best or mediocrity. protocols.  Being unwilling to deal with feedback. On the other hand, small organisations are often  Being critical without being constructive. recognised as not being able to afford to invest  Fear of challenges and responsibility. in the longer-term change needed to develop  Exploiting people and groups just to an enterprise culture, especially in the face of make money. growing competition and digital disruption.  Exploiting or degrading the environment.

Work-related skills C 1 1. What is the deﬁ nition of work-related skills for the purposes of Industry and Enterprise?

______

______2. How can an employee build their enterprise capabilities? 3. Why do you think that the list of enterprise capabilities is constantly evolving? 4. Describe how a work setting you are familiar with needs to become more enterprising. 5. When you think of the term enterprise Preview culture, what 5 words come to your mind? ______Draft Sample:

Do Not Enterprise culture2 D Now that you have found out more, try writing a full, but concise, deﬁ nition of enterprise culture. Use an example from a work setting you are familiarCopy with to illustrate this deﬁ nition. ______

______

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 7 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.07 Work Settings Introduction 1 People work in a variety of settings. All employees work in either: i. The private sector for profit-oriented businesses ii. The private sector for a not-for-profit organisation, or iii. The public (government) sector for a government service-provider or agency. For example, people might be in a setting as an owner/operator such as with your local milk bar, a tradie, or Michael Carolan with DELIVER Educational Consulting. Others are employed in work settings within large organisations, such as Woolworths with over 200,000 workers. People work for community and charity organisations such as The Smith Family, Red Cross and Anglicare; and many also perform unpaid voluntary and community work for the CFA, SES and in local community groups, sporting clubs and other settings. Whichever the setting, people must be enterprising. Varied work settings do tend to emphasise different enterprising behaviours. And as students, trainees and employees, you also need to be enterprising so as to gain entry into occupations and industries, and to grow your career. Size of an organisation The size of a work setting can impact on the types of enterprising behaviours expected of workers, encouraged in workers, and allowed from workers. Large-scale organisationsPreview, whether part of the private sector or public sector, tend to employ people as specialists based on a function they will be expected to perform in that work setting. Smaller organisations often expect employees to have more generalist skills to complement specialist functions for that work setting. Micro businesses need people to be very flexible - because in essenceDraft they might be performing Sample: every work task within that work setting. But one constant exists in all work settings. Workers who have well-developed people skills (or interpersonal skills) will help Docontribute to anNot enterprise culture. Size of Work Settings Large organisations MediumCopy organisations Small organisations Micro organisations  Defi ned as 200+  Defi ned as 20-199  Defi ned as 5-19  Defi ned as 1-4 employees. employees. employees. employees.  Opportunity for  Wide mix of  Need for fl exibility  Owner/operators advancement. people and and generalist and self- settings. skills. employed.  Wide mix of people, skills and  Can grow with the  Often have  Self-reliant and politics. organisation. broader very broad responsibility. responsibility.

Image: maximmmmum/ iStock/Thinkstock

Image: Zoonar RF/ Enterprise in commercial settings Zooner/Thinkstock One of the first places people look to find 1 enterprising individuals is amongst profit- making businesses. In our society we seem to value financial success as a key hallmark of enterprise, hence the term ‘entrepreneur’. Australia has many successful business people and there seems to be a growing band of successful older, and younger, men and women. For example, in mid 2018, Anthony Pratt (b.1960) from Visy Being enterprising is not just about making ‘money’! Industries was ‘crowned’ as Australia’s richest person with an estimated net worth of $12.9b. The co-founders and CEOs of Atlassian (a software development enterprise), Mike Cannon-Brookes (b.1980) and Scott Farquhar (b.1980), are worth a reputed $4-5b. Australia is a world leader in many industries and you could find examples of enterprising behaviour in these different settings. Businesses of all sizes and types are contributing to an enterprise culture, so it is a good idea to investigate examples from both goods-producing and service-producing industries, Previewas well as from small, local and large, multinational organisations. Enterprise in non-commercial settings The notion of enterprise is not confined to commercial settings. Even if people are working in ‘non- commercial settings’Draft for not-for-profit organisations Sample:, in welfare and community work settings, performing voluntary or unpaid work, or even undergoing training, they must still be enterprising. Sometimes not-for-profit and community work settings run on a shoestring budget and require the most enterprising behaviour of all. They might have few assets and resources but must still meet the needs of diverse stakeholders.Do Enterprising Not people in these not-for-profit areas often have to make their tiny budget stretch a very long way. They often take on leadership roles within their local community and must work effectively with many different stakeholders to bring about positive enterprising outcomes. SometimesCopy they have to find other unique or creative ways to raise funds in order to provide their service. Being enterprising is often about doing things better, more efficiently and using and managing resources more effectively. There is a growing number of successful business people opting to simplify and downsize their lives by working in community organisations for far less pay. The rise of the social entrepreneur is astounding. You only need to look as far as your local community to identify enterprising behaviour in non-commercial settings. Enterprise activity One of the best ways to satisfy Outcome In the general population about 10% of 1 is to do an enterprise activity or project people operate their own enterprises. as part of your 35 hours of Structured However, we all have an opportunity to Workplace Learning. be enterprising in our day-to-day lives to An enterprise activity may also satisfy make our local community and Australia VCAL outcomes for Personal Development a better place as part of an enterprise Skills and/or Work Related Skills. culture. Undertaking an enterprise activity can be (See pp.20-21 for more details.) diffi cult and it’s usually best if students work in teams.

There ain’t no such thing as a free lunch 1 hich enterprising business, describes itself As described by Fernando, the Lentil As Anything Was, “...a unique not-for-profi t community model does appear to be all give and no organisation,” and might just have the most take. Surely this must make it unsustainable in fl awed commercial model in Australia? Which the commercial world? It would certainly be business has harried staff and suppliers struggling uplifting to believe that the public is capable of to make its model of community enterprise work? embracing this concept. But we already know that And which business attracts a diverse range of Lentil feeds people for free. The writer has also eager customers, many with short hands but deep witnessed groups of well-healed, middle-class pockets? people throwing a miserly $5 into the bucket at Lentil as Anything is a series of four ‘pay as the end of an extended multi-course meal, where you feel’ vegetarian restaurants. The ‘original’ they have also occupied valuable real estate for is in St Kilda, an extremely busy outlet is in the the entire evening. beautiful grounds of the Abbotsford Convent arts How then can this enterprise make a profi t or and community precinct, Thornbury is the newest even just cover costs? And if it doesn’t - who pays? Melbourne servery and Lentils has expanded to A very interesting 2009 SBS documentary Newton in Sydney. All Lentil as Anythings serve suggests that it is, in the end, the long suffering vegetarian food on a ‘trust basis’. staff and supporters of Lentil As Anything who According to its website, “The...philosophy is carry the burden of Shanaka Fernando’s vision. simple - we invite you to pay what you think It was alleged that the restaurants stay open on the food and the experience is worth.” Lentil as the goodwill of friends and employees. We see Anything also invites diners to,Preview “...donate towards the main supplier not being paid for months and a philosophy that places human dignity above attempts at fund-raising falling fl at through lack profi t.” Diners make all their ‘donations’ and of planning and more ‘freeloading’. Above all, payments into an anonymous box. “Anonymity, in Fernando is portrayed as an idealistic but at our view, preserves dignity and promotes trust times commercially naive innocent who is in denial Draft1 Sample: and feelings of social inclusion.” Diners who can’t of the fi nancial ruins that he has brought upon pay are encouraged to volunteer. himself and his employees (many of whom were Lentil as Anything was started in 2000 by Sri waiting for unpaid wages). Lankan migrant and former lawDo student, Shanaka Not The growing freeloading culture of patrons Fernando. As part of its social enterprise, Lentil climaxed in 2015 when it was reported that in As Anything employs around 100 migrants, trains just one evening the Abbotsford restaurant lost them in aspects of the hospitality industry thereby $4000, after 1500 people (most of whom were providing them access to an extended Lentil said to be returning from the Rainbow Serpent family network. Fernando was the recipientCopy of the festival) descended for ‘free’ food. 2007 Australia Day Local Hero award for his role “...Cheap or even Due to the growing in this community enterprise and his commitment to free food is great - exploitation from ‘Crusty social and community enterprise has not wavered. but somebody has to Rainbow Wanderers’, the Lentil’s food-related enterprise has, at various pay for this. So who convent outlet was forced times, included other restaurants and a school to implement changes is footing the bill?” canteen. It has also run programs to provide including that patrons breakfasts for young migrant students. Its refugee must wear shoes, not program provides English classes in language consume drugs or BYO alcohol at the site, and support as well as giving legal advice and not camp or base themselves at the convent for practical skills such as learning how to drive. extended periods. It seems that the energy and social conscience of Although Lentil as Anything is not-for-profi t and Shanaka Fernando and his team are boundless. registered as a charity, it still receives very little The good that must arise from this is undeniable. funding support as a ‘community organisation’. Lentil as Anything is trying to do social good while It is still feeding thousands weekly for next to making a profi t. nothing and is still training staff. It lives and dies The obvious question to ask, however, is how such based on the basic fundamentals of the business an enterprise can survive without government world. So can you see why this business needs to support, using a model that is not exactly a be so enterprising? license to print money? 1 www.lentilasanything.com

Enterprise in action - No free lunch A 1 Using this pro-forma, summarise how the subject of this case study is demonstrating enterprising behaviour. Describe the enterprising person, group or organisation. To which industry do they belong (including ANZSIC)?

Summarise the activities and/or operations of this enterprising person, group or organisation.

Describe 3 examples of enterprise capabilities demonstrated by this person, group or organisation.

Preview

Describe an exampleDraft of an employability skill being Sample: demonstrated (different from the 6 enterprise capabilities). Do Not Describe a pressure that this enterprising person/group/organisation has had to deal with (or might have to). Copy

Describe how this enterprising person/group/organisation has created an opportunity as a result of their actions.

Summarise how this person, group or organisation is developing, or has developed, an enterprise culture.

List any useful resources/weblinks to support further investigation of this enterprise subject.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 11 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.11 Work Expectations Expectations 1 People work for many reasons and it is these expectations that help foster an enterprise culture. Expectations can be influenced by people’s values, their attitudes and their subsequent behaviours. Australian industry used to be accused of having a ‘She’ll be right, mate,’ mentality and a laid-back approach to quality outcomes. In the 1980s, the structure of global trade altered significantly, and with it came a change in people’s work expectations alongside a change in values, attitudes and behaviours. If people expect to have a cruisey day at work, put in a few hours here and there, knock-off early on Friday arvos and chuck the occasional sickie to go to the cricket, then do you think this will help build an enterprise culture? It’s not that they’re bad people - it’s just that their values are not aligned with those who want to develop an enterprise culture. The modern workplace has resulted in a change in people’s work expectations, including a change in what’s expected of workers in different work settings. “There’s nothing wrong with my attitude - and Preview anyway, who are you to Values judge!” Values are the guiding principles upon which a person lives their life. The things that one values will Values often dictate whatDraft one does and one’s expectationsSample:  loyalty  motivation in relation to work. Your values will also help you  commitment  positive self- develop relevant social competencies and personal  honesty and esteem competencies and work-related skills. integrity  sense of In 2002, the Employability SkillsDo For The Future Not  enthusiasm humour  reliability  balanced Project, identified some essential personal values attitude to  personal including adaptability, enthusiasm and common-sense. work/home life presentation These still apply today and the full list is opposite.  ability to deal Copy  common- with pressure In order to develop an enterprise culture, workers need sense to have values that will support that culture to develop.  adaptability So which values do you think this might be?

Attitudes An attitude can be described as the stance or position taken by a person and is influenced by their expectations and values. Attitudes are often long-standing and hard to shift or alter. People bring their attitudes with them to the workplace and these attitudes influence their behaviour. A person’s attitude might restrict the skills that they are willing and able to develop. People with ‘good’ attitudes are usually adaptable, whereas people with ‘poor’ attitudes are often inflexible. A person’s attitude will also show in their interpersonal dealings with other staff and in the way that they communicate with customers and clients - good or bad! @ twick/tweet? The only person who can change your attitude is you. #I&E34 4.56 PM Feb 5th via semaphore from Yoda

12 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Work Expectations 1.12 Behaviours Behaviours are the actions taken by a person as a result of their values and attitudes; and can be 1 said to be the manifestation of a person’s work expectations. A bad attitude might lead to unacceptable workplace behaviour causing conflict, a lack of motivation and very unenterprising behaviour. Poor skills can mean that people behave badly, sometimes unintentionally, by being unable to perform their work tasks properly. Positive enterprising behaviour comes about by encouraging appropriate values, building stronger skills and developing better attitudes resulting in effective intrapersonal skills and interpersonal relationships. Work Expectations Personal

 Of course people have those common expectations associated with working such as earning an income, achieving job security, maintaining personal safety, gaining self- esteem and so on.  However, as part of an enterprise culture, it is not enough for employees just to be paid for doing a job. An enterprise culture encourages employee participation and involvement in the workplace and helps boost employee morale, job satisfaction and personal growth.  This can lead to workers whoPreview are more personally motivated. These intrinsically motivating factors can lead to a more positive and rewarding experience gained from working which in turn encourages people to expect more from their work settings and workplaces.

Social Draft Sample:  Work delivers social benefi ts for people. People expect to mix with colleagues Community and other stakeholders and buildDo Not interpersonal skills.  It is generally expected that employees  As part of an enterprise culture and businesses help support their employees expect richer and more communities. This is achieved fi rstly rewarding interpersonal exchanges by employing people; and secondly, helping to improve emotional Copyby donating time, money and skills to intelligence, empathy, understanding community enterprises. others, as well as cross-cultural skills.  As part of an enterprise culture people  An enterprise culture helps foster an are expected to give back to their expectation of a rich and rewarding community by volunteering and social experience that goes beyond helping community organisations. simply working to earn a living.  An increasing number of workplaces are setting up schemes that support direct employee involvement in community enterprises and activities. Economic

 First and foremost people need to earn a living from working. Work, and the production, income and expenditure from working, contributes to improved standards of living across the community and the economy as a whole, creating better fi nancial wellbeing.  However, an enterprise culture requires workers to boost productivity by using and managing resources (including themselves) more effi ciently.  This will help Australian fi rms and industries become more competitive both domestically, and internationally. This competitiveness is driven by innovation, and the enterprise of workers in all work settings.

A Great expectations 1 Are you bursting with initiative or are you happy following a predetermined route through life?  1. Circle the response that you most agree with and get an idea of your enterprising characteristics. Question 1 Question 5 Question 8 a. My motto is “why walk if I a. I can’t do anything without a. People have to be able can crawl.” I only do what’s a lot planning fi rst. to depend on you. You needed when I have to! b. I don’t mind organising stuff have to be trustworthy and b. I can’t stand hanging but sometimes there is just honest to succeed in life. around waiting to be told too much stuff to organise. b. Sometimes you have got what to do. It’s obvious c. Things happen for a to say what other people what needs doing! reason, there’s no point want to hear. c. I hate not knowing what I’m planning too much for c. What you tell people supposed to do! things that you can’t control. doesn’t really matter, as Question 2 Question 6 long as it is what they want a. Some people are my kind a. If you’ve got the talent to hear! of people and some aren’t. baby, then you don’t have Question 9 This is me, take it or leave to work as hard as the a. I only fi nish things that are it. other plebs. worth fi nishing. Life is too b. Most people are prettyPreview short to waste on trivial b. I work hard when I have interesting and easy to get to, but I’m not going to things. along with. burn myself out to make b. I hate leaving things c. I wish people would get out someone else rich. unfi nished, it is a sign of Draft Sample:weakness. of my face. c. I work as much as I have to Question 3 so as to complete the task c. I always try to fi nish what a. I hate asking people to do really well. I start and I usually fi nish things. DoQuestion 7 Not most things. b. It’s easy for me to get a. It’s really hard to make Question 10 people motivated to do decisions, there are too a. I keep a record of what I things my way. many things to think about... have to do and have done and what if I’m wrong? in my cranial fi ling system... c. You’ve really got to push Copy in my head. and push if you want b. When I have to make a people to do what you tell decision I make it and I b. I hate people who spend them. haven’t ever regretted all their time documenting any decision I have everything they do. Question 4 made. They should spend more a. Some people love being in time actually doing charge, let them take the c. I prefer to make stuff. responsibility if something decisions when goes wrong. I have the time c. In the long run to consider the having records b. Sometimes you have to outcomes, and saves time, so I take responsibility, but if I the likely effects aim to record can avoid it I prefer it not of the outcomes everything to be me. on other people. promptly and c. It’s only fair to take charge accurately. and be judged on the consequences of your actions.

2. Use the following scoring system to calculate your total score.

1. a=3 b=5 c=1 2. a=3 b=5 c=1 3. a=1 b=5 c=3 4. a=1 b=3 c=5 1 5. a=5 b=3 c=1 6. a=1 b=3 c=5 7. a=1 b=3 c=5 8. a=5 b=3 c=1 9. a=1 b=5 c=3 10. a=3 b=1 c=5 40-50: You are exhibiting many of the self-management characteristics of an enterprising individual. 30-49: You are well on the way to being enterprising but you still need to develop your ability to manage yourself more effectively. 20-29: You seem a bit indecisive so you need to develop the ability to believe in yourself and be a little more self-determining. Get some training and trust in yourself a little more. 10-19: You might be having some trouble in being able to manage yourself in order to work effectively with others. Time to see the big picture a little more. 0-9: Dude; there are other people on the planet besides just you, you know! 3. As always this quiz cannot accurately describe your likelihood to succeed as an enterprising individual. But you should reﬂ ect on the way you answered the questions. Did you answer them honestly or did you give the responses that you thought you should in order to please your peers? 4. The questions from the quiz match different work-related skills. Match each question with 2 work- related skills. 5. Pick 3 of these work-relatedPreview skills and for each explain why it is important to develop this in order to become an enterprising individual. 6. Suggest 8 more skills or behaviours that would be important in order to become effectively self- managing andDraft enterprising. Sample: Do Not Setting expectations B 1. Outline the different types of work settingsCopy that exist within Australian industry. 2. Explain the impacts that the size of an organisation might have on the way that things are done within that work setting. 3. Use examples to illustrate the similarities and the differences between a commercial and a non- commercial work setting. 4. Explain 2 work-related skills that you think it would be essential for workers in commercial settings to demonstrate. 5. Explain 2 different work-related skills that you think it would be essential for workers in non- commercial settings to demonstrate. 6. Why might workers in non-commercial settings have to be even more enterprising? Use an example. 7. Describe the differences between a value, an attitude and a behaviour. 8. Explain how values, attitudes and behaviours are related. 9. Summarise the different expectations that might be held in relation to working. 10. Outline 3 work-related skills that you could offer to a work setting to help it demonstrate an enterprise culture. Extension Proﬁ le a work setting that you feel has an enterprise culture. You could use the pro-forma on p.11.

The rise of the fur babies 1 Australians have one of the highest rates of through sessions of play and rest. pet ownership in the world. In 2017 there were This type of service obviously carries a need for approximately eight million pet owners in charge an even wider range of enterprising skills and of 24 million pets. Increasingly, people are seeing responsibilities, since they are dealing with groups themselves as parents of these ‘fur babies’. As we of animals, who, however paw-fect, might vary in move further towards humanising and including temperament and socialisation. our pets as part of our family, we are spending In any case, there is a sophisticated infrastructure more money on their welfare. needed to support such business models, What once may have been considered especially in terms of technology. In all cases outrageous - that people might spend as much on the fi rst stop is an online enquiry, often via a pets as they would on kids - is now an opportunity customised platform, followed by inputting details for enterprising pet-care providers. Some of the needs and temperament of your pet. estimates put Australian spending on their pets at Bookings are made and confi rmed, and generally $12 billion annually. This willingness to spend has it is then, that fur and fl esh meet. opened up a lot of opportunities for businesses to Not only do employees of these kinds of be enterprising in offering services to devoted fur enterprises have to satisfy the demands of parents. companion animals and their doting owners, they But you can’t always take your pet with you on must also be extremely reliable, adaptable, holidays and they sometimesPreview refuse to go nicely trustworthy and responsible, especially when they to Katnip Kennels. What to do? have access to people’s homes. Ahead of the pack, enterprising business, Lonely Selection of employees has to be extremely Pet’s Club has been solving pet owners’ problems rigorous. For house visits, police and reference by providing atDraft home care for the furry membersSample: checks must be obtained. of your family since 2003. “What once may have been Carers must also be extremely It responded to a market need fl exible in their willingness to work for an alternative to kennels, considered outrageous - that people might spend as much all sorts of hours and be able to and arrangements with friends Do Not plan and organise their visits. And on pets as they would on and neighbours, to ‘look after’ what happens when Bella’s parents kids - is now an opportunity your pets while you are away. don’t pick her up from doggy day for enterprising pet-care It recognises the fact that many care before closing? providers.” people want their pets to stay Copy Communication is also extremely relaxed at home rather than important. There are franchise being stressed in boarding facilities. owners who have to communicate effectively with This enterprising approach to customer service employees who have to communicate with clients brings itself to the client rather than forcing who have to communicate with pets. You get the the client to go to the service. There are many idea. If Inky isn’t happy, no-one is. businesses now using the Lonely Pet’s Club model Many businesses in the pet-care industry have - visiting homes to walk dogs, feeding all manner innovated in order to fi ll a niche market and of critters and dispensing medication to infi rm invented their own systems for running and pets along with cuddles. maintaining it. That leaves more time for Another alternative for keeping Fido walks and cuddles. Fido is happy. happy while time-poor parents are at And we haven’t forgotten about work, is doggy day-care. This involves cats. After-all, they’re using their delivering your fur baby to a purpose- internet-savvy paws to make online fi tted facility where they are provided bookings to get the dogs out of with a day-long program of activities. their house in the fi rst place! Dogs are assessed for temperament For more info check out: and grouped with other dogs of like personality and energy level. They are put www.lonelypetsclub.com.au

Enterprise in action - Fur babies A 1 1. Complete an enterprising pro-forma for the subject of this enterprising case study (see p.11). 2. Create a table to identify all of the examples of work-related skills being demonstrated by this enterprise. 3. Why do you think that there is a demand for the services offered by enterprises such as the Lonely Pet’s Club? 4. Describe the type of client who is likely to use Lonely Pet’s Club. 5. Describe the type of employee that you think is likely to work for Lonely Pet’s Club. 6. Discuss how Lonely Pet’s Club adds value to its pet-care services. 7. Explain the importance of enterprising digital processes for the success of enterprises such as Lonely Pet’s Club. 8. Outline any similarities between this enterprise and Lentil as Anything. 9. Undertake some research on a local organisation that is being enterprising. Write a brief case study  that describes how this organisation is being enterprising. Prepare a 3 minute oral report for the class. Preview Draft Sample: Do Not So what do you know? (1) B 1. What is an enterprise culture? 2. For the purposes of Industry and Enterprise,Copy what are work-related skills? 3. What is the relationship between the development of work-related skills and an enterprise culture? 4. Outline 2 beneﬁ ts that occur from developing an enterprise culture. 5. Explain 2 constraints that can prevent an enterprise culture from developing. 6. Use examples to describe the difference between a commercial and a non-commercial work setting. 7. Use examples to describe 2 similarities and 2 differences between the enterprising behaviours that might be expected in larger and smaller work settings. 8. Describe 2 similarities between the way that enterprise is developed in commercial and non- commercial settings. 9. Describe 2 differences in the way that work-related skills can be applied to help develop an enterprise culture in commercial and non-commercial settings. 10. What is the difference between an expectation, a value and an attitude? 11. How might a person’s expectations, values and/or attitudes inﬂ uence the extent to which they develop enterprising behaviours? Use an example from your own experience, and another example that you have seen occur in a work setting. 12. Which type of work setting do you think would make you more enterprising? Why so? 

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 17 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.17 Structured Workplace Learning Workplace learning 1 As part of Outcome 1 you are required to undertake 35 hours of Structured Workplace Learning. This means that you will be able to investigate the world of work for real. You also have to complete a workplace journal or a workplace learning report as part of your assessment for Outcome 1 in Unit 3. Workplace learning provides an ideal opportunity to relate the theory you learn in a classroom setting to educational, community or industry work settings. During your work placement you will also be required to gather information to use for your other learning outcomes throughout the year. To effectively organise your work placement you should follow these 7 steps. These steps mirror the PODR planning process - do you remember this? Plan, Organise, Do, Review. Plan-Organise-Do-Review There are many possible tasks that might need to be done when planning your 35 hours of Structured Workplace Learning. Different task skills are needed at different stages of this process such as: Preview  When first initiating the work placement or enterprise project as part of the planning process  In the lead-up to the work placement or enterprise project as part of the organising process  During the workDraft placement or enterprise Sample: project as part of the doing process  Following the work placement or enterprise project as part of the review process. So a good planning tool that helps you work out what you need to do is the PODR or Plan-Organise-Do-ReviewDo Process. Not Plan

 Work out just Organise what it is you are Copy trying to do; i.e.  Break your overall your objective/ objectives into a goal, and also how series of smaller, Do you might be able achievable, bite- to achieve this. sized goals.  Undertake the Review  It is good to be  Develop an action day-to-day able to write this plan to achieve activities needed in one or two each of these to actually  Monitor what short sentences. smaller goals on a perform each task. you’ve achieved, evaluate your task-by-task basis.  This is where outcomes, and if everything comes  Organise yourself, necessary make together and other people and any adjustments. any resources might even be the you need to shortest (but not  Each of these 4 successfully easiest) part of the stages of PODR complete each entire process. are not discreet task. so you should be reviewing throughout the whole process.

18 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Structured Workplace Learning 1.18 Structured Workplace Learning 1 1. Source placement 2. Negotiate timing  Determine appropriate settings.  Negotiate an  Find a suitable and safe appropriate time. placement. (Have back- up options available.)  Consider your school’s scheduling of its  Use your network of workplace learning contacts to help fi nd program. 3. Negotiate tasks suitable places.  Consider travel issues,  Discuss appropriate your school and tasks with your teacher. study commitments and your usual work,  Negotiate suitable sporting and family workplace tasks and commitments. roles with potential employer.  Confi rm suitability of 4. OH&S induction these tasks with your teacher. Preview Complete the required 5. Workplace induction safe@work modules or VET OH&S training  Visit worksite at least courses prior to the 2 weeks prior toDraft work placement.Sample: commencing to meet with your supervisor/ employer. 6. Work placement 7. Review performance  Find out any safety, Do Not equipment, dress and  Successfully complete  Undertake self- clothing requirements. 35 hours of work assessment before,  Get appropriate forms placement. during and after signed (and bring them CopyDevelop and apply placement. back). appropriate work-  Maintain a daily related skills. workplace journal of  Maintain a daily journal tasks. of tasks.  Report on your experience, including work-related skills.  Obtain evaluations from your employer. Image: Top Photo Corporation/ Top Photo Group/Thinkstock Structured Workplace Learning settings  In a workplace during normal school hours,  In community enterprise projects and either on an ongoing basis, or as a block- activities. release.  In short-term or ongoing student-initiated  In part-time or casual work out of school or school-based enterprise projects. hours, (paid or unpaid).  As a complement to VCAL and VET program  In voluntary or community work (either paid work placements. or unpaid).  Through on-the-job training as part of a school-based apprenticeship or traineeship.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 19 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.19 Enterprise Projects Enterprise projects 1 One of the most rewarding ways that you can satisfy Outcome 1 is to undertake one or more enterprise projects or activities. As part of Structured Workplace Learning you still have to complete 35 hours in an appropriate individual or teams-based setting. However, you might complete more than one enterprise project, or combine an enterprise project or activity with a work placement in order to accumulate your 35 hours. An enterprise activity requires you to undertake extensive planning and organising which should count towards the enterprise activity time. You should use a planning process such as the PODR process to assist you with planning your activity. Just as with a work placement, you also have to complete a relevant daily journal and also a record of the development of work-related skills. You also have to get an evaluation completed by your supervisor and/or teacher. There are a wide range of suitable enterprise settings. You might choose to conduct a voluntary or community project, fund-raise, participatePreview in structured training programs, run a student-initiated project on a one-off or ongoing basis, or some other relevant activity in negotiation with your teacher. Some examples are listed opposite and youDraft can add more. Sample: We are going to organise and manage a class of Year 7s to participate in Clean Up Australia day. Issues to consider If you are undertaking an enterpriseDo project Notor activity it may be more appropriate to work as part of a team. However, a group of good friends does not necessarily make a good team - you must build a synergised team. There might also be financial risks (funding) and legal requirements (food-handling, insurance, etc.) involved. In most casesCopy you will also need to get official school approval. Your teacher will provide you with details of your school’s rules and requirements in this respect. But just remember:  You must undertake suitable enterprise projects and activities with enough scope to allow you to accumulate 35 hours of Structured Workplace Learning (or also complete some work placement)  Enterprise activities are often more difficult and do carry an element of risk  You must undertake extensive planning and organising before doing the project. Use the PODR planning process and pro-formas, pp.18, 318 & 336.  Teamwork has its own responsibilities and difficulties; so strive for synergy  Your performance will be assessed.

@ twick/tweet? # snrg Good friends don’t always make a good team. So choose carefuLy! #I&E34 1:35 PM Feb 7th via mime by Marcel

 Appropriate VET, TAFE and  World’s  community gardening short courses. Biggest Morning Tea  innovation projects 1  relevant industry/workplace  Movember  app development simulations  Live Below the Line  cultural days  Australian Business Week  CanTeen  parent-teacher night hosts  industry design competitions  Vision Australia  school guides/ambassadors  peer-support leadership  Zoo Sponsorship  catering for staff luncheon  fi rst-aid course and training  primary school mentoring  industry-specifi c training  ______ OHS audit  Responsible Service of  school signage Alcohol  ______ school furniture rejuvenation  various licenses and certifi cation  car wash  fi tness instruction  ______ street-art mural  ‘White Card’  cross-class quizzes  school social organisation  publications/websites such as: radio station   careers factsheets  ______fashion show   comics school uniform designs   youth guides  ______ visual arts show Preview  school magazine/blog enterprise activities   multimedia guides  ______ birthday cards  cross-age tutoring for:  safety factsheets  primary schoolDraft kids Enterprise Sample:  school functions /expos  Year 7&8s Projects &  open-day activities  older people Activities  school marketing design  migrants Do Not sporting competitions  Eisteddfods  volunteer work  functions catering  school environment cleanup  team-building activities  small business day  media/video productions  outdoor education activities  ongoingCopy business such as:  community TV and radio  mentoring programs  school canteen  school band  community work  second-hand books  music recording  Landcare programs  retail enterprise  dance performances  coaching clinics  catering/breakfasts  sporting and fi tness seminars  fund-raising activities such as:  environmental work  martial arts displays  child sponsorship  shopping services  drama/theatre productions  Red Shield  offi ce administration  school environmental audits  Red Cross  teacher training (in ICT)  school beautifi cation programs  Clean Up Australia  water-saving programs  RSPCA  ______ student competitions  Smith Family  Red Nose Day  Good Friday Appeal  ______ ______ Jeans for Genes Day  recycling program  Walk Against Want  school website design  ______ World’s Greatest Shave  aged-care visits

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 21 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 1.21 Assessment Task - Enterprise Culture

AT1A Workplace Journal and Report 1

Task description: Workplace Journal and Report (LO1) Outcome 1: 1. Complete a workplace journal that summarises your participation in Structured Workplace Learning at a work and/or community setting. 2. Prepare a report that describes the extent to which you and other work-related stakeholders contributed to the development of an enterprise culture at that work and/or community setting. 3. In your report discuss how the development of work-related skills by both you and other work- related stakeholders contributes to an enterprise culture at that work and/or community setting. As part of your report use evidence to evaluate how this development of work-related skills helped contribute to an enterprise culture. Marks: This assessment task will contribute 20 marks (out of 60) for Outcome 1. Format: A ongoing workplace journal and report. Word/task length: You will complete your workplacePreview journal on an ongoing basis as part of your Structured Workplace Learning experience in a work and/or community setting. You will then be allowed approximately 40-50 minutes to complete the report part of the task. Your teacherDraft will inform you of the approximate Sample: number of words you would be expected to write in order to prepare a comprehensive response. Other information/due dates: Your teacher will give you more information in relation to how the task will be conducted for your class. Record this in your workbooks.Do Not

Advice to students:  When you are completing a report, a tip is  The very concept of a report requiresCopy you to to organise your information according to plan, organise and communicate effectively. a series of headings and subheadings, and then present answers according to these.  Before attempting this task you must be The headings should match how you will be able to describe the key characteristics that assessed. contribute towards the development of an enterprise culture.  You should match the number of distinct points of information needed for your report  You need to gather information from your to the number of marks for each section. Structured Workplace Learning through observation, interviews and by using your Note: Although the task contributes 20% of workplace journal. You will also use this as your overall score for the Unit 3 assessment evidence for your evaluation. tasks, it may be marked out of a ‘score’ higher than 20 (i.e. 40 marks). This means that you will  This information from your work setting be expected to provide more information. Your should assist you to discuss the relationship teacher will inform you of their internal marking between the development of work-related ‘score’. skills by you, and by other work-related stakeholders; and the development of an enterprise culture.

Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate VCAA guidelines, assessment information and publications.

22 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Assessment Task - Enterprise Culture 1.22 Unit 3 Outcome 1: School-assessed Coursework Workplace Journal and Report 1

Name: ______Date: ______1 Complete a workplace journal that summarises your parƟ cipaƟ on in Structured /8 Workplace Learning at a work and/or community seƫ ng. In your journal:  Iden fy and describe a work and/or community seƫ ng and the major tasks it undertakes.  Explain your role in this work and/or community se ng as part of your Structured Workplace Learning.  Complete an ongoing workplace journal that reports on the daily tasks you undertook, the work-related skills you developed, and how you developed these work-related skills.  Refl ect on your own success in developing work-related skills as part of being enterprising. Use evidence to evaluate your success.  Show evidence of observaƟ on and direct contact with other work-related stakeholders in rela on to their enterprising behaviours. 2 Describe and discuss enterprisingPreview behaviours that contribute to an enterprise culture /8 in the work or community seƫ ng. In your report:  Explain the Draftmeaning of an enterprise cultureSample:.  Discuss two examples why the development of an enterprise culture is important at your work and/or community se ng.  Describe how you successfully developed and demonstrated work-related skills as part of an enterprise cultureDo in this work and/orNot community se ng. Discuss specifi c examples of enterprising behaviours from your own experiences at this work and/or community se ng.  Describe how other work-related stakeholders successfully developed and demonstrated work-related skillsCopy as part of an enterprise culture in this work and/or community se ng. Discuss specifi c examples of enterprising behaviours by other work-related stakeholders at this work and/or community se ng. 3 Discuss and evaluate the extent to which an enterprise culture has been developed in /4 the work or community seƫ ng. In your report:  Evaluate the extent to which you successfully developed and demonstrated work-related skills as part of an enterprise culture in this work and/or community se ng. Use specifi c examples from your own experiences at this se ng.  Evaluate the extent to which other work-related stakeholders successfully demonstrated work-related skills as part of an enterprise culture in this work and/ or community se ng. Use specifi c examples from this se ng. Informa on/comments

/20

Humpty do, Humpty don’t 1 This activity is simple. You are required to create an apparatus to house an egg. However, the apparatus  must be solid enough so that it will protect the egg from a fall of at least 2 metres.

Instructions 1. Form into teams of no more than 4. Materials 2. Design and build an apparatus to You can only use materials from the protect your egg. (Your teacher will following list. Your teacher will inform you inform you when your time is up, of any other restrictions or inclusions. Your approx. 30-40 minutes.) teacher will either supply these or you will 3. Undertake ﬁ nal testing, (but be have to bring them to the next class. careful).  A4 or A3 paper (6 sheets max) 4. Give a brief presentation to the  A4 card or smaller (6 sheets max) class about the likely success of your  1 sheet of newspaper apparatus.  cotton or twine (2 metres or less) 5. Take the apparatus to the drop zone.  masking tape (2 metres or less) 6. Under instruction, drop the apparatus  drinking straws (10 max) and then inspect the egg. Have  icypole sticks (10 max) someone video the Previewprocedure.  cotton balls (10 max) 7. Clean-up.  8 rubber bands 8. Your teacher will give a great prize to  8 paper clips the team with the least-damaged egg.  glue 9. DebriefDraft and discuss work-related Sample: skills.  10. Complete the questions.  Do Not Other rules/information  The egg must be wrapped in a plastic snaplock freezer bag so as to minimise mess.  Materials cannot be appliedCopy directly to the egg itself (i.e. no glue on the eggshell) nor between the egg and the plastic bag.  The apparatus should be no larger than 30cm3.  Be mindful if you have an egg allergy or if you are vegan.

Questions 5. How did your team Why so? 1. How did you go about go about building the 9. What would you do selecting your team? apparatus? differently next time and 2. What role(s) did you 6. Explain how well your why? have? How was this team communicated 10. Describe what you decided? during the design and believe to be the 3 most 3. What roles did your team building phases. important work-related members have? How was 7. How conﬁ dent was your skills needed for this this decided? team in regards to their activity. 4. How did your team go apparatus? 11. In your opinion, what was about designing the 8. How did your team the hardest part of this apparatus? perform in the egg-drop? activity?

24 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.01 A EtE t i l ltt 2 Stakeholders 2 2 2.01 Stakeholders ...... 26 2.15 Community Stakeholders ...... 40 2.03 Enterprise in Action ...... 28 2.19 Enterprise in Action ...... 44 2.05 Industry ...... 30 2.23 ANZSIC Industry Statistics ...... 48 2.07 Industry - ANZSIC 2006 ...... 32 2.11 Industry Stakeholders ...... 36

Activity p. Due date/Done? Comment

Enterprise in action - 2.04A 29 Who’s lovin’ it? Preview 2.12A Stakeholders - Government 37

Stakeholders - Unions and Industry 2.14B 39 associationsDraft Sample: 2.16A Community stakeholders Do41 Not 2.18B Community groups 43

Enterprise in action - Copy45 2.20A Waste not want not

Enterprise in action - 2.22B 47 Clean up your act

2.22B So what do you know? (2) 47

2.23 ANZSIC industry statistics 48

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 25 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.01 Stakeholders Decisions Decisions are made all the time in our society - some are positive and some might not be so positive. Commercial decisions aren’t always made for the good of all members of society because 2 certain decisions tend to protect and support the interest of a particular stakeholder. Some decisions might be made at the expense of stakeholders who have little say or influence over that decision. So commercial decisions might benefit one individual or group at the expense of another. This can lead to conflict between stakeholders. People and groups may have differing expectations and values. Consider the differing values of Greenpeace and BHP, Scott Morrison and Bill Shorten (or Turnbull/Abbott/Rudd/ Gillard), and even you and your parents. What is a stakeholder? A stakeholder is an individual, group, organisation, community or other interested party that is affected by a decision. We can say they have a stake in the outcome of any decisions that are made. Decisions that are made impact, either directly or indirectly, on people and groups in society. ThosePreview people or groups that are impacted upon are stakeholders in the decision. So when making decisions it is important to carefully consider potential benefits and costs of decisions for different stakeholders. Some of the keyDraft stakeholders in any decision Sample: can be classified into distinct groups. They may not all share the same opinions but they may be affected in a similar way by that decision. This shared opinion by a group is called a societal value (or social value). “A stakeholder, Do Not not a steakholder!” TypicalCopy Stakeholders employees

customers/clients managers

competitors owners/shareholders

government pressure/lobby groups

unions communities

suppliers industry groups

fl ora and fauna

26 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Stakeholders 2.02 Roles of Key Stakeholders

Employees

Employees are responsible for the production of goods and services, maintaining quality standards, achieving the highest possible 2 productivity levels and ensuring that safety is maintained. In return employees expect fair working conditions including appropriate wages, salaries, leave and other employee benefi ts, a safe and enjoyable workplace and the opportunity to advance their careers. Diff erent employees include full-time, part-time, casual, sub- contractors, and of course managers - yes managers are employees too!

Customers/Clients Managers

They purchase goods and services in Managers are required to eff ectively exchange for expenditure (money). plan, organise, lead and control an They expect highest possible quality, fair organisation’s resources, including prices, safe products and high levels of employees (human resources) to customer service. They may reward good eff ectively and effi ciently achieve an service with customer loyalty. Previeworganisations’s goals. They also expect professionalism and Managers are responsible for making relevant privacy to be maintained. decisions. Managers who are leaders help develop an enterprise culture. The profi le of customers/clients might be internal, retail, Draftcommercial, industrial, Sample: government or even global.

Pressure/lobby groups Do NotOwners/Shareholders Pressure and lobby groups operate to give Owners (and shareholders) own and voice and power to like-minded people, operate businesses and may also be communities and sections of our society employers. who share common societal values. CopyOwners aim and expect to generate Pressure and lobby groups operate to profi ts or dividends. try to infl uence commercial decisions to Small businesses are usually run by an reduce harm to particular stakeholders. owner/operator, however, some owners They might also try to promote more do appoint managers to run their socially responsible actions. businesses eff ectively. In essence, they tend to support or Large organisations and corporations ‘champion’ a group of people or a cause usually appoint CEOs and general by exerting pressure on government, managers to run the organisation on social and commercial decision-making. behalf of shareholders.

Government

The government sets laws and operates policy to try and achieve outcomes for the general wellbeing of society. The government provides a range of social services through government departments, agencies and organisations. Government organisations and agencies might be operated under Commonwealth, state or local control, or as semi-government businesses or authorities.

Who’s lovin’ it?

ou already know that the key stakeholders produce goods and services. Yin any commercial decision are employers Organisations usually source materials and other (or owners), managers, employees, customers or inputs from supplier organisations ‘upstream’; 2 clients, the government and perhaps even various process, transform and add-value to these pressure and/or lobby groups. materials and inputs, and then supply these to However, there are many other stakeholder other organisations ‘downstream’. Sometimes groups who affect or are effected by commercial they might source inputs from other departments decision-making. These include trade unions, or work units within their own organisation; and/ industry associations, competitors, suppliers, or supply to other departments and work units communities and so on. downstream within their own organisation. This Stakeholders can be classifi ed as internal or creates an interdependent relationship between external stakeholders. Enterprising organisations all members of the supply chain. that use Total Quality Management (TQM) McDonald’s Australia contracts its distribution and recognise varied roles, relationships and logistics to Martin Brower (who service 16,000 infl uences related to internal or external McDonald’s stores worldwide). Martin Brower stakeholders. has distributions centres located throughout Internal stakeholders include employees, Australia which enables them to service over managers, internal contractors as well as other 900 McDonald’s restaurants nationwide; making departments within an organisation.Preview These are deliveries of supplies an average of 2.5 times interdependent parties that the organisation has per week. The transport fl eet covers hundreds control over. of thousands of kilometres in the process. Martin Brower also handles distribution for NZ. External stakeholders include customers, suppliers, outsideDraft contractors, competitors, Sample:McDonald’s Australia - Suppliers 1 pressure and lobby groups, government As part of its supply chain operations, bodies and agencies, and other McDonald’s Australia states that it has an parties, whose operations and economic, ethical and environmental decision-making impact on an Do Notresponsibility to its suppliers and organisation either directly communities. 2 or indirectly. According to its website, McDonald’s TQM emphasises that spends in excess of $650 million organisations should meet Copy annually on Australian produce. the needs of all internal and As at 2018, some of its external external stakeholders by striving upstream supply relationships include: for a never-ending improvement  beef patties from the Australian in quality levels throughout all Food Corporation aspects of an organisations operations.  beef, chicken and fi sh supplies from OSI Supply chain  chicken from Inghams One way to better understand the roles of various stakeholders  potato products from Simplot and is to investigate the relationships McCain between stakeholders as part  cheese and dairy products from y of a supply chain. Fonterra A supply chain refers to all  coffee beans from Rainforest the supplier organisations Alliance Certifi ed farms. that work together to provide Of course there are many more components, materials suppliers that provide McDonald’s and support services to an ingredients and supplies - can you think organisation so that it can of, or fi nd out, others? Image: rozelt/ Depositphotos.com

Employees Customers Of course you are probably well aware of Of course customers might be considered the McDonald’s ongoing commitment to staff training, key external stakeholder group. Customer including the training of 10s of thousands of relationships are evolving and organisations young Australians on an ongoing basis. Indeed, need to be able to adapt and become more 2 some of you in this classroom might be employed enterprising in order to cater for changing at Maccas, or have family and friends who either customer needs. Organisations develop mission currently work there or who have been a Macca’s and vision statements and sets of values to guide worker. their dealings with customers. The company has been a long-time advocate of McDonald’s have evolved by changing their menu, equal opportunity and actively targets under- and by introducing more ethical sourcing policies, represented groups including women, people from as well as sustainability initiatives, as part of a diverse backgrounds and others as part of its social responsibility platform. leadership program. McDonald’s were also involved in the Responsible Indeed the former Managing Director/Chief Advertising and Marketing to Children initiative. Executive Offi cer, Catriona Noble was also This initiative includes a set of independently the youngest ever female company restaurant assessed guidelines to be followed when manager when she was only 19. The current MD/ communicating with children. In the past it did CEO (as at late 2018) is Andrew Gregory. have some menu items certifi ed by the National Part of its training results in more than Heart Foundations’s tick of approval (which is no 10,000 employees participating Previeweach year longer used). in development programs to obtain nationally Community accredited qualifi cations. You can go to their McDonald’s actively supports a number of social website and try the Macca’s & Me Quiz to see if enterprises and community stakeholders. As well you are a good fi t forDraft their team. Sample:as McHappy Day and Ronald McDonald House It also offers the Charlie Bell Scholarship for Future Charities, it also has an ongoing partnership with Leaders which grants successful candidates up Clean Up Australia. Franchisees are encouraged to $15,000 towards tuition fees for their chosen to become active members and sponsors in their undergraduate or post-graduate study.Do All short- Notlocal community and a lot of support and funding listed applicants get the chance to participate in is given to sporting clubs and programs for juniors. a leadership program that focuses on developing As you can see, McDonald’s deals with a variety applied leadership skills and attributes, aligned of stakeholders, including many more not even with strategies to develop communicationCopy and listed in this article. So what types of work- people management/motivation skills. related skills do you think are needed to help Sources: From mcdonalds.com.au and specifi cally manage these complex relationships?  1 Meet the Suppliers article; http://mcdonalds.com.au/ about-maccas/our-supply-chain/supply-partners 2 Meet the Suppliers article; http://mcdonalds.com.au/ about-maccas/our-supply-chain Enterprise in action - Who’s lovin’ it? A 1. Complete an enterprising pro-forma for the subject of this enterprising case study (see p.11). Update the information with current evidence and statistics. 2. Why is it vital to develop good relationships with various stakeholders? Use examples from McDonald’s. 3. Research more about McDonald’s social responsibility, community involvement and commitment to more sustainable practices. Summarise the key points that you discover. 4. The infl uence of pressure groups and lobby groups are not addressed in this article. Outline some of the relationships between pressure and lobby groups and corporations such as McDonald’s. 5. Research a similar organisation and complete an enterprising pro-forma. Prepare a 20-point  presentation to the class. 6. Develop a list of behaviours you would expect to see in a work setting, such as McDonald’s, that is demonstrating an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 29 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.05 Industry 5-stage industry classification An industry is a group of work settings, businesses or organisations that are involved in the production of the same or a similar product. Industries may be classified in different ways; there isn’t one correct method that applies. 2 The 3-stage production classification is the traditional method of classification that you might already be aware of. Formerly, only primary, secondary and tertiary industry sector classifications were used. However, as the commercial world has become more sophisticated, the prevalence of organisations in quaternary and quinary industries has been growing. Therefore this 5-stage model of industry classification, which breaks tertiary down into its further classifications, might more accurately represent the industry stakeholders of a modern enterprise culture. 5-Stage Industry Classification 1. Primary

Organisations involved in the production of raw materials. This involves farming, logging, fi shing, mining, etc.. The output from these industries is often referred to as commodities, e.g. coal, iron-ore, tin, zinc, wool, wheat, beef, gold, aluminium, etc.. These commoditiesPreview are purchased by other businesses and then used to manufacture other goods and services.

2. Secondary Draft Sample:3. Tertiary Organisations involved in the manufacture of goods and Organisations involved in the services. provision of services and utilities. Do Not Service providers use intermediate Raw materials are combined with labour, capital and goods to produce a fi nished service enterprise to produce goods product. either for intermediate use e.g. Woolworths uses cash registers, (bread for a café), or for fi nal Copy stock, equipment and other consumption (bread for retail intermediate goods to provide the shoppers). service of retail shopping. Linfox Secondary production takes uses trucks, vans, equipment and place in factories, mills, smelters, other intermediate goods. refi neries and other capital- Generally all service industries intensive workplaces, and can are classifi ed as belonging to the also include the construction of tertiary stage, however, this tertiary physical ‘assets’. stage can be further broken down into 4th and 5th stages. 4. Quaternary 5. Quinary An extension of the tertiary sector, quaternary organisations focus on the A further extension of tertiary, supply and provision of information. organisations in the quinary sector This may include media, education, provide services that replace domestic fi nance, consultancy, business services duties; or community services. and so on. Also many newly emerging This may include healthcare, hospitality, new economy digital service-providers household services and so on; as well as are in this sector. community organisations.

30 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Industry 2.06 Other industry classifications Sometimes when we read about the commercial world or hear people on the radio and TV talking about their business, organisation or industry they might say they are in the fast-food industry, the frozen seafood industry, the sports marketing industry or even 2 the sock industry! Now these industry stakeholders are not incorrect; but they are using arbitrary classifications based upon the nature of their organisation. This way of classifying their industry relates directly to the nature of their organisation. So we should bear in mind that organisations might also be classified into industries by what they do. This might be especially so when you are talking to people who run their own businesses in these organisations.

I’m going through an identity crisis! Do I work in the fast-food, hospitality, restaurant, retail, accommodation and By product... food services or some other industry? 1. The type of By ‘sub-sector’... product/output they By function... produce. 2. ThePreview sub-sector they operate in.  fast-food: 3. The function of the By ‘what they do’... McDonald’s  in hospitality: business. McDonald’s  transport: Linfox  as a restaurant: 4. How they operate/  in road transport: food: SPC Draft Sample:McDonald’s what they do.  Linfox  providing  retail:  canned food: logistics: Linfox McDonald’s SPC  food processing:  business services: Do NotSPC Linfox  manufacturing: Copy SPC

The Australian and New Zealand Standard Industrial Classification (ANZSIC) 2006 The official way to classify industries uses ANZSIC 2006 for the compilation and publication of statistics on an industry basis. The ANZSIC 2006 classification system uses 19 industry divisional ANZSIC 2006 classifications from A-S as well as 83 Level Code Description sub-divisions. Division: A Agriculture, Forestry & Fishing ANZSIC 2006 is the official way to Subdivision: 01 Agriculture classify organisations into industries, Group: 011 Nursery and Floriculture Production so you should be aware of the industry Class: 0111 Nursery Production (Under Cover) to which your workplace belongs. The The tables on pp. 30-33 provide classifi cation down to structure of the ANZSIC classifications the group level. is given in the box opposite. Download the full document from the ABS: www.abs.gov.au

A: Agriculture, Forestry and Fishing C: Manufacturing

01 Agriculture 011 Nursery and Floriculture 11 Food Product 111 Meat and Meat Product Production Manufacturing Manufacturing 012 Mushroom and Vegetable 112 Seafood Processing Growing 2 113 Dairy Product 013 Fruit and Tree Nut Growing Manufacturing 014 Sheep, Beef Cattle and 114 Fruit and Vegetable Grain Farming Processing 015 Other Crop Growing 115 Oil and Fat Manufacturing 016 Dairy Cattle Farming 116 Grain Mill and Cereal Product Manufacturing 017 Poultry Farming 117 Bakery Product 018 Deer Farming Manufacturing 019 Other Livestock Farming 118 Sugar and Confectionery Manufacturing 02 Aquaculture 020 Aquaculture 119 Other Food Product Manufacturing 03 Forestry and 30 Forestry and Logging Logging 04 Fishing, Hunting 041 Fishing 12 Beverage and 121 Beverage Manufacturing and Trapping Tobacco Product 042 Hunting and Trapping Manufacturing 122 Cigarette and Tobacco Product Manufacturing 05 Agriculture, 051 Forestry Support Services Forestry and 13 Textile, Leather, 131 Textile Manufacturing Fishing Support 052 AgriculturePreview and Fishing Clothing and 132 Leather Tanning, Fur Services Support Services Footwear Manufacturing Dressing and Leather Product Manufacturing 133 Textile Product Draft Sample:Manufacturing 134 Knitted Product Source: Manufacturing 135 Clothing and Footwear ABS, Australian and New Zealand Standard Industrial Manufacturing Classifi cation (Anzsic) • 2006, pp.40-50Do Not 14 Wood Product 141 Log Sawmilling and Timber Available through: Manufacturing Dressing www.abs.gov.au/ausstats/[email protected]/mf/1292.0 149 Other Wood Product Manufacturing

Copy15 Pulp, Paper and 151 Pulp, Paper and Paperboard Converted Paper Manufacturing Product 152 Converted Paper Product Manufacturing Manufacturing 16 Printing (including 161 Printing and Printing the Reproduction Support Services of Recorded Media) 162 Reproduction of Recorded B: Mining Media Petroleum and Coal Product Manufacturing 06 Coal Mining /060 Coal Mining 07 Oil and Gas 070 Oil and Gas 17 Petroleum and 170 Petroleum and Coal Extraction Extraction Coal Product Product Manufacturing Manufacturing 08 Metal Ore Mining 080 Metal Ore Mining

09 Non-Metallic 091 Construction Material Mineral Mining and Mining Quarrying 099 Other Non-Metallic Mineral Mining & Quarrying 10 Exploration and 101 Exploration Other Mining Support Services 109 Other Mining Services

C: Manufacturing D: Electricity, Gas, Water and Waste Services

18 Basic Chemical and Basic Chemical 26 Electricity Supply 261 Electricity Generation Chemical Product 262 Electricity Transmission Manufacturing Basic Polymer Fertiliser and Pesticide 263 Electricity Distribution Pharmaceutical and 264 On Selling Electricity & Elec- 2 Medicinal Product tricity Market Operation Cleaning Compound and Toiletry Preparation 27 Gas Supply 271 Gas Supply Other Basic Chemical 28 Water Supply, 281 Water Supply, Sewerage Product Sewerage and and Drainage Services Drainage Services 19 Polymer Product 191 Polymer Product and Rubber Prod- 29 Waste Collection, 291 Waste Collection Services uct Manufacturing 192 Natural Rubber Product Treatment and Disposal Services 292 Waste Treatment, Disposal 20 Non-Metallic 201 Glass and Glass Product and Remediation Services Mineral Product Manufacturing 202 Ceramic Product 203 Cement, Lime, Plaster and E: Construction Concrete Product 209 Other Non-Metallic Mineral 30 Building 301 Residential Building Product Construction Construction 302 Non-Residential Building 21 Primary Metal and 211 Basic Ferrous Metal Construction Metal Product 212 Basic Ferrous Metal Product Manufacturing Preview31 Heavy and Civil 310 Heavy and Civil Engineering 213 Basic Non-Ferrous Metal Engineering Construction Construction 214 Basic Non-Ferrous Metal Product 32 Construction 321 Land Development and Site Services Preparation Services 22 Fabricated 221 Iron and Steel Forging Draft Sample:322 Building Structure Services Metal Product 222 Structural Metal Product Manufacturing 323 Building Installation Services 223 Metal Container 324 Building Completion Services 224 Sheet Metal Product 329 Other Construction Services (except Metal Structural and ContainerDo Products) Not 229 Other Fabricated Metal F: Wholesale Trade Product 33 Basic Material 331 Agricultural Product 23 Transport 231 Motor Vehicle and Motor Wholesaling Wholesaling Equipment Vehicle Part Copy 332 Mineral, Metal and Manufacturing 239 Other Transport Equipment Chemical Wholesaling 333 Mineral, Metal and 24 Machinery and 241 Professional and Scientifi c Chemical Wholesaling Equipment Equipment Manufacturing 242 Computer and Electronic 34 Machinery and 341 Specialised Industrial Equipment Equipment Machinery and Equipment Wholesaling 349 Other Machinery and 243 Electrical Equipment Equipment Wholesaling 244 Domestic Appliance 35 Motor Vehicle & M. 350 Motor Vehicle and Motor 245 Pump, Compressor, Heating Vehicle Wholesaling Vehicle Wholesaling and Ventilation Equipment 246 Specialised Machinery and 36 Grocery, Liquor and 360 Grocery, Liquor and Equipment Tobacco Product Tobacco Product Wholesaling Wholesaling 249 Other Machinery and Equipment 37 Other Goods 371 Textile, Clothing and Wholesaling Footwear Wholesaling 25 Furniture 251 Furniture Manufacturing 372 Pharmaceutical and Toiletry and other Goods Wholesaling manufacturing 259 Other Manufacturing 373 Furniture, Floor Covering & Other Goods Wholesaling 38 Commission-Based 380 Commission-Based Wholesaling Wholesaling

G: Retail Trade I: Transport, Postal and Warehousing

39 Motor Vehicle and 391 Motor Vehicle Retailing 51 Postal and Courier 510 Postal and Courier Pick-up Motor Vehicle Parts Pick-up and and Delivery Services Retailing 392 Motor Vehicle Parts & Tyre Delivery Services

2 40 Fuel Retailing 40 Fuel Retailing 52 Transport Support 521 Water Transport Support Services Services 41 Food Retailing 411 Supermarket & Grocery 522 Airport Operations and Stores Other Air Transport Support 412 Specialised Food Retailing Services 413 Liquor Retailing 529 Other Transport Support Services 42 Other Store-Based 421 Furniture, Floor Coverings, Retailing Houseware & Textile Goods 53 Warehousing and 530 Warehousing and Storage Storage Services Services 422 Electrical and Electronic Goods Retailing J: Information, Media and Telecommunications 423 Hardware, Building and Garden Supplies Retailing 424 Recreational Goods 54 Publishing (except 541 Newspaper, Periodical, 425 Clothing, Footwear and Internet and Music Book and Directory Personal Accessory Publishing) Publishing 426 Department Stores 542 Software Publishing 427 Pharmaceutical and Other 55 Motion Picture and 551 Motion Picture and Video Store-BasedPreview Retailing Sound Recording Activities Activities 43 Non-Store Retail- 431 Non-Store Retailing 552 Sound Recording and Music Publishing ing and Retail 432 Retail Commission-Based Commission-Based Buying and/or Selling Buying &/or Selling 56 Broadcasting 561 Radio Broadcasting (except Internet) Draft Sample:562 Television Broadcasting 57 Internet Publishing 570 Internet Publishing and and Broadcasting Broadcasting H: Accommodation and Food Services 58 Telecommunications 580 Telecommunications 44 Accommodation 440 AccommodationDo Not Services Services

45 Food and Beverage 451 Cafes, Restaurants and 59 Internet Service 591 Internet Service Providers Services Takeaway Food Services Providers, Web and Web Search Portals 452 Pubs, Taverns and Bars Search Portals and Data Processing 592 Data Processing, Web Host- Copy ing & Electronic Information 453 Clubs (Hospitality) Services Storage Services

60 Library & Other In- 601 Libraries and Archives formation Services 602 Other Information Services I: Transport, Postal and Warehousing

46 Road Transport 461 Road Freight Transport K: Financial and Insurance Services 462 Road Passenger Transport 62 Finance 621 Central Banking 47 Rail Transport 471 Rail Freight Transport 622 Depository Financial 472 Rail Passenger Transport Intermediation 623 Non-Depository Financing 48 Water Transport 481 Water Freight Transport 624 Financial Asset Investing 482 Water Passenger Transport 63 Insurance and 631 Life Insurance 49 Air & Space Transport 490 Air and Space Transport Superannuation Funds 632 Health & General Insurance 50 Other Transport 501 Scenic and Sightseeing 633 Superannuation Funds Transport 502 Pipeline & Other Transport 64 Auxiliary Finance 641 Auxiliary Finance and and Insurance Investment Services Services 642 Auxiliary Insurance Services

L: Rental, Hiring and Real Estate Services P: Education and Training

66 Rental and Hiring 661 Motor Vehicle & Transport 80 Preschool and 801 Preschool Education Services (except Equipment Rental & Hiring School Education 802 School Education Real Estate) 662 Farm Animal and 81 Tertiary Education 810 Tertiary Education Bloodstock Leasing 2 663 Other Goods & Equipment 82 Adult, Community 821 Adult, Community and Rental and Hiring & Other Education Other Education 822 Educational Support 664 Non-Financial Intangible Services Assets (Except Copyrights) Leasing Q: Health Care and Social Assistance 67 Property Operators 671 Property Operators Real and Real Estate Estate Services 84 Hospitals 840 Hospitals Services 672 Real Estate Services 85 Medical and 851 Medical Services Other Health Care 852 Pathology and Diagnostic M: Professional, Scientifi c and Technical Services Services Imaging Services 853 Allied Health Services 69 Professional, 691 Scientifi c Research Services 859 Other Health Care Services Scientifi c and Technical Services 692 Architectural, Engineering and Technical Services 86 Residential Care 860 Residential Care Services (Except Computer Services System Design and 693 Legal & Accounting Services Related Services) 87 Social Assistance 870 Child Care Services 694 Advertising Services Services Other Social Assistance 695 Market ResearchPreview and Services Statistical Services 696 Management and Related R: Arts and Recreation Services Consulting Services 697 Veterinary Services 89 Heritage Activities 891 Museum Operation Draft699 Other Professional, Scien- Sample:892 Parks & Gardens Operations tifi c and Technical Services 90 Creative & Perform- 900 Creative and Performing 70 Computer System 700 Computer System Design ing Arts Activities Arts Activities Design and Related and Related Services Services 91 Sports and 911 Sports and Physical Do NotRecreation Recreation Activities Activities 912 Horse and Dog Racing N: Administrative and Support Services Activities 913 Amusement and Other 72 Administrative 721 Employment Services Recreation Activities Services 722 Travel Agency and Tour Copy92 Gambling Activities 920 Gambling Activities Arrangement Services 729 Other Administrative Services S: Other Services

73 Building Cleaning, 731 Building Cleaning, Pest 94 Repair and 941 Automotive Repair and Pest Control & Other Control and Gardening Maintenance Maintenance Support Services Services 942 Machinery and Equipment 732 Packaging Services Repair & Maintenance 949 Other Repair & Maintenance

O: Public Administration and Safety 95 Personal and Other 951 Personal Care Services Services 952 Funeral, Crematorium and 75 Public 751 Central Government Admin Cemetery Services Administration 752 State Government Admin 953 Other Personal Services 753 Local Government Admin 954 Religious Services 955 Civic, Professional Other 754 Justice Interest Group Services 755 Government Representation 96 Private Households 960 Private Households 76 Defence 760 Defence Employing Staff & Un- Employing Staff and diff erentiated Goods- & Undiff erentiated Goods- 77 Public Order, Safety 771 Public Order and Safety Service- Producing and Service-Producing and Regulatory Services Activities of House- Activities of Households for Services holds for Own Use Own Use 772 Regulatory Services

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 35 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.11 Industry Stakeholders Who’s who? There are literally thousands of different stakeholder groups, organisations and agencies that can be classified as industry stakeholders. Of course major industry stakeholder groups include employees, clients & customers, competitors, mangers, employers, 2 contractors, suppliers and others involved directly in the production of goods and services. However, there are other industry stakeholders that influence industry decision- making, such as government departments and agencies, trade unions, industry associations and pressure/lobby groups (see Community Stakeholders, pp.40-43). Government departments, organisations and agencies Government organisations are a major industry stakeholder. Various Commonwealth, state and local governments, government departments, Commonwealth and state government statutory authorities (such as WorkSafe Victoria) and other government agencies implement policy, enforce laws, regulate and support commerce and industry, provide services, allocate funding and grants, and interact with different industries. Some of these organisations service a broad range of industries and industry issues, such as the Department of Foreign Affairs and Trade and the CSIRO; whereas others deal with specific industries and issues, such as Screen Australia and the Civil Aviation Safety Authority. The ‘Government’ is a stakeholderPreview in every commercial decision either through direct, or indirect, influence of commercial decision-making. This influence includes direct policy decisions, the provision of social and community services, targeted industry support and assistance, and of course the development of the legislative framework governing how enterprisesDraft trade and operate within Sample: the commercial world. Legal influence All laws are instruments of government regulatory control and must be followed. Legislative requirements such Doas OH&S, product Not standards laws, consumer protection legislation, equal opportunity and anti-discrimination, as well as many others, can present both pressures and opportunities for change. Legislative pressure forces organisationsCopy to change both what they do, and how they do these activities. New laws may be enacted such as those banning single-use plastic shopping bags. These laws enforce change on retail workplaces. Laws might be introduced or amended to reflect changing community values, such as laws surrounding environmental sustainability demonstrated by various state container deposit schemes. Organisations that proactively identify potential changes and move to adapt their work practices, before these changes are mandated, are often at the forefront of an enterprise culture. These innovators actively embrace change and become industry leaders in best practices. Examples include industrial firms that implement higher safety standards than required by law (updating personal protective equipment ahead of time), manufacturers who over-engineer a product (such as lifting loads on hydraulics) and enterprises that implement ethical or socially responsible practices that extend beyond their legal obligations (such as affirmative action policies). Global commerce is increasingly experiencing a time lag between evolving commercial operations and the development of a suitable local legislative framework to regulate these areas. It is important to note that the laws that govern how enterprises operate, and the products they produce, are set down to provide protection for stakeholders, and to help stamp out unethical and exploitative activities.

36 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Industry Stakeholders 2.12 We are seeing the law (i.e. the government) playing a catch-up game not only at a global level, but also at Commonwealth and state levels. Commercial examples include disruptive new economy operators such as Uber and Airbnb, firms using predominantly online models of operation (with their operations conveniently ‘located’ overseas), and new media firms exploiting grey areas in global copyright, intellectual property, privacy and information sharing. 2 There is also the ongoing concern of exploitative practices associated with underpaying workers, employing workers as self-employed sub-contractors and other unfair industrial relations practices which are predominating in the emerging ‘gig’ economy. The concept of corporate social responsibility is important in bridging the gap between what is legal, what is not legal and what is ethical. But time and again we are presented with examples of organisations of all sizes, either inadvertently or deliberately exploiting their stakeholders - and in some cases - actively breaking the law. The ‘government’, as always, becomes the end arbiter of these disputes, but often ‘after the fact’.

Commonwealth Government Centrelink Attorney-General’s Department Civil Aviation Safety Authority Department of Agriculture and Water Resources Climate Change Authority Department of Communications and the Arts CSIRO Department of Defence Fair Work Ombudsman Department of Education and Training Family Court of Australia Department of Finance PreviewIndigenous Land Corporation Department of Foreign Aff airs and Trade Safe Work Australia Department of Health Screen Australia Department of Home Aff airs Tourism Australia Department of Human Services Victorian State Government Department of Industry, Innovation and Science  Draft Sample:Department of Economic Development, Jobs, Transport Department of Infrastructure and Regional and Resources Development Department of Education and Training Department of Jobs and Small Business  Department of Environment, Land, Water and Planning Department of Social Services  Department of Health and Human Services Department of the Environment and EnergyDo Not Department of Justice and Regulation Department of the Prime Minister and Cabinet  Department of Premier and Cabinet Department of Veterans’ Aff airs  Department of Primary Industries Treasury  Department of Treasury and Finance Commonwealth Gov’t Agencies (There are alsoCopy many, State Government Agencies many, more.) Children’s Court of Victoria ABC  County Court of Victoria Australia Post  Magistrates’ Court of Victoria Australian Border Force  Supreme Court of Victoria TAC Australian Bureau of Statistics  VicRoads Australian Competition and Consumer Commission  Victorian Ombudsman WorkSafe Australian Taxation Offi ce  Victorian Civil and Administrative Tribunal Bureau of Meteorology and many more Cancer Australia

Stakeholders - Government A Consider the roles and infl uence of the different levels of Government (and government departments and agencies) as an industry stakeholder. Research and describe examples of how policies, decisions or actions by the ‘government’ impact on Australian industry. Describe examples related to:  Commonwealth Government - on industry generally, and on two specifi c industries  State Government(s) - on industry generally, and on two specifi c industries  Local Government(s) - on 2 different specifi c industries.

Trade unions Trade Union Membership Various trade unions represent the interests of workers August 2016 within particular industries and work settings. Unions  As at Aug 2016, 14.5% of all also play an important role in employee training and workers were union members, (1.7m) vs 18.9% in 2007 and 2 workplace safety and work with the government in 15.1% in 2014. industrial relations matters.  13.3% of male workers. The Australian Council for Trade Unions (ACTU) is the  15.9% of female workers. peak body of 38 affiliated unions (as at late 2018) as  38.5% public sector workers. well as some other union organisations.  10.4% private sector workers. In Australia, as at August 2018, 14.6% of all workers  Highest industries: Education were members of a trade union in their main job. and Training, 31.2%; Public The biggest union is the Shop, Distributive and Allied administration and safety, 30.6%. Employees Association (SDA) with more than 230,000  Lowest industries, Rental, hiring members as at 2018. and real estate services, 1.3%; Agriculture, forestry and fi shing, Most unions have a clear industry focus such as the 1.9%. Australian Education Union (AEU), the Shop Distributive  Lowest age bracket: 4% of 15- and Allied Employees Association (SDA) or the Health 19yo workers. Services Union (HSU). Others represent workers across  Highest age bracket: 21% of 55- different industries or industryPreview sub-sectors, such as 59yo workers. the Construction, Forestry, Mining and Energy Union Source: ABS, 6310.0, Employee Earnings, Benefi ts and Trade Union Membership, August 2016. (CFMEU) or theDraft Australian Workers’ Union Sample: (AWU). Trade union peak bodies Community and Public Sector Union - CPSU PSU Group Australian Council of Trade Unions Community and Public Sector Union - CPSU SPSF Group Queensland Council of Unions Construction, Forestry, Mining and Energy Union SA Unions (CFMEU) Unions ACT Do NotFinance Sector Union (FSU) Unions New South Wales Flight Attendants’ Association of Australia - FAAA International Division Unions NT Funeral and Allied Industries Union of NSW (F&AI) Unions Tasmania  Health Services Union (HSU) Unions WA  CopyIndependent Education Union of Australia (IEUA) Victorian Trades Hall Council Maritime Union of Australia (MUA) Trade unions (There are also some state branches of these. Media, Entertainment & Arts Alliance (MEAA) Note: This list is subject to change.) Medical Scientists Association of Victoria (MSAV) Association of Hospital Pharmacists (AHP) National Tertiary Education Union (NTEU) Australasian Meat Industry Employees Union (AMIEU) National Union of Workers (NUW) Australian & International Pilots Association (AIPA) New South Wales Nurses and Midwives’ Association Australian Education Union (AEU) (NSWNMA) Australian Institute of Marine and Power Engineers Police Association of New South Wales (PANSW) (AIMPE) Professionals Australia Australian Licenced Aircraft Engineers Association Professional Footballers Australia (PFA) (ALAEA) Rail, Tram and Bus Union (RTBU) Australian Manufacturing Workers Union (AMWU)  Shop Distributive and Allied Employees Association Australian Maritime Offi cers Union (AMOU) (SDA) Australian Nursing & Midwifery Federation (ANMF) Textile, Clothing and Footwear Union of Australia Australian Salaried Medical Offi cers Federation (ASMOF) (TCFUA) Australian Services Union (ASU) Transport Workers Union of Australia (TWU) Australian Workers’ Union (AWU) Union of Christmas Island Workers (UCIW) Civil Air Operations Offi cers Association of Aust United Firefi ghters Union of Australia (UFU) (CAOOAA) United Voice - formerly LHMU Club Managers Association Australia (CMAA) Victorian Psychologists Association Incorporated (VPA Communications, Electrical and Plumbing Union of Inc) Australia (CEPU)

38 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Industry Stakeholders 2.14 Industry associations Industry groups and associations represent the interests of employers in particular industries and liaise with government organisations, trade unions and the media. These associations are not normally organised according to 2 ANZSIC 2006 classifications. Some industries do have an ‘obvious’ representative body, such as the Australian Retailers Association or Master Builders Australia. However, many industry sub-sectors involved in the provision of a particular type of good or service might have their own specific industry body, such as the Australian Toy Association!

Industry association peak bodies Australian Dental Industry Assoc. Insurance Council of Australia Australian Chamber of Commerce Australian Food & Grocery Council Law Institute of Victoria and Industry Australian Franchisees Alliance Live Performance Australia Australian Federation of Employers Australian Hotels Assoc. Master Builders Australia & Industries Aust. International Airlines Master Plumbers & Mechanical Australian Industry Group Operations Group Services Assoc of Australia Business SA Australian Made, Australian Grown National Baking Industry Assoc. Chamber of Commerce & Industry Campaign National Electrical & Queensland PreviewAustralian Mines & Metals Assoc. Communications Assoc. Chamber of Commerce & Industry Australian Paint Manufacturers National Farmers’ Federation Northern Territory Federation National Fire Industry Assoc. Tasmanian Chamber of Commerce Australian Retailers Association National Footwear Retailers Assoc. & Industry Australian Tourism Export Council National Retailers Assoc. ACT Chamber of CommerceDraft & Australian ToySample: Association Oil Industry Industrial Committee Industry Australian Trucking Association Pharmacy Guild of Australia NSW Business Chamber  Aust. Visual Software Distribution Plastics & Chemicals Industries Victorian Employers Chamber of Assoc. Ltd Assoc. Commerce & Industry Bus Industry Confederation Printing Industries Assoc. of WA Chamber of Commerce & DoCattle Council of AustraliaNot Australia Industry Consult Australia Real Estate Institute of Australia, VIC Industry groups/associations (There Dairy Australia Restaurant & Catering Australia are also many, many, more.) Food Safety Victoria Victorian Authorised Newsagents Accord Home Economics Institute of Assoc. Ltd Agribusiness Employers Federation AustraliaCopy Victorian Automobile Chamber of APRA Housing Industry Assoc. Commerce Australian Industry Group Institute of Chartered Accountants Victorian Farmers’ Federation Australian Beverages Council in Aust. Victorian Taxi Association

Stakeholders - Unions and Industry associations B 1. What role do unions play as an industry stakeholder? Describe 3 clear and varied examples to support your answer, using references to different industries. 2. What role do industry groups and associations play as an industry stakeholder? Describe 2 clear and varied examples to support your answer, using references to different industries. Both unions, and industry groups and associations, normally have very well-developed websites that include lots of updated information, reports and media releases explaining their roles and actions. 3. Research the online information for unions (e.g the ACTU or the SDA), and industry groups and associations (e.g. the Australian Retailers Association or the National Farmers’ Federation). 4. Summarise some recent actions undertaken by these organisations, and describe how these actions demonstrate an applied use of enterprise capabilities as part of an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 39 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.15 Community Stakeholders Communities Communities consist of like-mined stakeholders who are united by common factors. Communities might exist on a regional basis, such as your local town or suburb, or they might stretch across boundaries and consist of people who share similiar interests, such as the skateboarding 2 community. Communities might evolve around certain issues such as the anti-logging community. And of course communities exist in the virtual world, using modern ICT to share ideas and communicate, such as the International Smurf Collectors’ Club. The common trait of all communities is that they offer the potential to connect, unite and service people who share similiar interests, values and attitudes.

Community issues You already know that stakeholders might hold different views about varied commercial and social issues. Some issues can impact on the community generally - such as the obesity crisis; whereas other issues mainly impact on localised or specific communities - such as a new retail development in a regional town. However, the same issue can sometimes impact on communities both generally and specifically, such as the the State Government’s ongoing removal of train level crossings, with the resultant need to reroute some services via Skyrail. Many community groups are formed in response to a particular issue. Community groups often provide a service that is being overlooked or neglected by the government or the commercial world, such as Clean Up Australia,Preview or Save Merri Creek. Other community groups evolve to represent a societal value and act as a lobby group to put pressure on government, industry and consumer stakeholders, such as the Australian Conservation Foundation or the Coalition against Duck Shooting.Draft Sample: Some of the most striking and poignant community responses have occurred in the face of natural disasters such as bushfires, floods and other calamities. Communities come together with the support of government agencies,Do big and small Not businesses, and re-energise and rebuild. Typical Community Stakeholders

Image: Hilch/ Copy iStock/Thinkstock community groups

education organisations religious groups

residents health organisations

employees & managers volunteers

industry associations clients

competitors businesses

local government media agencies

charities welfare agencies

unions government agencies

lobby/pressure groups

40 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Community Stakeholders 2.16 Societal values A societal value is a shared belief held by a group of like-minded stakeholders. Stakeholders such as employees, employers, unions, shareholders, the government, pressure and lobby groups and others may share a societal value. Or indeed they 2 may have opposing societal values. Societal values might also differ within stakeholder groups. For example, not all employees hold identical societal values. Some employees value income and power while some value leisure time and a sense of purpose. Different levels of government may have conflicting values, such as different opinions on industrial relations between the states and the Commonwealth Government. Commercial decisions are not always made for the good of society, but rather to protect and support the interest of a particular stakeholder. This can lead to conflict between stakeholders with opposing views. Sometimes decisions are cause Any made at the expense of stakeholders who have little say or will do power over a decision. Different societal values lead to conflict between stakeholders. Preview Draft Sample: @ twick/tweet?

@ Life is not just all about taking - What do you give to your community? #I&E34 7:33 PM Feb 17 via secret millionaire from Russ Do Not Copy Community stakeholders A 1. What is a community? 2. What is the common trait of communities? 3. Why might community groups be formed? Give an example. 4. What is a societal value? Give an example of a societal value you hold. 5. How might different societal values cause conﬂ ict? 6. Consider the following case. Over 2017-2019, most Australian State Governments legislated to ban  single-use plastic shopping bags (below a certain thickness). In fact, the Victorian Government received over 8,000 submissions in three months via its 2017/18 public and community consultation program about plastic pollution. However, some stakeholders in the community still reject these proposals and are strongly against any further restrictions and banning. Discuss this issue, and then answer the following questions. i. Brieﬂ y describe some of the different societal values related to this issue. ii. Which stakeholders are involved and what are their roles in this issue? iii. What is your societal value with regards to this issue? Why so?

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 41 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.17 Community Stakeholders Government As always the government is a key local community stakeholder. Many local community programs and services are provided by local government such as libraries, sanitation, parks and recreation, childcare, community learning centres, sporting facilities 2 and local community support services. State and Commonwealth governments provide funding or grants for some pressure and lobby groups and also liaise with these groups about grassroots issues. Enterprising community pressure and lobby groups need to not only know where and how to access government support, they also need to know just who it is that they need to talk to. Many government agencies act as pressure groups, such as WorkSafe, VicHealth and the TAC, as they are backed by legislative power and are working to bring about positive change for the community.

Pressure and lobby groups Thousands of pressure and lobby groups exist throughout Australian industry and operate as important community stakeholders. Pressure and lobby groups work to give people with different societal values voice and power. They might also try to promote values and behaviours that they believe the government or other commercial and industry stakeholders are not promoting. These organisations often try to position themselves as the ‘conscience’Preview of society. They aim to fill the growing gap that exists between profit and people, and to ensure that harm and externalities are minimised. Red Cross Australia, the Australian Conservation Foundation, Ausbuy, Cancer Council, Australian CouncilDraft of Social Services, ACTU,Sample: Planet Ark, The Smith Family, religious bodies and various other high profile pressure and lobby groups play a role in influencing commercial decision-making and societal values. Some of these pressure and lobby groups are private organisations working to address a social or community issue orDo cause. Others Notare funded to be a public voice for a group they represent. Larger pressure Pressure/lobby groups and lobby groups might be charities, membership groups, In addition to unions and funded for the public good by the government,Copy and even industry associations global organisations (commonly known overseas as NGOs). organisations such as... Although they usually operate on a not-for-profit basis, they  Australian Conservation of course are likely to have some paid employees who run Foundation the organisation based on sophisticated commercial models.  Greenpeace These groups work hard to ‘get the ear’ of governments and  The Wilderness Society other key industry decision-makers. Some groups remain  RSPCA apolitcial - whereas others are quite strident in their support  Friends of the Earth for various political parties and will give their support to a  Gun Control Australia party that champions the issue that the group believes is  Bicycle Victoria important, e.g. The Greens. “If I’d had a voice back then,  Amnesty International Some even stand their own I’d still be around now.”  Refugee Council of Australia representatives at  Human Rights Council of national and local Australia elections.  The Climate Institute  Public Transport User’s Group  Sea Shepherd

42 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Community Stakeholders 2.18 Local community groups Welfare/charitable agencies There are also many thousands of smaller pressure and These provide support, advice or lobby groups working to service their local stakeholders services to clients with special needs. and bring about change in local community areas.  Red Cross Australia These include local environmental groups, regional arts The Smith Family 2 organisations, targeted welfare agencies, animal rescue  groups, welfare agencies, sporting and recreation clubs,  Oxfam Australia youth support agencies and more.  The Fred Hollows Foundation  World Vision Australia Smaller local groups might be staffed entirely by volunteers. They might rely on fundraising, donations,  Ozchild government (especially local government) grants as well  Berry Street as distributions from charitable foundations and trusts  The McGrath Foundaiton to survive. They try to bring about change by lobbying  Make a Wish Foundation key local influential stakeholders and use their community  The Salvation Army knowledge to network key decision-makers. A lot of  St Vincent De Paul Society change in society originates from enterprising grass roots  Care Australia action and many of the major pressure and lobby groups  Medicen Sans Frontiers originated as small local community groups.  Youth off the Streets Many community groups work hard to give assistance and a  Rotary voice for those who might be forgottenPreview or overlooked in our  The Lions Club society. Check out: www.ourcommunity.com.au Draft Sample: Do Not Copy Community groups B 1. What is a pressure (or lobby) group? Give 3 examples (that are not on these pages). 2. Why do pressure and lobby groups exist, and what do they do? 3. What might happen if pressure and lobby groups didn’t exist? 4. Explain the meaning of this statement: “Just because something is legal it doesn’t make it right.” 5. Describe the ways that the government supports pressure and lobby groups. Research examples of this support. 6. We already have our government that acts in the best interest of people, so why do we need pressure and lobby groups? 7. What is the relationship between volunteers and local community groups? 8. List 5 local community groups that operate in your area. 9. Have you ever assisted a local community group or a pressure and lobby group? Why so/not?  Extension Do you know of an issue that should be dealt with? Why not join, or even better, start your own group. Research Craig Kielburger, Tan Le and the Noffs family for inspiration.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 43 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.19 Enterprise in Action - Community Stakeholders

Waste not, want not

ach week in Australia, many thousands of markets, wholesalers, supermarkets, retailers as Etonnes of food goes to waste, while hundreds well as catering and events companies. of thousands of families and individuals do not 2 Some of SecondBite’s key supporting partners have access to a regular, safe and nutritious food include Coles (nationwide), Montague (fruit), supply. Wouldn’t it be better if this food could Barden Produce (fruit and vegetables), Chep somehow fi nd its way to those in need? (transport), PFD Food Services, The Australian In 2005, Ian and Simone Carson in Melbourne, Government’s Department of Health and Australia, formally established the fresh food Department of Social Services, and many others; rescue organisation SecondBite, because they including a range of charitable and philanthropic could no longer watch good food go to waste. organisations and foundations. SecondBite also SecondBite’s vision is “Food for people in need.” operates with the support of thousands of active SecondBite’s aim was to help out people volunteers. experiencing food insecurity by sourcing surplus In 2016/17 Secondbite: 1 nutritious, fresh food and produce - that would  rescued 11 million kgs of produce otherwise just go to waste - and then supplying  distributed produce equivalent to 22 million this food to various agencies so that it got to the meals struggling, disadvantaged and vulnerable people who needed it.  attracted over $6m in revenue (i.e. fundraising, donations, grants, etc.) In its fi rst year SecondBite wasPreview totally run and operated by three volunteers. But as the need  employed approximate 75 people across for more food grew (the recipient demand in transport, warehousing and administration/ the community) SecondBite was able to source a corporate services greater supplyDraft of donor food. Sample: made use of more than 25,000 volunteer However, the SecondBite crew realised that hours. they would have to undertake some signifi cant SecondBite believes passionately in working planning and organising in order to continue to collaboratively with other agencies. It supplies provide their services in an enterprisingDo manner. Notfresh and nutritious food and produce to more And then, once the enterprise had secured some than 1,300 diverse community partners. These seed funding, it employed its fi rst paid staff community agencies and groups then make this member. food into meals; or distribute it directly to people Copyand families who need it. From those few humble boxes of surplus food, SecondBite has grown to become a fully national Some examples of its community partner enterprise that operates to provide fresh food charitable agencies include Sacred Heart Mission, and meals directly to 1,300 community, charity National Street Soccer, The Smith Family and the and social service agencies around Australia. Asylum Seeker Resource Centre. These agencies provide community In 2018 it reached SecondBite’s activities enable community groups to directly the milestone of provide fresh and nutritious food to people in need. meals, food parcels, ‘providing for’ an breakfast programs, equivalent 100 outreach services and million meals, cooking classes to represented by vulnerable Australians. the rescue and Partner agencies distribution of 50 are guaranteed a million kgs of fresh regular supply and food and produce. are supported with These items come additional nutrition from donors such as information and fruit farmers, fresh food and vegetable guides. Image: monkeybusiness/ Depositphotos.com

44 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Community Stakeholders 2.20

Community groups need to pursue enterprising The enterprising activities of SecondBite remove ways of garnering support and SecondBite faces the need for community agencies to purchase many pressures that impact on its day-to-day food (often at retail prices). These community survival. To facilitate this, SecondBite draws on agencies can focus on providing meals much more three major categories of support. cheaply; thereby increasing their scope to fi nd 2 1. Food donors such as farmers, markets, food and reach people and families in need. retailers, caterers and food manufacturers. A secondary bonus is that SecondBite’s program 2. In-kind supporters such as professional service has seen the redistribution of more nutritious food providers, designers, transport services, options. This is important because many people equipment and consumable suppliers. suffering food insecurity have to choose cheaper, but less healthy and nutritious, food options. 3. Supporters who provide donations, grants and fi nancial assistance, media and Another positive outcome is that millions of tonnes publicity; and partnerships with government of produce are diverted from landfi ll each year. departments and agencies. This reduces waste and it also helps to reduce greenhouse gas emissions. The operational model of SecondBite is a major logistical feat. Managing the process of food And another positive outcome is the training, skill- collection, sorting, packing and distribution development and experience that volunteers get. requires a truly enterprising operation involving This helps many vulnerable and long-term job- varied industry stakeholders. SecondBite has seekers to gain valuable experience, as well as a developed into a national organisation with sense of confi dence and being able to contribute Previewto the community. SecondBite also operates a a local focus in each state. In 2017/18 it had to move its Melbourne distribution centre and traineeship program for people with disabilities. headquarters to a larger Heidelberg West site. It So as you can see, SecondBite is demonstrating has even developed a research and development enterprising behaviour on numerous levels department to innovateDraft new fresh food rescue Sample:creating a win:win situation. But why do you think models, food skills and nutrition programs. they are being so successful at it?  Source: www.secondbite.org; 1 2016/17 SecondBite Annual Report. Do Not Enterprise in action - Waste not, want not A 1. Complete an enterprising pro-forma for the subject of this enterprising case study (see p.11). 2. Why did SecondBite get established?Copy 3. What were some of the initial problems that SecondBite had to overcome? 4. Describe the extent of the operations of SecondBite. Use evidence. 5. Outline 5 ways that the enterprise works with stakeholders to achieve enterprising outcomes. 6. Why is connecting and working with others a key work-related skill driving SecondBite’s success. 7. List the 3 categories of support that SecondBite has. Explain why each of these is important to the ongoing success of SecondBite. 8. How is SecondBite’s enterprise creating a win-win situation? 9. Why would people invest their time (often unpaid) into such an enterprise? Would you? Explain. Extension www.secondbite.org i. Find out more about SecondBite at their website. Working in teams, present a 10-point presentation  to the class to fully explain one particular aspect of SecondBite’s operations. ii. Research a similar social enterprise (perhaps one that is operating locally) and complete an enterprising pro-forma. Prepare a 10-point presentation to the class. iii. Develop a list of activities or behaviours you would expect to see in a social enterprise that is demonstrating an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 45 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.21 Enterprise in Action - Community Stakeholders

Clean up your act

eople must still be enterprising even if they The emphasis over the years has also shifted Pare working for a not-for-profi t organisation, from just removing rubbish to focusing performing unpaid work or even undergoing on preventing rubbish from entering the 2 training. environment in the fi rst place. As such, Clean Up Being enterprising is about doing things better, Australia responds to issues of pressing concern more effi ciently and using and managing such as reducing and recycling soft plastics. resources more effectively. Sometimes non- The 2018 Clean Up Australia Day event saw commercial settings require the most enterprising 587,962 volunteers across Australia clearing behaviour of all. 16,000 ute-loads of rubbish from 7,253 Community work is often provided on a local registered locations, across the week of the level, but a community organisation might be event. part of a global group such as Red Cross. The focus of Clean Up Australia has remained Community groups face signifi cant fi nancial true to Ian Kiernan’s original vision in that it is constraints and may consist of paid staff and free from political affi liation and remains a many volunteers. Workers often need to have non-profi t community campaign that encourages people-centred and generalist skills. inclusive participation. Voluntary work is often short-term, with fl exible It also continues to emphasis the small, simple workers available on-call or on a needs- actions that we can all take to keep waterways basis. Sometimes volunteers have much more and all shared environments clean and pollution responsibility than in their normalPreview lives, e.g. free. the CFA, SES and other similar organisations. Clean Up Australia Day’s ongoing success is Volunteers often provide or contribute a due to the efforts of many participants and particular skill, or do work in an area of key stakeholders. Working as part of a small expertise. It almost goes without saying that paid team, each employee of the Clean Up enterprising volunteerDraft work is very reliant Sample: on organisation needs to; have a client focus, be a connecting and working with team player and have good written, oral, others. “...enterprising computer and presentation skills. One example of extremely volunteer work As at 2018, the major sponsor enterprising behaviour in a Dois very reliantNot on of Clean Up Australia Day was non-commercial setting is that of connecting and McDonald’s. Its ‘Foundation partner’ was Clean Up Australia. working with others.” Qantas and early sponsors included Clean Up Australia originated the Commonwealth Bank, Veolia in 1989 from an idea by the late IanCopy Kiernan Environmental Services and Sanyo. AO (1940-2018) to make a difference in his Community enterprises often require support- own ‘backyard’, Sydney Harbour. Kiernan in-kind whereby organisations donate goods organised a community event with the support and services. Many businesses have contributed of a committee of friends, Clean Up Sydney services and products over almost 30 years. Harbour. The event attracted an overwhelming Individuals can also donate or leave bequests to public response with more than 40,000 people the campaign. volunteering to clean up the harbour. One year later almost 300,000 volunteers participated in the fi rst Clean Up Australia Day. What started as a simple idea has become an ongoing national event that attracts thousands of volunteers from schools, from business and from the community in general each year. Annually, CleanAnnually, Up Australia Clean Upvolunteers Australia remove volunteers more remove than more than 15,000 tonnes15,000 of rubbish tonnes that of hasrubbish been that discarded has been thoughtlessly. discarded thoughtlessly.

46 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Community Stakeholders 2.22

The campaign works at a grass-roots level 37% from in-kind contributions, with just 0.3% by having allies such as Australian Local from government sources! Government Association, Girl Guides Australia, 77% of the Clean Up organisation’s funds were Scouts Australia and others, including over 2,000 spent directly on campaign delivery and 14% schools. Many local enterprises also donate time on administration (i.e. the cost of running the and money as business supporters. And of course enterprise, including paid staff.) 2 almost 600,000 volunteers pitch-in to make a Perhaps you might consider participating in this difference in their local communities. community enterprise by volunteering, or by co- Clean Up is also involved in other campaigns ordinating a group of year 7 students as part and initiatives beyond Clean Up Australia such of an enterprise project to count towards your as Clean Up the World and Clean Up Mobile 35-hours of Structured Workplace Learning. Phones. In 2019, 53% of the organisation’s Source: www.cleanup.org.au funding came from corporate sponsorship and

Enterprise in action - B 1. Complete an enterprising pro-forma for the subject of this enterprising case study (see p.11). 2. Why might non-commercial settings require the most enterprising behaviour of all? 3. How did Clean Up Australia start? Why might someone like Ian Kiernan start Clean Up Australia? 4. Why do community organisationsPreview need sponsors? What’s in it for the sponsors? 5. What is ‘in-kind-support’? How does Clean Up rely on in-kind-support? 6. Why are volunteers vital for non-commercial settings? Use examples to explain. 7. What is a bequest? Search online to ﬁ nd out more about bequests. 8. Why would peopleDraft leave bequests to community Sample: organisations instead of to their families? Would you? Explain your answer. 9. From where does Clean Up source its funds? Does this surprise you? Why so/not? 10. Describe how Clean Up spends itsDo funds. Does this Not surprise you? Why so/not? Extension i. Find out more about Clean Up at their website. Working in teams, present a 20-point presentation  to the class to fully explain one particular aspect of Clean Up’s operations. ii. Research a similiar social enterprise (perhapsCopy one that is operating locally) and complete an enterprising pro-forma. Prepare a 20-point presentation to the class.

So what do you know? (2) C 1. What is a stakeholder? 2. List the roles of 5 different stakeholders. Describe examples for a work setting you are familiar with. 3. Use examples to clarify the difference between the 5 stages of industry classiﬁ cation. 4. Use ANZSIC 2006 to properly classify 3 different enterprises you are familiar with. 5. Describe the roles of the main types of industry stakeholders. Use examples to support your answer. 6. Describe the roles of the main types of community stakeholders. Use examples to support your answer. 7. What is a societal value? Why might societal values held by different stakeholders conﬂ ict? 8. Why do pressure and lobby groups have an important role in assisting the development of an enterprise culture?

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 47 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 2.23 ANZSIC Industry Statistics

Educa Source: ABS, Australian Industry, 8155.0, 2016/17. Informa Public Administra Professional, Scien Assistance Electricity, Gas, Water and Technical Services Transport, Postal and Accommoda Agriculture, Forestry Health Care and Social Arts and Recrea Telecommunica Real Estate Services Administra and Waste Services Safety Rental, Hiring and Insurance Services Wholesale Trade Ɵ Support Services Support Services on and Training Manufacturing Other Services Other Services Ɵ on Media and Financial and Food Services

Construc Ɵ Warehousing (private sector only) (private sector only) (private sector only) Retail Trade and Fishing Industry Ɵ Services Services Ɵ on and Mining Ɵ ve and on and Ɵ ons ons Ɵ Ɵ on on

2 ﬁ c

value added (produc 16/17 $m Industry Industry 116,683 115,740 125,034 37,113 48,604 12,651 35,496 56,853 41,114 66,014 74,019 75,681 81,562 30,668 99,508 83,945 28,434 na 5,612 Ɵ on)

1 1 16/17 $m Sales and 2,5 12616761,7 5331.%$0,3 473616701.1 136,700 $467,346 $108,231 12.1% 15,343 15,274 116,726 11,256 126,254 7,0 13031113,5 ,0 .%$752$0,5 ,6,0 9.4 1,167,200 $109,459 $57,552 9.7% 8,103 7.2 896,100 36,853 $40,788 341,101 $25,691 61,350 6.9% 378,306 5,314 6,883 94,950 25,897 100,145 0,3 84843381,4 ,4 .%$022$2,8 7,0 3.0 376,700 5.2 $120,684 $70,252 646,800 10.4 $126,312 3.4% 1,286,900 $59,507 $58,216 1.8 5,846 $33,672 9.2% 218,700 16,949 19,445 $200,892 4.6% $39,534 493,398 14,707 6,817 38,428 55.0% 150,535 19,051 19,879 502,434 34,871 401,808 71,747 160,648 43,773 91,744 417,587 16,051 130,513 1,7 32414394,9 ,5 16 7,7 1220103008.3 1,033,000 $112,260 $71,071 1.7 21.6% 7.2 216,500 7,755 885,500 $796,395 45,595 $147,554 $119,889 $65,957 15.7% 194,309 46,912 6.8% 73,274 33,754 9,599 210,779 178,944 24,639 23,166 345,103 214,984 54,744 363,969 income service service 9551,2 4497,293 74,419 14,724 79,575 5818358,6 9056301. 1,2 7,8 2,0 2.6 324,500 3.2 $73,188 401,200 $17,124 $64,532 19.9 $48,018 4,149 6,370 7.7% 30,778 19,075 2,309 6,951 82,164 6,610 32,440 8,305 83,128 95,871 42,304 85,578 8661,5 1128143251.%$043$33454504.2 524,500 $63,364 $40,403 13.8% 3,285 8,114 61,162 19,555 58,666 92,924 26,386 an an an an 2,0 3.4 420,700 na na na na na na na na ,1 ,4 ,0 7 8 .%$186$19970506.0 740,500 $71,949 $51,846 6.9% 183 677 9,405 4,044 9,817 1 1 1 16/17 $m Data is for private sector enterprises only. Totals would be much higher if public sector was included. salaries Wages 51,143 20,999 and 1 1 16/17 $m expenses 106,827 39,432 Total 1 1 before tax Opera 16/17 $m pro ﬁ 23,484 3,862 Ɵ t ng 1 1 Net capital 16/17 $m Preview expenditure 8,310 3,098 1 1 25.3% 14.6% margin 16/17 Pro ﬁ 28 373$11 4,0 2.0 248,300 $61413 $33743 12.8% .%$615$1,3 1,0 1.7 215,000 $217,035 $86,105 9.2% %

Draft Sample: t 1 1 Wages and per person salaries salaries $45,460 $50,237 16/17 1 1 value added value added

Do Not per person Industry Industry $74,618 $68,024 16/17 1 1 Employees Nov 2017 ,6,0 13.4 1,663,900 8.3 1,024,300 Copy Total Nov 17 emp. total total % of 2013-17 growth growth 1. 73 02 0.5 24 20 9 33 17 -11.9 2.4 56 14 5 15 5 -19.6 102 272 86.5 28 25 8.5 7 26 22 22 12.5 21 18 11 2.5 11.0 17 51 31 24 8 19 10.6 43 16 23 44 16.1 12.5 32 33 17.6 23 9 12.0 31 78 10.9 23 44 32 9.9 22.1 9 16 27 71 15 16 40 12 25 11.2 14.1 15 49 35 19.3 50 10 17.3 43 55 60 13.8 Emp. Emp. 621 71 03 -4.2 30 3.3 20 16 11 14 -7.0 27 12 35 15 41 19 -6.2 21 6 -5.6 24 8 -3.4 . 24 41 17.8 31 19 14 3.7 47 32 32 9.3 15 8.5 31 30 20 56 50 6 6.8 49 20 6.5 5.6 16 14 7 49 17 -0.8 1.0 82 8.4 37 28 10 21 30 11 27 51 7.2 44 1.9 % Department of Jobs and Small Business, p.11 Employees Nov 2017 part- Ɵ % me Source: Australian2018, Jobs Employees Nov 2017 female % Employees age 15-24 age 15-24 Nov 2017 %

Employees Nov 2017 aged 55+ % Employees Nov 2017 regional regional %

projected 2018-22 growth Emp. %

48 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Leadership and Teamwork3.01 2.01 A EtE t i l ltt 3 Leadership & teamwork

3.01 Leadership ...... 50 3.11 Enterprising Responses ...... 60 3.05 Enterprise in Action ...... 54 3.13 Enterprise in Action ...... 62 3 3.07 Team Dynamics ...... 56 3.15 Decision-Making Activity ...... 64

Activity p. Due date/Done? Comment 3.04A Leadership Preview53 3.04B Mentoring 53

Enterprise in action - 3.06B 55 Making a Draftdifference Sample: 3.07A Multiple intelligences Do56 Not 3.10B Team dynamics 59

Work-related skills, leadership 3.12A Copy61 and teamwork

Enterprise in action - 3.14A 63 Workers today, leaders tomorrow

3.14B So what do you know? (3) 63

3.15 A heart decision to make 64

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 49 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.01 Leadership Leadership Leadership is one of the most important traits that contributes to an enterprise culture. In Unit 2 you might have learned that debate has raged for centuries over what makes a good leader. In the past it used to be thought that leaders were, “born and not made”, which meant that leaders gained their authority through their birthright. Decision-making power was passed down from generation to generation within royalty, wealthy families, or by other non-enterprising means (often conflict and conquest). Do you think that this was fair? 3 The 20th century saw a more egalitarian (or fairer) society develop in the Western world. Opportunities were created for people from working and middle-class backgrounds to move into positions of authority. The rights, talents and status of women in the workplace also started to be recognised more appropriately. Opportunities for people from non-English-speaking backgrounds and other under-represented groups started to emerge. This diversity led to creativity and synergy and other hallmarks of true leadership. Into the 21st century the debate over leadership rages on. Some people still argue that there are innate qualities in people that make them good leaders. This is supported by a recent growth in the use of emotional intelligence (EI) tests. However, highly-developed people skills, as well as highly-developed intrapersonal understanding, seem to be the consistent traits of a good leader. During this decade we have also experienced a significant change in the diversity profile of people becoming leaders. This means that the leadership profile within Australian private and public sector organisations is changingPreview to become more reflective of Australian society in general. However, there is no dispute that people cannot simply be ‘managers’, but must instead strive to be ‘leaders’. There is a distinct difference between management and leadership and an enterprising cultureDraft needs to encourage Sample:and turn managers into leaders. So what then, do you think, are the traits or characteristics of a leader as part of an enterprise culture? An Effective Leader... Docommunicates Not with others builds their skills consults with others develops a networksCopy is proactive supports teamwork has professional skills

accepts responsibility is accountable

encourages initiative rewards achievement

communicates a vision rewards innovation

is fl exible & adaptable manages risk

plans and organises builds synergy

seeks/acts on feedback develops/trains people

sets goals is ethical

solves problems makes decisions

turns pressures into opportunities

Leadership Traits & Work-Related Skills

Adaptability Communication Acting proactively and  Leaders need to show autonomously fl exibility in dealing with diff erent stakeholders,  Leaders need to have  Leaders need to have with complex and varied highly developed 3 vision, as well as realistic issues and changing communication skills. strategies that can be industry trends. This is often the key turned into workable reason why people Leaders need to be able plans, to achieve that  respect leaders. to balance the needs of vision. diff erent stakeholders  Leaders must be willing  Leaders are generally e.g. achieving profi t, to listen, to accept proactive and look while at the same time feedback and to make for opportunities to improving the lives changes to implement innovate rather than of employees and improvements. being reactive. customers rather than exploiting them. (The triple bottom-line.) Problem-solving Managing and leading PreviewImage adapted from: adanv1/ iStock/Thinkstock  Leaders normally  Leaders are often called have a suite of highly- upon to solve problems developed industry, when they occur and Draft Sample:take the responsibility to commercial, technical and people skills. “Don’t ‘make things right’. just ...lead!”  Leaders need to be able  Leaders are accountable manage... and are willing to to anticipate problems. Do Not They also need to accept responsibility for the outcomes of their develop strategies that decisions. assist and empower other stakeholders to Copy solve problems.

Planning & organising Self-awareness

 Leaders excel at goal- Connecting and working  Leaders, of course, are setting and are able with others knowledgeable but are to achieve goals and usually very good at communicate those sharing that knowledge goals to other people.  Leaders need to which instils a sense recognise the  Leaders must make key of confi dence in their importance of people. decisions and organise enterprising people and resources (including be able to create the  Leaders need to people) so as to achieve conditions that allow know their limitations their objectives. for the development of and must surround synergised teams. themselves with people who complement  Leaders are normally their strengths and able to instil trust and weaknesses. loyalty in others which can infl uence people to trust in these leaders.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 51 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.03 Leadership Leadership styles Leadership approaches can be categorised by whether they demonstrate either a transactional leadership style or transformational leadership style.

Transactional leadership style Transformational leadership style  Transactional leadership might be  Transformational leadership might be classifi ed as more of a task-oriented classifi ed as more of a people-oriented 3 style. style.  It involves a transaction that occurs  It involves motivating workers to between leaders and followers. exceed objectives and to strive for  It uses pre-determined structures excellence. and communication between  This might include guiding, managers and their staff and work infl uencing and inspiring people to related agreements. excel.  Involves rewards contingent upon  Uses charismatic leadership, and an outcome or goal-achievement; communicates a vision which inspires but uses discipline when goals are trust and builds common goals not achieved.  Challenges workers to show initiative  Focuses on outcomes or events such and encourages creative problem as errors, exceptions and failures to solving. meet goals and standards.Preview Focuses on the individual and  Take action only when things go provides support, coaching and wrong. mentoring.

Mentoring Draft Sample: One of the ways to develop a culture of leadership is through mentoring. Mentoring is when a less experienced employee is paired up with a senior or moreDo experienced employeeNot in order to provide guidance and informal learning opportunities. The relationship is usually formalised through a structured system which may include regular meetings and an appraisal process to determine outcomesCopy for the mentee. The emphasis however, tends to be on an informal situation in which the mentee is comfortable with their mentor and is able to absorb knowledge, insight and wisdom from their experience. Mentoring can work well for specific groups who may benefit from extra support including; women in non-traditional occupations, employees from disadvantaged backgrounds and from under represented groups, short-term contractors, new graduates, managers and professionals. Many leadership programs utilise mentoring to recognise, train, support and guide future leaders.

@ twick/tweet? We can learn a lot from others - including how to avoid common mistakes. #I&E34 9:14 AM Feb 27th via secret millionaire from Jodi

Leadership A 1. Brieﬂ y describe 4 enterprising qualities or behaviours that make a good leader.

______

______3

______

______2. Explain the difference between a transactional and transformational leadership style. 3. Which style would you prefer to work under? Why so? 4. Which style would you be morePreview likely to use as a leader? Why so? 5. Explain the difference between simply being a manager and being a leader? Use examples. 6. Can a manager be a leader? How so? Use examples. Extension  i. Research an AustralianDraft leader you admire. Sample:Prepare a 20-point multimedia or video presentation to the class that describes how this leader is contributing to an enterprise culture. ii. Undertake some research and discuss the following issues. Why does Australia need to develop leaders in order to develop an enterprise Do culture? Not How might this be achieved? Which stakeholders should be involved and what roles can they play? Check out: www.changingminds.org/disciplines/leadership/leadership.htmCopy Mentoring B 1. What is mentoring? Why is mentoring important? 2. Who can beneﬁ t from mentoring? Give examples. 3. Might you beneﬁ t from being mentored? Explain. What about from being a mentor?  4. Describe 2 ways that mentoring might help create an enterprise culture.

______

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 53 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.05 Enterprise in Action - Community Leadership

Making a diff erence

Orange Sky Laundry Gecko Traxx Being enterprising can involve creating something Wheelchairs are so crucial for the independence new and innovative or fi nding a way to and mobility of many people. Unfortunately, proactively address a community problem. Here there are still plenty of environments and terrains are just two examples (from hundreds) of how that wheelchairs can’t handle, meaning that users enterprising young Australians have changed the just don’t have access to so many parts of the 3 game in varied settings to help other people, natural world. and in doing so have become community leaders. Huy Nguyen and Ryan Tilley are partners in a In 2014, a couple of Brisbane lads fi rst had venture that is developing lightweight tracks that an idea to take a mobile washing service on fi t onto wheelchair wheels and enable the user to the road to provide a free laundry to people wheel independently on sand. experiencing homelessness. So in this case - For 34 year-old Nguyen who heads Enable adapt a service to suit the needs of the user. Development, it means that he is no longer reliant In the beginning, Nic Marchesi and Lucas Patchett on others when he wants to wheel on a beach. literally put a couple of washing machines and His business partner, 22 year-old Tilley, was a dryers on the back of a van and visited parks Mechanical Engineering student when they met, and hostels around Brisbane offering to wash and they have been collaborating for two years and dry clothes and bed linen for homeless making prototypes for Gecko Traxx. people. PreviewEssentially, these enterprising community leaders Orange Sky Laundry was born. Now they have proactively took on the responsibility to solve a fl eet of purpose built vans that can even run a problem affecting tens of thousands of without external power and water. This means Australians. that they haveDraft the fl exibility to visit remote Sample: And as partners with diverse backgrounds and locations. Some vans are now fi tted with showers. skills-sets, their partnership created a synergy Although Orange Sky Laundry has grown based on learning and developing skills and to employ 35 paid workers along with its knowledge from each other. volunteers, Marchesi and PatchettDo still say that NotA 2018 win in the Young Social Pioneers the most important part of the service is the program run by the Foundation for Young connection made between users of the service Australians has given them a $10 000 grant to and volunteers. This demonstrates how connecting help develop their community focused enterprise. and working with others is integral to the success CopyThis will allow them to further develop their 3D of community enterprise initiatives. printed prototype Gecko Traxx and also launch Orange Sky Laundry was the fi rst service of their business properly. its kind in the world which reinforces how the founders acted proactively to deal with a social Their vision is to build more products that help problem. people access the natural environment, as part of an ongoing commitment to managing and Orange Sky Laundry plays a vital role in leading the way towards tackling mobility issues maintaining dignity, hygiene and connectedness and problems. for those not able to access laundry services, which are the type of values you would expect Visit the Foundation for Young Australians website from an enterprising community leader. at: www.fya.org.au People can donate to help subside the service. $12 can provide a person in need with one You will fi nd heaps of stories about enterprising hour of connection. This not only includes the young Australians making a difference in all showering and laundry facilities, but also walks of life. Perhaps you could be next? provides a vital people and support connection You can also fi nd out a lot more about the for disenfranchised and marginalised members enterprising operations of Orange Sky at: of the community. www.orangesky.org.au

54 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Community Leadership 3.06

Enterprise in action - Making a difference A Using this pro-forma, summarise how these people are demonstrating enterprising behaviour. Describe the enterprising people and summarise the activities of these enterprising people.

Describe three examples of enterprise capabilities demonstrated by these people. 3

Describe an example of an employability skill being demonstrated (different from the 6 enterprise capabilities). Preview

Describe a pressure thatDraft these enterprising people mightSample: have had to deal with (or might be dealing with). Do Not Describe how these enterprising people haveCopy created an opportunity as a result of their actions.

Explain how teamwork has been an important part of their enterprising activities.

Summarise how these people demonstrate the traits expected of an enterprising leader.

List any useful resources/weblinks to support further investigation of these enterprise subjects.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 55 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.07 Team Dynamics Synergy In a workplace it is important to create a spread of work-related skills, competencies and intelligences. Balance can create a sense of synergy whereby the whole is greater than the sum of its parts. This team strength creates more of an enterprise culture. In community and work settings, a spread of work styles, abilities and personalities is essential for ensuring that all work tasks and activities are managed effectively. This promotes adaptability, workplace flexibility, initiative, creativity, teamwork - some of the behaviours 3 expected of an enterprise culture. So if you don’t have all the skills and competencies needed, then perhaps your fellow team member has. Synergy: The whole is greater than the sum of its parts. Team skills It is commonly accepted that you can usually train most employees in the industry-specific skills they need to perform a job. These technical skills can usually be developed using competency-based training (CBT). CBT makes employees more enterprising as they are able to perform valued work tasks. Preview However, those more ‘personal’ aspects Image: designaart/ related to employee attitudes, and to iStock/ how employees behave in group situations, may be more difficult to train for. Thinkstock It’s not easy to Draftchange a bad attitude. However,Sample: people do need to develop better intrapersonal and interpersonal skills so that teams can function successfully. These so-called ‘soft skills’ form a part of emotional intelligence and are essential for the development of an enterprise culture.Do Developing Not intrapersonal and interpersonal skills will lead to better workplace cohesion with the likelihood of more future leaders. One of the key ways to build synergised teams is to consider the different multiple intelligences that members demonstrate.Copy A Multiple intelligences 1. What is synergy? Why is synergy important? 2. Describe an example of how a community or work setting might go about creating synergy amongst its employees. 3. Describe how synergy relies on team members with different multiple intelligences. 4. Select and explain 2-3 multiple intelligences you’re strongest in, and why. Use table format below. 5. Select and explain 2-3 multiple intelligences you’re weakest in, and why. What can you do to overcome these weaknesses? Research multiple intelligences online and report back to the class.  Extension Collate class MI results and as a group construct averages and overall results. You could also try interviewing different people in work settings and determining their ‘preferred’ intelligences. MI Justiﬁ cation Example/evidence Someone else rank you

56 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Team Dynamics 3.08 Multiple Intelligences

Interpersonal

 Ability to understand Bodily-Kinesthetic and to deal eff ectively with others. Intrapersonal  Ease and skill in  A psychologist working performing physical Ability to understand in the Health Care  3 tasks and activities. and Social Assistance oneself, be self-aware  A bar manager in the industry might teach and self managing. Accommodation and relaxation techniques to  A computer programmer Food Services industry stressed patients. in the Professional, might have to move Scientifi c and Technical about in a physically Image: BerSonnE/ Services industry might iStock/Thinkstock demanding role have to balance several supervising and doing demanding projects for tasks. diff erent clients.

Logical-Mathematical Musical-Rhythmic  Ability to use reasoning, Preview to apply logic and to use  Understanding music, maths techniques. tonal, rhythmic and aural  A logistics manager in patterns and pitches the Transport, DraftPostal and Sample: A mechanic in the Other Warehousing industry Services industry might might need to develop need to listen to clients complex programs to describing engine noises develop international Do Not over the phone. freight schedules.

Naturalistic Copy Visual-Spatial  Understanding and Verbal-Linguistic adapting to situations  Seeing images, patterns related to one’s  Understanding through and shapes and mentally immediate and greater literary methods processing them. environment. of reading, writing,  A site manager working speaking, and listening. in the Construction  A environmental policy planning manager  A teacher in the industry might need to working in the Public Education and Training visualise structures, sizes Administration and industry may need and shapes as well as be Safety industry might to communicate to a able to interpret plans need to interact with the class both verbally and and diagrams. environment they are through ICT to reinforce developing policies for. concepts in a text book and online, and to give instructions.

Check out some online multiple intelligence quizzes.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 57 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.09 Team Dynamics Emotional intelligence Interpersonal skills refer directly to a person’s ability to communicate effectively and deal with other people. We all have to work in teams and generally the hardest task at a workplace is dealing with people. Some people have well-developed social competencies that they bring to the workplace in the form of effective interpersonal skills. Intrapersonal skills refer to a person’s ability to be self-aware. A true 3 awareness of an individual’s strengths and weaknesses can mean that effective teams can be built to combine skills and overcome weaknesses. Both these skills sets are at the heart of emotional intelligence.

Emotional intelligence Some generally accepted skills or competencies related to emotional intelligence include:  empathy  teamwork  conscientiousness  self-awareness  communication  initiative  self-assessment  fl exibility  confl ict management  self-confi dence  adaptability  intuition.  self-control Preview trustworthiness Team roles You know that effective leadership goes a long way towards effective team-building. However, another aspectDraft of team effectiveness relates Sample: to having an understanding of the different roles that people’s personality types dictate they play in a team. People cannot help themselves, and they tend to nearly always act-out according to their personality type. This results in team dynamics which may, or may not, contributeDo to a synergised Not team as part of an enterprise culture. An enterprising leader should know the preferred roles of their teams and should: 1. Encourage the positive aspects associated with these roles 2. Anticipate and implement strategies to avoid the negatives associated with these roles 3. Encourage and support their teamCopy members to develop their work-related skills so that they can develop and grow into other roles. Image: Some common team roles are listed opposite. These are not a definitive list but monkeybusinessimages/ you can usually observe people taking on one, or more of these roles during team iStock/Thinkstock meetings and other team activities. Although some of these names sound bad, it is important for a balanced synergised team to have, for example, a critic to balance an innovator, or a timekeeper to manage an implementer. Ineffective teams have an imbalance of roles whereby, for example, if there are too many critics, or influencers or drivers - then one way of thinking and operating predominates and can become the accepted norm. This might actually stifle enterprise culture.

Driver Their role is to lead the group so as to achieve the team’s goals.

Monitor Innovator Their role is to chair, review and Their role is to suggest make sure that everything is on new and creative track. ideas and processes.

Supporter Infl uencer 3 Their role is to go along with what Their role is to encourage is suggested and to support good members to accept established ideas. or new ideas.

Timekeeper Implementer Their role is to make the team Their role is to put the plans aware of deadlines and establish into action by organising and urgency. doing.

Recorder Facilitator Their role is to take minutes and Their role is to provide resources keep records of all the important and links that help goals be matters. Preview achieved. Peacemaker Critic Their role is to ensure that team Their role is to challenge ideas to harmonyDraft is achieved and people Sample:ensure that things are being done get along. properly. Do Not Team dynamics B 1. Explain the difference between interpersonal skills and intrapersonal skills. Use an example of each as part of your explanation. Copy 2. What is emotional intelligence? 3. Describe the relationship between emotional intelligence and work-related skills. 4. Why is an understanding of team roles an important part of being a leader? 5. Describe the relationship between 5 different team roles and work-related skills. 6. Do any of these team roles sound like you? Explain using an example. Extension  Describe a situation from a community and/or work setting whereby some, or all, of these team roles are being demonstrated. You might need to sit in on a team meeting, observe workers in action or watch a video. Use the table to below to record these.

Team member Ofﬁ cial position Apparent team role Example/evidence

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 59 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.11 Enterprising Responses Work-related skills Essentially an enterprising leader is one who is able to master a variety of complex work- related skills. Some skills are common to all leaders: problem-solving, planning, decision- making, accepting responsibility and communication. Leaders normally have these skills in abundance, and along with being excellent people-managers, they are able to apply varied skills to different industry-specific situations. Effective interpersonal relations is vital in developing an enterprising culture. However, the 3 hardest resource to manage in an organisation or a work setting is people. One clear distinction between managers and leaders is that leaders normally have an excellent understanding of team dynamics. Given this they are then able to develop and implement strategies that promote effective teamwork, thereby contributing to an enterprise culture. Leadership & Work-Related Skills

Acting proactively Connecting and working Adaptability and autonomously with others An enterprising leader: An enterprising leader: An enterprising leader:  Is fl exible and open to  Works proactively to  Communicates new ideas. improve outcomes. eff ectively using  Encourages the  Turns pressures into Previewdiff erent techniques. development of new opportunities.  Welcomes feedback skills.  Actively supports and and two-way  Looks for new market develops innovation in communication. opportunities. people andDraft in processes.  InvitesSample: employee  Encourages fl uid and  Looks for creative involvement. dynamic work practices. solutions to solve  Encourages teamwork  Learns, changes and diffi cult problems. and collegiality. grows. Do Has skills Not in cross-  Solves problems by cultural communication. accepting challenges and  Solves problems by embracing change. seeking perspectives. Learning & developing skills Copy and knowledge Managing and leading An enterprising leader:  Has relevant industry/technical know- An enterprising leader: how.  Consults with those who can off er  Has well-developed people skills (EI). positive input.  Implements innovative workplace  Is able to share a vision with training programs. stakeholders.  Supports and encourages lifelong  Is able to take responsibility for their learning and professional development. actions.  Outsources to experts and industry  Where appropriate, delegates tasks to specialists when needed. suitable staff .  Solves problems by supporting skills  Assesses and manages risk. development.  Solves problems by making decisions.

@ twick/tweet? @ ledrshp Judge a leader not by what they do, but by what their followers do #I&E34 7:33 PM Feb 28th via graffi ti by D’Bomb

Team Dynamics & Work-Related Skills

Teamwork Learning

Synergised teams support Synergised teams are open to complementary skills and provide new ideas and techniques and a framework for workplace encourage workplace stakeholders 3 cohesion from stakeholders such as to be enthusiastic and willing to employees, customers, supervisors, invest time and resources in lifelong contractors and others. learning.

Communication Problem-solving Technological skills Synergised teams help Synergised teams develop employees who Synergised teams ensure develop employees who can listen, speak, read, write that employees are are likely to be able to and negotiate eff ectively. matched so that they communicate more They also encourage have a range of skills, eff ectively, be creative, Previewfl exible communication and industry-specifi c be practical and show that responds to the needs competencies, and also initiative. of an audience, including so that they can help and skills in cross-cultural learn from each other. Draftcommunication. Sample:

Initiative & enterprise skills Planning & organising

Self-awareness Synergised teams promote Do Not Synergised teams support employee participation workplace stakeholders to Synergised teams assist and encourage employees establish goals, understand employees to realise to accept responsibility, processes, make decisions a vision, to plan and to make decisions and to Copy and allocate resources. demonstrate initiative. organise, and to achieve goals and objectives. They help people to manage themselves, others, They also help workers time and resources by to monitor and evaluate accepting responsibility. their own performance.

Work-related skills, leadership and teamwork A 1. Select 3 work-related skills. For each one describe how it assists in developing leadership as part of an enterprise culture. Use examples from a work setting you are familiar with to support your descriptions. 2. Select 3 work-related skills. For each one describe how it assists in developing teamwork as part of an enterprise culture. Use examples from a work setting you are familiar with to support your descriptions. 3. Discuss how leadership and teamwork complement each other as part of an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 61 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.13 Enterprise in Action - Industry Leadership

Workers today, leaders tomorrow

he employees of today need to become the Since its inception, AFL Sportsready has worked Tenterprising leaders of tomorrow. Effective with over 350 schools across Australia as part of leadership as part of the development of an a schools partnership program. This partnership enterprise culture has never been so important. delivers traineeship opportunities as a part of One way to develop leadership skills in ‘gap year’ for school-leavers. employees is through structured (yet fl exible) In 2017, more than AFL 170 players were 3 traineeship, apprenticeship, management and studying a Certifi cate 3, 4 or diploma course. graduate development leadership training Other AFL training programs include, AFL and programs. Different elements of these programs AFLW academies, eLearning policy programs can be benefi cial at different stages of an for players and offi cials, Flying Boomerangs and employee’s career life cycle. Woomera indigenous leadership programs, the Enterprises invest millions in staff training and Michael Long Learning and Leadership Centre, workplace learning programs. Enterprising and the Bachar Houli Leadership Academy and organisations recognise the need to develop and associated Employment Program. deliver internal training programs; as well as the Coles benefi ts of working with external stakeholders Coles Supermarkets is one of Australia’s largest to develop and deliver training and workplace employers with over 107,000 full-time, part- learning initiatives that help foster a culture of time and casual employees from diverse ages leadership within their organisation. and backgrounds, including 3,500 indigenous Many innovative leadership Previewprograms combine employees. both on-the-job and off-the-job training, fl exible Of course Coles provides thousands of entry- learning options supported by eLearning, level opportunities through retail traineeships, coaching and mentoring programs, and utilising on and off-the-job competency-based partnerships with specialised learning providers Draft Sample:training. in the Education and Training industry. Coles also offers the Retail Leaders Program Australian Football League for accelerated growth into retail management The Australian Football League developed its positions supported by higher level vocational SportsReady program in 1995.Do First conceived Nottraining and relevant on-the-job training and by Kevin Sheedy, the program was originally placements. funded by the AFL to provide football players Coles has a range of graduate development entry into the workforce, primarily in the Arts programs including: and Recreation Services industry. Copy Supermarket Operations Graduate Program SportsReady operates as an independent not- for-profi t enterprise and is a Registered Training  Coles Express Operations Graduate Program Organisation. It works in partnership with  Distribution Centre Operations Graduate commercial host employers such as NAB, ANZ, Program. CBA, Westpac, Telstra and Kmart. It also works These 3 year programs are structured according with sports and recreation stakeholders including to three phases of employee development: the AFL, AFL clubs, Cricket Australia, Bowls ‘Learn’, ‘Grow’ and ‘Build’. Australia, Melbourne Storm and YMCA Victoria. As an example, Coles’ Supermarket Operations It also partners with universities around Australia Graduate Program communicates that its (for the more advanced training options). programs is structured in the following way. AFL SportsReady describes its program as the Year 1 is about operational experience with entry-stage for future workplace leaders. Its customers and fresh food. traineeships, and other courses for mature age clients are open to many people (especially Year 2 focuses on building people skills younger people) across various industries. and commercial leadership skills, through professional training and development sessions, Over 13,000 have been trained since 1995; and hands-on experience. including more than 1,500 indigenous trainees (one of the most extensive indigenous trainee Year 3 is about moving into a senior store programs in Australia). management role and continuing to develop and apply various skills-sets.

62 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Industry Leadership 3.14

Enterprise in action - Workers today, leaders tomorrow A 1. Which industries are featured in this case study? 2. What is a Registered Training Organisation? 3. Identify the different types of stakeholders involved in these programs and summarise their roles. 4. Australian Apprenticeships are primarily entry-level training programs, so how can they assist in the development of leadership skills in apprentices and trainees? 3 5. Summarise how training programs such as these demonstrate a more enterprising approach to leadership training. 6. Describe the examples of catering for diversity in these programs. You could also broaden your answer with some online research. 7. Discuss 3 work-related skills demonstrated by the enterprises featured in this article. 8. Why do the employees of today need to be the enterprising leaders of tomorrow? How might this occur? 9. How do leadership programs assist to create an enterprise culture? Use an example from a work setting you are familiar with. Extension  i. Search online for another examplePreview of a graduate development and training program or leadership program, for younger workers. ii. Prepare a report to the class, including 1 graphic about this program. iii. Be sure to explain how the program helps lead to the development of an enterprise culture by discussing the developmentDraft and application Sample: of work-related skills in the trainees.

Do NotSo what do you know? (3) B 1. List 5 traits of an effective leader. 2. Explain the relationship between leadership traits and the development of 5 different work-related skills. Copy 3. What is the difference between a transactional and a transformational leadership style? Describe an example of one, or both of these, in action from a work setting you are familiar with. 4. How can mentoring help contribute to the development of an enterprise culture? Give an example from a work setting you are familiar with. 5. What is the relationship between synergy and the development of an enterprise culture? Describe an example from a work setting you are familiar with. 6. What is the relationship between multiple intelligences and team dynamics? Describe 3 examples that relate to work situations you have participated in. 7. What roles do you play in a team? Why so? How might you go about changing these? 8. Use examples from 2 different work settings to describe how leadership and teamwork work together to develop work-related skills in employees as part of an enterprise culture.

@ twick/tweet? #ledrshp/tEm Did you ever see me back in the good old days on The Apprentice? That was true leadership and teamwork- and that’s not fake news! #I&E34 4:01 PM Feb 29th via hairnet by Donald

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 63 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 3.15 Decision-Making Activity

A heart decision to make 8 people are waiting on a list for a donor heart. A suitable match has been found in WA. The heart is  being ﬂ own over for transplant tomorrow and now it’s up to the medical board to decide who is to receive the heart. You must choose only 1 recipient, but bear in mind, none of the waiting donors will survive for more than a month without the heart. So will the right decision be made? Shazza McTazza Dr. Long Nguyen 3  22 years old, has been waiting 7 months.  72 years old, been waiting 2 years.  She is a single mum, her children are 3 and 7.  Cardiac research scientist, married, no children.  Shazza is estranged from her relatives; the  He is very close to perfecting an artiﬁ cial heart whereabouts of each father of each child is that won’t be rejected by the body. unknown.  A workaholic who is obsessed with solving cardiac  Shazza left school at 15, she survives on a pension. problems, he suffers from chronic blood-pressure  She is a recovering heroin addict. and stress-related cardiac problems.

Aliz Aziz Olivia Oglethorpe 3rd  38 years old, been waiting 7 weeks.  52 years old, been waiting 11 months.  She is in detention as an illegal boat immigrant.  Her husband is a Top 100 Company Director, and  Aliz is a doctor, and with her husband devoted both her children are at university. her life to helping others by setting up free clinics  Her family owns extensive media interests. in her home country.  She is active in the social scene and a well-known  When Aliz’s husband disappearedPreview she had to drinker, partygoer and indulger in rich food. escape on a boat with her 3 young children.  Olivia is on the board of a number of charities,  Her condition has been aggravated by disease, including the National Heart Charity; her family stress and trauma.Draft Sample:donates a lot of their wealth to this charity. Alfi e London Grace Vella  62 years old, been waiting 8 weeks.  43 years old, been waiting 10 months.  His wife works part-time and his daughter, 37, is  Married, husband is an interstate truck driver. 3 a lawyer. children aged 17, 15, 13; all at state school.  Alfi e recently retired due to poorDo health after Not Grace, a very heavy smoker is a full-time never having been sick in his life. housewife.  He never drank alcohol or smoked, is a regular  Grace has an addiction to poker machines where churchgoer and before his illness was very fi t. she spends a lot of her time.  His heart condition is genetic. Copy Her condition is smoking-related. Flash Fandango Biffa Blockhead  28 year old single male, waiting 6 months.  15 year-old male, been waiting 5 months. Biffa is  Top football star, male-model and has appeared currently in youth detention. in movies and has recorded albums.  Biffa was involved in racist, gang-related assaults  Flash has set up a youth charity to help and comes from a very troubled family. disadvantaged young people succeed and has  He has been assessed as having ADHD and high had offers from Hollywood and from political I.Q.. His condition was brought on by a poor parties. lifestyle and injuries.  His illness was aggravated by a sporting injury.  He is due for release, has been a very good  Flash is gay. inmate and has a pre-apprenticeship lined up.

1. Before the class did the medical board choose and 6. What process did the medical activity, which of the 8 what reasons did they give? board use to decide? recipients would you have 4. Does this change your view in 7. In your opinion, what was the chosen and why? any way? Explain. hardest part of this role-play? 2. After the role-play which of 5. What was your role in this 8. As a class suggest a process the 8 recipients would you activity? What decisions did or method that could be used have chosen and why? you have to make to carry out to solve a problem such as 3. Which recipient did the this role? this.

64 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4 A EtE t i l ltt 4 Enterprising approaches to safety

4.01 Industry Safety ...... 66 4.15 Enterprising Responses ...... 80 4.07 Community Work Safety ...... 72 4.17 Assessment Task 1B: 4.09 safe@work ...... 74 Enterprise Culture ...... 82 4.11 Enterprising Responses ...... 76 4.19 Safety Activity ...... 84 4 4.13 Enterprise in Action ...... 78

Activity p. Due date/Done? Comment

4.06A Safety by numbers 71

4.06B A safer workplace Preview71 4.08A OH&S in communityDraft settings Sample:73 4.09A My OH&S responsibilitiesDo74 Not 4.12A Enterprising responses to safety 77

4.14A Safety in action - ITEACM Copy79

4.14B Enterprising OH&S responses 79

Safety in action - 4.16A 81 Enterprising OH&S responses

4.16B So what do you know? (4) 81

Enterprise culture in a 82- AT1B community or work setting 83

4.17 Safety activity 84

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 65 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.01 Industry Safety Occupational health & safety Occupational health & safety is a broad term than can be used to describe all of the issues, initiatives, laws, guidelines and responses that relate to workplace health and safety. All workplaces present dangers to workers, employers, customers/clients and other stakeholders. However, some industries and work-related tasks, by their very nature, present more hazards. Given this, employees need an understanding of OH&S issues generally, as well as specific training for their industry and their workplace.

4 Scope of the problem According to Safe Work Australia, (based on a 2012/13 report - the latest report still available as at late 2018), the estimated cost to the Australian economy of work-related injury and disease was $61.8b which is about 4.1% of GDP. In 2008/09 this estimated cost was $60.6b or 4.8% of GDP. 1 Based on the 4.1% estimate this ‘cost’ would rise to almost $70b for 2017/18. In 2016/17 Australia-wide there were 106,260 ‘serious’* workers’ compensation claims (*a temporary incapacity requiring an absence of 5 days or more, or a permanent incapacity or death). The median average time lost for these claims was 5.6 weeks and the median average compensation paid was $11,500. 1 There are some disturbing patternsPreview related to workplace injuries across Australia.  Male employees experienced almost double the rate of serious injury or disease compared with female employees (M: 68,105 at a rate of 11.5 per 1,000 workers. F: 38,155, at a rate of 6.9 per 1,000Draft workers.) 1 Sample:  Labourers experienced the highest number of serious claims, accounting for a quarter of these; community and personal service workers represented 17% of serious claims. 1  The ‘worst’ industries were the Agriculture Forestry & Fishing; Construction, Arts and Recreation Services, Transport,Do Postal andNot Warehousing, and Manufacturing (based on frequency per hours worked). 1  38% of serious claims involved Work-related injury claims - Victoria: 2012/13 & 2016/17 body stressing and 24% involvedCopy 2012/13 2016/17 falls, trips and slips. 1 A Agriculture, Forestry and Fishing 516 592  B Mining 147 105 25% of serious claims involved an C Manufacturing 5177 4040 injury to the arms/upper limbs, 24% D Electricity, Gas, Water and Waste Services 325 375 to the lower limbs, and 19% to the E Construc on 3478 3357 back. 1 F Wholesale Trade 1918 1528 G Retail Trade 1612 1446  The highest frequency rate of H Accommoda on and Food Services 957 945 serious claims per hours worked I Transport, Postal and Warehousing 2279 1949 was for workers aged 50-64. 1 J Informa on Media and Telecommunica ons 159 123 Source: 1 Safe Work Australia, Key Work Health K Financial and Insurance Services 187 173 and Safety Statistics, Australia, 2016/17. L Rental, Hiring and Real Estate Services 283 276 M Professional, Scien ﬁ c and Technical Services 784 682 Enterprising work settings have N Administra ve and Support Services 932 1004 responded to the inherent pressures O Public Administra on and Safety 2022 2083 associated with occupational health P Educa on and Training 1826 1743 Q Health Care and Social Assistance 4188 3988 and safety by consulting and working R Arts and Recrea on Services 798 713 with key stakeholders to improve safety S Other Services 808 679 outcomes for all stakeholders. Unknown 32 18 Total 28428 25819 Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary

66 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Industry Safety 4.02 Roles of Industry Stakeholders in Safety

WorkSafe

 WorkSafe Victoria is responsible for overseeing Victoria’s OH&S system and for enforcing state OH&S laws.  WorkSafe Victoria manages Victoria’s workplace safety system and is responsible for promotion and enforcement of relevant state OH&S laws.  A WorkSafe Inspector’s primary role is to ensure workplaces comply with health and safety legislation. They are legally empowered to enter a worksite (and some public places) at any time if required or requested to assess OH&S and can issue improvement notices and enforcement notices. 4

Employees Employers

 Employees, including managers  Must provide a safe and healthy carry out work tasks and duties and workplace for all workers and have a fundamental right to a safe contractors. workplace.  They design work environments  Employees have a responsibility to and implement and supervise work perform work in the safest mannerPreview practices in work settings; and must and to report any hazards. do so with the utmost care and  Many workplaces have an offi cial concern for safety of employees and OH&S Offi cer or rep who has the any other stakeholders; by law! responsibility toDraft monitor and Sample: Employers must have relevant maintain safety conditions. They WorkCover insurance, and must will usually act as a go-between for meet other responsibilities set down employees and management. Do Notby law. Unions Industry associations

 Unions play a proactive and leading  Represent the interest of employers role in the development of OH&S Copyand provide advice and support policies, guidelines and laws to assist them to be aware of, and throughout Australian industry. to implement, eff ective OH&S  Unions work with employers, guidelines. industry associations, the  Work with government agencies, government and employees to WorkSafe, unions, training ensure that workers have access to a institutions and other parties to safe workplace. develop and implement eff ective OH&S programs. Government

 Governments work jointly with other stakeholders to develop eff ective strategies to help improve occupational, health and safety outcomes.  Most OH&S laws and guidelines are controlled by the relevant government in each state, and administered through relevant state-based agencies such as WorkSafe Victoria.  Back in 2009 the Commonwealth government established Safe Work Australia. The aim is to improve work health and safety and workers’ compensation arrangements across Australia. The agency is jointly funded by the Commonwealth, state and territory governments through an intergovernmental agreement.

People and safety Work-related injury claims Victoria: 2012/13 & 2016/17 OH&S safety is about educating people Males Females more effectively. Age 12/13 16/17 12/13 16/17 Under 20 416 404 162 109 Workplace stakeholders must take 20-24 1322 1185 598 580 an active responsibility in the safety 25-29 1508 1504 830 786 of themselves, their employees, their 30-34 1664 1562 831 768 35-39 1880 1158 832 791 colleagues, their clients and customers 40-44 2196 1747 1277 1035 and all other people in work settings. 45-49 2261 2010 1582 1411 If employees are able to identify and deal 50-54 2522 2125 1708 1560 55-59 2230 2034 1338 1340 with safety issues before they happen 60-64 1671 1565 707 796 4 then they will be proactively tackling 65 + 697 705 193 242 the problem of accidents, injuries and Unknown 11 21 deaths at work. This proactive and more Total 18368 16400 10060 9419 enterprising approach includes responses Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary such as:  Go online to fi nd out recent stats to induction training update these tables. But remember  industry-specific training there will usually be about a 2 year  hazard identification and risk assessment time lag for some ‘big-picture’ stats.  personal safety plans Previewwww.worksafe.vic.gov.au  personal protective equipment  workplace inspections  redesign ofDraft work practices and many Sample: more. Occupation HealthDo and Not Safety issues can involve... personal protective equipment

product design slips and falls hygiene Copy electrical hazards motor vehicles manual handling

work practices manual and hand tools

fatigue powered equipment

employee training plant & equipment

occupational violence dangerous goods

workplace bullying hazardous materials

work-related stress confi ned spaces

overuse injuries illumination

working at heights noise

mobile plant and equipment

Occupational health & safety training Work-related injury claims Victoria: 2012/13 & 2016/17 Employees need to undergo proper OH&S Mechanism of Injury/Disease 12/13 16/17 training in order to ensure that workplaces Falls from height 1566 1448 operate in a safe manner. Consider the Falls on the same level 2492 2683 Stepping, kneeling or si ng on inherent dangers to employees and other objects 1797 1616 stakeholders, including customers, in Hi ng objects 1057 962 industries as diverse as agriculture, forestry Being hit by moving object 3715 4088 and fishing, mining, transport, and health and Sound and pressure 1575 1109 community services. Muscular stress while li ing 4493 3282 Muscular stress while handling 4756 4026 Some employees receive OH&S training as Muscular stress with no objects part of their initial entry-level qualification being handled 738 757 4 and must demonstrate OH&S competency Repe ve movement, low muscle loading 1654 1459 in all work practices before they are allowed Heat, radia on and electricity 229 187 to work. Competency-based Australian Chemicals and substances 234 240 Apprenticeships are used to ensure that Biological 107 78 trainees master all relevant aspects of OH&S Mental stress factors 2770 2818 before they are qualified to operate as a Vehicle accident 884 795 particular occupation. Other/unknown 361 271 Other employees receive OH&S induction, Total 28428 25819 training and upskilling when theyPreview start in a Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary new job, in a new role or on a new worksite. As part of lifelong learning all employees must upgrade their OH&S knowledge over their careers to keep pace with technological change, changing work practices and evolving OH&S legislation. Many employees mustDraft be licensed to operate Sample: workplace equipment or to carry out specific responsibilities. These employees often have to complete ongoing refresher courses to update their qualifications. Do Not @ twick/tweet? It’s when you stop thinking about it #OH&S that it starts to becomes a problem! #I&E34 2:45 PM MarCopy 17 via conga drum by Saba Examples of OH&S training  Specialist course on correct use of safety  Instruction in fi re-extinguisher, harnesses. fi re-blanket and fire-hose  TAFE training about circuitry diagrams. use.  University study about microbiology  Seminars on planning and infection. the location of electricity outlets and  Contracting a chemist to instruct wet areas. employees about safe use of chemicals.  Council information  Seminars by physiotherapists on sessions on underground appropriate stretching. powerlines and gaslines.  Appropriate training courses for Massage therapy training for occupational licensing.  sedentary employees.  Yoga classes to teach stress Judo and Jui Jitsu classes. management and relief.   Dietary instruction from a  ‘Eye of the customer' fl y-throughs nutritionist. and simulations to illustrate potential hazards.  Ergonomic seating and posture wallcharts.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 69 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.05 Industry Safety Work-related injury claims Victoria: 2012/13 & 2016/17 Work-related injury claims Victoria: 2012/13 & 2016/17 Nature of injury 12/13 16/17 OccupaƟ on group 12/13 16/17 Burns 192 163 Miscellaneous labourers & related workers 2591 2633 Road & rail transport drivers 1909 1856 Circulatory System 89 107 Carers & aides 1248 1294 Diges ve System 764 553 Misc. intermediate service workers 1084 986 Fractures 2338 2711 Misc. tradespersons 1090 978 Misc. intermediate prod’n & transport workers 968 910 Infec ons and Parasites 37 38 Process workers 994 866 Injury to Nerves and 79 Nursing professionals 880 855 Spinal Cord School teachers 809 795 Intracranial Injuries 191 312 Structural construc on tradespersons 893 787 Mental Disorders 3001 3113 Police offi cers 651 741 Misc. intermediate machine operators 876 692 Musculoskeletal System 10716 8411 Misc. specialist managers 761 666 Neoplasm (Cancer) 45 31 Social welfare professionals 626 609 Nervous System and Sense Cleaners 563 513 4 Organs 2044 1526 Misc. managing supervisors 342 429 Mining, construc on & related labourers 448 416 Not coded 23 29 Elementary service workers 448 409 Other Diseases 57 45 Automo ve tradespersons 453 380 Other Injuries 843 264 Electrical & electronics tradespersons 447 372 Fabrica on engineering tradespersons 471 372 Respiratory System 103 115 Agricultural & hor cultural labourers 360 367 Skin and Subcutaneous 144 100 Plumbers 361 367 Tissue Mobile plant operators 457 345 Trauma c joint/ligament Hospitality & accommoda on managers 321 340 and muscle/tendon injury 4381 5046 Misc. advanced clerical & service workers 364 328 Wounds, Lacera ons and Elementary food prep & related workers 340 320 Amputa ons 3453 3246 Food tradespersons 377 315 Total 28428 25819 Mechanical engineering tradespersons 470 301 Misc. associate professionals 291 295 Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary Sales assistants 382 285 Preview Misc. professionals 364 282 Intermediate sta onary plant operators 307 277 Work-related injury claims Victoria: 2012/13 & 2016/17 Misc. health & welfare assoc. professionals 357 268 Hor cultural tradespersons 237 257 Bodily LocaƟ on 12/13 16/17 Misc. intermediate clerical workers 186 223 Cranium/Brain 248 384 Product packers 297 209 DraftEye 138 127 Sample:Intermediate sales & related workers 252 195 Other health professionals 193 183 Ear 1575 1115 General clerks 264 173 Mouth/Teeth 163 125 Shop managers 217 149 Misc. elementary sales workers 157 146 Nose 70 81 Intermediate mining & construc on workers 151 144 Face 154 163 General managers & administrators 89 142 Do NotMisc. business/admin associate professionals 235 141 Head-mul ple loca ons 104 90 Final fi nishers tradespersons 146 133 Neck 872 831 Hospitality workers 163 125 Back 5387 4255 Misc. business & informa on professionals 167 117 Ribs 163 219 Wood tradespersons 146 114 Recep onists 120 107 Chest 200 203CopyBuilding & engineering professionals 133 106 Abdominal Region 883 676 Intermediate numerical clerks 95 100 Trunk-mul ple loca ons 15 10 University & voca onal teachers 93 91 Misc. managers 96 87 Shoulder 3259 3002 Ar sts & related professionals 85 86 Upper Arm 244 237 Sales & marke ng managers 129 86 Elbow 788 667 Medical & science technical offi cers 77 83 Other educa on professionals 133 82 Forearm 401 321 Engineering, distribu on & process managers 148 81 Wrist 1134 1204 Elementary clerks 89 80 Hand & Fingers 3094 3057 Skilled agricultural workers 96 68 Upper Limbs-mul ple Material recording & dispatch clerks 71 67 loca ons 176 126 Sales & marke ng professionals 66 59 Natural & physical science professionals 79 55 Hip 262 246 Farmers & farm managers 52 54 Upper Leg 195 208 Prin ng tradespersons 89 53 Knee 2519 2449 Misc. social professionals 52 45 Secretaries & personal assistants 67 45 Lower Leg 459 392 Accountants, auditors & corp. treasurers 33 43 Ankle 937 1004 Resource managers 43 40 Foot & Toes 763 810 Building & engineering assoc. professionals 91 39 Lower Limbs-mul ple Welfare associate professionals 42 29 loca ons 94 84 Hairdressers 42 28 Circulatory System 45 34 Machine operators 71 28 Medical prac oners 28 21 Respiratory System 89 84 Tex le, clothing & related tradespersons 23 19 Psychological system 3002 3113 Finance associate professionals 35 19 Other or unspecifi ed 995 502 Advanced numerical clerks 26 14 Keyboard operators 21 4 Total 28428 25819 Total 28428 25819 Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary Source: WorkSafe Victoria, 2016/17 StaƟ sƟ cal Summary

Safety by numbers A 1. What has happened to the total number of Victorian claims between 2012/13 and 2016/17? 2. Which industries have the highest number of claims? Why might this be the case? 3. Which industries have the highest incidence of claims per employee? (You will have to obtain employee numbers from some source.) 4. Use statistics to describe which industries have improved, and which have worsened. Suggest possible reasons for these changes. 5. Describe 5 signifi cant incidences of, or changes in work-related injuries, that you see in the statistics for males and females. Suggest reasons why these might be occurring. 4 6. Use statistics to describe how workplace injuries tend to occur (mechanism). What can work settings do to prevent this? Find an example from a work setting you are familiar with. 7. Describe the affl ictions and bodily locations most likely to feature as work-related injuries. 8. What type of affl ictions and bodily locations are improving the most, and which are worsening the most? Suggest reasons for these trends. 9. Describe the patterns that you see in work-related injuries for different occupations. Suggest reasons for these patterns. Give an example from a work setting you are familiar with that supports these patterns. Preview 10. Find out the most recent statistics by searching the WorkSafe website. Note: There is usually a time- lag of a few years in the statistics. Update the tables, or use your workbooks. Use the statistics on these pages (and, if relevant, the updated statistics) to identify the 10 most  signifi cant issues or changesDraft that have occurred Sample:in relation to occupational health and safety injury claims in Victoria. Present a report to your class. Source and use some images to support this report. Go online to fi nd out recentDo stats to update Not these tables. But remember there will usually be about a 2 year time lag for some ‘big-picture’ stats. www.worksafe.vic.gov.au

Copy A safer workplace B 1. For each of the examples of OH&S training listed on p.69, list 2 occupations in 2 different industries that might use that type of training. e.g. Specialist course on correct use of safety harnesses should be undertaken by roof plumbers in the Construction industry because they usually work at heights, and also by emergency services workers in the Public Administration and Safety industry because they sometimes have to rescue and carry people using harnesses. 2. Choose 5 of the OH&S issues shown on page 68. Brieﬂ y explain how 5 of these issues impact on a work setting you are familiar with.

Backs are still the most common bodily location for injury.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 71 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.07 Community Work Safety Social enterprise Social entrepreneurship is an important part of Australian industry, however, there are particular occupational health and safety issues that can impact on not-for-profits and other non-commercial enterprises more so than on commercial enterprises.

Not having enough workers; resulting in them being under-trained or over-committed, and stressed.

Pressures of public liability Fewer experienced workers. insurance. 4 Over-reliance on well- Lack of established policies meaning, but under-trained including OH&S policies. OH&S Issues: ‘workers’. Social & Lack of awareness of OH&S Reduced access to quality laws and guidelines. Community technology and equipment. Organisations... Budgetary constraints leading Lack of highly-trained to ‘cutting corners’. management employees, Preview including OH&S reps. Safety and welfare of clients and ‘workers’ as part of social and Large number of volunteers and communityDraft services. Sample:other short-term ‘workers’. Issues related to staff accreditation such as food preparation, safe handling, police checks, fi rst-aid and so on.

Responses Do Not A growing emphasis on OH&S and other safety issues forces social and community work settings to respond in an enterprising way so as to manage risk. Copy Some have responded by forming partnerships with commercial organisations to cover the costs associated with meeting OH&S guidelines. Some have sought donations and/or sponsorship for safety equipment while others encourage industry experts to donate some time ‘pro-bono’ to help the organisation deal with its safety responsibilities. Others take on volunteers who are actual employees or stakeholders of external organisations that have community work- release programs that allow their staff to ‘donate’ some work-time to community programs they are interested in. Many others outsource and hire professionals such as events coordinators who can organise and manage events properly. However, some social and commercial enterprises have responded by ceasing operations, citing that it is either too hard, too costly or “We want to start a volunteer that there is too much red tape involved in meeting OH&S laws and community service by driving guidelines! elderly people to do their shopping, but we are worried about our liability if we have an accident.”

OH&S in community settings A Read the case study and then answer the questions. Attack of the 50ft Turnip the event and barriers erected to keep the The regional town of clamouring crowds at bay. All precautions have Gloopmaloop is having its been taken to make this Goopmaloop’s day annual turnip raising festival. of days. First-aid stations have been set up for Prominent members of the those overcome with excitement. community as well as locals, In all the history of this event, nothing like this school children and state has ever happened before. A mighty wind offi cials are participating. whipped up and uprooted the jumping castle, 4 Volunteers, such as the Curry Women’s taking a couple of little tackers with it. There Association are on hand to feed the masses isn’t a whole lot to cling to on a turnip-shaped with the town’s traditional turnip curry. There jumping castle, so it wasn’t long before the are games and competitions, and a jumping tackers were deposited on the hard road, castle, shaped like a turnip. The central event, crying and holding their heads, knees and other a parade of root vegetable fl oats, is making its affl icted body parts. The castle came to a stop way from the outskirts of town and wending its on the road just in time for Tommy Turnip and way along Gloopmaloop’s main street, which is the baby veg to intersect with it. The impact divided by a stream. Previewcaused the castle to defl ate rapidly, engulfi ng Tommy Turnip, the town’s mascot, has just all aboard the fl oat. This in turn caused a clambered aboard the cherry picker that forms pile up of fl oats. The Gloopmaloop under- the basis of his fl oat. Encased in a bulbous ten exhibition skateboarding troupe came fi breglass and denseDraft fabric costume, Tommy Sample:a’cropper, three of their number plunging into is not too comfortable. It’s kind of diffi cult to the drink as they swerved to avoid collision with breathe in there and there are no eye holes, but fl oats and marchers. A number of fl oats veered that’s okay because Tommy has an entourage of into the crowd, knocking over representatives baby vegetables, mainly tiddly spuds from the Gloopmaloop Elderly Citizen’s Do NotCollective. Back at the curry tent, the and onions who can tell him where he is and where to go. Young new recipe was proving popular until Jack, who is working toward his young Sadie started turning purple and forklift licence is very excited swelling up like a balloon. Maybe the Copynew secret ingredient, donated by the about being allowed to operate the cherry picker, since local macadamia farmer wasn’t a good he has never driven one idea after all. before. But he has driven It cannot be denied that this a forklift once. year’s Turnip raising festival All the traffi c lights in was a memorable one. In future town have been set to a thorough risk assessment and a permanent green for management plan must be approved by council.

1. Describe all the potential OH&S issues that the 5. What enterprising strategies could community festival planners had to contend with. enterprises implement to help tackle OH&S 2. What did the Gloopmaloop festival planners issues. Find some online resources do well? 6. Describe an example of an enterprising 3. What did the Gloopmaloop festival planners response to safety issues from a community not do so well? work setting that you are familiar with. 4. Why do you think that community enterprises have difﬁ culty dealing with OH&S issues?

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 73 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.09 safe@work Work ready Nobody should get injured at work. When you set out for work each day you should expect to arrive home safely at the end of your workday. Indeed, WorkSafe Victoria’s vision is “Victorian workers returning home safe every WORKPLACE SAFETY day”. Working can present many dangers and all work settings ARE YOU READY? and work tasks can present physical, mental or emotional dangers. Young workers face an increased risk of being injured so before you enter the workplace you need to 4 be work ready. A strong awareness of occupational health and safety issues is one important aspect of work readiness. Are you ready? Before you undertake work experience, work placement or Structured Workplace Learning you need to ask yourself if you are safe and ready to be let out into the workplace. The world of work and associated work settings is much different from your school. Different work Workplace safety: Do you see the signs? environments have their own OH&S issues. You need to have excellent PreviewOH&S awareness to operate safely and effectively in these workplaces. Everyone has a shared responsibility for safe work practices. Nobody wants you to be injured at work, so your school Draftis not going to let you out Sample: until you are safe and ready. So if you are not safe@work you are staying at school. Some of you might have completed safe@work modules last year, however, you will have to complete modulesDo again this year.Not Your teacher and/or your coordinator will give you full information about your OH&S responsibilities.Copy A My OH&S responsibilities

Image: Bytedust/ After talking with your teacher, clearly outline your OH&S induction responsibilities. iStock/Thinkstock ______

______

74 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved safe@work 4.10 OH&S student induction As a student you are required by law to complete an appropriate OH&S induction program before you are allowed to go on work experience or Structured Workplace Learning. That induction program might be safe@work or another similar program for your state. If you are undertaking a VET/TAFE certificate you will need to complete the relevant OH&S module(s) before commencing Structured Workplace Learning. safe@work You must complete the safe@work General Module and then a related Industry Module (note: not ANZSIC) 4 prior to going out into the workplace. After you have worked through each module you are required to undertake a multiple choice test. You must answer at least 12 out of 16 questions correctly to receive your Award of Attainment. If 12 months or more have passed since you completed the General Module and Industry Module then you have to complete the Review Module and redo the appropriate Industry Module. Preview If you want to undertake a placement in a different industry you need to do the Review Module and then do the Industry Module for the new industry. If you are undertaking a VET course then you must complete the relevantDraft OH&S components Sample: related to that course. The safe@work site also has a number of hazard fact sheets for different work settings and industries. These fact sheets assist in the planning of work related tasks for students and help support induction, training andDo supervision programs.Not General Module Copy Industry Modules 1. Health & safety responsibilities  Automotive 2. Hazard identification, risk assessment & risk control  Building and construction 3. Manual handling  Electrical work module 4. Hazardous substances & dangerous goods  Hairdressing 5. Noise  Health & community services 6. Electricity  Horticulture 7. Mechanical equipment  Hospitality & tourism 8. Falls from height  Manufacturing 9. Personal safety  Metals and engineering 10. Personal protective equipment (PPE)  Office and business services 11. Dealing with an emergency  Painting 12. Health & safety laws  Plumbing 13. Duties of employers  Primary industry 14. Duties of employees  Retail 15. Health & safety representatives & committees  Veterinary 16. The role of Worksafe inspectors 17. Resolving health & safety issues www.education.vic.gov.au/safe@work/index.asp Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate Department of EducaƟ on and Training and VCAA guidelines, assessment informaƟ on and publicaƟ ons.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 75 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.11 Enterprising Responses Enterprising Responses: Work-Related Skills

Adaptability Acting proactively and Connecting and working autonomously with others Adaptability can help reduce overuse and repetitive strain Employees have a shared Team work can reduce many injuries that occur when responsibility to proactively workplace safety hazards workers have to continually inform their employers of and risks. Workplaces need perform the same physical potential safety hazards. to support a teams-based actions as part of their day- Employers need to build approach to on-the-job to-day work practices. a culture that encourages safety. 4 Workers can become multi- workers to have autonomy in Workers must be allowed skilled so that they take on their own workplace safety. to seek out other team a variety of work tasks and Regular workplace safety members to assist them with roles. This can reduce the team meetings will enable manual handling of heavy physical stress on workers by workers to feedback directly or dangerous items, as well them not having to perform to management on potential as providing guidance and the same tasks all the time. safety issues. support for new workers. This response of job This response of self- A response that involves rotation can be applied to managed work teams can be teams-based, safe-lifting manufacturing industry applied to wholesale trade policies can be applied to workers and labourers Previewindustry workers who often health-care and community and will not only reduce deal with ongoing hazards service industry workers workplace injuries but could from vehicles and mobile when they have to move also boost motivation and plant and machinery. patients. job satisfaction.Draft Sample:

Learning and developing Managing and leading Problem-solving skills and knowledge Do Not Workplace safety is a shared Many workplace safety issues Enterprises usually conduct responsibility between are seen as a problem when safety inductions for new employers, employees, they happen. However, a employees. However, governments, safety more enterprising proactive workplace safety is an Copyagencies, unions and various approach is to assess risks ongoing commitment for all other stakeholders. and manage hazards so workers every moment that So naturally relevant that they do not become a they are engaged at work. stakeholder groups need problem in the fi rst place. Workplace safety require- to lead in development of This can be supported by ments evolve due to proactive OH&S policy, laws involving employees in the changes in work practices, and guidelines; as well as hazard identifi cation and risk new rules, guidelines and managing their day-to-day assessment process so that legislation, the introduction responsibilities to oversee they can feedback potential of new technologies, digital and monitor ongoing issues to management. Of innovation, and many other adherence to safe work course employees also need infl uences. All workers need practices. appropriate OH&S training to be aware and informed of Proactive safety responses prior to being exposed to their changing OH&S rights by WorkSafe Victoria include any potential hazards. and responsibilities. leading the development Employees are then The response of ongoing of new safety initiatives, as empowered as key and continual formal and well as managing targeted stakeholders in workplace informal OH&S training for inspection and education safety, and workplace all workers is a necessity in programs, for workplaces safety becomes a shared every industry. across all industries. responsibility.

Enterprising responses to safety A 1. Brieﬂ y describe 6 examples of enterprising responses to safety that you are aware of in work settings you have investigated. You must include at least 1 community work setting. 2. Choose 2 of these responses and explain how each of the work-related skills listed below helps contribute to this being an enterprising response. Choose two more as well.

1. 2. 3.

4. 5. 6. Preview Managing and leading Problem-solving Example 1 Draft Sample:Example 1

Example 2 Do NotExample 2 Copy

Example 1 Example 1

Example 2 Example 2

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 77 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.13 Enterprise in Action - Safety

Safety = ITEACM

ustralian industry is at the forefont Sit or stand Aof enterprising responses to safety for Ergonomics is concerned with the interaction of workplace stakeholders. However, innovative humans with elements of their inert environment, safety initiatives do not just happen by for example, workplace tools, implements, themselves. furniture, machines and technology. Ergonomics There are many step-by-step strategies that assesses biomechanical aspects and potential risks can be followed to help workplace stakeholders associated with use of various workplace fi xtures. deal proactively with safety problems. One One recent safety initiative that has really taken method is the ITEACM safety process. This process off is the use of ‘sit/stand’ desks. One of the key 4 aims to unite stakeholders in developing and Australian manufacturers of sit/stand desks is implementing responses as part of a shared activDesk. You might also have heard of one of responsibility for workplace safety. the best known US brands, Varidesk. You can even see how the names of these products describe ITEACM uses six-stages but each stage is not their function. necessarily discrete and more than one stage might happen at the same time. For example, Sit/stand desks have been celebrated as a key training and equipping might naturally occur at workplace health initiative to assist deskbound the same time. workers, such as those in the Professional, Scientifi c and Technical Service industry (which has At times work settings need to develop innovative over 1 million employees). processes and work practicesPreview to control hazards, While sit/stand desks have been found to minimise harm and deal with OH&S issues. reduce sitting time to some extent, which should As a result, industry stakeholders can work co- have a positive health outcome, studies are so operatively to develop new devices to help them far inconclusive and sometimes contradictory deal with existingDraft work-related hazards. Sample:about the overall effectiveness of this workplace 1. IDENTIFY innovation. The hazard, risk or potential for Some studies have found that there is not a harm. signifi cant difference in the activity levels of those Do Notwho use traditional desks and those stationed at sit/stand desks. In part this is because of the 2. TRAIN nature of desk-work and the diffi culty of doing Employees to manage the most of a desk-based job standing. hazard safely. CopyUsers have sometimes reported that the changing of heights is distracting and disrupts the fl ow of 3. EQUIP tasks, especially in open plan offi ces. Think about people standing while doing a phone-based job Workers with the correct safety such as at a call centre. Having workers bobbing equipment. up and down could be quite distracting. So although a huge amount of time, energy and 4. ASSESS investment has gone into innovating for change That employees can eff ectively in to the ergonomics of how workers physically control the hazard. perform desk jobs, we have to question whether the innovation is addressing the right problems. Studies seem unconcerned with the problems of 5. CONTROL spending long hours performing screen-based Ongoing work practices work, and mention nothing of the further issues of associated with the hazard. working on laptops, and the fact that even when away from the desk, workers are often still on a 6. MONITOR phone screen. Check that hazards are being Perhaps this innovation is no longer so relevant for controlled consistently. the way that work tasks have evolved after all.

78 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Safety 4.14

Safety in action - ITEACM A Read the article then answer the following questions. 1. What is the ITEACM strategy? 2. If workplace safety is a ‘shared responsibility’, then how so? 3. What is a ‘sit/stand’ desk’? 4. Why is this ergonomic device important for workplace stakeholders? 5. How is this device installed and used? 6. In which industries is this device likely to be most useful? Why so? 7. How well do you rate this device as a response to workplace safety issues? Explain using research. 4 8. How does a ‘sit/stand’ desk reﬂ ect the stages of the ITEACM process? 9. Identify how 3 work-related skills can be applied by workplace stakeholders as part of the implementation of these ‘sit/stand’ desks in their work environments. Extension  i. Work in pairs to research another enterprising approach to safety. You could start with WorkSafe’s annual awards. Prepare a 20-point presentation to the class, along with a graphic to describe this initiative. ii. Apply the ITEACM process to aPreview work setting you are familiar with. Present your ﬁ ndings to key workplace stakeholders. You may have to conduct an OH&S audit. Draft Sample: Do Not Copy

Image: Madhourse/ iStock/Thinkstock Enterprising OH&S responses B 1. Choose 3 of the enterprising OH&S responses from p.80 that relate to work settings within an industry with which you are familiar. (You could add others.) 2. For each enterprising OH&S response, explain how this is applied for day-to-day work practices. 3. Use examples and evidence to describe how different work-related skills are demonstrated by workplace stakeholders as part of applying this enterprising OH&S response. 4. Choose 1 of these enterprising OH&S responses and research WorkSafe to ﬁ nd out more about suggested (or even mandated) approaches, rules, regulations or laws related to this. www.worksafe.vic.gov.au

Enterprising OH&S responses  WorkSafe inspections  advertising campaigns  safety induction  personal protective  stress reduction  safe manual handling equipment PPE  employer training  safe-lifting policies  accreditation and licensing  consultative committees  mobile equipment/  employee training programs  appropriate supervision transport safety  employee health & fi tness  onsite OH&S reps  hazard reduction programs  compliance codes  appropriate shift-length  fi rst-aid training  confi ned spaces codes  electrical safety  safety signs  OH&S audits  testing & tagging  apprentice training  OH&S inspections  stress reduction  process/systems design 4  return to work programs  fi re prevention safety  product design  chemical safety protocols  machinery safety  anti-bullying/ harassment  incident reporting policies  emergency procedures  hazard symbols drug & alcohol testing  mental wellbeing programs  and many more!!!!  safe work zones  workplace fl exibility  information posters  family-friendly hours  safety signs

Digital safety Changing work practices havePreview both influenced and have been influenced by the emergence of a range of innovative digital safety responses. These innovations are usually developed and/or modified for industry-specific applications. Many of these innovations demonstrate applied application of work-related skills such as, acting proactively and autonomously, problem-solvingDraft and adaptability. Some Sample:examples include:  digitally-controlled automated processes that undertake dangerous heavy industrial tasks, or repetitive manual tasks  digital AV surveillance, AV security monitoring, AV people-tracking and remote AV communication capabilitiesDo Not  digital software and hardware devices to manipulate mass volumes of data and information  digital pass barriers and automatedCopy cut-offs that will not permit machinery and equipment to be used for inappropriate circumstances or by Operator fatigue is a major cause of work- unlicensed operators related accidents leading to serious injury.

 real-time environmental monitoring of chemicals in Image: Zelfit/ the atmosphere, and in confined spaces iStock/Thinkstock  real-time monitoring and alerting of signs of driver fatigue  wearable safety items such as glasses, helmets, safety jackets, and other PPE that also monitors and tracks biometrics, and warns of potential dangerous environments and exposure limits to harmful chemicals  drones, robotics, remote control vehicles and AGVs that operate in hazardous environments, or travel long distances, or operate for very long hours, thereby reducing human stress and strain.

Safety in action - Enterprising OH&S responses A Part A: In answering these questions you could use the statistics from pp.66-70 as support. 1. What are ‘safe work zones’? How would these be applied in the Wholesale Trade industry and in the Transport and Storage industry? 2. Why are ‘appropriate shift-lengths’ an important health and safety response? Describe the relevance of ‘appropriate shift-lengths in the Health Care and Social Assistance industry, and for one other industry. 3. Why are ‘employee health & fi tness programs’ an important safety initiative? Describe how two different industries would benefi t from employee health & fi tness programs. 4 4. What do safe ‘manual handling’ and ‘safe-lifting policies’ involve? Do ‘manual handling’ and ‘safe- lifting policies’ only apply to workers in industrial and manual settings? Explain. 5. In which types of workplace situations might anti-bullying/anti-harassment policies be most needed? Explain using examples. 6. Why do you think that effective ‘process/systems design’ might be one of the most effective ways to proactively reduce workplace dangers? Use an example. Part B: 1. Identify examples of workplacePreview safety hazards that you have experienced or witnessed in work settings that you are familiar with. (Consider the danger to varied stakeholders). 2. Describe positive responses that these workplaces used to help deal with the safety hazards. 3. Describe not so Draftpositive ways in which these Sample: workplaces dealt with these safety hazards. 4. What other more enterprising strategies would you suggest to help these workplaces deal more effectively with workplace hazards? Part C: Research two examples of digital workplaceDo safety innovationsNot in use within Australian workplaces.  Describe how this safety innovation shows a more enterprising response to safety from workplace stakeholders. Copy So what do you know? (4) B 1. What is occupational health and safety? 2. Outline 3 statistics that describe the scope of OH&S safety problems in Australia. 3. Summarise the roles of each of the 6 industry stakeholders in relation to workplace safety. 4. List 3 reasons why workplace stakeholders need to come up with enterprising OH&S responses. 5. Describe 5 key workplace safety issues for a work setting you are familiar with. 6. Explain the importance of training in regards to workplace safety. 7. Describe 3 OH&S issues that non-commercial work settings commonly face. 8. What can these non-commercial enterprises do to tackle workplace safety issues? 9. Draw up a table that summarises key digital technologies and their associated workplace safety risks and hazards. 10. Describe how 3 work-related skills can be used to deal with workplace safety issues. Use examples from a work setting to support your explanation.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 81 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 4.17 Assessment Task - Enterprise Culture

AT1 Enterprise culture in a community or work setting

Task description: Report - Enterprise Culture in a Community or Work Setting (LO1) Outcome 1: Describe and discuss enterprise culture in a community and/or work setting, and explain how the development of work-related skills by individuals contributes to an enterprise culture. Marks: This assessment task will contribute 40 marks (out of 60) for Outcome 1. Format: 4 You are required to prepare a written report that addresses the following areas: • Describe and explain enterprise culture in a community and/or work setting. • Discuss the role of leadership and teamwork as part of the development of an enterprise culture in a community and/or work setting. • Explain enterprising behaviours by stakeholders in a community and/or work setting. • Examine enterprising approaches to safety in a community and/or work setting. • Evaluate the extent to which enterprise culture has been developed in a community or work setting based on experience in that community or work setting, or in one or more enterprise projects or activities. Preview • Explain how the development of work-related skills in individuals in a community or work setting has contributed to an enterprise culture based on experience in that community or work setting, or in oneDraft or more enterprise projects Sample: or activities. Word/task length: You should be allowed approximately 90-100 minutes to complete the task. Your teacher will inform you of the approximate number of words you would be expected to write in order to prepare a full and comprehensiveDo response. Not Other information/due dates: Your teacher will give you more information in relation to how the task will be conducted for your class. Record this here. Copy

Advice to students: between the development of work-related  The very concept of a report requires you to skills in individuals and the development of plan, organise and communicate effectively. an enterprise culture.  Before attempting this task you must be  When you are completing a report, a tip is able to describe the key characteristics that to organise your information according to contribute towards the development of an a series of headings and subheadings and enterprise culture. then present answers according to these. The headings should match how you will be  You need to gather information from your assessed. Structured Workplace Learning through observation, interviews and by using your  You should match the number of distinct workplace journal. points of information needed to the number of marks for each section.  This information from your work setting should assist you to explain the relationship

Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate VCAA guidelines, assessment information and publications.

82 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Assessment Task - Enterprise Culture 4.18 Unit 3 Outcome 1: School-assessed Coursework Report - Enterprise Culture in a Community or Work Seƫ ng

Name: ______Date: ______1 Describe the meaning of enterprise culture in a community and/or work seƫ ng. /8 Required tasks:  Iden fy and describe a work and or community se ng and the major tasks it undertakes.  Fully defi ne and explain the meaning of enterprise culture.  Describe the role of both leadership and teamwork in developing an enterprise culture in the community or work se ng. 4 2 Discuss examples of enterprising behaviours by stakeholders as demonstrated in the /8 work or community seƫ ng. Required tasks:  Discuss at least 4 examples of enterprising behaviours by stakeholders in this work or community se ng (at least one of these enterprising examples must relate to safety).  Explain the role played by the development of work-related skills in at least 2 diff erent stakeholders. Preview 3 Evaluate the extent to which an enterprise culture has been developed in the work or /12 community seƫ ng. Required tasks:  Use 2 examplesDraft to evaluate how successfully Sample: this work or community se ng is using teamwork to try and develop an enterprise culture. You must use evidence from that work or community se ng as part of this evalua on.  Use at least 2 examples to evaluate how successfully this work or community se ng is using leadership toDo try and develop Not an enterprise culture. You must use evidence from that work or community se ng as part of this evalua on.  Use 2 other examples to evaluate how successfully this work or community se ng is using other strategies to try and develop an enterprise culture. You must use evidence from that work or communityCopy se ng as part of this evalua on. 4 Explain how the development of work-related skills in individuals in the work or /12 community seƫ ng contributes to an enterprise culture. Required tasks:  Explain how the development of work-related skills in individuals in your work or community se ng contributes to an enterprise culture. Use at least 3 specifi c examples from your se ng to illustrate your response.  Outline 2 addi onal work-related skills that the work se ng should develop further in its employees (or workplace stakeholders). Explain how the work or community se ng should develop these work-related skills in its employees (or workplace stakeholders).  Explain how the development of these 2 addi onal work-related skills can contribute to the development of an enterprise culture for that work or community se ng. Informa on/comments

/40

A life-safi ng exercise The best way to deal with work-related safety problems is to prevent the problem form occurring in the  fi rst place. One way to do this is through effective training. As part of this activity you are required to work in groups to achieve the following outcomes. 1. Complete a life-size Injury and hazard hotspot diagram for an occupation you are familiar with. Use the WorkSafe website to help you. Your life-size model might be made of paper, card or some other materials (bubble-wrap?) or may even be a real-life model. 2. Prepare a presentation to train a junior class in preventative and 44 enterprising OH&S strategies. Use the model to help enact effective OH&S strategies. 3. Evaluate how well your team performed at this task. Consider and discuss team roles and dynamics. Make sure you document or fi lm the process, as well as your presentation and share this with the rest of the class. 4. If you are feeling really game, do the same thing but for different types of teachers in your school. (i.e. Technologies, foods, science, art, PE, outdoor eduction and others who have somePreview specifi c OH&S issues, while all teachers are at risk of some general OH&S issues). 5. Present yourDraft models and strategies at aSample: staff meeting. My team and task information Occupation/common injuries Do Not Copy

Resources we need/timelines/responsibilities

Strategies to minimise hazards

84 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved A CtiC tii tit i l ltt 5 Management of quality

5.01 Management of Quality ...... 86 5.14 Enterprise in Action ...... 99 5.05 Quality Processes ...... 90 5.15 Digital Quality ...... 100 5.07 Quality Control ...... 92 5.17 Enterprising Responses ...... 102 5.09 Enterprise in Action ...... 94 5.23 Quality in Action ...... 108 5.11 Quality Assurance ...... 96 5.25 Quality Activity ...... 110

Activity p. Due date/Done? Comment 5

5.04A Management of quality 89 5.07A Quality control Preview92 Enterprise in action - 5.10B 95 Control thyself!Draft Sample: 5.13A Quality assurance 98

5.16A Digital quality Do101 Not 5.18B Work-related skills & quality Copy103 5.22C Enterprising responses - Quality 107

5.22D So what do you know? (5) 107

108- 5.23A Quality in action - Investigation 109

5.25 Quality circles activity 110

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 85 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.01 Management of Quality What is quality? Quality can be described as an evaluation of the condition of a product, such as good quality or poor quality. Often the word quality is used by itself and we assume it to mean high quality as in, “That really was a quality meal!” Quality outcomes need to be measured and achieved by both goods-producing and service-producing industries. Given this, quality management emphasises the importance of organisations to seek never- ending improvements in quality outcomes. 5 Of course quality can be measured using Image: dtjs/Depositphotos.com various key performance indicators, however, the achievement of quality outcomes doesn’t just occur automatically. Organisations have to strive to achieve quality outcomes. Quality outcomes are the hallmarks of an enterprise culture. Employees who are enterprising and able to demonstrate effective work-related skills, are more likely to be proactive and to be able to takePreview responsibility for the management of quality. Total Quality Management Total Quality Management (TQM) is a process whereby an organisation aims to eliminate errors, waste andDraft inefficiency in its production Sample: processes. TQM focuses on the concept of internal stakeholders and external stakeholders. Internal stakeholders are individuals, groups, departments and units within an organisation that rely on some other individual, group, department or unit within that same organisation to supply a Doproduct. So basically, Not internal customers are providing intermediate goods or services to other users within the organisation. External stakeholders are the customers or clients of the organisation; those who receive the finished product. TQM sees an organisation as consistingCopy of a number of interdependent internal stakeholders who work together to produce a product. It is the role of these stakeholders to improve quality throughout all work tasks and work processes. If quality standards are maintained, and even exceeded, then employees will produce a better quality intermediate product for each other, and subsequently a better finished product for their external stakeholders.

The management of quality The management of quality might involve hundreds of different quality processes depending on the complexity of the organisation, the work setting(s) and the associated work tasks. Some organisations use the generic term Total Quality Management to refer to all of processes they use to manage quality, while others refer to their quality processes by an internal monicker, such as C.A.R.E. Others focus on a specific quality management process such as quality control and quality assurance as part of their management of quality. Whichever term is used you need to investigate how work settings within an industry deal with the management of quality to create an enterprise culture.

86 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Management of Quality 5.02 Management of Quality: Key Processes

Total quality management

 Total Quality Management (TQM) is a broad-based quality concept that relates to an organisation monitoring all processes and systems so as to ensure that they meet acceptable quality standards.  TQM focuses on the elimination of errors, waste and ineffi ciency across all departments and activities.  TQM emphasises the importance of quality outcomes by, and for all, internal and external customers (stakeholders).

Quality audit

 A quality audit is a process of checking and reviewing procedures Previewand systems. Continuous improvement  A quality audit is usually conducted by an outside independent  Continuous improvement is a Image: BrianAJackson/ consultant. quality principle that relates Depositphotos.com Draft Sample: As part of the audit, performance to seeking never-ending must be measured against a set of improvements in all processes. quality objectives.  First developed by Professor W. If objectives aren’t met then Edwards Deming, it emphasises the  changes to the management of use of the 4 phases of a continuousDo Not quality must be made. improvement cycle. These phases are: plan, do, check and act. Copy

Quality assurance Quality control

 Quality Assurance (QA) is a formal  Quality Control refers to the system of quality certifi cation whereby monitoring and evaluation of an organisation achieves recognition processes and products to ensure that and accreditation that its processes they meet acceptable standards and meet acceptable quality standards. benchmarks.  Quality assurance certifi cation  Quality control systems might be built is granted by external quality ‘organically’ into an organisation’s stakeholders such as the International production processes as part of the Standards Organisation ISO and management of quality. Australian Standards.  Alternatively quality control systems  Quality assurance acts as an easily might be used by designated quality identifi able ‘guarantee’ of an control offi cers and departments; or organisation’s quality procedures and even be monitored by external quality outcomes. stakeholders.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 87 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.03 Management of Quality Quality outcomes There are many different processes that can be used to manage quality, which of course should lead to improved quality outcomes. Organisations that focus on improving quality throughout all processes and systems can develop an enterprise culture. For example, some work tasks and processes they might focus on include these.  Optimising the use of technology through better stock control and reordering. e.g. Work settings in the Retail Trade industry Each of these quality-focused employees started their such as supermarkets. career with an Australian Apprenticeship. 5  Support greater workplace flexibility with work-teams taking responsibility for their performance. e.g. Work settings in the Manufacturing industry such as food manufacturers.  Promote the development of work-related skills and industry-specific competencies through structured workplace training and Australian Apprenticeships. e.g. Work settings in the Accommodation and FoodPreview Services industry such as restaurants. Multi-factor productivity The drive for quality often results in an organisation aiming to improve its multi-factor productivity. The term multi-factorDraft productivity might soundSample: complicated but really, it is easy to understand. The factors of production are those used in the production process; land (natural resources), labour, capital and enterprise. Multi-factor productivity aims to improve efficiency in the use of each of these productive resources.Do Not  This might mean reducing or eliminating waste in the use of natural resources in the production of goods and services.  This might also mean improving the efficiency in the use of labour of employees in the production of goods and services.Copy  This might also mean ensuring that capital invested into the Image: olly18/ organisation is used in the most efficient way. Depositphotos.com  This might also mean ensuring that management styles, systems and processes are developed in the most enterprising way in order to make best use of the other three factors of production. There we have multi-factor productivity, focusing on productivity and efficiency across all four factors of production. Put simply, the achievement of quality depends on an organisation improving efficiency in the use of all of its resources.

Achieving multi-factor productivity can be a bit of a juggling act.

88 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Management of Quality 5.04 Key performance indicators The achievement of quality outcomes needs to be measured against set benchmarks using key performance indicators (KPIs). So it is vital to understand the relationship between the development of work-related skills, the development of an enterprise culture and the management of quality. Enterprising skills and behaviours such as making decisions (problem-solving), reviewing performance (managing and leading) and accepting responsibility (initiative), are essential for generating a quality focus in employees throughout an organisation. Organisations that focus on quality by developing work-related skills in their employees should develop more of an enterprise culture. Therefore they need to use the types of KPIs that truly indicate whether quality outcomes are being achieved. An organisation that is actively pursuing the management of quality will try and improve outcomes related to the quality of customer service, quality in the use of resources, quality of employee training and quality in the use of financial resources. 5 Organisations use both quantitative, (numerically-based) and qualitative (non-numerical) key performance indicators to see whether they are achieving quality outcomes. Many digital firms use metrics to measure employee performance. These benchmarks form the basis of a quality program. Preview Key Performance Indicators DraftThe % of productsSample: that meet acceptable quality standards.

Time taken to process The level of employee job customers/orders. Do Not satisfaction.

The % returned as profi t on The time taken in labour hours capital invested. Copy to produce a product. The level of customer The absenteeism level of satisfaction with a product. employees.

The proportion of inputs/resources that end up as waste.

Management of quality A 1. In your own words describe the meaning of the term ‘quality’. Identify 5 businesses or products that you associate with the term ‘quality’. For each one brieﬂ y explain your choice. 2. Explain Total Quality Management. 3. What is the difference between ‘TQM’ and the ‘management of quality’? 4. What is multi-factor productivity? Why is it an important part of organisations being enterprising? 5. How can quality outcomes be measured? Use 2 examples. 6. Choose 3 quality processes from p.91 and describe how a work setting(s) uses each of these.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 89 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.05 Quality Processes Quality processes There are literally hundreds of different quality processes that organisations can implement to improve work tasks and work processes. The management of quality processes is likely to involve different internal and external stakeholders and cross over the interdependent operations of an organisation. It is important to note that any one particular quality process generally doesn’t just focus on one outcome, but rather on a combination of outcomes designed to improve the activities of an organisation. Quality processes include:  customer service  employee training  employee performance review 5  faults and customer complaints management  production processes Customer service and feedback processes are a key part of  environmental management the effective management of  supply chain management quality.  use of technology, and many others. PreviewEmployees Improvements in the use of labour such as employee training programs and improved job satisfaction. ManagersDraft Sample:Use of materials Development of leadership and im- Effi ciency in the use of materials provements in communication with and consumables such as waste employees and other stakeholders. Quality minimisation and eco-initiatives. DoProcesses Not & Customers Systems and processes A focus on product quality, customer Operations Developing better ways of service, customer satisfaction and doing tasks involving safety, feedback mechanisms. Copy manufacturing and service-delivery. Use of technology Innovation through the use of technology such as ICT systems, online and digital platforms and capital-intensive manufacturing.

Image: Kzenon/ Quality audit Depositphotos.com Organisations normally have to perform a quality audit as part of their management of quality. The quality audit will help establish which quality management processes are currently being effective, which are in need of improvement and which types of new quality management process need to be developed and implemented. Organisations involved in the management of quality usually rely on feedback as a main tool of performance evaluation. Customer surveys, 360° feedback surveys and employee surveys are different quality tools that can be used.

90 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Quality Processes 5.06 Quality Processes  affi rmative action programs  Pareto rule/charts  asset management  environmental  performance  Australian Apprenticeships management programs improvement and  Australian Standards  equal opportunity measurement  cause and eff ect diagrams  external communications  performance review  check sheets systems processes  community involvement  facilities management  planning processes and programs  competency-based  failure analysis, measuring training and monitoring  policy development  complaints handling  fi nancial effi ciency systems  process improvement  continuous improvement  fl eet management  process management  contracting/outsourcing  fl exible rostering  product design systems  credit management  fl exitime  product development processes  customer complaints  fl owcharting 5 processes  focus groups  project management systems  customer focus groups  freight systems  public relations  customer models  functional fl exibility  purchasing systems  customer needs  help desks identifi cation  hot-desking  quality audits  customer rewards  human resource  quality assurance programs Previewmanagement  quality improvement  customer satisfaction  information fl ows  quality management surveying  information management  quality circles  customer service systems  information systems  records management  debt collection  information technology  recycling  delivery processesDraft Sample: re-engineering  innovation programs  digital monitoring  inspection systems  regulations  digital ordering processes  inventory management  repair and faults processes  document control  International Standards  reliability systems  emergency preparation DoOrganisation Not  research and development  employee absence and  job rotation  risk management attendance procedures  job sharing  sales processes  employee benefi ts  just-in-time  security systems and  employee communications  key performance management systems Copy self-directed teams indicators   employee compensation  leadership and mentoring  service delivery schemes programs enhancement programs  employee exit surveys  logistics systems  stakeholder recognition  employee fl exibility  maintenance processes and identifi cation arrangements  management  Standards Australia  employee health and communications  strategic planning fi tness programs  management styles  stress reduction programs  employee incentive  management systems  supplier management programs  manufacturing and  supply chain management  employee professional production processes  teams-based work groups development programs  marketing programs  tele-commuting  employee recognition and  materials management  testing and quality control reward programs  mentoring/shadowing  training of staff  employee recruitment programs  metric evaluations  warehousing numerical fl exibility warranties  employee satisfaction   surveys  OH&S programs  waste management  employee suggestions  operations management  work force diversity programs  order processing and  zero-waste  employee training documentation

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 91 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.07 Quality Control Quality control Quality control is a process whereby products are checked and evaluated as to whether they meet acceptable quality standards. Quality control is used by organisations to ensure that external stakeholders receive products that meet the quality standards that they are expecting. Quality control relates to the production of goods, such as meat pies, as well as to the provision of services, such as restaurant meals. Quality control should not be an end-result or separate process occurring after the product is finished. Rather, quality control, as part of a TQM approach to the management of quality, should be inbuilt and 5 incorporated ‘organically’ within an organisation’s systems. Some organisations achieve external quality assurance certification which acts as a quality control ‘guarantee’ that the organisation’s processes and procedures meet acceptable industry practice guidelines. However, many organisations have their ownPreview internal quality control department, as well as having quality processes such as quality audits built in to the whole production Many quality processes such as quality process. control testing as part of the production Draft Sample:processes rely on the application of work-related skills. Employee responsibility Quality management processes should, as part of an enterprise culture, encourage employee responsibilityDo for quality Notcontrol. This means that employees will need to initiate ideas, make decisions and solve-problems. Some of you might work for organisations with well-developed quality control procedures, e.g. supermarkets and fast-food restaurants. Indeed some of you might even be responsible for qualityCopy control of the products that your employers sell to the public. If so, are you accepting responsibility as an effective quality controller?

A Quality control 1. Use an example to explain the meaning of quality control. 2. Describe the relationship between employees, work-related skills and quality control. Describe 3 examples. 3. Listed opposite are key quality control processes. Select 10 and use an example to describe how a work setting or industry you are familiar with would implement this type of quality control process. Extension  Go online and ﬁ nd out quality control processes for an industry you are interested in. Prepare a 20- point report to the class about these processes. If each class member chooses a different industry you can make up a databank of useful information.

Quality inspections throughout the entire production process in order to ensure all components and products produced by internal stakeholders for other internal stakeholders meet required standards.

Weighing of products to ensure Measurement against set benchmarks; that they meet minimum weight these may be industry-wide or a requirements, e.g. biscuits, bread and businesses’ own benchmarks. other food items. Specialist technical and industry-related clothing so that dyes don’t run, Testing training for employees about current material doesn’t stretch and that the legal requirements. quality of fi nish is suitable. Test-runs of a product to ensure that it Testing electrical products to ensure operates as planned, e.g. motor vehicle that they perform as expected, e.g. ICT proving ground. equipment and consumer items. Quality audits and appointment of 5 An inbuilt process of continuous quality assurance offi cers to improve improvement that regularly audits quality processes throughout the entire production processes and makes organisation. improvements. Quality Visual and digital evaluation of products Control Employee feedback systems to identify to ensure that they satisfy aestheticPreview quality concerns. quality requirements. Processes Simulation testing of products so that Sampling and testing of components they conform with Australian standards and raw materials to ensure the quality or international standards in line with standards of a supplierDraft organisation’s Sample:certifi ed quality assurance. product meets benchmarks. Sourcing of materials, components, Testing and smelling products contractors and so on from to ensure that they satisfy the Do Notorganisations that are quality assured. organisation’s standards. Inbuilt occupational health and safety Application for, and approval of a systems that prevent accidents. relevant certifi cation standard. CopyWorkSafe occupational health & safety Focus-group testing of new products regulatory inspections. among potential consumers. Customer complaints systems Over-engineering so that the product that encourage feedback about an exceeds minimum safety requirements. organisation’s products.

Prototype development and beta Customer feedback surveys testing prior to large-scale production. Safety testing to ensure that products Life-simulation testing of a product to satisfy legal requirements, e.g. electrical imitate potential use and misuse, as well components, hydraulic equipment, as lifespan of a product; e.g. batteries, clothing, food and hygiene. door handles, pens, chairs. Re-engineering waste. Off ering warranties and guarantees.

Training employees. Outsourcing to engineering specialists.

Accepting that the responsibility for quality control is the responsibility of the whole organisation. Fewer errors, rejects, defects or faults throughout the whole production system will result in higher levels of customer satisfaction.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 93 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.09 Enterprise in Action - Quality Control

Control thyself!

ow we’ve all even told the stories One way to incorporate quality checks Nourselves, of quality control failures in throughout the process is by training workers products. We won’t keep picking on meat pies to develop their work-related skills. Therefore, but as many chefs say, “...what the eye don’t see employees should: the customer don’t know.” But what causes these 1. Have suffi cient training, expertise and lapses in quality control? competence to ensure that things are done Consider the Accommodation and Food Services right the fi rst time industry and the drive for workplace fl exibility 2. Work as self-managed teams to complement and increased effi ciency. each others’ strengths and weaknesses. Chefs work long hours, in tough working 3. Have the quality management tools, skills conditions, they have to work very fast and are and confi dence to be able to identify both often working in a high pressured and cramped potential and actual errors. 5 workspace. They use dangerously sharp tools 4. Be empowered with the responsibility to and they do cut themselves occasionally. But initiate and take action to correct a problem that’s no problem. That’s what Band-aids are and to prevent further problems from for. And a boss wouldn’t want you missing work occurring. just because you have a cold would they? And Food-related industries besides if the soup is opaque then you’ll never know. And for you Legal Studies’Preview students tell the Food manufacturers such as SPC, Arnott’s class about Donoghue vs Stevenson. Australia, Bega and Patties Foods develop “Things can and use quality procedures and systems to Things can and do go wrong during and do go ensure that contaminants do not get in food the production of goods and services. wrong during production. However, a well-developedDraft quality Sample: the production control process aims to minimise errors In addition, products are randomly pulled of goods and in production by using TQM and off the production line and tested to see services.” continuous improvement at all stages.Do Notthat they meet quality standards. Quality experts suggest that it is much better Many manufacturers are now using real-time to have inbuilt quality control processes, with digital monitoring of production processes to each employee or work unit responsible for asses product quality and fi nd faults and rejects. monitoring their own quality, in orderCopy to achieve Many products have to meet Australian or quality outcomes throughout the whole production international quality and safety standards. These process. have been developed in consultation with key It would be extremely ineffi cient to assess the industry stakeholders and government regulatory quality of each and every component in a bodies such as Food Standards Australia & New complex manufactured product. It could take Zealand. longer to check a product than to make it! For example, when you buy milk from a retailer Quality control it will have been manufactured, transported, aims to build in and “So ‘bye,’bye stored, transported again and packed within incorporate quality in an Aussie meat pie, stringent guidelines. Took my risk and checks throughout gnawed the brisket, Ask someone in your class who the process so that now my tail is gone, fried. works in a supermarket about the errors do not get And quality control requirements related to how quickly milk through to the fi nal watched extra protein must be packed into the supermarket stage slip by..., fridge. Singing this will be the day I won’t try, To keep the standard up on our pie…”

94 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Quality Control 5.10

Some food hygiene requirements include: indicates that all of an organisation’s processes  Wearing hats and hairnets to prevent and systems meet acceptable industry standard contamination. quality benchmarks. This symbol also means  Correct storage of foodstuffs including that the organisation should have an established specifi ed temperatures for different quality control and feedback system. foodstuffs. Much quality control goes into testing a product  Proper storage of food and use of utensils to before it is released on to the market. This is why prevent cross contamination. there is so much lead-time between innovation  Proper storage of cooked and uncooked and inception - between when a product is fi rst foodstuffs. developed to when it is ready and safe to go on  Guidelines for cooking times. the market. Producers want to ensure that nothing will go wrong to spoil their public image. And if  Time limits on storage and display including something does go wrong they have consumer use-by dates. contact details to let them know - and you should  Time limits on packing and unpacking of - that’s the way that they will improve quality. 5 perishables.  Use of gloves, mittens or other hygiene Australian consumers have been criticised for barriers when serving customers, handling not complaining enough. Organisations need money or working in a retail food feedback so they can improve their processes. environment. As a customer you are an external stakeholder in the continuous improvement process. They want  Procedures for the control of vermin and other Previewyou to let them know what has gone wrong so infestations. that they can fi x the problem. One major area of  Guidelines relating to use of toilet and quality control is in respect to food and hygiene washroom facilities, smoking, as well as operations. Work settings in the retail, wholesale, cleaning and sterilisation routines. Draft Sample:manufacturing and accommodation and food Quality control procedures services industries must ensure that products meet Have any of you seen that 5 ticks symbol on legislated quality control standards guidelines products, letterheads, adverts, business premises set by external stakeholders such as government or vehicles? This quality assurance symbolDo also Nothealth departments. Copy

Enterprise in action - Control thyself B 1. Why is quality control such an important pressure in the food manufacturing industry? Find examples of quality control from a food manufacturer to support your answer. 2. Why is quality control an important part of an enterprise culture? Use examples from an enterprise with which you are familiar. 3. List 10 practical tasks that stakeholders can undertake to develop and implement quality control processes and procedures. Consider both manual and practical tasks and information and digital technology tasks. Extension Choose a work setting (such as SPC) or industry (such as Accommodation and Food Services) and draw a diagram or ﬂ owchart that summarises key quality control procedures.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 95 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.11 Quality Assurance Quality assurance Quality assurance is a process whereby an organisation receives certification that its systems and processes meet accepted national and international quality standards. These quality standards may be those set down by the International Standards Organisation, (ISO), and therefore apply worldwide, or these quality standards may apply on a national basis set by Standards Australia or Standards New Zealand organisations. According to Standards Australia, “Standards are voluntary consensus documents that are developed by agreement and their application is by choice unless their use is mandated by government or called up in a contract.” Source: www.standards.org.au Sometimes organisations seek quality assurance from relevant employer and industry groups such as the Victorian Automobile Chamber of Commerce (VACC). Some organisations (or their products) achieve quality assurance endorsement from pressure and lobby groups such as Planet Ark. 5 Quality assurance informs consumers that the organisation they are dealing with has quality processes in place, and that they can be trusted to provide products and service of a high quality. Quality assurance can also indicate acceptable training and occupational health and safety practices as well as the owner holding all relevant certification and licensing in order to operate according to the legal requirements and ethical standards of theirPreview occupation and industry. International Organisation for Standardisation The ISO is an independent, non-government organization made up of, “...a global network of the world’s leadingDraft standardizers. Through Sample: our members (the national standards bodies in 163 different countries) we bring together experts from all over the world to develop International Standards.” Source: www.iso.org The ISO has developed more than 22,000 (and growing) international standards for use by business, government and societyDo ranging Notfrom standards governing wind farm noise right through to the content of lead in toys. Each of these standards is a quality assurance processes in itself. Check out Wikipedia (that’s right!) for an accurate list of these. The ISO 9000:2015 ‘family of standards’Copy deals with the requirements an organisation must follow to manage processes influencing quality.  ISO 9001:2015 provides a set of standardised or generic requirements for a quality management system. It is the only standard by which an organisation’s quality system can be certified by an external agency. As at late 2018, ISO 9001:2015 is implemented by over a million organisations in 170 countries.  ISO 9004:2018 provides the model for ongoing continuous improvement and allows the organisation to extend benefits of improvements in quality processes to other stakeholders beyond customers. The ISO 14000 ‘family of standards’ deals with environmental management.  ISO 14001:2015 provides the generic requirements and criteria for an environmental management system. As at mid late, it is implemented by 300,000 organisations in 171 countries.  ISO 14004:2016 outlines the guidance and specific requirements related to an environmental management system.

96 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Quality Assurance 5.12 Standards Australia Standards Australia is a quality certification organisation that grants certification to Australian organisations in line with the international standards. The organisation describes itself as, “...the nation’s peak non-government, not-for-profit standards organisation.” Standards Australia is also Australia’s representative for the International Organization for Standardization (ISO) and for the International Electrotechnical Commission (IEC). So in essence, Standards Australia develops, designs and implements guidelines that relate to the production of various goods and services. Standards Australia assures ‘products’ for safety, appropriateness and other technical aspects. Some of these guidelines even get taken up by the government and become part of legislation. However, it is important to note that Standards Australia are not responsible for enforcing or regulating standards, nor for certifying compliance with standards. 5 Australian standards are often more specific standards that comply with local conditions, industries and regulations. Many organisations do not need international certification but rather seek only Australian certification. Items such as childrens’ sleepwear, hydraulic equipment, glass, electrical fittings, motor vehicles, gas appliances and many other items have to conform to Australian design standards. The standards recognise set benchmarksPreview that reflect a certain quality level that the item must meet. Once a product meets the standard, the external stakeholder can be assured that the product will perform as expected; and if not, relevant steps will be taken to rectify this situation. In particularDraft AS/NZS 4801:2001, (whichSample: in some situations may be replaced by ISO 45001:2018) deals with Occupational Health and Safety management systems. Do Not Benefits of ISO or AS/NZ Certification

Internal training, safety, management of quality and Copycommunications processes are improved.

Provides worldwide or local Instant recognition of the QA recognition of quality. symbol(s).

Quality auditors provide an Can publish QA ratings and independent assessment. display QA symbols.

Improved environmental Focus on internal & external outcomes re: ISO 14001. customer satisfaction.

Satisfying global benchmarks Processes in place to manage may boost exports. change eff ectively.

Standards such as the AS/NZS ISO 8124 Suppliers and end-users often seek out others who have family of standards that applies to toys certifi cation, creating an instant quality network. mean that stakeholders can rest assured that these products meet accepted safety guidelines, as approved by a toy QA ofﬁ cer!

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 97 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.13 Quality Assurance Industry certification Some organisations are industry certified. Industry certification means that customers or other stakeholders know that they are dealing with a licensed, accredited or approved organisation. In Australia, examples include the following, as well as many more on an industry basis.  Automotive testers and repairers who are RACV approved.  Building contractors who are members of the Master Builders’ Association.  Real estate agents who are members of the REIV.  Health centres and gyms that are registered with Fitness 5 Australia.  Plumbers who are members of the Master Plumbers Association. In the agriculture industry Australian  Eggs (formerly the Australian Egg NBN and telecommunications cable installers that are industry association) has developed registered by one of the five registrars accredited by the Egg Standards of Australia (ESA) Program to assist commercial Australian Communications and Media Authority ACMA. egg producers implement quality  Accountants registered Previewas Certified Practising assurance practices in their farming activities relating to pullet rearing, egg Accountants (CPAs). production and grading/packing. Draft Sample: A Quality assurance 1. What is quality assurance? WhyDo is quality assuranceNot important? 2. Explain the role of the ISO and Standards Australia. 3. Do organisations have to follow QA standards? Explain carefully using examples. 4. What is industry certifi cation? OutlineCopy examples from an industry you are familiar with. 5. Discuss the relationship between the development of quality assurance and work-related skills. 6. Find examples of organisations that are quality assured for each of the 19 ANZSIC 2006 industries.  7. Choose one of these organisations and prepare a report to the class on how and why it uses quality assurance. Read the article opposite and answer the following questions. 8. What is vanity sizing? Why do you think that it occurs? 9. Why do think that clothing is governed by a care standard but not by a sizing standard? 10. Why do you think that children’s clothing needs to be governed by a standard?  11. Check out www.productsafety.gov.au and prepare a brief presentation to the class summarising the guidelines and standards that a product (such as Portable ramps for vehicles) must adhere to. Extension i. Interview the owner/manager of an enterprise that is quality assured. Ask them to explain the advantages and disadvantages of quality assurance. ii. Find out how quality assurance impacts on different stakeholders of this enterprise. iii. Find out if organisations in this industry need specifi c types of certifi cation or licensing.

98 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Quality Assurance 5.14

Clothing industry - Labelling

abelling is a quality process that should Infants and children’s clothes Limprove customer service and make it easier Interestingly, infants and children’s clothes still to choose appropriate clothing. However, fi nding carry mandatory standardised size labels. Maybe out which mandatory standards and industry that’s because no-one wants a brat screaming certifi cation practices applies to clothing products in a change room for half an hour while mother can be a hard slog. and shop assistant tries to cram a nappy-clad While a lot of standards are applied to clothing toddler into various ill-fi tting garments. Labelling labelling, such as safety warnings and washing for infants and children’s clothes is controlled by instructions, there is very little that governs the AS1182-1997. size placed on a clothing label, especially if it is a Fibre content woman’s clothing item. Fibre content labels are regulated by AS/NZS Sizing standards did exist until 2009 for women’s 2622: 1996 ‘Textile Products - Fibre Content clothing but have been dropped. Maybe that’s Labelling’. This standard sets out methods to 5 because no-one ever adhered to them. assess and designate the fi bre content of textile One of the major reasons given for allowing this products. lack of consistency is that it Country of origin labels gives a manufacturer and “to fi t women The requirements governing country of origin retailer a marketing edge to into clothes ... labels vary based on whether the TCF product is fi t women into clothes that are labelledPreview with a imported or exported, and whether it is wholly or labelled with a smaller size smaller size ...This partially made in Australia. Federal government than they are. This is called ... vanity sizing legislation such as the Trade Practices Act 1974 vanity sizing and is a common ...is a common applies. practice Draftpractice. Sample: Care labelling Health organisations have claimed that this is a health issue as it normalises The mandatory standard is AS/NZS 1957:1998, being overweight. But it is also a reality that Textiles - Care labelling, (as varied by Consumer inconsistent labelling occurs because Doclothing is NotProtection Notice No. 25 of 2010). manufactured in so many offshore locations, and Product Safety Australia in such huge quantities, that slippages in quality The Commonwealth Government also has control are unavoidable. developed a Product Safety Australia Some countries undertake periodic bodyCopy shape website administered by the ACCC at: surveys to keep track of the changing (and www.productsafety.gov.au expanding) sizes of their populations. The site gives information on issues such as This feeds not only into product bans and product alerts, clothing size standards, such as those on toys containing but also ergonomics of lead. motor vehicles, passenger The site also summarises key aspects transport and safety wear. related to the mandatory standards Australia does not conduct that apply to products such as such surveys. nightwear for children; AS/NZS The Australian Fashion 1249:2014/Amdt 2:2017 (re: Council is the standards fl ammability and reducing fi re risk). regulator for the clothing So it’s quite confusing about quality and textiles industry and and sizing labels. And I won’t even is an amalgamation of the start on food labels, safety and former Council of Textiles country of origin issues...but perhaps with the Australian Fashion your class should! Chamber, taking effect in  2018.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 99 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.15 Enterprising Responses - Digital Quality

Digital quality

igital innovation has been driving internal to online portals. Online banking portals and mobile Dquality processes for decades. Consider these apps are an example of a quality success, as they examples that are commonly utilised by internal have increased access and convenience for business stakeholders as part of their day-to-day operations. and consumer users.  Online B2B communications and procurement However, online customer service departments used portals throughout all industries. throughout many service industries are generally  Real-time automated stock monitoring and associated with declining service levels. replenishment services, such as in the Wholesale Many of these automated systems are designed to Trade and Retail Trade industries. homogenise the user experience and cannot cater  Digital co-ordination of computer-controlled for varied customer needs. manufacturing processes. Process breakdowns and malfunctions cause  Digital payment processes in retail, banking and production and service disruptions. across many other industries Non-technologically literate people cannot access 5  Digital monitoring of ‘heavy’ industrial these services, many consumers experience long processes in mining; in the manufacturing of wait-times, crashes, and platforms that don’t work on metals, chemical, and industrial materials and varied devices and applications. equipment; and throughout the Electricity, Gas, Outsourcing Water and Waste Services industry Digital innovations have enabled many non-core  Back-to-base communications and real-time functions, such as ICT, to be outsourced, resulting in logistics tracking throughoutPreview the Transport, Postal a shift away from permanent employment towards and Warehousing industry. casual and contract employment as part of more  Cloud-based facilitation of information sharing fl exible work practises. and global commerce in the Professional, As new technology becomes more specialised and Scientifi c and Technical Services industry, and in complicated, organisations have adapted by using the FinancialDraft and Insurance Services industry. Sample:specialist contractors in the Information, Media and  Remote monitoring and surveillance of Telecommunications industry to advise on selection, environmental conditions, herd movements and customisation, installation and operation of this irrigation processes in agriculture. technology. The industry-specifi c applicationsDo of these NotHowever, this response can mean a lack of ICT digital innovations that manage quality are best experts that are actually employed within a work understood by investigating specifi c case examples setting who can problem-solve and make decisions if related to work settings within an industry in which something goes wrong. This can lead to a decline in you are interested. You can do this by taking an internal quality levels as internal stakeholders are, Copyessentially, no longer part of the same ‘team’. applied investigative approach as part of your Structured Work Placement. This has also lead to the invisibility of the service However, in the last few years we have seen provider - and not just for external stakeholders many of these B2B processes ‘cross over’ into B2C - but also for internal stakeholders, often within the operations to service ‘external consumers’. This same enterprise, who never have any face-to-face process shift has been enabled by the ongoing or phone contact, with their direct colleagues. digital revolution which now sees the majority of Also many information communication processes the population relying on personal mobile digital continue to be outsourced to cheaper overseas devices and app-based services. providers, as too are data processing services. But the question remains, do these ‘newly created’ Although overseas tech-support has evolved to be and evolving B2C processes actually lead quite effective, customer service problems continue to improved quality outcomes as part of the to be an area of quality - mainly because the development of an enterprise culture? And if so, how contractor has no real autonomy to proactively deal have work-related skills evolved to drive this? with these types of problems because they are not Service-provision the service provider. Although the newest digital technological processes Many of these quality systems has evolved through aim to improve service quality and reduce costs, in the application of the 80:20 rule, whereby the some cases they might actually reduce service. customer service process has been set up to deal Many day-to-day consumer services have moved with the most common problems that are most likely their communications and customer service functions to occur.

100 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Digital Quality 5.16

However, it is usually the other 20% of the problems time communication networks. that cause most frustration for consumers; and Many large-scale technological systems are anonymous and delayed email communications and programmed to talk to different processes allowing annoying pop-up ‘bot-interfaces’ cannot deal with all parties in the supply chain (big and small) to use these issues. This can then lead to application of technology more effi ciently to manage their role in the 80:20 rule to the other side of the commercial that supply chain. transaction, in that 80% of customers who ‘leave’ a For example, parcel delivery management systems business never complain, so systems do not evolve used by transport and logistics fi rms such as to deal with the real problems that are undermining Australian Air Express allows clients to book online the quality of services. and track the progress of parcels. This provides a Retail higher quality service. eCommerce is still growing and evolving. High speed Information connections, new devices (especially wearable The speed of change in the information sector is mobile-integrated devices) and specialised software growing signifi cantly and employees will need to and apps, including social media sales platforms, continuously update their skills. are making it easier for retailers to trade globally The management of information resources is 5 and offer online services, portals and e-catalogues. challenging due to constant innovation and Amazon, eBay and online shopping changed the diffi culties with the law being able to keep up with face of the Retail Trade industry and altered the technological change. This is creating an ethical way people shop. Some major industry players such divide between ‘what is legal’ and ‘what is right’! as The Good Guys are now using online auctions Advances in global communication technologies to complement their normal retail operations. The are making it easier and even faster to collect, impact in Australia, of the major globalPreview player, store and transfer huge volumes of data. However, Amazon Prime, is yet to be seen. increased tech-data complexity is opening up some These digital innovations have improved the quality fi rms to global hacking and information stealing. of service for many customers by offering greater So the questions remain. Have these digital convenience and easeDraft of use. Sample:innovations improved the management of quality Cashless transactions will continue to drive retail within industry? How has the role of internal purchases with people now paying directly from stakeholders changed as part of the shift towards their mobile devices. This also means that even more digital quality management systems? How has the people are using credit to buy things they cannot development and application of work-related skills afford. Do Notevolved to deal with digital quality issues? And Computerised self-checkouts are proving very are these ongoing digital innovations, which are successful and their use is maturing. But issues going to become even more pronounced over the do occur surrounding service, quality, ethics and next decade, actually leading to the development employee redundancies. Copyof an enterprise culture within the work settings B2B that are making use of them? Or are these digital The digital automation of the supply chain will innovations just creating more distance between continue, leading to the adoption of just-in-time internal and external customers whereby the result ordering systems between wholesale, transport and could be better labelled as the ‘digital quality gap’ retail industries. - a natural outcome of the move towards cheaper, The back-end of most enterprises utlises B2B systems and essentially less fl exible, quality management that involve customised ordering, procurement and systems? Well, you can fi nd out through applied fulfi lment software supported by sophisticated real- research, after all, it’s the quality of your future that is at stake.

Digital quality A This article raises many questions about the relationship between digital innovation, the management of quality and the drive towards an enterprise culture. 1. Set up a table to describe examples of digital quality innovations from work settings within an industry. 2. Use evidence (from your applied research) to explain the relationship between these digital quality innovations and the development of work-related skills by internal stakeholders. 3. Evaluate the extent to which these changes are achieving an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 101 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.17 Enterprising Responses - Management of Quality Work-related skills and management of quality In order to successfully implement quality management processes, enterprising work settings need to encourage and support the development and demonstration of work-related skills by employees. An enterprising response to a quality management process by a work setting relies on the successful interrelationship of a number of work-related skills - including specific enterprise capabilities and employability skills. For example, an enterprising behaviour such as adaptability is supported by acting proactively and autonomously, connecting and working with others is enhanced through learning and developing skills and knowledge and effective managing and leading complements planning and organising. The greater the range of work-related skills that can be applied simultaneously to work-related processes, then the more likely it is that these enterprising behaviours will help make quality processes more effective and successful. 5 Quality & Work-Related Skills

Acting proactively and Adaptability Managing and leading autonomously PreviewEmployees can be As a worker’s career develops Employees can be encouraged to be multi- they will be expected to empowered to make their skilled and take on a variety accept more responsibility. own decisions as part of a of roles within a work setting. e.g. Workers in the Health quality control process. e.g. In a small cafe, workers Care and Social Assistance e.g. Retail fresh-foodDraft need Sample:to perform ‘hospitality’ industry can participate in employees could be duties but might also have to leadership training programs responsible for inspecting order stock, deal with and be assigned a mentor. stock so that it complies with customers and do the This complements learning & freshness guidelines. Dobanking. Not developing skills and This complements This complements acting knowledge, as well as connecting and working proactively and connecting and working with others, problem-solving autonomously, and learning with others. and adaptability. Copy& developing skills and knowledge. Problem-solving

Employees need to come up Planning & organising Learning & developing with new ways to deal with skills and knowledge Many employees are emerging problems and issues, and to keep up to expected to help plan, set Employees can be given date with trends in industry and achieve goals. informal and formal best practice. e.g. Festival event managers training. e.g. Certain police offi cers in in the Arts and Recreation e.g. Teachers in the the Public Administration Services industry might be Education and Training and Safety industry can responsible for organising industry can undertake undertake sophisticated various stakeholders over a professional development courses to develop number of months so as to programs in how to use techniques in forensic stage a successful one-off eBoards and digital science and evidence, and event. classroom portals. digital policing. This complements problem- This complements This complements learning solving, managing and adaptability and problem- and developing skills and leading, and connecting and solving. working with others. knowledge, and adaptability.

102 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Management of Quality 5.18

Work-related skills & quality B 1. Brieﬂ y outline how 3 work-related skills complement a quality process you are familiar with.

Quality process: ______

______

5 Preview Draft Sample:

2. Use an example from a work settingDo you are familiar Not with to explain how the development of work- related skills as part of an enterprise culture relates to Total Quality Management. 3. Use an example from a work setting you are familiar with to explain how the development of work- related skills as part of an enterprise Copy culture relates to quality control. 4. Use an example from a work setting you are familiar with to explain how the development of work- related skills as part of an enterprise culture relates to quality assurance. Extension Research and summarise Deming’s, Cycle of Continuous Improvement. Draw a diagram of the cycle below. Apply the cycle to a work setting you are familiar with.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 103 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.19 Enterprising Responses - Management of Quality Enterprising responses Organisations can implement a variety of quality processes in order to bring about more enterprising approaches within work settings. It is not expected that you investigate and explain every single quality management process implemented within a work setting. However, you should look for major processes that act as the foundation for quality in that work setting. You must investigate quality control, quality assurance and you should also investigate TQM, continuous improvement, customer service, training and perhaps OH&S. Also remember that different work settings within the same organisation will emphasise different quality processes depending on the work tasks and activities undertaken. For example, an electronics wholesaler might emphasise particular quality processes for its warehouse and its transport dock compared to those seen as important for the sales team or the accounts payable department in the administration office. 5 Investigating Forces for Change - Quality

1. Quality process

 Identify the quality process being used. Preview2. Key principles e.g. “One quality process being used is the cycle of  Summarise the key 3. Work setting example continuous improvement.” principles of this quality Draft process.Sample: Describe how this e.g. “The cycle of quality process is being continuous improvement used within a work uses the notion of ‘plan, setting. Dodo, check, Not act’ as a way e.g. “In the Manufacturing to encourage all internal industry, P&G Bearings stakeholders to...” has hired an outside consultant to train all workers in continuous Copy improvement so that they 4. Role of stakeholders can actively work towards quality improvements...”  Outline the role of key stakeholders as part of 5. Work-related skills this quality process.  Describe the 6. Enterprise culture e.g. “As part of continuous relationship between improvement in this work work-related skills and Evaluate the extent setting, workers, as part this quality process.  of production teams, to which this quality e.g. “One of the most are encouraged to take process has contributed important work-related responsibility for the to an enterprise culture skills that assists the quality of all output and to within the work setting. process of continuous take steps to correct any e.g. “P&G Bearings has improvement is that of faults. They are also...” developed more of problem-solving. This an enterprise culture enterprising capability has because they are now been developed in this trusting employees to work setting by...” solve problems related to quality. This has resulted in...”

104 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Management of Quality 5.20

Training

Training is a key quality management process implements a process of CBT, such as BHP in that can be used to improve quality outcomes the Mining industry, benefi ts from workers for all stakeholders in an organisation. Happy who have well-developed work-related skills skilled workers and well-trained workers and industry-specifi c competencies. results in quality improvements in production, This enterprising approach to training results customer service, employee involvement, in improved quality in processes that should motivation and job satisfaction and loyalty. benefi t the organisation through multi-factor About 55 cents in every dollar that an productivity. It also benefi ts employees organisation earns is spent on wages and through increased job satisfaction, greater other remuneration for employees. Given and more recognisable skills and a shared this, an organisation must ensure that it gets sense of achievement. the best benefi t from its investment If an employee is expected to in its human resources. Training undertake work tasks, then employees to be competent in their they must be given adequate 5 tasks is one enterprising way to ensure training in order to ensure that this money is well spent. they are competent at that Competency-based training, such task. If the employee is not as Australian Apprenticeships aim capable of performing a task to provide trainees with suitable for which they have been training in order for them to bePreview given responsibility, then the competent in particular tasks. An organisation’s training process enterprising organisation, that is inadequate.

Supply chain Managing and leadingDraft Sample: The supply chain refers to all the supplier Enterprises that involve employees in organisations that work together to decision-making by using a more consultative provide components, materials and or participative management styleDo are likely Notsupport services to an organisation so to improve quality and productivity. that it can produce goods and services. Employees who have been given All organisations source materials responsibility and recognition are more from other organisations downstream likely to be motivated and to take pride in such as Baker’s Delight sourcing fl our their work. This can increase job satisfaction,Copy from a wholesaler. They might use employee loyalty and should result in higher these materials to produce a fi nished output. good, such as a bread roll sold to the An increase in employee responsibility goes public. Alternatively they might make hand-in-hand with an emphasis on treating intermediate goods that are used by fellow employees as internal stakeholders. other organisation, such as making Most successful modern organisations thousands of bread rolls for school have realised that employee involvement canteens. using a teams-based approach will result in Sometimes internal departments source quality improvements throughout the entire components and services from other organisation. Toyota, a pioneer in teams- interdependent internal departments. based approaches, has emphasised their If quality is improved at all stages and teams-based approach for many decades. by all members of the supply chain then errors should be minimised. Sometimes organisations insist that all of their suppliers must be quality assured. @ twick/tweet? TQM, QA, QC are all driven by developing employees’ WRS. #I&E34 13:13 PM April 1st via telepathy by Uri

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 105 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.21 Enterprising Responses - Management of Quality

Customer complaints

Customers can be very loyal. A process of actively pursuing, An enterprising organisation Organisations that have well- encouraging and dealing has to take responsibility to developed customer service with customer complaints own the problem and then systems tend to retain their shows that an enterprising initiate steps to change the customers. On the other hand, organisation is responsive system or process that caused many customers who don’t and proactive and is willing to the problem to occur in the complain, don’t complain; but change to suit its customers’ fi rst place. they just don’t come back! needs. Gone are the days An organisation should follow Organisations can implement when the most fearsome up with the customer to a quality process such as a employee manned the explain the steps that have complaints handling system customer complaints booth to been taken in order to ensure to improve outcomes. It scare complaints away. that the problem does not often costs hundreds of Customer complaints should happen again. This creates 5 thousands of dollars for a not be seen as an annoyance a sense of shared problem- consultant to be contracted to but rather as a means to solving. In the customer’s perform a quality audit on an improving quality. Most mind they might also feel that organisation; whereas taking customers will not complain the organisation is working to notice of customer complaints if they can avoid it. Habitual provide a quality service. can very quickly and cheaply complainers will complain Under a well-developed identify problems that exist. whether the organisation customer complaints process, Many organisations have Previewhas a well-developed, or the organisation is informed customer complaints poorly-developed customer about areas that need to departments that deal with complaints system. This be fi xed, which benefi ts all customer issues and try to variable does not change. stakeholders in the long-term. redress problemsDraft quickly. However, Sample: the complaints For example, Telstra has a Warranties, returns policies, that matter, those that come well-developed complaints online and telephone advice, from the customers who are policy, a 24-hour complaints social media likely to switch their service and calls to the feedback, and business based upon a complaints line are free. Doproblem, Not will be heard just general help However, many organisations by an organisation from employees use a contemporary digital that has an eff ective can mean the complaints system - i.e. email, complaints system as diff erence between or social media - and not part of their overall marginalised Copy phone - to avoid dealing with quality management customers and customer complaints. That is system. customers for “You think you have problems, not enterprising behaviour. life. well don’t get me started?! Yesterday...”

Just-in-time

Just-in-time (JIT) is a very easy concept to understand. The name illustrates the meaning. An organisation only orders its materials, its stock and other components when it needs them. JIT can improve quality in planning and organising inventory management because orders can be placed automatically using computerised inventory management systems. This system ensures that an organisation always has the required amount of materials and stock that it needs to service its production needs and the demands of its customers. A just-in-time system also ensures that a business does not spend too much money on slow moving stock and on materials that are wasted just sitting around. Retailers such as Coles use JIT to continuously monitor stock levels and to reorder stock as does manufactures such as Bosch.

106 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Management of Quality 5.22

Facilities layout and design

The physical layout and design of production areas, customer service areas and offi ce and support space will signifi cantly infl uence the management of quality in an organisation. The high cost of rental means that the returns on space must be maximised. Layout and facilities design focuses on best catering for the very stakeholders that use these facilities. This includes a focus on the activities and communication needs of both internal and external stakeholders. Facilities design is usually concerned with; maximising usable functional space, ensuring that people and work materials fl ow effi ciently through the production process, promoting positive and safe work environments, supporting customer and client interaction and enabling fl exibility and changeability in the layout.

Enterprising responses - Quality C 5 Answer each of these questions about quality processes. For each process outline an example of how 2 work-related skills would assist a work setting you are familiar with to use these processes to assist in the development of an enterprise culture. 1. Explain how training and workplace learning is an essential process in the management of quality. 2. How can effective managing and leading play a role in the enterprising management of quality? 3. What is a supply chain? How Previewdoes effective supply chain management contribute to the management of quality? 4. How can an effective customer complaints process assist in the enterprising management of quality? 5. What is just-in-time?Draft How is just-in-time an enterprisingSample: process that supports the management of quality? 6. How can effective facilities layout be an enterprising approach to support the management of quality? Do Not Copy So what do you know? (5) D 1. Explain Total Quality Management? 2. What is the difference between the management of quality and Total Quality Management? 3. Explain the difference between the 5 key processes involved in the management of quality. 4. What is multi-factor productivity? How could a work setting you are familiar with measure multi- factor productivity? 5. Why are key performance indicators essential for the management of quality? 6. Outline how 1 quality process can impact on at least 3 different workplace stakeholders in a work setting you are familiar with. 7. What is quality control? Use an example to describe why quality control is an important process as part of the management of quality. 8. What is quality assurance? Identify some of the key stakeholders involved in setting quality assurance standards. 9. Use an example to describe why quality assurance is an important process as part of the management of quality. 10. Describe how 3 work-related skills work together to assist in the management of quality as part of a drive towards developing an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 107 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 5.23 Management of Quality in Action

A Quality in action - Investigation Use this pro-forma to investigate the extent to which one or more work settings within an industry are responding in an enterprising way to the force for change of the management of quality. • Before writing your investigation you need to name your industry and correctly name the relevant work setting(s).

• List any resources you will use to complete your investigation.

• Also list any task requirements given by your teacher such as due dates, word count and so on.

5 1. Identify the quality process being used.

2. Summarise the key principlesPreview of this quality process. Draft Sample: Do Not Copy

3. Describe how this quality process is being used within the work setting.

108 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Management of Quality in Action 5.24

4. Outline the role of key stakeholders as part of this quality process in the work setting.

5. Describe the relationship between work-related skills and this quality process in the work setting. Preview Draft Sample: Do Not Copy

6. Evaluate the extent to which this quality process has contributed to an enterprise culture within the work setting.

Quality circles

Instructions: Specifi cations   Form a team. 27-29mm  Produce as many of the quality circles within the allotted time as you can  Make sure the quality circles satisfy the required speciﬁ cations.

18-20mm A: Debrief/questions 1. What was the nature of the activity? Your teacher will instruct you on the 5 acceptability or otherwise of the centre 2. What was your role in this activity? colour(s). 3. What problems did you encounter during the activity? 4. What responsibilities did each member of the group have? 5. What quality management processes did your group implement in order to undertake the activity? 6. What quality managementPreview processes did your teacher use during the activity? 7. What examples of training were used? Did these help the group complete the tasks? 8. What examples of technology were used? Did these help the group complete the task? 9. How did yourDraft group perform? Why so?Sample: B: Work-related skills 1. Identify 2 enterprise capabilitiesDo and explain Not how they were used by your group. 2. Identify 2 employability skills and explain how they were used by your group. 3. Which work-related skills did your group demonstrate most effectively? Why? 4. Which work-related skills did yourCopy group demonstrate least effectively? Why? 5. What improvements could you suggest to make your group work more effectively? 6. What were some of the enterprising characteristics that made the winning group successful?

C: Training activity (The evaluating of this might be an oral report) Form into teams and organise to run this activity with groups of year 7 students (or younger people). You will be acting as the facilitators so you have to plan, organise and complete the activity successfully. 1. Identify 2 enterprise capabilities and explain how they were used by your team in organising and running the activity. 2. Identify 2 employability skills and explain how they were used by your team in organising and running the activity. 3. What quality problems did you encounter and why? 4. What differences did you notice in the way that these younger students approached the activity? Why do you think this is the case? 5. Discuss the importance of training and the development of work-related skills in younger workers. 6. Discuss: “Do you think that working in teaching or in a training role would be tiring?”

110 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved A CtiC tii tit i l ltt 6 Workplace ﬂ exibility

6.01 Workplace Flexibility ...... 112 6.19 Enterprise in Action ...... 130 6.07 Flexible Work Arrangements . 118 6.21 Enterprising Responses ...... 132 6.11 Multi-Skilling ...... 122 6.23 Flexibility in Action ...... 134 6.15 Virtual Workplaces ...... 126 6.25 Assessment Task 2A: 6.17 Digital Flexibility ...... 128 Quality & Flexibility ...... 136 6.27 Flexibility Activity ...... 138

Activity p. Due date/Done? Comment 6 6.06A Workplace ﬂ exibility Preview117 6.09A Flexible work arrangements 120

6.14A Multi-skillingDraft Sample:125 6.16A Virtual workplaces Do127 Not 6.18A Digital ﬂ exibility 129

6.20A Copy131 Work-related skills & ﬂ exibility

6.22B So what do you know? (6) 133

134- 6.23A Flexibility in action 135

136- AT2A Quality & Flexibility in Industry 137

6.27 Flexibility audit 138

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 111 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.01 Workplace Flexibility Workplace flexibility Workplace flexibility is a key force for change impacting on Australian industries resulting in the development of enterprising flexible work arrangements. At the most basic level we can categorise workplace flexibility as being either numerical flexibility which refers to when an employee performs their tasks; and functional flexibility which refers to what an employee actually does when performing those tasks. For example, in the Accommodation and Food Services industry, employees are expected to work varied hours on different days. So working this rotating roster is an example of numerical flexibility. In addition, an employee that is trained for a variety of responsibilities such as front-of-house, operations, catering and other hospitality functions is a more functionally flexible employee. Workplace flexibility can also be considered a quality management initiative that aims to get better value from employees. Workplace flexibility aims to increase employee efficiency which is one key aspect of multi-factor productivity. Workplace flexibility is being driven by digital innovation. This is impacting on when and where people work 6 (numerical), as well as the tasks they are expected to do (functional). Organisations and work settingsPreview that have flexible nmrcl employees are more likely to be competitive and to = wen develop an enterprisingDraft culture. Sample:fncshnl @ twick/tweet? = wot Anywhere, anytime, anyhow - The mantra of the fl exible worker of the 21C #I&E34 7:33 PM Apr 17 via SMS from D’Big Boss Man Do Not

Numerical fl exibility Functional fl exibility Numerical fl exibility refers to ‘when’Copy an Functional fl exibility refers to the skills employee carries out their tasks. Numerical and competencies that employees have fl exibility is concerned with flexible in order to eff ectively carry out their tasks. workplace arrangements including: Functional fl exibility is concerned with...  hours of work  Multi-skilling employees to perform a  weekend work variety of tasks.  holiday work  Job rotation of employees through diff erent job roles and departments.  varied start and fi nish times  Tele-commuting to allow employees to  overtime work from home.  rotating rosters  Job redesign and redeployment  broken or split shifts to increase the complexity of an  duration of shifts employee’s role.  FIFO and DIDO  Training employees to be higher  part-time arrangements skilled.  casual working arrangements  Organising work practices to have employees operating in teams.  on-call arrangements Increasing employee responsibility  contract and sub-contracting  arrangements. through job enrichment.

Casual Multi-skilling

 Employment on a non-permanent basis.  Training one’s employees in a variety Casual shifts may be as little as 3 hours. of skills that allow maximum fl exibility  The employer is not required to supply of deployment and which supports leave and other entitlements to casual synergy and teamwork. workers and employment can be  Workers can be rotated through terminated at short notice, however, diff erent work tasks. This allows work a higher hourly rate of pay is usually to be shared in very busy times since a off ered. variety of employees have been trained to be competent in a range of tasks. Part-time Redeployment  A time fraction that is less than full-time but which entitles  The movement of a worker the worker to all conditions from one job task within an enjoyed by full-time workers Flexible organisation to another. on a pro-rata basis. Work  This may be desirable for a  Part-time work, unlike casual number of reasons including 6 work, is usually permanent Arrangements changes in technology, up- and generally between 1-34 skilling of the staff -member or hours per week. Previewas part of a process of multi- skilling. Job-sharing Hot-desking  This occurs whenDraft a job is Sample: literally divided between more  Employees use a shared or than one worker. temporary workspace, work  Hence one worker may work station or offi ce, in order to for two days a week and the Do Not maximise the use of resources. other for three. They may  This is a cost-eff ective arrange- even work on the same day ment for work settings with to allow continuity and avoid lots of dynamic employees duplication of tasks. who may not need a full-time Copy offi ce, such as in sales. Outsourcing/contracting Tele-commuting  Work that is undertaken “In my industry, Arts and Recreation Services, it is not only for a specifi ed period of important that I am ﬂ exible but  When an employee time or for a particular also that I am ﬂ exible.” works from home using job using external an organisation’s ICT in- stakeholders. Flexitime/time-off -in-lieu frastructure to communi-  This allows employers cate and complete work. to buy-in or outsource  Time off in e.g. Computers, internet, specialised skills only compensation for intranet, telephones, when they need them, overtime or for extra video-conferencing and such as an ICT or hours worked. phone link-ups. marketing specialist.  In some industries,  This is increasingly  Many new economy if a worker puts in becoming common fi rms are increasingly additional hours at the in work settings in the engaging their request of the employer, Professional, Scientifi c workforce as ‘sub- they can take the same and Technical Services contractors’ rather than amount of time off at a industry supported by as employees. later date. the ‘cloud’.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 113 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.03 Workplace Flexibility Towards a flexible workplace Australian industry has experienced a fundamental shift in the patterns of work over the last 30 years. Greater workplace flexibility has occurred due to changes in the attitudes and values of individuals as employees and consumers, changes in the way that work is viewed in society, and a shift in the structure of Australian industries. The changing structure of Australian workplaces and industry has resulted in changing employment patterns including:  reduced full-time employment growth with greater part-time employment growth Modern industry expects workers to work late and to be ﬂ exible and  more emphasis on casualisation using on-call, non available when needed. permanent, casual employees  increased outsourcing of contract employees for short-term time periods  increased use of workers as individual sub-contractors (rather than employees) in new 6 economy firms. As part of an enterprise culture modern settings expect employees to be more numerically flexible by being available to work odd hours and at different times. They also expect employees to bePreview more functionally flexible by being higher-skilled and to be able to undertake a range of work tasks.

CharacterisƟ cs of Employment: Australia - November 2008 & August 2018 Australia Draft NovSample: 08 % of all % of Aug 18 % of all % of employment category employment category Total employment 10.72m 12.59m 100%  total full-Ɵ me employment 7.55m 70.4% 8.44m 67.0%  total full- me employees Do6.12m Not 57.1% 81.1% 7.07m 56.2% 83.8%  total full- me independent contractors 0.66m 6.2% 8.7% 0.63m 5.0% 7.5%  total full- me owner/operators 0.77m 7.1% 10.2% 0.74m 5.9% 8.8% 100% 100%  total part-Ɵ me employment 1 Copy3.18m 29.6% 4.15m 33.0%  total part- me employees 1 2.58m 24.0% 81.1% 3.40m 27.0% 81.9%  total part- me independent contractors 1 0.30m 2.8% 9.4% 0.39m 3.1% 9.4%  total part- me owner/operators 0.30m 2.8% 9.4% 0.37m 2.9% 8.9% 100% 100% Total employment 12.59m  total employees 8.70m 81.1% 10.47m 83.2%  total part- me 1 2.58m 24.0% 29.6% 3.40m 27.0% 32.5%  total full- me 6.12m 57.1% 70.4% 7.07m 56.2% 67.5% 100% 100%  total independent contractors 0.96m 9.0% 1.01m 8.0%  total part- me 1 0.30m 2.8% 31.5% 0.39m 3.1% 38.6%  total full- me 0.66m 6.2% 68.5% 0.63m 5.0% 62.4% 100% 100%  total owner/operators 1.06m 9.9% 1.11m 8.8%  total part- me 0.30m 2.8% 27.8% 0.37m 2.9% 33.3%  total full- me 0.77m 7.1% 72.2% 0.74m 5.9% 66.7% 100% 100% 1 part-Ɵ me includes casual employees (employees without leave enƟ tlements) Source, ABS, 6330.0, CharacterisƟ cs of Employment, Australia, August 2018 August 2018 & Nov 2008.

Numerical flexibility in industry Australia: Casual employee share of all These changes are a part of a drive towards greater employees by occupaƟ on, August 2016 numerical flexibility in Australian industry. Numerical OccupaƟ on group % casual Hospitality workers 79 flexibility is directly related to maximising the efficiency of Food prepara on assistants 75 employees in regards to working hours, hours worked, their Labourers nfd 58 availability and other measures; i.e. the ‘when’. So in retail, Sales support workers 56 an employee may be called in for shifts of only four hours Sports and personal service workers 55 Farm, forestry and garden workers 55 or less, on different days and at different times. The drive Sales assistants and salespersons 48 towards numerical flexibility has been accompanied by: Other labourers 48  increased female participation rate in the workforce Cleaners and laundry workers 45 Construc on and mining labourers 45  decreased overall male participation rate Clerical and offi ce support workers 36  increased participation rate of young people, especially Road and rail drivers 35 Factory process workers 33 as casuals Carers and aides 32  changes in patterns of working hours such as after- Food trades workers 31 hours, late-nights and weekends Storepersons 30 Construc on trades workers 29  growth in the use of work arrangements such as job- Skilled animal and hor cultural workers 29 6 sharing and tele-commuting Mobile plant operators 28  a move to outsourcing technical and specialist staff Inquiry clerks and recep onists 27 Farmers and farm managers 27  growing use of workers as individualPreview sub-contractors Other technicians and trades workers 27 (rather than employees) Technicians and trades workers nfd 25  Total 25 increased incidence of people pursing a portfolio Source: ABS, Characteris cs of Employment, 6333.0 career. Draft Sample: Casual workers in main job: Australia August 20161 & 20182 Industry of main job - August 20182 Hours usually worked in main job - 20161 Level of highest educaƟ onal aƩ ainment - 20161 Agriculture, Forestry and Fishing 41% Less than 10 hours 88% Postgraduate degree 13% Mining 16%Do10–19 hours Not63% Graduate diploma/Graduate cer fi cate 12% Manufacturing 17% 20–29 hours 43% Bachelor degree 16% Electricity, Gas, Water and Waste Services 8% 30–34 hours 27% Advanced diploma/Diploma 21% Construc on 24% 35–39 hours 10% Cer fi cate III/IV 22% Wholesale Trade 15% 40–44 hours 11% Cer fi cate I/II 44% Retail Trade 38% 45–49 hours 10% Year 12 35% Accommoda on and Food Services 62% 50–59Copy hours 10% Year 11 41% Transport, Postal and Warehousing 25% 60–69 hours 14% Year 10 35% Informa on Media and Telecommunica ons 18% 70 hours and over 24% Year 9 and below 53% Financial and Insurance Services 8% Cer fi cate not further defi ned 19% Rental, Hiring and Real Estate Services 19% Level not determined 27% Professional, Scien fi c and Technical Services 14% ConƟ nuous duraƟ on with current employer - 20161 Age group (years) - 20161 Administra ve and Support Services 34% Fewer than 12 months 48% 15–19 75% Public Administra on and Safety 10% - Under 3 months 56% 20–24 41% Educa on and Training 19% - 3 and under 6 months 48% 25–34 21% Health Care and Social Assistance 20% - 6 and under 12 months 43% 35–44 17% Arts and Recrea on Services 47% 1–2 years 33% 45–54 16% Other Services 27% 3–5 years 23% 55–59 19% OccupaƟ on of main job - August 20182 6–9 years 12% 60–64 22% Managers 6% 10–19 years 9% 65 and over 36% Professionals 13% 20 years or more 7% Technicians and trades workers 21% Community and personal service workers 41% Reason expected future duraƟ on with current employer - 20161 Casual workers 20161 & in 20182 Clerical and administra ve workers 18% Did not expect to be with current employer in 12 months 46% Sales workers 45% - Changing jobs/seeking other employment 46% Australian Average = 25% Machinery operators and drivers 28% - Return to study/travel/family reasons 61% Labourers 48% - Re ring 28% Source: ABS, - Seasonal job/temp job/fi xed term contract/casual work 65% 1CharacterisƟ cs of Sector of main job - 20161 Employment, - Employer/business closing down/downsizing 20% 2016-17, 6333.0 Public 11% - Other reasons 37% 2ABS, CharacterisƟ cs Private 28% of Employment, Expected to be with current employer in 12 months 23% Aug 2018, 6333.0

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 115 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.05 Workplace Flexibility Functional flexibility in industry Modern work practices force employees to be functionally flexible. Functional flexibility means that an employee is required to be able to perform a range of work tasks using a variety of competencies and skills. So in a supermarket in the Retail Trade industry an employee might be expected to work on registers, in the deli, in produce and filling shelves, all during one shift. Functional flexibility has made many jobs more complex as employees are expected to have a greater variety of work-related skills; as opposed to specialisation where they were hired for a specific task. Modern employees are expected to know more, do more, do these tasks faster and be more adaptable and enterprising. This is a key reason why effective training and lifelong learning is of such importance. Functional flexibility forces employees to be generalists and able to fill in for staff who are 6 absent. This multi-skilling results in improved quality and customer service by having flexible “We all experience job rotation in my job. Last staff who are more able to accept responsibility week I was on the phone sales desk, this week I’m and solve problems. Previewin tech support and next week I’ll be on the road doing client call-outs.”

Image: Hemera Technologies/ Labour market evolution AbleStock.com/Thinkstock The commercial world is evolving with the labour market generating factors that present both pressures and Draftopportunities for change. Sample:These factors influence the nature of work; and thereby career options and decisions facing job-seekers and other established members of the labour force. Gone are the days when a workerDo stayed with Not an employer for life. Gone also are the times when one significant uni, TAFE or apprenticeship qualification meant access to steady, ongoing and secure work. To succeed as part of an enterprise culture workers need to alter their behaviour, including being willing to accept different and non-traditionalCopy work arrangements; so as to be flexible enough to adapt to the types of employment situations offered by, expected from and even demanded by employers. Contemporary members of the labour market need to be proactive, flexible and adaptable. We now see people swapping and changing employers and job roles. Some even head overseas to travel and work so as to broaden their experiences and skills-sets. Employers also are more prepared to buy-in specialist contractors using outsourcing on flexible, but short-term contracts, on a needs basis. Employers are also increasingly making use of workers who are actually self- employed individual sub-contractors. Some of these key labour market pressures and opportunities include:  increased numerical and functional workplace flexibility  changing work arrangements including increased incidence of part-time, casual and contract work  growing use of outsourcing  continued innovations in technology  predominance of ICT including mobile devices, internet, software, apps and social media  globalisation and global commerce, and many other factors.

116 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Workplace Flexibility 6.06 Portfolio career This has all resulted in some people developing a portfolio career. A portfolio career involves workers participating in a range of diverse work arrangements, often at the same time. The key portfolio combinations are as follows.  Full-time work combined with other options such as a micro enterprise or a second casual or part-time job.  A part-time job combined with one or more of the following, a second part-time job, casual work, short-term specialist contracts or a micro enterprise.  One or more casual positions combined with a micro enterprise or specialist contract work.  Specialist contract work, combined with part-time or casual positions, and/or a micro enterprise.  A micro enterprise combined with and supported by a casual job, or part-time work, or specialist contracts.  Some other variety of combinations even extending to volunteering, internships and other work arrangements, and even including one or more micro enterprises. 6 Workplace fl exibility A 1. Classify the examples on p.113Preview as either predominantly numerical or functional fl exibility. Give reasons. You might best use a table. 2. Explain how 3 of these examples of fl exible work arrangements might relate to one particular industry. 3. Explain the followingDraft terms: Sample: a. fl exitime b. rotating shift c. after-hours work Do Not d. split-shift e. standby/on-call f. outsourcing/contracting. 4. What is the difference between numericalCopy and functional fl exibility? Give examples. 5. Outline 3 different fl exibility approaches for a work setting you are familiar with. 6. Outline 3 changes that have occurred in the structure of Australian industries which have contributed towards changed employment patterns. 7. What is the relationship between numerical fl exibility, work-related skills and ‘when’ an employee works? 8. Use 3 different industries as examples to illustrate why employers might want workers who are more numerically fl exible. 9. Describe the main reasons why modern workers need to be functionally fl exible. 10. How does being functionally fl exible make a job more complicated, but also more satisfying? 11. What is a ‘portfolio career’? Why do you think an increasing number of workers are experiencing a ‘portfolio career’? 12. List some advantages and disadvantages for varied stakeholders of a portfolio career. 13. What is the relationship between functional fl exibility, multi-skilling, work-related skills and training? Give an example. 14. Are you fl exible? Why so/not? Give examples. 

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 117 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.07 Flexible Work Arrangements Numerical work arrangements Long gone are the days where people aspired just to work a standard working week. The world is changing and more flexible working arrangements are needed. There is a growing incidence of part-time, casual and contract work arrangements rather than traditional full-time employment arrangements. The majority of new jobs created in the last 20 years favoured flexible work arrangements; and many of the jobs that will be created in the future will likely be of a flexible nature. Work arrangements, as part of broader terms and conditions, are set-down in the various awards, registered agreements (formerly known as EBAs) and or employment contracts governing employment. Flexible workplace arrangements often include one or more of the following as part of these terms and conditions: flexible hours of work, flexible leave arrangements, employee involvement in rostering arrangements, employees being able to make up time, part-time work, job sharing and flexibility of location including working from home. An employee is classified as full-time if they worked 35+ hours in a week. The standard working week in Australia is considered to be 38 hours, which is 8 hours per day (breaks are 6 not counted) and one RDO every 4 weeks. Some people are on a 35-hour week which gives them an RDO every 2 weeks, but not all employees get RDOs.

Part-time work arrangementsPreview A part-time employee is a permanent employee who is entitled to the same working conditions and benefits as a full-time employee. However, the major difference is that a part-time employee receives these Draftbenefits on a pro-rata basisSample: proportional to their days of work. e.g. 0.6, or 60%, or three days. Part-time employment is particularly suited for female employees returning to work after having children, parents combining work and family responsibilities, older employees in semi- retirement, young employees combiningDo regular Not work with study, and micro-business operators developing a portfolio career. Most part-time work is still performed during or adjacent to regular business hours. After hours and weekend work tends to be more the domain of casual and contract workers. For example, part-time employment is used in theCopy Retail Trade industry as regular staff may be needed every day, during busier periods such as between 11am-4pm, rather than for a full day. This allows the employer flexibility to pay workers only for when they are needed and minimises downtime. It also saves on breaks. Many smaller local retailers employ part-time managers and supervisors. Part-time employment also suits the Financial and Insurance Services and Professional, Scientific and Technical Services industries. Many white-collar professional and para-professional occupations encourage part-time employees. e.g. In banking more staff are required to support busier times. Many small business work settings hire part-time bookkeepers, clerks, receptionists and other support staff. Government and health organisations also encourage part-time work arrangements. Part-time employment also supports job-sharing arrangements whereby two (or more) employees share the same job. One employee might work from Monday to Wednesday afternoon and the other from Wednesday afternoon to Friday. They will have some crossover time to support handover.

118 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Flexible Work Arrangements 6.08 Casual work arrangements Casual employees are employed on a needs-basis, are often on-call and may work as little as a 3-hour shift (or 1.5 hours for a full-time high school student, when working after school in retail). Casual employees are not entitled to the same leave entitlement conditions as full or part-time employees. However, in return they usually receive a casual loading that makes their base rate of pay higher. Casual employees give up their right to sick pay, annual and long-service leave and some other benefits in return for a higher wage. Casual employees are still entitled to superannuation, meal breaks and a safe working environment. Casual employment is used extensively in the Accommodation and Food Services, Agriculture, Forestry and Fishing and Retail Trade industries. “I’m a new mother and a casual Casual employees are more likely to be young; many students nurse with an agency and I get called in on short notice to ﬁ ll in for combine study and casual work. people when they are away. In a few years I’d like to go permanent Casual employees may be called in daily. Bosses might part-time.” even text students while they are sitting in their Industry and Enterprise class! The student works 10 hours that night and then sleeps the next day in maths. They then spend all their money on 6 their mobile bill texting each other during class saying they are falling asleep! Occupations that favour casual employeesPreview tend to be lower or semi-skilled with minimal training and responsibility. However, higher-skilled casuals may actually work as temps with agencies to fill short-term vacanciesDraft in sub-sectors such Sample: as health, education, financial, professional, ICT and business services. Many people employed as long-term casuals have little job security, and unions argue that they should instead be employed as permanent part-time workers. Do Not Copy Casual: Advantages  Employees usually receive a higher Casual: Disadvantages casual loading.  Employees are often on-call on a day-  Employees can fl exibly balance work, to-day basis. study and family responsibilities.  Casual student employment  Employees can fashion a portfolio hours often impact on school and career. homework.  Employers enjoy a numerically fl exible  There is little job security for long- workforce. term casuals.  Employers only have to pay for  Long-term casual employment can employees when needed; when they reduce standard of living. are most busy.  Employees may have little interest in  Employers may only need to hire the bigger picture of the organisation. someone for a few hours a week.  Employees may be, and remain, less  Casuals can develop a portfolio career skilled. across a number of jobs.  Employers constantly have to contact employees to check availability.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 119 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.09 Flexible Work Arrangements Contracts, outsourcing & subcontracting Some workers are employed for a set period of time on a short-term or fixed-term contract. This means that an employer can buy in specialised expertise only when needed. The employer achieves flexibility by bringing in outsourced labour. Many of these contracts are facilitated by labour-hire companies such as Skilled and Drake. Sometimes these contracts are renewed or ‘rolled over’, but usually they expire. Contracts are often used to buy in the services of highly-skilled professionals who come in as specialist consultants such as in ICT, marketing and engineering. Some firms outsource tasks to freelance workers such as designers, writers and other arts professionals. Some firms also use contracts as a method of trialling employees. Sometimes contracts are used to replace staff on leave. Many senior managers and employees are on fixed-term contracts. There is a growing trend towards using employees as sub-contractors. This flexible practice has been occurring in construction for many years but is creeping into other industries. A sub- contractor is not an employee and is responsible for their own leave, WorkCover, superannuation, insurance, tools, etc.. They are in effect operating their own business. Many non-core services that used to be performed by internal employees have been contracted 6 out. Common types include cleaning, catering, security, maintenance, etc.. In some cases former employees that were made redundant become independent sub-contractors who now have to tender for work. However, many of the new economyPreview firms are being criticised for engaging workers as self-employed, sub-contractors rather than as employees; and therefore for ‘underpaying’ and exploiting workers. Some of these arrangements are being challenged in court. (Research how these cases turnedDraft out). And in 2017 in theSample: UK, Uber drivers were ruled in court to be employees who were entitled minimum-wage rights. A Flexible Work ArrangementsDo Not 1. What is the difference between full-time, part-time, casual and sub-contractor work arrangements? 2. Which industries tend to favour fl exible work arrangements? Why so? 3. Discuss 2 advantages and 2 disadvantagesCopy of part-time work arrangements for 2 different workplace stakeholders. 4. Discuss 2 advantages and 2 disadvantages of casual work arrangements for 2 different workplace stakeholders. 5. Interview a causal employee. Find out why they are employed as a casual, their hours of work and rates of pay. Ask them if they’d prefer a different work arrangement, and reasons why or why not.  6. What is outsourcing? Why would an organisation outsource? Which industries are more likely to outsource and why? 7. What is sub-contracting? Why does this type of work arrangement suit the Construction industry? 8. Many new economy fi rms are labelled as being part of the ‘gig economy’. What does this mean? Read the article opposite and answer the following questions. 1. Why is the Retail Trade industry so dependant upon casual workers? 2. Identify 3 work-related skills that support numerically fl exible work arrangements. 3. Describe examples of how a work setting you are familiar with in the Retail Trade industry, and another work setting in a different industry, have implemented numerically fl exible work arrangements as part of a drive towards an enterprise culture.

120 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Flexible Work Arrangements 6.10

On call is on the ball!

eing fl exible and adaptable is a vital students prioritise employment over school. Why Bwork-related skill required of employees in didn’t you fi nish the homework for Mrs. Grace? modern industry. My boss texted me and I had to work until 12! In the Retail Trade industry, employers and She’s gonna’ crack it! (Boss or teacher?) employees are expected to be fl exible in Working students, as stakeholders, need to their work practices and in the planning and balance their needs for more shifts (to earn $$$) organising of work tasks and processes. with the demands of their schooling. School is Retail supermarket employees in organisations the longer-term investment you are making for such as Coles, Aldi, Woolworths and the your future standard-of-living while casual work independents who make up the IGA group satisfi es shorter-term ‘needs’. need to be numerically fl exible in terms of their Retail workers also need functional fl exibility. availability. So too do those working for small They need to be able to perform a range of retailers such as speciality stores, boutiques, tasks in a multifaceted retail environment. In a newsagencies, food retailing and other retail supermarket this might include registers, facing- settings. Retail employers expect their employees up and recovery, stocking shelves, deli; even to be available to work when they are needed. liquor for those of you over 18 with your RSA. 6 As a result employees often work irregular shifts. Employers and mangers must be adaptable in Numerical fl exibility succeeds when managers making training available to ensure that workers plan and organise rosters effectively.Preview Flexible are given suffi cient opportunity to develop rostering must allow for all shifts “... you work-related skills and industry-specifi c to be covered while taking shouldn’t expect competencies. into consideration employee 15-year-old kids In a small business retail environment absence through illnessDraft and other to work Sample:back to employees may be expected to be even reasons, such as study and family midnight on a more fl exible and multi-skilled; more of a responsibilities. Managers must school night.” generalist. With fewer workers it is more also ensure that shifts are shared likely that each employee will have to take evenly and that suffi cient staff are availableDo to Nottheir turn working unpopular shifts. cover busier demand periods. In micro retail environments, a lone salesperson As part of an enterprise culture, employers need may not even be able to go to the toilet without to have clear strategies to allow their staffi ng closing the store! Similarly each worker needs to needs to be met and also to support a positiveCopy be functionally fl exible to order stock, supervise work/life balance for employees, whether they deliveries, refi ll shelves, clean and tidy, organise be permanent or casual. displays, balance the till, act as security, answer For example, you shouldn’t expect 15-year-old and make calls and deliver excellent customer kids to work back to midnight on a school night. service including dealing with those customers You can’t expect casual working mothers to be who are unhappy! able to a fi nd day-care or babysitters if they There is increasing demand for retail are on-call. But what really happens? shops to offer extended hours About half of the retail industry’s and to move into online and employees are part-time or social media sales channels to casual and almost a third are compete more effectively. This in turn aged 15-24. Many workers requires employees to be much more are still at school, TAFE or uni technologically competent. balancing work and study. Now of course this isn’t true for you, but Students need to strike a for many teens working as a casual in work/life balance that caters retail, school is a chance to kick back, for the demands of their relax with friends and catch a few zzz’s. schooling. Of course many Wake up Leeteesha!

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 121 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.11 Multi-Skilling Multi-skilling So what can you, as an employee, do? This is probably the most essential question in relation to functional flexibility. Australian industries need employees who are multi-skilled and able to perform a variety of tasks. A shift towards multi-skilling requires employees and employers to work together to become more enterprising. Multi-skilling, at its most basic level, is a broad term that refers to employees being able to Open work spaces support functional fl exibility through perform more than one task. enhanced communication and team-oriented multi- skilling, such as this offi ce in the Professional, Scientifi c Traditionally employees were employed as and Technical Services industry. specialists to perform a particular role with little variation. The modern trend is towards having employees as generalists that are able to multi- 6 task and perform a variety of functions. Hence functional flexibility. Employees who are multi-skilled demonstrate better developed employability skills and enterprise capabilitiesPreview. In essence, multi-skilling is about being able to combine technical skills and specific competencies (in which an employee may be trained) together with enterprise and employability skills, such as problem-solving and decision-making. This is the essence of a flexible and enterprising culture. There are manyDraft specific work arrangements Sample: that help support multi-skilling, such as job-sharing, job rotation and an emphasis on a teams-based approach to completing work tasks. Do Not Multi-skilling: Employee benefiCopy ts Multi-skilling: Employer benefi ts  Employees gain more access to higher  Employers get more value out of paying jobs. their staff .  Employees are able to become more  Employers see employees improve enterprising decision-makers and quality and customer service levels. leaders.  Employers can cover staff absences.  Employees experience greater levels of  Employers develop better motivation and job satisfaction. relationships with their employees.  Employees have access to more  Employers can use employees in a training and professional development. variety of tasks, thereby improving  Employees are more likely to gain effi ciency. future promotions.  Employers have a better trained  Employees develop their employability workforce who are able to solve and interpersonal skills. problems and make decisions.  Employees are more valued and  Employers have staff who are able experience greater job security. to develop better interpersonal  Employees develop a wide range of relationships. work-related skills which can help  Employers can identify future leaders them become more attractive to other which helps create an enterprise employers. culture.

122 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Multi-Skilling 6.12 Multi-Skilling and Work-Related Skills

Learning and developing skills and knowledge

 Employees need to be trained in order to operate as eff ective multi-skilled workers. If employees are trained in the use of diff erent technologies then they are able to perform a wider variety of work tasks. More and more organisations are training employees in interpersonal skills such as eff ective communication.  Competency-based training initiatives such as Australian Apprenticeships aim to equip employees with work-related skills and industry-specifi c competencies, and is ideal for entry level trainees.  In addition, a commitment to lifelong learning through professional development and re-skilling will allow employees to continually evolve and be both valued, and valuable, multi-skilled workers.

Adaptability 6  Multi-skilled employees are generally Managing and leading expected to have greater levels of responsibility for decision-making Preview  A commitment towards a multi- and problem-solving. skilled workforce requires a supportive management style that  Higher responsibility often promotes a consultative approach. accompanies job enrichment which involves adding more tasks  An organisation must ensure that it Draft Sample:provides adequate support to allow to employees’ job descriptions to increase the complexity of a position. employee involvement in decision- making and problem-solving.  Responsibility provides a challenge for employees, but with appropriate  Managers must encourage training and support, many Do Notcommunication and feedback employees adapt and rise to meet and must provide a supportive that challenge. environment that encourages employee diversity.  Responsibility also contributes towards higher levels of motivation,Copy  The organisation may also need to can increase employee job expect some failures as part of an satisfaction and result in a more initial settling-in process. It is also engaged workforce. essential that support is given to help those employees overwhelmed by their new responsibilities.

Acting proactively and autonomously

 Multi-skilled employees who have greater levels of responsibility must be encouraged to monitor and evaluate their own performance, subject to proper performance review procedures.  The whole aim of fl exible and multi-skilled employees is to boost effi ciency and achieve quality outcomes. Organisations must inform employees as to how they are performing, as well as providing the means for employees to proactively improve their own performance.  This feedback might involve KPIs related to customer surveys, peer appraisal and other evaluation against key performance indicators.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 123 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.13 Multi-Skilling Teams-based approaches Successful multi-skilling is underpinned by teams-based approaches to work tasks. The key essence of teams-based approaches is to bring together a group of individuals who function as a unit. This grouping of people allows a greater spread of skills to be available and can overcome individual strengths and weaknesses; in other words - synergy! Flexible teams-based approaches that support functional flexibility through multi-skilling come under many different names, but in essence are supported by training, employee responsibility, a supportive management style and suitable performance review. These approaches might also be a key part of an organisation’s management of quality.

Managing teams A management style is defined by the degree of responsibility of employee decision-making. Task-oriented styles tend to have a high level of management power whereas people- centred models invite greater employee 6 participation. Teamwork supports a participative management style because employees mayPreview operate in autonomous (self-directed) synergised groups Image: Ryan McVay/ with responsibility for day-to-day decision-making. Senior DigitalVision/Thinkstock management might delegate responsibility to the work team. Under a participativeDraft style, or even a consultative Sample: style, employee work teams usually become more capable of seeing the bigger (strategic) picture, and as such become better decision-makers. Teams-based approaches must be supported by an increase in employee responsibility for decision-making. Workers may be put in work units or quality circles and be given responsibility for frontline or day-to-day decisions.Do Not This quality management approach enables employees to take ownership of their work effort. It focuses on treating other work units as internal customers. A more participative style of management sees a devolution ofCopy management decision-making thereby creating flexible work teams pursuing quality outcomes.

Multi-skilled teams: Advantages Multi-skilled teams: Disadvantages  A greater range of skills and abilities  Interpersonal confl ict might occur can be called upon - synergy. between employees with confl icting  Employees take responsibility for their attitudes and personalities. actions.  Teams usually take longer to reach  Encourages diversity in the workplace. decisions and need to take time off from work tasks to make decisions.  Employees become more able to fi ll in for employees who are absent.  Team members must be trained in communication, decision-making and  New staff can be teamed up with problem-solving techniques. experienced mentors to coach them.  Members might be unsure about who  Group performance and peer pressure has responsibility for particular tasks. often encourages people to work harder.  Group peer pressure might discourage an individual from  Motivation and satisfaction tend to outperforming compared to their increase when employees have varied colleagues (i.e. dragged-down). job roles.

124 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Multi-Skilling 6.14 Reviewing performance Training and workplace learning supports the development of flexible, teams-based approaches. Multi-skilled employees must develop work-related skills such as problem- solving, decision-making, communicating and adaptability. Teams-based approaches to flexibility make workers responsible for monitoring and evaluating their work output. Employees need to be trained in proper methods of evaluation that focus on improving processes, and not on blaming individuals. The performance of work teams must be reviewed through a suitable performance appraisal process. This involves using quantitative and qualitative KPIs to assess whether objectives are being met. The result is that flexible employees are able to self-monitor and adjust accordingly. Many enterprises are using automated real-time metrics systems for performance appraisal. Metrics focuses on the measurement of employee time, output and success, using quantitative methods that are calculated continuously and communicated 6 periodically, often weekly, daily or even hourly!Preview Draft Sample: Do Not

Image: bowdenimages/ iStock/Thinkstock Copy Multi-skilling A 1. What is multi-skilling? Give an example. 2. What is the relationship between multi-skilling and functional fl exibility? 3. What is the difference between a specialist and a generalist employee? Use examples to demonstrate this difference. 4. Outline 3 key benefi ts for employees if they are multi-skilled. Use an example from a work setting you are familiar with. 5. Outline 3 key benefi ts for employers if employees are multi-skilled. Use an example from a work setting you are familiar with. 6. Describe 3 ways that employees can be encouraged and developed to be more multi-skilled. 7. How does a teams-based approach support functional fl exibility? 8. Outline how employees in the Accommodation and Food Services industry might demonstrate being multi-skilled. 9. Outline how employees in the Retail Trade industry might demonstrate being multi-skilled. 10. Outline how employees in the Education and Training industry might demonstrate being multi-skilled. 11. Explain how 3 different work-related skills help support and develop multi-skilling.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 125 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.15 Virtual Workplaces Virtual workplaces The natural intersection between numerical and functional flexibility can be witnessed in the growth of virtual work arrangements throughout industry. As the world of work changes so too do key features of work environments. Traditionally a worker went to work, clocked on, took their place at a static work station and did their work until knock-off time. But things are markedly different now! The past 30 years has seen a huge growth in organisations using flexible, open plan work environments, supported by ICT and mobile and adaptable equipment. ICT innovation has led to a recent rise in the use of virtual workplaces that enable global connections and help to promote family-friendly work arrangements. In addition, the growth in on-site service provision has led to a growing army of mobile employees who bring their skills, expertise and equipment directly to their clients. Sometimes those services are co-ordinated, supported by and delivered by virtual (back-to- base) technologies. Traditional work spaces are still used by larger ‘task-orientated’ professional and administrative organisations, manufactures, retailers and static service providers. Contemporary work spaces are often preferred by more progressive, flexible and ‘people-centred’ firms in professional and 6 administrative industries and service provision. Virtual workplaces are increasingly being used by many different industries to enable people to link and work across geographical boundaries using ICT, and which also supports tele-commuting (working from home). Preview Mobile work environments feature in many industries and include on-site service provision (e.g. tradespersons, construction and technical workers), mobile sales and marketing professionals, transportation servicesDraft (of course) as well Sample:as contractors and providers of both home and industry support services. Working at home vs working from home With virtual employment arrangementsDo we need Not to distinguish between working at home and working from home. Although the two are inter-related they are not necessarily the same thing. Working at home usually refers to self-employed independent contractors, sub-contractors, consultants and owner-operators, such those working as freelance writers, ICT programmers and coders for hire, media developers, virtualCopy personal assistants or those running a home-based business such as a micro-craft enterprise. Working from home usually refers to employees ‘on the payroll’ who are enabled to work virtually because the nature of their work roles and responsibilities don’t require them to work onsite at an organisation’s premises. Some occupations include, data entry operators, data transcribers and remote translators, some sales and tele-marketing workers, online tutors and lecturers, communications officers, digital and media content developers, telephone and online counsellors and digital support technicians.

Image: AndreyPopov/ iStock/Thinkstock

Virtual work practices Virtual work arrangements In addition to people either working at home, or working from Usually involves professional staff home, there is an increasing range of occupations that are working from home using ICT. using digital and communicative technologies to provide some Virtual workplaces often of their services. Some examples are listed below but there rely heavily on cloud-based are, of course, many more! applications and the supply of suitable ICT devices.  Medical and healthcare specialists providing or Those working in virtual supervising remote diagnosis; and even using workplaces can also include sophisticated ICT to guide or lead surgeries and other contractors and consultants practice requirements. providing specialised outsourced  Education professionals working with remote students skills, and those who service and students located overseas. Of course this practice many areas remotely. isn’t new, it’s just that communication is now facilitated Advantages include: differently.  employee fl exibility  Sale reps and consultants who are on the road meeting  improved work/life balance clients and completing orders using virtual back-to-base  family-friendly technologies. In essence, they might rarely have to return  supports remote and global 6 to their physical workplace. This can extend to virtual work involvement of staff practices for couriers and transport workers whose job  autonomy and job schedules are co-ordinated andPreview communicated virtually, satisfaction. with limited back-to base requirements. Disadvantages include:  worker isolation  Agriculture and fishing firms that use remote technologies reduced work/life balance to co-ordinate irrigation and propagation systems, that are  Draft Sample: reduced team involvement monitored from a remote work base.  high set-up costs  All types of firms in many industries that use tele-  can threaten deadlines. conferencing, cloud-based data storage and communications, and other technologies,Do to link home-Not based, disparate, remote or global teams to deliver global projects. Copy

Virtual Workplaces A 1. Use an example to describe a virtual workplace from an industry with which you are familiar. 2. Describe how the development of work-related skills can be inﬂ uenced by virtual work arrangements. 3. Use examples to explain the difference between ‘working at home’ and ‘working from home’. 4. Describe 2 examples of how occupations within an industry may utilise some virtual work practices as part of their job roles and responsibilities. 5. Work/life balance is described as both an advantage and a disadvantage of working virtually. How could this be the case? What do you think about this? 6. Outline your preferences for working virtually. Do you think that the industry in which you might work will make greater use of virtual work arrangements in the future? Why/why not? 7. Use examples to evaluate the role of virtual work arrangements in the development of an enterprise culture. Be sure to discuss impacts on varied internal and external stakeholders. 

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 127 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.17 Enterprising Responses - Digital Flexibility

Digital fl exibility

ome of the most pronounced effects of The industry with the highest proportion of Srecent digital innovation are in the area of independent contractors, not surprisingly, was the workplace fl exibility. Construction industry (26%). The fl exible nature of Ongoing digital innovation has forced changes construction industry work practices has long seen to the ways that enterprises within all industries workers operate as ‘subbies’ who are engaged to are operating, leading to the implementation of perform particular job roles on a short-term, mid- new work practices related to both functional term or long-term basis depending on the nature fl exibility and numerical fl exibility. of the construction project. The effects of digital innovation on the The second highest industry for independent functional operations within an enterprise have contractors was the Administrative and Support been evolving for decades, including greater Services industry (20%), as contract workers are expectation of employee multi-skilling, the often engaged to do particular tasks such as evolution of training to develop contemporary offi ce support and bookkeeping (often remotely). technological skills, and the shift in many workers One reason for the growth in the incidence of towards operating as information process workers as self-employed contractors is due to 6 managers and away from being production redundancies, whereby many workers who get process managers (i.e. computer-controlled ‘laid off’ are then re-engaged as independent digital manufacturing), or people-service process contractors. managers (i.e. banking). PreviewIn the past this was most prevalent in industries You can explore the evolution of internal impacted upon by privatisation (i.e. former functional fl exibility that result from the forces public sector employees) such as the Media and for change associated with digital innovation, Telecommunications industry, the Electricity, Gas, by researchingDraft case studies related to speci Sample:fi c Water and Waste Services industry, and the work settings and industries. Try Westpac as an Finance and Insurance industry. example. Casualisation, and the engagement of workers as But let’s take a look at the impact of digital self-employed contractors, was also a signifi cant innovation on contemporary fl exibleDo work Nottrend throughout information service industries arrangements. that embraced the early stages of fl exible digital Numerical fl exibility innovation (i.e. online services such as bill paying and banking) including the Finance and Insurance Of particular interest is the impact of digital industry, and the Professional, Scientifi c and innovation on numerical fl exibility. Copy Technical Services industry. The Australian workforce has become more However, contemporary digital innovation has casualised over the last two decades with seen the rise of a new class of self-employed 25% workers employed under casual work contractors. arrangements (including full-time and part-time workers). 35.6% of all employment was part-time The use of apps and digital platforms offered as at November 2018. Image: kentoh/Depositphotos.com According to the ABS, in 2018 approximately 8% of the entire workforce was classifi ed as independent contractors. It is interesting to note that of these independent contractors, 37% stated they did not have sole authority over their work. This suggested that 1/3 of all independent contractors are essentially ‘workers’ who are engaged under work arrangements that ‘force’ them to set up as independent contractors in order to gain work with their ‘employer’.

128 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Digital Flexibility 6.18

by digital disruptors such as Airtasker, Uber, Most users choose their contractor based on the Deliveroo and others, has meant that many lower- cheapest quote, which means that the market is skilled workers, who previously would have been bidding the price of ‘wages’ down. Also there are employed directly by a fi rm; now operate as real concerns over licensing, workplace health independent sub-contractors. and safety and the quality of the end-service Many are paid on a piece rate basis per job; provided by underpaid and underqualifi ed some arrangements offer a fl at rate plus a piece ‘experts’ who have mastered the art of digital PR rate. Others have to bid or bargain for a ‘job’ in (i.e. getting noticed); rather than mastering the the open ‘digital’ marketplace. requirements of a quality service. Workers such as delivery drivers, couriers The benefi ts impact differently on various and ‘private chauffeurs’ have to provide their stakeholders. Users (both commercial and own equipment (vehicles), insurances including consumer users) are defi nitely enjoying the WorkCover, and are required to meet their own fl exibility offered by these digital platforms, operating expenses. which enable ease of ordering, convenience, effi ciency and consumer sovereignty through Many of the emergent sub-contracting class of greater choice and access to lower-priced workers operate in low paying, low job security services. activities, providing cheap, fl exible services directly to consumers using C2B portals through a These contractors enjoy the benefi ts of working 6 booking app. for themselves, working from home and of being better able to juggle family responsibilities. Consider this. If schools are having to develop They are also afforded the opportunity to top policies to deal with students (whoPreview are typically up their incomes, especially during quieter, off- among the lowest income earning demographic peak and seasonal periods when they have less in Australia) engaging these contractors to work. In essence, some contractors see these work bring them lunch at school, then the pay from opportunities more like having a fl exible ‘second this service cannot beDraft all that lucrative for the Sample: job’, or even a ‘third’ job, as part of a portfolio contractor. (Unless of course they are achieving career. economies of scale by delivery many meals at the same time. But you would probably expect However, many ‘traditional’ workers face severe students to combine-order anyway!) Do Notand growing pressure from cheap contractors (including those from overseas) offering services One of the names for the new economy, the gig well below traditional market rates, and defi nitely economy, is so called because ‘workers’ are well below award rates. chasing ‘jobs’ from contract to contract, or gig to gig. CopyAnd of course there are the ongoing legal battles over whether these contractors are actually Sites such as AirTasker operate mainly as C2C employees. Their digital disruptors say no. The or B2C platforms enabling consumers to deal courts are still hearing these cases. directly with contractors. On the enterprise side of the equation, many self-employed ‘white collar’ So watch that space. contractors use these platforms to ‘hire’ each other to ‘buy’ specialist skills; a sort of ‘race to the bottom’ if you like.

Digital fl exibility A This article raises many questions about the relationship between digital innovation, workplace fl exibility and the drive towards an enterprise culture. 1. Set up a table to describe examples of digital workplace fl exibility innovations from work settings within an industry. 2. Use evidence (from your applied research) to explain the relationship between these workplace fl exibility innovations and the development of work-related skills by internal stakeholders. 3. Evaluate the extent to which these changes are achieving an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 129 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.19 Enterprising Responses - Flexibility Work-related skills and flexibility Work settings need to develop an enterprise culture in order to support the successful implementation of flexible work arrangements. Fundamental to this success is the development and demonstration of work-related skills by employees. The establishment of enterprising flexible work arrangements in a work setting relies on the successful interrelationship of a number of work-related skills - including enterprise capabilities and employability skills. For example, adaptability relies on planning and organising, effective learning and developing skills and knowledge is driven by managing and leading and acting proactively and autonomously is complemented by connecting and working with others. It is important not to see each of these as a discrete relationship. If more of these work- related skills can be applied simultaneously, then the more likely it will be that this flexible work arrangement will succeed. Workplace Flexibility & Work-Related Skills

Acting proactively and Adaptability Managing and leading 6 autonomously Workers can be trained to be One of the most eff ective Employees can be multi-skilled and take on a ways to develop employee empowered to suggest andPreview variety of roles within a work skills and fl exibility is to take negotiate their own fl exible setting. on more senior roles. arrangements. e.g. New professional e.g. Experienced e.g. Offi ce workers might employees can be rotated construction employees may have diff erentDraft start and fi nish through Sample: diff erent work roles take on acting supervisory times from each other, so as in an organisation as part roles while their managers to support their particular of a training and mentor are off -site or on leave. family responsibilities. program. This complements learning This complements DoThis complements Not and developing skills and adaptability, planning acting proactively and knowledge, adaptability and organising, and autonomously, learning and acting proactively and communication. and developing skills and autonomously. knowledge, and connecting Copyand working with others. Learning and developing skills and knowledge

Connecting and working Planning & organising Functional fl exibility relies on with others the ongoing development of Flexible rostering and other new skills through lifelong Eff ective workplace fl exibility numerical types of work learning and training. Em- relies on a teams-based arrangements require ployees who upskill will be approach. planning and organising. more valuable to employers. In contemporary e.g. A fast-food manager An employee should manufacturing work settings, might have to work with expect to experience career autonomous work-teams are young staff to plan rosters development. On-the-job often given responsibility for weeks in advance, but and off -the-job training will making decisions about their organise staff to be on call to help this employee move into work roles, job rotation and cover absences. supervisory roles. reporting duties. This complements, This complements This complements problem- managing and leading, acting proactively and solving, acting proactively communicating, connecting autonomously, managing and autonomously, and and working with others, and and leading, and connecting adaptability. adaptability. and working with others.

130 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Flexibility 6.20

Work-related skills & fl exibility A 1. Briefl y outline how 3 work-related skills complement a fl exible work arrangement you are familiar with.

Flexible work arrangement: ______

______

6 Preview Draft Sample: Do Not Copy

2. Use an example from a work setting you are familiar with to explain how the development of work- related skills, as part of an enterprise culture, relates to workplace fl exibility. 3. Use an example from a work setting you are familiar with to explain how the development of work- related skills, as part of an enterprise culture, relates to numerical workplace fl exibility. 4. Use an example from a work setting you are familiar with to explain how the development of work- related skills, as part of an enterprise culture, relates to functional workplace fl exibility.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 131 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.21 Enterprising Responses - Flexibility Enterprising responses Organisations can introduce a variety of flexible work arrangements in order to bring about more enterprising approaches within work settings. Keep in mind that you are not required to investigate and explain every single flexible work arrangement used within a work setting. However, you should look for major arrangements and work practices that act as the foundation for workplace flexibility in that work setting. You must investigate both numerical flexibility and functional flexibility which should mean that you are looking at full-time, part-time and casual modes of employment, outsourcing and contracting, changes in working hours and other work arrangements that drive numerical flexibility. You should also consider multi-skilling, teams-based approaches, and other aspects of functional flexibility. Also remember that different work settings within the same organisation will emphasise different flexibility arrangements depending on the work tasks and activities undertaken. For example, a mining firm might see mine-workers completing 12-hour daily shifts, but receiving more days off, whereas administration workers might work more traditional office hours.

6 Investigating Forces for Change - Workplace Flexibility

1. Flexible arrangement Preview2. Key principles  Identify the fl exible 3. Work setting example arrangement being  Summarise the key used in the workplace. principles of this fl exible  Describe how this fl exible e.g. “One fl exible work work arrangement. work arrangement is Draft Sample:being used within a work arrangement being used e.g. “Job-sharing involves setting. is this work setting is job- two (or more) employees, sharing.” usually working part-time, e.g. “In the Financial and sharing an equivalent full- Insurance Services Industry, Do Not at Westpac, job-sharing is time role by splitting the hours and/or days of work available for some clerical, between them...” administrative and customer service positions. The Copy inbound customer service 4. Role of stakeholders call-centre has a number of 5. Work-related skills employees (mainly female)  Outline the role of key who job-share...” stakeholders as part  Describe the of this fl exible work relationship between 6. Enterprise culture arrangement. work-related skills e.g. “Managers must and this fl exible  Evaluate the extent develop fl exible arrangement. to which this fl exible rostering systems that e.g. “One of the most work arrangement allow employees to important work-related has contributed to an job-share. Job-sharing skills that supports job- enterprise culture within is also supported by a sharing is planning and the work setting. changeover time each organising. This employ- e.g. “Westpac has day which managers have ability skill has been developed more of an rostered in as part of each developed in this work enterprise culture because employees’ duties...” setting by encouraging they are now promoting employees to organise a more fl exible workplace and schedule their family which helps workers to responsibilities in a achieve a positive work/life more...” balance. This could...”

132 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Flexibility 6.22

Accommodation and Food Services

 Multi-skilling and adaptability is vital in the Accommodation and Food Services industry. At the Grand Hyatt employees might have to work front- of-house and back-of-house as needed.  Restaurant employees such as those at Hog’s Breath Café need good technological skills to use sophisticated food preparation equipment, as well as eff ective interpersonal and communication skills to focus on clients.  Employees might also be responsible for planning, organising and ordering foodstuff s, bar products and other materials that are consumed in the process of running a hospitality operation. Many smaller café and restaurant operators own and manage their businesses and must have high level commercial skills, as well as initiative and problem-solving skills, to deal with any issues that arise as well as government legal requirements.

Retail Trade

 In retail work settings, an employee might Industry, a sporting footwear salesperson 6 need to be skilled at using digital point- at Athlete’s Foot and other retail tasks that of-sale equipment as well as having very are heavily infl uenced by a psychological well-developed customer-servicePreview skills. decision to purchase. And what about Employees might have to be able to the diff erent problem-solving skills switch quickly between a ‘physical’ task required by a retail employee working as a such as stocking shelves, to a ‘mental’ task pharmacy assistant at Amcal compared to such as a customerDraft request, so they needSample: one working at Pet’s Paradise? to be adaptable.  As new products are released onto the  Diff erent retail settings will mean that market, employees must be able to specifi c retail product knowledge is keep up-to-date with industry trends essential. As specialty retailing continues and technical information so that they to evolve employees oftenDo need to learn Notcan provide quality customer and client higher quality customer service, including service. Think of employees learning and an understanding of psychological communicating ongoing innovations for decision-making processes and buyer products such as mobiles at Mac shops, behaviour. Consider a car salespersonCopy consumer electronics at JB HiFi and ICT at Car City, a fashionwear salesperson at salespeople at Offi ceworks.

So what do you know? (6) B 1. Defi ne workplace fl exibility. Use 2 examples. 2. Use examples from work settings to describe the difference between numerical and functional fl exibility. 3. Describe 3 numerically fl exible work arrangements. Give examples that show how the development of work-related skills could assist work settings to deal with this force for change. 4. Describe 3 functionally fl exible work arrangements. Give examples that show how the development of work-related skills could assist work settings to deal with this force for change. 5. Identify and discuss why some industries require more fl exibility from their stakeholders. 6. Explain how workplace fl exibility complements management of quality processes. Extension Undertake a fl exibility audit of the working students in the school. Survey for examples of fl exible work arrangements, and collate and summarise the results in a report to key stakeholders. See 6.27. 

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 133 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.23 Workplace Flexibility in Action

A Flexibility in action Use this pro-forma to investigate the extent to which one or more work settings within an industry are responding in an enterprising way to the force for change of workplace ﬂ exibility. • Before writing your investigation you need to name your industry and correctly name the relevant work setting(s).

• List any resources you will use to complete your investigation.

• Also list any task requirements given by your teacher such as due dates, word count and so on.

1. Identify the ﬂ exible work arrangement being used.

2. Summarise the key principlesPreview of this ﬂ exible work arrangement. Draft Sample: Do Not Copy

3. Describe how this ﬂ exible work arrangement is being used within the work setting.

134 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Workplace Flexibility in Action 6.24

4. Outline the role of key stakeholders as part of this ﬂ exible work arrangement in the work setting.

5. Describe the relationship between work-related skills and this ﬂ exible work arrangement in the work setting. 6 Preview Draft Sample: Do Not Copy

6. Evaluate the extent to which this ﬂ exible work arrangement has contributed to an enterprise culture within the work setting.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 135 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 6.25 Assessment Task - Quality & Flexibility

AT2A Quality & Flexibility in Industry

Task description: Report on Quality & Flexibility in Industry (LO2) Outcome 2, Task A: Discuss the role of the management of quality, and workplace fl exibility, in developing an enterprise culture in work settings in one or more industries. Marks: This assessment task will contribute 20 marks (out of 40) for Outcome 2. Format: You are required to prepare a written report that addresses the following areas. • Discuss the forces for change of the management of quality and workplace fl exibility in work settings in one or more industries. • Explain and describe the processes associated with the management of quality, including quality control and quality assurance, and the principles that operate within these processes. • Explain and describe fl exible work arrangements including numerical fl exibility and functional 6 fl exibility. • Describe enterprising responses to these forces for change in work settings in one or more industries. • Evaluate the relationshipPreview between the forces for change, associated work-related skills and the development of an enterprise culture in work settings in one or more industries. Word/task length: You should beDraft allowed approximately 45-55Sample: minutes to complete the task. Your teacher will inform you of the approximate number of words you would be expected to write in order to prepare a full and comprehensive response. Other information/due dates: Your teacher will give you moreDo information inNot relation to how the task will be conducted for your class. Record this here. Copy

Advice to students  When you are completing a report, a tip is  The very concept of a report requires you to to organise your information according to plan, organise and communicate effectively. a series of headings and subheadings and then present answers according to these.  Before attempting this task you must be able The headings should match how you will be to describe the forces for change, and key assessed. characteristics that contribute towards the development of an enterprise culture.  Although this report contributes 20 marks to your school-assessed coursework score  You might have gathered information for Unit 3, it is more likely to be marked from your Structured Workplace Learning, out of 40 by your teacher. Therefore you through observation, interviews and by using should match the number of distinct points of your workplace journal, that could be used information you need to communicate in your for this task. report, to ‘twice’ the number of marks shown  This information from your work setting next to each section in the table. (i.e. 1= could assist you to explain the relationship 16/40, 2=12/40 and 3=12/40). between the forces for change and the development of an enterprise culture.

Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate VCAA guidelines, assessment information and publications.

136 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Assessment Task - Quality & Flexibility 6.26

Unit 3 Outcome 2: School-assessed Coursework Task A: Management of Quality and Workplace Flexibility Report

Name: ______Date: ______1 Discuss the following two forces for change in relaƟ on to work seƫ ngs in one or /8 more industries. a. The management of quality b. Workplace fl exibility Required tasks: a. Explain the meaning of the management of quality as a force for change. In your explana on you must:  Explain the processes of quality control and quality assurance  Describe examples from work se ngs in one or more industries to support your explana on. b. Explain the meaning of workplace fl exibility as a force for change. In your explana on you must:  Explain both numerically and func onally fl exible arrangements 6  Describe examples from work se ngs in one or more industries to support your explana on. 2 Describe enterprising responsesPreview to the 2 forces for change in work se ƫ ngs in one or /6 more industries. a. The management of quality b. Workplace flDraft exibility Sample: Required tasks: a. Describe at least 2 examples of enterprising responses related to the management of quality as a force for change from work se ngs in one or more industries. b. Describe at least 2 examplesDo of enterprising Notresponses related to workplace fl exibility as a force for change from work se ngs in one or more industries. 3 Evaluate the relaƟ onship between work-related skills and the 2 forces for change in /6 work seƫ ngs in one or more industries. a. The management of quality Copy b. Workplace fl exibility Required tasks: a. Evaluate the importance of 2 work-related skills in the development of an enterprise culture, as a response to the force for change of the management of quality, by using evidence from work se ngs in one or more industries. b. Evaluate the importance of 2 work-related skills in the development of an enterprise culture, as a response to the force for change of workplace fl exibility, by using evidence from work se ngs in one or more industries. c. Evaluate how work-related skills work together in the development of an enterprise culture, as responses to the forces for change of the management of quality and of workplace fl exibility, by using evidence from work se ngs in one or more industries.

InformaƟ on/comments

/20

Flexibility audit Task:  Conduct a survey on the patterns of numerical fl exibility demonstrated by students in your school or educational institution. You will need to fi nd how many hours they work, when they work, how much notice they have, the industries and types of jobs they work in and other relevant things such as how they feel about this and whether they feel that work interferes with their school life. You decide the questions. Information: You should work in pairs and develop some closed and some open questions. (If you develop questions as a whole class/group then the actual surveying of the entire working age population of the school could be split among different pairs.) Report: Prepare a report that summarises your fi ndings: In the report you need to include:  A written/oral summary of the fi ndings  A multimedia presentation 6  A graphic that visually represents one or more categories of statistics  A segment of a video interview with an interviewee that refl ects the overall view Preview  An analysis of the key work-related skills demonstrated by fl exible young people  Some recommendations based on your fi ndings  Draft Sample: Other information/tasks as outlined by your teacher. Do Not Closed questions Open questions  Closed questions make it easier to quantify  Open questions allow you to collect opinions and collate (graph) your responses. and anecdotes.  Some closed questions only allowCopy yes/no  Some closed questions lead to open responses e.g. ‘Do you work on weekends? questions. e.g. ‘Do you like Twitter? Why?’ - yes/no.’  Some closed questions are by their very  Some closed questions only allow limited nature, open. e.g. ‘What is your view on the options in order to control the responses. e.g. proposed skate park?’ ‘How often do you work weekends? - a lot,  Open questions are a good way to fi nish sometimes, rarely, never.’ a survey after all the closed questions are  Other closed questions can allow degrees answered. e.g. ‘... and fi nally, what piece of agreement or disagreement. e.g. ‘Do you of advice would you give to the person think that students should work after 8pm on responsible for the graffi ti?’ a school night?’ - strongly agree, moderately  An open/closed combination is useful when agree, neutral, moderately disagree, strongly preparing a report. You can use the answer disagree.’ from an open questions to illustrate the overall response shown by the data from the closed responses. e.g. ‘53% of students in Year 11 work on weekends. “It’s bad because it interferes with my social life, but...”

138 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved A CtiC tii tit i l ltt 7 Workplace technology

7.01 Workplace Technology ...... 140 7.15 Digital Technology ...... 154 7.03 Manufacturing Technology ...142 7.21 Technology in Action ...... 160 7.07 Enterprise in Action ...... 146 7.23 Enterprise in Action: Retail ..... 162 7.09 Service Technology ...... 148 7.25 Technology Activity ...... 164 7.13 Enterprising Responses ...... 152

Activity p. Due date/Done? Comment

7.02A Workplace technology 141

Preview 7 7.06A Manufacturing technology 145

Enterprise in action - 7.08A Draft Sample:147 A future no longer in the making?

Enterprise in action - 7.12A 151 The detail on eTail Do Not 7.16A Digital technology Copy155 7.18B Work-related skills & technology 157

7.18C So what do you know? (7) 157

160- 7.21A Technology in action 161

Enterprise in action - 7.23A 163 Check ‘dis out

7.25 Technology audit 164

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 139 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.01 Workplace Technology Technology Technology is a tool used by humans in order to achieve a desired aim. In an industry setting we can say that technology is a capital input in which an organisation invests. This investment is aimed at using natural resources more effectively, improving the productivity of labour and/or developing the process of enterprise. So technology is an example of capital that is used to improve the productivity of the other three factors of production. Consider some of the tools used by humans to improve productivity and efficiency in modern industry. You can clearly see how the appropriate use of technology can make businesses and people more enterprising. From the simplest example of a pen, hammer or screwdriver right through to advanced robotics and sophisticated information technology systems, technology is an ever-present and ever-evolving constant in our personal and working lives.

Image: Kirillm/ Productivity iStock/Thinkstock Productivity is a measure of the ratio of inputs required to generate a given amount of 7 outputs. If more products arePreview being made with fewer employee-hours and/or less dollars, then productivity is likely to be rising. Productivity growth can be measured as a percentage change. Probably the mostDraft significant questions askedSample: by organisations when considering updating their technology are, “How much will it cost,” and “How much will it save?” As the cost of any technology falls, labour costs become relatively more expensive. This makes businesses more willing to invest in technological advancements. Of course there is a greater up-front fixed cost associated with newDo technologies, Nothowever, over the long-term, overheads should fall, productivity should rise and the business should earn greater returns. For example, a nailgun might save a carpenter 30 minutes out of a 10-hour day, each day. All else being equal, the carpenter’s productivity (time) has increased by 5%; (30 min. / 600 min.) However, in order to measureCopy true multi-factor productivity, the carpenter will need to assess whether the saving in labour time makes up for the cost of the nailgun. The carpenter should also take into account other issues associated with the use of the new nailgun such as safety, quality, accuracy and so on.

Manufacturing technology Service technology  These items of technology are used  These items of technology are used to directly to produce and manufacture support organisations that produce goods. services; as either their direct service  These include tools, equipment and technology (cash registers for retailers), machinery and all other items used by or indirect service technology employees to eff ectively carry out the (telephone systems for retailers). production process.  Service technology is also used by  Manufacturing technology also manufacturers to support production includes sophisticated infrastructure of goods; such as their offi ce ICT and ICT systems. systems or maintenance services, and so on.

140 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Workplace Technology 7.02 Labour-intensive production Labour-intensive production refers to using a greater proportion of employee effort in the production process. In western countries such as Australia, the cost of modern technological innovations is falling, while at the same time, labour costs are constantly rising. This is leading to a shift away from labour-intensive production. Image: iphemant/Depositphotos.com However, some industry sub-sectors are still quite labour-intensive. This relates especially to high value-added goods manufacturing where human skill and care is needed such as with designer clothing. Also small specialised goods producers that service niche markets are often quite labour-intensive. Human expertise in these crafts is still superior to mass production. Service industries such as education, childcare, health and community services are also quite labour-intensive. Many human services such as education, health and patient care can be labour-intensive, whereas most industrial processes are very capital-intensive and rely on Capital-intensive production automation and engineering processes. Investment in new technology is Previewa move 7 towards a more capital-intensive method of production. Capital basically means the money invested by the owners of a business, or the funding contributedDraft by the government Sample: to a government organisation, or the funding contributed by some other agency such as a not-for-profit organisation. Ongoing technological innovation isDo Not enabling enterprises to invest more easily in technological processes rather than in labour-intensive processes. This is makingCopy it Image: mrak_hr/iStock/Thinkstock relatively more attractive to invest in technological innovations, or these more capital-intensive methods of production. An enterprising organisation may invest in new and innovative technology to increase productivity and efficiency. For example, a farmer may invest $250,000 to purchase a new and more powerful tractor. A mining company might invest $1m into a new loading truck. A construction firm might invest $5m into new graders. A beverage manufacturer might invest $50m on a new automated bottling plant and facility. And an electricity supplier might invest billions into a new green power station! And of course in more recent times we have since huge investment in digital and online platforms by retailers, media firms and banks. Workplace technology A 1. What is workplace technology? 2. How can workplace technology improve productivity? 3. Use examples to describe the difference between labour-intensive production and capital-intensive production. 4. Explain work settings within industries that might favour labour-intensive production, as well as those that would favour capital-intensive production.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 141 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.03 Manufacturing Technology

Goods-producing industries Goods-producing industries Work settings involved in goods-producing industries use According to the ANZSIC 2006 varied manufacturing technologies to produce their industry classifi cations the output. These include tools, equipment, machinery, digital following are primarily goods- producing industries, although devices and ICT systems. More sophisticated manufacturing A, B & E include some service- technological items and systems include computer- provision. aided design, computer-aided manufacturing, virtual A: Agriculture, forestry & fi shing manufacturing, automated guided vehicles and robotics. B: Mining Manufacturing technology demonstrates a capital-intensive C: Manufacturing approach to production. More and more work settings have E: Construction (includes invested in replacing human effort with faster, quicker, safer signifi cant service-provision as and more accurate items of technology. Goods-producing well).* and large-scale service-industries are moving towards a more capital-intensive production process. For example, a smallgoods manufacturer making sausages might use fryers, boilers, fridges, conveyors, mincers, grinders, mixers and other manufacturing equipment, as well as special tools and devices. In addition most large- scale manufacturing technology is usually supported by 7 sophisticated ICT systems, Previewespecially as part of Industry 4.0. Economies of scale Economies of scaleDraft refers to the benefits Sample: that occur when producing in high volumes. Economies of scale is achieved when an item is produced in sufficient volume so as to reduce the average unit cost as much as possible. Manufacturing technology supports high volume mass production and improves economies of scale. This can lead to a number of potential benefits to producers.Do Not WorkplaceCopy Technology - Advantages After a large initial outlay it will reduce average cost per item.

Employees may become more Consistent quality can occur skilled. across all work process.

Safety will be enhanced (if supported by suitable Effi ciency in completing work training). tasks will improve.

Precision and accuracy will be Machinery can operate 24 improved. hours a day, 7 days a week.

Repetitive tasks will be performed more safely by machinery instead of using human labour.

142 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Manufacturing Technology 7.04

Agriculture, Forestry & Fishing and Mining

 Organisations involved in mining, farming, fi shing and other commodity producing industries are very capital-intensive and make extensive use of heavy equipment and transportation.  In these industries many lower-skilled jobs have been replaced with new technology which has made work tasks quicker and safer.  Employees are now required to have a higher skill level as they are often required to operate machinery costing millions of dollars. This involves appropriate licensing to use industrial machinery.  Much of the technology used in these industries is imported from overseas, although Australia still designs and manufactures a signifi cant amount of farm equipment and machinery.  Work practices have been redeveloped to incorporate safety, and you can see that many of the fi rms involved in these industries are quality assured.

Manufacturing

 Manufacturing processes continue to become more capital-intensive with automated production lines and cellular work environments making full use of computer-integrated manufacturing.  Many lower-skilled work tasks have been replaced with new technology Preview 7 such as robotics, with existing employees retrained to become skilled operators rather than just labourers.  Much of the manufacturing technology is imported from countries such as Germany, USA and Japan and requires signifi cant capital and investment asDraft well as employee training. Sample:  As manufacturing becomes even more technologically advanced there is limited scope for poorly trained employees and unsafe work practices.  Manufacturing industries are moving more towards a teams-based approach by redesigning workDo practices to involveNot employees in decision-making. This synergised approach means that employees become more responsible for theirCopy output.

Construction

 Firms involved in construction are usually very capital-intensive. They must use heavy industrial equipment in order to undertake civil engineering projects such as buildings, roads, housing projects, etc..  Employees must be trained and licensed to operate heavy industrial equipment. Safety is a key issue in the use of construction technology and the industry works hand-in-hand with unions to develop work practices that support occupational health and safety.  New technology in hand and power tools is constantly evolving and tradespeople use this to perform day-to-day tasks. This industry is seeing a decrease in the use of unskilled labour as equipment, such as a Bobcat, replaces the need for physical toil.  Intensive training through Australian Apprenticeships for the trades, vocational diploma level training for technicians, and degree and post-graduate professionals such as engineers, is essential to complement the extensive investment in construction technology.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 143 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.05 Manufacturing Technology Manufacturing technology systems There are many organisations that use highly sophisticated manufacturing technology systems in order to produce their goods and services. These systems represent a significant capital investment, at times running into hundreds of millions of dollars or more. They are designed by engineers and rely on highly-trained staff to operate them. Why don’t you see if your teacher can arrange an excursion to see one of these systems in action in a local producer? How about it teachers? Computer Aided Design (CAD)

 CAD is used to design products, prepare drafting plans and design engineering processes.  CAD speeds up the design process and allows designers and manufacturers to play around with design specifi cations without having to build a physical ‘mock-up’.  CAD allows trial and error scenarios to be played out and adjustments to designs can be made immediately.  CAD can be extended to 3D prototypes and modelling, just like a 3D printer! Almost every major manufacturer, such as Holden Australia’s Global Design centre, uses CAD.  Many Australian professional design and industrial engineering fi rms do CAD modelling for parent companies or overseas clients.

7 Preview Draft Sample: Virtual Manufacturing Do Not  Virtual Manufacturing involves the use of Image: lucadp/Depositphotos.com advanced CAD & CAM technologies to create a simulated or virtual manufacturing product or Computer Aided Manufacturing environment. Copy  Virtual Manufacturing allows designers, product  CAM involves the use of developers and diff erent engineers to create computerised processes a virtual prototype of their product in order to and systems to control the determine design, component specifi cations and manufacturing process. aesthetics.  CAM programs and controls  Virtual manufacturing is a bit like CGI used in production equipment to carry movie special eff ects. If the alien isn’t scary out the operations involved enough then make his teeth sharper. How do in manufacturing by the most the headlights look on the new vehicle design? effi cient means. If they seem a bit too round, change the shape  CAM may focus on inventory on the virtual design, there’s no need to alter a management, labour scheduling, physical prototype. production scheduling, use of  Virtual manufacturing at fi rms such as Bosch fl oorspace, management of reduces the need for physical craftspeople to throughput systems and control build expensive models, and relies upon high of the supply chain. level computer design and engineering skills.  CAD/CAM combines Information can be shared via the internet, so computerised design and that design teams can be located globally and all manufacturing processes. Large- members of the supply chain can work with the scale manufacturers such as SPC virtual model. use CAM.

144 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Manufacturing Technology 7.06

Computer Integrated Manufacturing Robotics

 Computer Integrated Manufacturing is basically  Robots are used to undertake the inclusion of all the relevant technological simple and repetitive tasks and systems at all stages of the production process. usually deliver greater strength,  Eff ective computerised control of design, speed, precision and accuracy. supply, production and dispatch refl ects CIM.  Robotics might involve  In fact all the manufacturers mentioned will use hydraulic machines performing Computer Integrated Manufacturing systems as repetitive tasks such as welding, part of the drive towards Industry 4.0. or carrying out hazardous and dangerous work such as in extreme temperature conditions. Manufacturers such as Boral use robotics. Flexible Manufacturing Systems

 Flexible Manufacturing Systems operate by using a central computer system to coordinate the manufacturing environment to produce fl exible or varied outputs.  FMS work by having a range of diff erent production programs which are loaded depending on the product being manufactured. These programs then ‘instruct’ the equipment and machinery to produce a particular item. The production environmentPreview is 7  designed initially to cope with all possible product confi gurations and then the FMS is used to produce specifi cally whatDraft is needed, when it is Sample: needed, without the need to re-tool or reconfi gure the factory.  Multi-product manufacturers such as Arnott’s rely on FMS. Do Not Copy

Image: dusanpetkovic/Depositphotos.com

Manufacturing technology A 1. What is a goods-producing industry? 2. Why is manufacturing technology vital for goods-producing industries? 3. What is economies of scale? How might economies of scale support the use of manufacturing technology, and vice versa? Use examples. 4. List 3 advantages of workplace technology. What might be some disadvantages of workplace technology? 5. Describe 3 manufacturing technology systems. Give examples of how work settings you are familiar with use these systems. Extension List the types of manufacturing technology you have used in the workplace. Describe the advantages and disadvantages of these. Prepare a report to the class and develop a graphic or a video of the  technology in use.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 145 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.07 Enterprise in Action - Manufacturing Technology

A future no longer in the making?

raise your hand those of you who Globalisation OK want to work in manufacturing. Global pressures and international competition Seriously, raise your hand those of you who want has forced Australian manufacturers to implement to work in manufacturing. I said, raise your hand more technological processes and to invest more those of you who want to work in manufacturing! heavily in capital-intensive production systems and There have been fundamental changes in sophisticated hi-tech processes. This is particularly manufacturing employment as a result of prevalent in Australian industrial manufacturing. technological forces for change in this industry. e.g. In 2018, Keech Australia, a Bendigo- Manufacturing in Australia has fallen from being based manufacturer, implemented a new the largest employing industry as recently as high-tech production line that utilises digital the mid-1990s to the 7th largest employer as at sensors and computer programming technology 2016/17 (with 830,000 employees, making up to drive, control and monitor its steel castings 7.6% of total Australian employment). manufacturing processes. The company says that And manufacturing’s share of employment employees can monitor production from anywhere will continue to fall as closures of large-scale in the world and that the innovative integrated manufacturing continue to happen throughout the real-time system enables those employees to be country. able to make changes to production processes remotely. The manufacturer also makes extensive In response to these forces for change 7 Previewuse of innovative technologies such as 3D impacting on the industry, surviving printing to make its molds and castings. manufacturers have had to turn to “... surviving a more capital-intensive method manufacturers have Many Australian manufacturers in of manufacturing; otherwise they had to turn to a more industry sub-sectors such as textile, Draft Sample:clothing and footwear, compete too face the threat of relocation capital-intensive method or even closure. of manufacturing; against overseas companies who pay their workers between 1 to 3 dollars Closures otherwise they too face the threat of relocation a day. October 2017 will go down in Door even Not closure.” Australian manufacturers fi nd it diffi cult history as one of the bleakest to compete against these low-wage times in Australian manufacturing history. conditions. Companies such as Pacifi c Brands have After the closure of Ford Australia’s local car moved much of their production offshore. manufacturing operations in 2016, CopyToyota Australia closed in early October. Soon after, the Those who have decided not to go offshore last locally produced Holden vehicle rolled off have instead embarked upon a process of the South Australian, Elizabeth plant’s production technological advancement, a focus on high-end line on October 20, 2017. So ended the local fashion and the incorporation of more sustainable Australian motor vehicle manufacturing industry. use of materials and more ethical production processes. Although the fi rms had been supported by ongoing government funding, the parent companies, Toyota Motor Corporation (Japan), General Motors (US) and Ford Motor Company (US) determined that it was more cost-effective to close the production facilities of its Australian subsidiaries. Both Ford Australia and GM Australia (Holden) will continue to operate vehicle design and development operations, signalling a shift to fi rms focusing on the use of information technology services rather than the use of industrial manufacturing technologies. Local TCF mass manufacturing has been decimated. Production was switched to higher value-added manufacturing.

146 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Manufacturing Technology 7.08

Technological investment the Hazelwood power station in the Latrobe Technological advancement is expensive and Valley, and throughout parts of regional Australia requires signifi cant capital investment. Many associated with global trade downturns impacting businesses have to take out huge business on specifi c mining industry sub-sectors. investment loans from banks in order to fi nance Structural unemployment impacts very heavily the introduction of this new technology. on particular geographical areas. A country Enterprising manufacturers who take up the town that relies on a major employer such as opportunity and embrace technological change, Shepparton with SPC, and Geelong with Ford in partnership with retraining of workers, are well Australia, can be exposed to high levels of placed to succeed within the modern business structural unemployment due to technological environment. Some manufacturers, such as those in change, factory closures and other pressures. the automotive parts industry, are now successfully If the new owner of a fruit cannery manufacturer exporting overseas, with highly-skilled workers introduces a more capital-intensive process, the who have been retrained. technological change might result in a signifi cant But training can cause a problem. It is loss of jobs. The effects of this change “... retrenched from costly in terms of time and money, and will be felt throughout the whole manufacturing some unenterprising organisations still community. This may be compounded jobs do not have insist that employees do training in their by a lack of income within the the skills needed own time. However, successful businesses community, acting as a multiplier which for these emerging tend to plan appropriately in order results in a fl ow-on effect to other industries.” to implement training processes mostPreview businesses such as local retailers. 7 effectively. However, it is not accurate to simply Structural unemployment say that the responses of these manufacturers was solely due to the force for change of technology. Many workers who get retrenched from Draft Sample:So as we can see, a local community can be a big manufacturing jobs do not have the skills needed for these emerging industries. This can lead stakeholder in technological change. Especially to long-term unemployment and these people if the structure of the economy has changed but become, what is called, structurally unemployed. the skills and competencies offered by people in Do Nota local community haven’t changed to keep pace That is, the structure of the economy has changed but the skills and competencies of these people with the global economy. haven’t changed to suit the evolving economy. Innovative manufacturing technology can create This is sharply evident with the AustralianCopy car jobs. But not necessarily for local manufacturing manufacturing industry closures, the closure of workers.

Enterprise in action - A future no longer in the making? A 1. Describe the relationship between globalisation and the use of workplace technology. Give an example. 2. How can enterprising manufacturers respond proactively to the force for change of technology? 3. Can downsizing be an enterprising response to the force for change of technology? Explain. 4. What is structural unemployment? How might new workplace technology contribute to structural unemployment? 5. Explain how the development of 3 work-related skills in workplace stakeholders can assist an enterprising response to the force for change of technology. Extension  Find and summarise a recent resource/case study that demonstrates a work setting responding in an enterprising way to the force for change of technology; as well as a work setting acting in a less than enterprising manner. Prepare an oral report for the class.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 147 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.09 Service Technology Service-producing Industries We can see quite clearly that technology can be used directly in workplaces to manufacture items. This can involve simple tools, equipment and machinery all the way through to advanced technological systems such as computer-aided design (CAD), computer aided manufacturing (CAM), virtual manufacturing and robotics. But of course service-industries dominate our commercial world and technological use and innovation is at the heart of the growth of services. These technologies might include information systems, database management, ICT devices, ICT networks, tools, equipment and testing products, transport equipment and communications technology.

Direct service technology Direct service technology includes the tools, equipment, machinery and information and communication systems used directly to provide a particular service. This

technology is used by the service provider and is essential to undertake the Image: ChooStudio/ core service being provided. For example: Depositphotos.com  transport equipment  telecommunications equipment  construction and trades equipment 7 Preview  information and communication technology networks  medical equipment  point-of-sale equipment  industrial repairDraft equipment Sample:  testing equipment  media equipment. Do Not Indirect service technology Retail point-of-sale equipment is direct service technology Indirect service technology is used by all for the Retail Trade industry whereas ICT systems, are organisations to support their core operations usually considered indirect support technologies for all and often operates as infrastructureCopy in the industries such as the Education and Training industry. background. This may include:  IT and communications (ICT) equipment and devices  transport equipment  database management systems  cleaning and maintenance equipment  office tools and equipment  safety equipment, and so on.

There is a continuing trend by large Image: elenabs/ organisations to outsource some of these support or ‘non-core’ Depositphotos.com functions to specialist service providers. The contractors bring in their expertise and equipment to provide this service. There is also a direct relationship between the two types of service technologies, and also between the use of service technology to support the operations of manufacturers, miners, farmers and the other goods-producing industries.

Transport, Postal and Warehousing

 The transport industry directly utilises commercial vehicles such as vans, trucks, semi-trailers and road trains to move and carry freight. Motorcycles, bicycles, even roller-blades are used by couriers. Passenger motor-vehicles are used in people-transport such as for taxis and also as vehicles for zipping around. And people use their own cars to Uber people around, deliver food; or they even hire their cars out through car share schemes.  Public transport includes buses, trains, trams, ferries and other modes of transport. And of course there’s air and sea travel and freight. The transport industry also relies on sophisticated communications and navigational equipment. The industry is supported by systems that handle scheduling and tracking; and the usual ICT and offi ce infrastructure. A high level of vehicle maintenance is needed, but may be outsourced to others.  Employees often work autonomously, or are self-directed, and must adhere to strict safety guidelines and licensing requirements.

Electricity, Gas, Water and Waste Services Retail Trade  Electricity, gas, water and waste supply fi rms operate using extensive infrastructure throughout the  Electronic point-of-sale entire country. This means that their technological equipment, including Paypass investment is extremely high. and Tap and Go, is a key item  Of course electricity and gas Previewsupply industries used 7 of service technology. to be government-owned which meant that the  Most retailers use government was responsible for maintaining the computerised stock huge investment associated with keeping these management systems utilising services operating. Draft Sample:bar-code scanning as a way of  These industries are very highly capital-intensive continuously monitoring stock with a small number of highly skilled operators levels. running the whole system. Employee training  Large supermarkets such is extensive and requires work teams who are Do Notas Coles and Woolworths responsible for ensuring that these essential services have highly sophisticated are maintained. warehouses and distribution  Any new investment in electricity, gas or water centres that monitor in-store supply requires billions of dollars, and as such must stock levels in real time. Orders encompass state-of-the-art technologicalCopy systems. are constructed automatically What do you think the cost of a new dam would be and deliveries occur daily. or an upgrade of powerlines across the whole state?  Smaller retailers are using an online presence to trade Accommodation and Food Services across boundaries and tackle the large retailers. Nearly all  Firms in these industries use technology to provide retailers use eCommerce B2B hospitality-style services. networks for procurement to  Of course the use of ovens, fridges, utensils, fryers and source stock. commercial food preparation machinery predominate  Eff ective retail operations are in cafés and restaurants. However, all industry sub- reliant upon sophisticated ICT sectors use computerised bookings, reservations and systems that not only control ordering systems to support their operations. stock levels but also manage  Employees are expected to use equipment safely and fi nancial payments, customer speedily in order to provide customer service. Training and supplier accounts. often occurs through Australian Apprenticeships using  Employees undertake training on-the-job and off -the-job instruction. in the use of retail technology  Many fi rms operate in the tourism market and require and must continually update well-developed ICT infrastructure and digital platforms their skills through lifelong to cater for interstate and overseas travellers. learning.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 149 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.11 Enterprise in Action - Service Technology

The detail on eTail

ell it’s taken some time but essentially The total online retail spend in 2017/18 was Wretail eCommerce has really started to take $15.7b, an increase from $11.4b for the off since about 2008, due in part to the growth previous year. Traditional retail sales accounted in high speed connections, mobile digital devices, for just over $300b for 2017/18. app-based eTail portals and the move of a tech- At times people are surprised by this relatively savvy generation into adulthood, accompanied ‘small’, 5.2% or $15.7b, digital proportion of by that generation’s increased disposable retail sales. income. Firstly, many people are increasingly buying And now, as you are reading this, digital retail online from overseas suppliers (these sales are is entrenched as a key eCommerce platform not included in the Australian statistics shown connecting domestic and global customers and above). In fact, in the early waves of online traders. digital shopping, overseas sales accounted for eCommerce is the general term that is applied the largest proportion of digital sales. to business and commercial transactions and But we also need to consider the nature of retail activities that occur using electronic data spending. Many industry insiders are keen to transmission mechanisms, especially involving the stress that digital shopping doesn’t necessarily use of the internet and email. increase the total retail industry spend by any The earliest form of eCommerce was, of course, signiﬁ cant margin, but rather shifts the spend EFTPOS. As the growth of the internet occurred from ‘bricks’ to ‘clicks’ - particularly in the case in the 1990s, online retailers such as Amazon. of low cost items. This means that local retailers 7 com and sites such as eBay startedPreview have to manage online digital platforms; which “In Australia... to take off among early-adopter the total online can effectively be a ‘loss leader’ that is a techheads. retail spend in necessary evil (i.e. they lose money on their ‘actual’ digital sales, but having a digital Caught in the hype, many existing 2017/18 was retailers establishedDraft an online Sample:retail proﬁ le helps to create an online and $15.7b... presence, but ‘everyday’ consumers social media presence). were slow to switch to these new methods of shopping. The ‘tech- wreck’ or ‘dot.com’ sharemarketDo crash of 2001 Not was largely a result of investors over-estimating the commercial potential of eCommerce and other related ventures. However, over the last 20 years, retail, service and B2C transactions have consistentlyCopy been able to grab an ever-increasing slice of the online market. According to the Australia Bureau of Statistics, online shopping in Australia accounted for 5.2% of total retail sales for 2017/18, up from 4% in 2016-17.

Image: mipan/ Depositphotos.com eCommerce classifi cations  Business to business, B2B, involves businesses managing their supply chain by con- ducting online (wholesale) transactions with each other. It’s estimated that the ratio of B2B to B2C transactions is about 10 to 1.  Business to consumers, B2C involves retail transactions between business and consumers such as an online store.  Consumers to consumers, C2C or (peer to peer) involves consumers making transactions with each other, such as ‘classifi ed’ ads and auction ads. Online job sites such as Seek are also usually included in this category  C2B: Consumers to Business refers to consumers forming a buying group to deal with businesses as a whole ‘community’.

150 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Service Technology 7.12

The Retail Trade industry has also experienced chain and procurement management systems a growing shift in buyers away from local operate to facilitate worldwide commerce. suppliers to overseas retail giants. In July 2018, B2B advanced much faster than B2C and has the Commonwealth Government introduced the had a good 20+ years to evolve into highly- GST on low value online import transactions, such sophisticated back-end supply chain systems. as those through eBay - partly to help support It took the growth in functionally ‘smart’ mobile local retailers - but also to ensure that it got its devices, and consumer-focused apps, to drive this slice of the tax revenue on retail purchases that it innovation into the consumer retail market. was missing out on, due to consumers switching to Some types of goods have been more successful cheaper overseas retailers. as eTail items. There are two main factors driving In addition, many online purchases are low eTail success, the type of item and the type of cost items, and the majority of Australian shopper. retail expenditure is still spent ‘face-to-face’ in eTail supports items that; are well known, supermarkets and shopping centres on groceries, homogenous, consistent and comparable, can be big-ticket household items and other similar goods easily shipped nationally and internationally and that represent the most important types of retail don’t require a kinaesthetic shopping interaction. spending in Australia, which consume most of a eTail shoppers tend to be consumers who are; household’s weekly retail spend. online, tech-savvy, early-adopters, educated, So although online retail sales is still a small don’t require a personal interaction to purchase proportion of total retail sales, it is rising and will (i.e. males!) and of course younger! But of course likely top $20b before 2020, and then continue younger consumers have less disposable income; to grow much faster. And the Australian Retail and their eCommerce spend is fractured between trade industry has yet to feel the Previewforce of the media purchases, food purchases, holidays and 7 impact of Amazon entering the local marketplace retail shopping. in 2017, and its subsequent launch of Amazon Given these factors, items that are more successful Prime in 2018. through eCommerce include; computer products, The shift towards socialDraft media shopping platforms Sample: electronic products, books, music and video, and other digital payment systems such as ofﬁ ce supplies, licensed merchandise, toys, cheap Facebook shops, Esty, Shopify and other simliar ‘throwaway’ homogenous clothing, sporting goods, services has enabled many smaller or micro health and medicines, collectables and beauty retailers to set up a ‘global’ business.Do Notproducts. Classiﬁ ed ad-style services such as online auction So the future of Australia’s largest employing sites and B2C and C2C (peer-to-peer) trading industry is in your hands. How will it evolve? Will supports the eTailing of goods. Much of the mid- the fascination with technology wear off over term growth in eCommerce was in these areas. time, as people go back to seeking more personal eBay set the trend and made consumers Copyfeel interaction and customer support from their comfortable and safe with online trading. shopping experience? Or are we just treading Of course there are a myriad of B2B systems water until our digital home assistants take over servicing the online retail sector that we, as all of our shopping chores for us - and of course consumers, don’t come into contact with. making their purchases, with our dollars, from Automatic ordering, payments and other supply their true owners? 

Enterprise in action - The detail on eTail A 1. Explain the difference between direct and indirect service technology using examples from work settings. 2. What is infrastructure? Explain with 2 examples. 3. Describe how 3 industries use service technology as part of their core and non-core operations. 4. New technology is continuing to change the face of the Retail Trade industry. Discuss 5 advantages and 5 disadvantages of service technology for this industry. Use examples from work settings within this industry to support your answer. How much are Aussie consumers now spending through eTailers? Extension Interview retail industry stakeholders and summarise their views as part of a report to the class. 

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 151 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.13 Enterprising Responses - Technology

Data security and privacy

 Many service industries deal in data and essentially earn billions of dollars by managing information for their clients.  Modern ICT systems can lead to data mismanagement issues. Access and management of detailed and confi dential client information can cause privacy concerns. Also, computer hackers and saboteurs may misuse client information. Also, some organisations trade in personal information which results in invasive marketing. Now, with so many semi-literate ICT users using eCommerce and online banking, e-fraud is rife.  Firms in the Financial and Insurance Services industry, such as ANZ, have had to initiate, adapt and respond to these emergent problems with enterprising approaches to data security. This includes initiatives such as improved ICT systems, anti-phishing technologies and high-level training for employees so that they can identify areas of risk.

Service provision

 Although the newest technological Financial investment processes aim to improve quality and reduce costs, in some cases they  Technology is very expensive and an might actually reduce service. organisation might invest $millions or even  Many automated systems cannot $billions upgrading to new technological 7 Preview cater for varied customer needs. processes. This process can be very Breakdowns and malfunctions cause complicated, very long and very risky. production and service disruptions.  In order for this risky investment to pay  Many technological systems are off , savings may need to be forced upon programmedDraft to talk to diff erent Sample: other areas of the organisation. However, processes allowing all parties in the an enterprising approach aims to reduce supply chain to use technology to overall costs thereby improving service to manage the supply chain. the end-user, the customer.  However, parcel delivery- Do Not High level planning and organising management systems used by skills are needed by senior employees to transport and logistics fi rms such as manage this process. Firms such as PwC Toll and Australia Post allows clients to Australia in the Professional, Scientifi c and book online and track the progressCopy of Technical Services industry have highly parcels. This provides an enterprising qualifi ed professionals who advise diff erent and higher quality service. fi rms to help them manage risk and make the most fi nancially appropriate decisions.

Moving off shore

 Moving production off shore can be an enterprising response to improve effi ciency for some rms. fi  Moving off shore is suitable for fi rms that still find it too expensive to invest in technology and manufacture locally. However, the decision to move manufacturing off shore raises signifi cant communication issues as well as implications for the task of managing and leading.  Cheap overseas labour in industries such as textiles, clothing, footwear and various manufacturing such as vehicles, food, toys, leather, metal-products, consumer products and so on can lead to a more enterprising approach to manufacturing.  This is impacting on all enterprises in the Manufacturing industry, with the loss of the car industry and ongoing threats to food manufacturing as two prime examples.

152 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Technology 7.14

Capital-intensive production

 Organisations only invest in new technology if it is going to save them money, or improve quality, or do both. As a result, a shift towards capital-intensive production is usually accompanied by a shift away from labour-intensive production methods. This means that workers need to up-skill and develop technological competencies, or face retrenchment or redundancy.  Downsizing of employees has severe social ramifi cations. In Australia, goods-producing industries are seeing their share of total employment decline as part of the ongoing drive for effi ciency (e.g. manufacturing was down to 7.6% as at 2016/17).  This is impacting on all enterprises in the Manufacturing and Construction industries with the ongoing introduction of sophisticated new technologies.

Outsourcing Occupational health & safety  Outsouring is an enterprising response that increases fl exibility. Across industry, many  New and enterprising technological non-core functions, such as ICT, have been processes bring with them a whole outsourced, resulting in a shift away from new range of safety requirements permanent employment towards casual and and potential workplace injuries. contract employment. Employees must be adaptable and be adequately trained in active and  As new technology, online platformsPreview and apps 7 become more specialised and complicated, preventative safety. organisations have adapted by using specialist  A shift away from physical toil to contractors in the Information, Media and mental toil has also seen higher TelecommunicationsDraft industry to advise onSample: levels of mental stress-related selection, installation and operation of this illnesses rather than physical injuries. technology. However, this response can mean This problem is acute in industries a lack of ICT experts that are actually employed such as Financial and Insurance within a work setting who can problem-solve Services and Professional, Scientifi c and make decisions if somethingDo goes wrong. Notand Technical Services. Also, the  Also many information communication tasks potential hazards of some new have been outsourced overseas. Call-centres, technologies aren’t yet fully known. data processing and note transcribing are  Appropriate OH&S training is an growing export services from India.Copy “Good enterprising response. As a result, evening sir, would you like to switch phone safer workers tend to be more carriers, and would you be so kind as to tell me effi cient and make better use of their how many wickets are down ATM?” technology. The mining fi rm, BHP, has invested heavily in employee safety programs. Training

 Enterprising new technology brings with it the need for training. Existing employees must be trained to use technology eff ectively.  Technological profi ciency may require a change in the types of courses off ered though University, TAFE as well as more VET courses and Australian Apprenticeships.  Manufacturing and construction industries face severe skills shortages, especially for highly trained tradespeople. This is also compounded by an ageing workforce.  Firms in the Construction industry such as Brookfi eld Multiplex have combined with unions and various TAFE institutes to embark on a program of training to address skills shortages. This has been supported by Government training initiatives and subsidies.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 153 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.15 Enterprising Responses - Digital Technology

Digital technology

hen you investigate the infl uence of virtual factories and ‘ghost’ warehouses. Wdigital technologies as a force for change Online digital ordering has automated sales, on technology it is vital that you describe specifi c bookings and fulfi lment processes in retail, examples of digital technological innovation that food, hospitality, accommodation and transport are shaping the very nature of the work-related industries. In the Accommodation and Food use of technology. Services industry, the very existence of travel Innovative digital technologies have been driving agents is at risk from B2C app-based booking internal technological processes for decades; platforms such as Trivago, Booking.com, Expedia including digitally-controlled manufacturing (and dozens of others). processes, digital software programs and Small accommodation providers such as hotels, hardware devices that collect, organise and motels and B&Bs fi nd it hard to compete with analyse mass volumes of data and information, everyday home owners (and renters!) using and of course digital communications technologies Airbnb to offer tourists a place to stay at half the that have recast how internal work-related going rate; and without the need to comply with stakeholders deal with each other on a day-to- industry safety codes. day basis. One key area of automation that is attracting In Unit 2 you were introduced to the concept of billions of dollars of investment is in the research investigating digital technologies in relation to and development of self-drive vehicles. 7 three types of infl uencing factorsPreview that act either independently, or interdependently, as a force for AGVs already exists in warehousing, logistics and change. in some areas of heavy freight transport, such as in mining. For example, Rio Tinto is steadily It is important that you evaluate any digital converting much of its fl eet of haul trucks to fully technological innovationDraft in relation to its successSample: at autonomous driverless operations. One of its helping to encourage a more enterprising culture. mines, Brockman 4, utilises a totally driverless As you have seen with both quality-based digital innovations, and workplace fl exibility-based truck fl eet. digital innovations, the use of digitalDo technologies Not A future aim of industry stakeholders is to does not always result in improved outcomes for implement digital automated driverless services work-related stakeholders. for repetitive public transport tasks, such as shuttle And also bear in mind that the implementation bus transportation, onsite staff transport and local of new innovative digital technologiesCopy can have small-scale public transport routes. disastrous effects on some stakeholders (just These innovations represent a shift away from ask the taxi license holders in the Transport and semi-skilled, labour-intensive operations to more Storage industry). cost-effective, capital-intensive digitally-controlled Digital automation operations. A process or system can be ‘improved’ by being automated using digital technologies. Automation refers to removing some or most human labour from work tasks and processes, and instead making use of technology and tech-systems to carry out work tasks and to coordinate, drive and monitor processes. For example, many industrial tasks in manufacturing have been replaced by computer-controlled and computer- integrated manufacturing that run

Image: Woldee/ iStock/Thinkstock

154 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Digital Technology 7.16

Digital precision for their own sake’. What this means is that Many digital innovations improve precision, innovation is substituting a digital process for a accuracy, speed and safety which means that labour-intensive, people-centred process (e.g. work tasks can be performed more effectively, online B2B and B2C ordering portals, banking and more effi ciently, than by humans. and bill paying services). Often these are used by enterprises to cut costs; at other times these This can be seen with robotics, digital measuring, might be to improve quality. Increasingly these laser cutting, 3D printing, CAD design, innovations are occurring due to changing environmental monitoring, geographical tracking, consumer preferences infl uenced by the use of statistical computations and many other technical digital devices that enable people to transact tasks and process. business anywhere they are located. Many industrial metals manufacturers are using These innovations refl ect changing preferences the next wave of high quality industrial 3D in how people shop, order food, do banking, use printing to make molds and dies for casting. media, interact with communities, fi nd a partner, After the initial high set-up costs, this digital recreate, source information, book contractors and process results in better accuracy through greater countless other aspects of personal and work- precision and achieves long-term costs savings. related lives. On the enterprise side, workers are These innovations represent a shift away shifting away from dealing with people face- from semi-skilled and skilled labour-intensive to-face and/or over the phone; and instead operations, turning the worker into more of an communicating via email, text, through digital information manager, or quality process monitor. orders, via social media and by using other Preview 7 Work practices shift from manual modelling, soulless communication processes. This evolution crafting and engineering to digital data, design (or devolution) in work-related communication and information engineering. is making it harder to effectively and effi ciently A local example, is DraftKeech 3D Advanced Sample:connect and work with others, as the distance Manufacturing in Bendigo which has been at between customer and worker grows ever wider. the forefront of implementing and refi ning these And in some larger-scale work settings, people emerging digital manufacturing technologies. who are closely co-located might only ever Digital substitution Do Notcommunicate with other internal stakeholders Digital substitution technologies are probably the via digital communication technologies. This area in which you are most likely to experience undermines collegiality, discourages shared goal digital innovation as a consumer. achievement (especially if individual worker performance is assessed using digital real-time However, it is vital that you investigate theseCopy digital metrics), and also makes it harder to solve as a force for change on enterprises, as these problems. So why not investigate digital metrics have resulted in an evolution in how workplace and see how this digital technological innovation stakeholders undertake their work as part of an compares to old-style scientifi c management enterprise culture. theories (very relevant for those of you also Some digital innovations are occurring ‘just studying Business Management). 

Digital technology A This article raises many questions about the relationship between digital innovation, technologies and the drive towards an enterprise culture. 1. Set up a table to describe examples of digital technological innovations from work settings within an industry. 2. Use evidence (from your applied research) to explain the relationship between these digital technological innovations and the development of work-related skills by internal stakeholders. 3. Evaluate the extent to which these changes are achieving an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 155 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.17 Enterprising Responses - Technology Work-related skills and technology Technology is an important force for change in industry with far-reaching impacts on work tasks and work settings. Workplace stakeholders react differently to technology depending on the impact that technology has on their lives. Some employees, employers and customers use technology in an enterprising way and proactively embrace new workplace technologies, while others react with uncertainty, fear and resistance. One of the keys to enterprising uses of technology in work settings is the development of complementary work-related skills in employees. Employees must be trained to use technology effectively. The emerging workforce is required to have sophisticated work-related skills to use modern technological innovations. Employees must become more adaptable, show initiative and learn new skills and undertake lifelong learning. In addition, workers in particular industries must develop a suite of industry-specific competencies to develop their technological skills. Of course this needs to be supported through effective managing and leading facilitated by resourceful planning and organising. Whatever the response, we can be sure that the pace of technological change will increase and that those who cannot adapt to new innovations will risk falling behind. Technology & Work-Related Skills 7 Preview Acting proactively and Adaptability Managing and leading autonomously DraftWorkers Sample: need to be able to Employers need to keep The use of new technology keep abreast of industry up with industry-best goes hand-in-hand with changes so as to be more practice. This might autonomy as part of enterprising. require participation in innovation. Many industry-specifi c industry and government Workplace stakeholders Do Not partnership that drive technologies demand need to be proactive and workers who are fl exible, technological development. demonstrate the initiative willing to learn and open to Proactive industry leaders needed to pursue new change and innovation. drive the eff ective use of technological processes. CopyThis complements technology. This complements problem-solving, acting This complements adaptability, problem- proactively and adaptability, problem- solving, planning and autonomously, and solving, planning and organising, and connecting learning and developing organising, and connecting and working with others. skills and knowledge. and working with others.

Planning & organising Learning and developing skills and knowledge

New technology represents a Workers must be trained to develop industry-specifi c signifi cant investment. skills & competencies, otherwise any new technology Organisations have to develop is a waste of capital investment. appropriate fi nancial plans and New technologies demand a program of workplace budgets and strategic plans for learning combining formal and informal training installation and training. delivered both on and off -the-job. This complements learning Employees and other stakeholders must participate and developing skills and in ongoing training and lifelong learning. This knowledge, managing and complements learning, managing and leading, leading, and problem-solving. problem-solving, and planning and organising.

156 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Technology 7.18

Work-related skills & technology B 1. Brieﬂ y outline how 3 work-related skills complement a technological initiative you are familiar with.

Technological initiative: ______

______

Preview 7 Draft Sample: Do Not @ twick/tweet? Any new technology is only as good as the people who use it. So train away. #I&E34 12.07 PM May 1st via hammer tattoo by Ned Ludd Copy

So what do you know? (7) C 1. Explain the meaning of workplace technology. 2. Use examples to explain the difference between labour-intensive and capital-intensive production. 3. Describe the difference between manufacturing technology and service technology. 4. Outline 3 advantages of workplace technology for workplace stakeholders. Use examples. 5. Outline 3 disadvantages of workplace technology for workplace stakeholders. Use examples. 6. Explain the relationship between economies of scale, workplace technology and efﬁ ciency. 7. Describe how 3 work-related skills support new technology in a work setting you are familiar with. Extension Interview workplace stakeholders about an item of workplace technology that they have had to adapt  to. Summarise their responses in a report to the class. Devise a training strategy to help address any issues. Focus on the development of work-related skills as part of this training strategy.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 157 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.19 Enterprising Responses - Technology Enterprising responses Workplace technology can be utilised in many ways to develop more enterprising approaches within work settings. Obviously you are not required to investigate all the different technologies used by organisations across all industries! However, you should investigate major examples of changes in the use of technology by both goods-producing and service-producing work settings. You should also try to narrow your examples to those that have resulted in change within specific work settings within the last three years or so, unless the example is that of a large infrastructure project, or ongoing program of change that might take many years of planning, implementation and adjustment. It is also vital that you don’t simply describe the technology, but instead that you can clearly explain how the use of workplace technology has led to changes in work settings. As part of your investigation you should look at how workplace technology acts as a force for change in relation to both labour-intensive and capital-intensive production processes. Also remember that different work settings within the same organisation might encounter different changes depending on the work tasks and activities undertaken. Investigating the Forces for Change - Technology

1. Technology example 2. Key aspects 7 Preview 3. Work setting example  Identify the example of work-related  Summarise the key Describe how this work- technology being aspects related to the  related technology is used in the workplace. use of this work-related being used within a work e.g. “One work-relatedDraft technology.Sample: setting. technology used in this e.g. “A Bobcat excavator e.g. “In the Construction work setting is a Bobcat is a mobile earthmoving industry at Smacker’s Builders excavator.” vehicle used to dig holes and trenches on building they hire the Bobcat along Do Not with a licensed operator. sites. Mobile earthmoving equipment is signifi cantly Joey Smacker says that this is faster, safer and more ef- better than buying their own fi cient than using manual Bobcat themselves because Copylabour. Another...” they only need it about 3-5 hours per week. He also says that it saves them...” 4. Role of stakeholders 5. Work-related skills 6. Enterprise culture  Outline the role of  Describe the relationship key stakeholders in between work-related  Evaluate the extent relation to the use of this skills and the example of technology.” to which this work- work-related technology. related technology e.g. “Using outsourced e.g. “One of the most has contributed to an earthmoving equipment important work-related enterprise culture within means that Smacker’s skills that supports the use the work setting. Builders can hire-in industry of earthmoving vehicles e.g. “Smacker’s Builders are experts when they need is adaptability. Smacker’s them. However, the boss being proactive and im- Builders makes the decision proving their effi ciency by must organise this so that to use outsourced specialists all the sub-contractors have utilising the latest technolo- so that they can utilise gies. This type of problem- fi nished their work tasks industry-best practice. before the Bobcat arrives...” solving means that the fi rm By using the newest creates opportunities to get equipment, they...” more contracts...”

158 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Technology 7.20

Manufacturing

 Manufacturing processes, such as those at Bosch, will continue to be automated using computer-integrated manufacturing. Computerised design, virtual manufacturing and ePrototyping will drive all design processes.  Smaller niche manufacturers will use fl exible, modular manufacturing systems that can be tailored for a particular short-run task. They will likely cater for a high value-added manufacturing market.  The continued growth of global giants will be accompanied by capital-intensive production processes using innovative systems designed overseas. Local manufacturers who cannot aff ord to invest in the latest state-of-the art technological systems will most likely locate their operations off shore.

Retail Trade Construction  eCommerce is an entrenched part of people’s shopping habits. Online platforms, apps and  Heavy construction equipment social media eTailing enables retailers to trade is continuing to be developed, globally and off er online services and e-products. with operators required to undergo signifi cant training and  eBay and online auctions changed the face of the licensing. Retail Trade industry and altered the way people  Labour hours are being shop, with some retailers, suchPreview as Kogan, totally 7 online. Some major industry players such as The replaced by new industrial Good Guys have online auctions to complement equipment. In relative terms the their normal retail operations. Micro niche cost of this equipment is falling retailers often only operate in the digital world as a ratio to wage costs. and have a interstateDraft and global reach. Sample: Employee safety is being  Cashless transactions continue to drive retail emphasised by innovation purchases. ‘Tap-and-go’ and mobile app with new technological payments have changed the style of checkout developments to achieve better transactions. And of course computerisedDo self- NotOH&S outcomes. checkouts have proved to be very successful.  There will be an increased use of  The automation of the supply chain will continue, virtual construction and design leading to the adoption of just-in-time ordering fl y-throughs and simulations systems between wholesale, transportCopy and retail prior to commencement. industries.  New technology in fi rms such  New technology is making nearly all goods as Mirvac will further improve cheaper, and along with increased courier industry turnaround time and services is increasing our ability to consume. will also lead to highly-skilled specialist contractors, brought in to do a particular task. Professional, Scientifi c and Technical Services

 This industry deals in the provision of information. Advances in global communication technologies are making it easier and even faster to transfer huge volumes of data.  The ratio of technological cost to employee cost is continuing to fall in this industry, which will see many lower-level, labour-intensive clerical tasks automated or outsourced to cheaper overseas countries.  Most other industries also contract-in professional, scientifi c and technical service specialists from fi rms such as WorleyParsons to operate ICT systems, handle training, manage engineering, deal with fi nance and marketing, and to service and repair technological equipment. This trend will continue to grow.  Employees will need to become even more device-literate to operate specifi c software packages designed for diff erent industry operations. The speed of change in the information sector is growing signifi cantly and employees will need to continuously update their skills.

A Technology in action Use this pro-forma to investigate the extent to which one or more work settings within an industry are responding in an enterprising way to the force for change of technology. • Before writing your investigation you need to name your industry and correctly name the relevant work setting(s).

• List any resources you will use to complete your investigation.

• Also list any task requirements given by your teacher such as due dates, word count and so on.

1. Identify the technology being used.

2. Summarise the key principles of this technology. 7 Preview Draft Sample: Do Not Copy

3. Describe how this technology is being used within the work setting.

4. Outline the role of key stakeholders as part of this technology in the work setting.

5. Describe the relationship between work-related skills and technology in the work setting.

Preview 7 Draft Sample: Do Not Copy

6. Evaluate the extent to which technology has contributed to an enterprise culture within the work setting.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 161 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 7.23 Enterprise in Action - Retail Technology Check ‘dis out! So what do you make of the self-checkout Klowee, 20 (self-checkout customer coach) systems that are now a common feature in most I’ve been a customer coach now for a while and large supermarkets and other retail stores? it’s pretty good; better than being stuck on the In Australia the technology was successfully checkouts all day which can be pretty tiring. trialled in a few major retail environments more My job is to fi nd customers, especially older than 10 years ago and then the systems began shoppers, who look like they fi nally want to catch to be increasingly installed from 2008 onwards. up with the modern world and encourage them As demand for these systems from retailers grew, to come through my lanes instead of queuing up modern self-scan technologies advanced rapidly. to use the regular checkouts. Various benefi ts attributed to the systems include: You can kind of tell if these people wanna’ give  space saving it a go or not but sometimes you get a customer  intuitive customer interface and instructions who gets very aggro’ when you basically offer them a better and quicker service. There’s no  integration to POS applications pleasing some people. So they just have to wait  easy payment systems FOR EVER at the checkouts and I think “serves  faster customer processing. you right for being an old fogey LOSER!” So what’s the point of using this technology It’s really important to have a good personality instead of employing a 15-year old to do the in my job because I have to train and educate 7 job? Isn’t this just the kind of Previewtechnology that the public. It’s up to me to make their shopping will end up making the humble checkout person experience better and also get them through my obsolete? checkouts without them clogging up the system. If they make a mistake then all the other customers Retail stakeholders such as Coles and just have to wait until I can solve the problem and Woolworths claimDraft that better service is achievedSample: move them on. I also have to be really confi dent by being able to free up staff to work in other to step in when something goes wrong and areas of the store. This potentially “... makes me a have patience when customers make trouble increases customer satisfaction and very valuable for the system and other customers. creates improved effi ciency in theDo employee Not store. It also means that at peak because I’m Most importantly, of course, I have to verify the transactions to make sure that everything times, staff are not being taken working ... to is OK and that no shoplifting is going on. away from half-completed tasks to help change serve on the registers. Copythe way that I guess this makes me a very valuable Customer satisfaction surveys customers employee because I’m working with people indicate that people actively prefer shop...” and technology to help change the way that using such systems, especially if it customers shop at supermarkets. means getting out of the store Pru, 41 (shopper, mother of 3) faster. I have never and will never use the The self-serve checkouts self-checkout at the supermarket. I also enable shoppers with already have to do enough work in small orders to process their that place; trawling through aisles orders quickly. However, it is where they keep changing where not uncommon to see people they put things, competing with kids (especially younger people) who think that the purpose of the queuing to self-serve while place is just to give them a part- nearby staffed checkouts time job and that I’m the one who’s remain relatively under- in the way of their shelf fi lling! utliised. So how do some of the direct retail stakeholders feel about these systems?

162 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Retail Technology 7.24

Then I have to queue endlessly for the privilege retail workers? I read somewhere that a retailer of paying outrageously infl ated prices for half can fi t between 2 and 6 self-checkout lanes into rotten produce and other stuff you need a PhD to the space that one conventional checkout would choose between. normally occupy. That’s effi cient if you ask me! Then at the end I’m expected to chase trolleys I suppose it all goes back to the purpose of around otherwise they’ll steal my dollar! But at retail which is to maximise profi t. It seems like the least when I do get to the checkout, I know there ultimate in enterprising behaviour to achieve this will be a friendly smile from Nila and she’ll ask by implementing technology that cuts the retailers’ me about the kids, no snide comment about the costs. But for me, the system does work better number of packs of bikkies or ciggies I get, just a than the conventional checkout, as long as I’m not nice pleasant exchange. caught behind some technophobe who doesn’t As well, I know that if they try to rip me off by know what to do and takes ages with a whole charging too much, I can just say “Now Nila, that trolley load of purchases. And don’t tell anyone, price was wrong so you can just give it to me for but I scan my bananas through as carrots and free, because the retailers’ code of conduct says avocados as onions. you have to”. No arguments, she knows I know Patricia, 78 (retired) my rights. No, they’ll never get me to be my own “It can only lead to job losses. Look at ATMs. And checkout chick- not unless they put me on the the milkman. And the paper! It sounds fi ne to say payroll! that the staff can be redeployed doing other Nigel, 29 (customer, freelance graphic designer) things but the reality is that if they can get away I love the self-checkout system. It’sPreview really quick with having less staff, they will employ less staff. 7 and convenient and lets me get in and out of the Quite frankly I can’t work the damn things with my supermarket without too much fuss. I don’t buy eyesight and my joints.” much so I just use my Apple-Watch to pay which So, how do you feel about this kind of  means I’m out of thereDraft lickety split - I’ve got Sample:technology? Many young people start their better things to do with my time, Bro. working life in retail. Do you think that this Of course, it is just technology so sometimes technology has put your’s, or other peoples’ jobs there are problems weighing certainDo items, and Notin danger? some of the non-barcoded items are not easy to Thinking beyond yourself, how are your grand- fi nd on the system; but generally the staff are parents coping with this? professional and they are always on the lookout And what about the next generation of shopping for things going wrong and are pretty quick to technologies including smart-trolleys, shopping respond. Copy apps and targeted profi le pop-up advertising in- I know that some people worry about the possible store - these are all for our benefi t. loss of jobs as a result of technologies like this but And how about the craze over those plastic mini that’s just the modern world. I have to deal with shopper toys! Damn things caused a run on Potato digital disruption in my industry so why shouldn’t Gems!

Enterprise in action - Check ‘dis out A 1. Describe the workplace technology discussed in this article. 2. Summarise the views of the different stakeholders? What are your views? 3. Identify 3 work-related skills that would need to be developed to assist work settings to effectively implement this new workplace technology. What about the next generation of self-serve? 4. Discuss how self-checkouts created a more enterprising work setting for workplace stakeholders. Extension Research recent retail innovations and prepare a report to the class on how they might operate in work settings. 

Technology audit Use this pro-forma to describe how technology is used in a work setting you are familiar with. Work Setting: Date:

Item of technology: Location:

Job title(s) of employee(s) usually using technology: Supervisor responsible for technology:

Training/licensing required prior to use: Personal protective equipment required:

Function/purpose of item of technology:

7 Preview Guidelines for safe use: (If applicable use another page)  Draft Sample:   Do Not List training/skills workers need to have Copycompleted/demonstrated before they can use this item of technology.

My reﬂ ections on using this item of technology (or observing/interviewing another employee using it): (i.e. work-related skills, strengths/weaknesses, ease/difﬁ culty, usefulness, training, safety, repetition issues, etc..)

Any other comments: (Obtain a graphic of the item and one of user instructions/guidelines/manuals, etc..)

164 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved A CtiC tii tit i l ltt 8 Training & workplace learning

8.01 Training & Lifelong Learning ...166 8.21 Training in Action ...... 186 8.05 Formal & Informal Training ..... 170 8.23 Assessment Task 2B: 8.09 Competency-Based Training 174 Technology & Training ...... 188 8.13 Enterprising Responses ...... 178 8.25 Workplace Learning Journal .. 190 8.19 Enterprise in Action ...... 184 8.26 Work Placement Evaluation ...191

Activity p. Due date/Done? Comment

8.04A Training and lifelong learning 169 8.07A Formal and informal trainingPreview172 8.08B Brain train me 173

8 8.12A Competency-basedDraft training Sample:177 8.14A Digital training Do179 Not 8.16B Work-related skills & training Copy181 8.18C So what do you know? (8) 183

Enterprise in action - 8.20A 185 GTO = The way to go!

186- 8.21A Training in action 187

188- AT2B Technology & Training in Industry 189

8.25 Workplace Learning Journal 190

8.26 Work Placement Evaluation 191

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 165 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.01 Training and Lifelong Learning Training One of the key forces for change in Australian industry is the ongoing need for training and workplace learning. Effective training is essential to develop a skilled workforce. Employees of all levels must be able to perform their job tasks effectively. Well-trained employees with effective work-related skills will improve quality levels throughout an organisation and will boost customer satisfaction. Well-trained employees are usually multi-skilled and able to perform a variety of work tasks. This functional flexibility results in a more enterprising culture. Well-trained employees represent an investment in quality through an investment in human resources, thereby helping to create an enterprise culture. Training is vital for developing industry- It is essential that you are willing to undertake training and lifelong speciﬁ c expertise. Imagine the type of ongoing lifelong learning as part of your career development in Australian industry. learning that medical professionals would have to undertake over the course Training - On or off? of their career. We can classify training and workplace learning as either taking place directly on-the-job or off-the-job. On-the-job training and workplacePreview learning usually happens at an employee’s worksite and might be built into the day-to-day tasks that the employee has to perform. e.g. An office assistant might be expected to use the ‘help’ or an online tutorial to work out key 8 functions of word-processing software. Alternatively they may be instructed by a more knowledgeableDraft staff-member. Sample: Off-the-job training and workplace learning usually happens away from the worksite and may involve study for a formal qualification. e.g. The office assistant might undertake a short course in the use of Microsoft Teams. Alternatively they may be undertaking a TAFE certificateDo in a related field Not such as Business-Office Administration. Copy On-the-job training Off -the-job training  instruction  secondary school  supervision  work placement and work experience  modelling  vocational education courses (TAFE)  shadowing  TAFE and RTO components of  buddying Australian Apprenticeships  coaching  higher education (university)  mentoring  postgraduate studies  demonstration  short-courses  work trials  online and e-learning courses  experience  video tutorials  competency demonstration through  licensing and certifi cation Australian Apprenticeships  industry accredited courses  performing a more senior role in an  professional development training acting position  seminars and conferences  job rotation through multi-skilling  in-house and management training  voluntary work and community service programs  voluntary work in a diff erent setting

166 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Training and Lifelong Learning 8.02 Lifelong learning You might remember back in Unit 1 when you looked at the concept of lifelong learning as part of career pathway development. Of course you are now at the stage where you are almost ready to take the next step as part of your career development. To make yourself more employable over your career you will need to go well beyond just an initial qualification and a little bit of professional development. You will need to commit to lifelong learning. In an increasingly competitive workplace it is not enough to have basic qualifications. You will have to continually upskill to survive. Being enterprising involves developing lifelong learning skills and being able to recognise and take opportunities that help you learn and build a career.

Where will you end up? Australian Qualifications Framework The structure and Australia-wide recognition of formal training is set down in the Australian Qualifications Framework. The AQF is a unified system of national qualifications for schools, vocational education and training and the higher education sector. Senior school certificates, Australian Apprenticeships, TAFE courses and higher education are all examples of formal training. Preview The AQF allows you to start at a qualification level that suits you. As part of lifelong learning you can build up your skills portfolio over the course of your life. The AQF allows for credit transfer and 8 recognition of priorDraft learning meaning you canSample: be assessed for skills and knowledge you have already gained through formal training, and also informally through previous work. A statement of attainment is a record of recognised learning. It indicates partial completion of anyDo accredited course; Not any competencies completed within a training package; and completion of nationally accredited short courses. CopyAustralian Qualifi cations Framework AQF level School TAFE University 10 Doctoral degree 9 Masters degree Vocational Graduate diploma Graduate diploma Vocational Graduate 8 Graduate certifi cate certifi cate Bachelor honours degree 7 bachelor degree 6 Associate degree 6 Advanced diploma 5 Diploma 4 Senior Certifi cate IV secondary: 3 Certifi cate III VCE, VCAL, 2 HSC, state- Certifi cate II Checkout: www.aqf.edu.au based CEs 1 Certifi cate I

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 167 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.03 Training and Lifelong Learning

Formal and informal training Senior secondary school All training and workplace learning can be classified as either formal or informal training. Known throughout the states variously as VCE, HSC, WACE, etc.. New vocational certifi cates Formal training is training that leads to official such as VCAL have recently been introduced. certification and qualifications, whereas About half of all uni and TAFE courses select informal training is training and workplace Year 12 applicants on ATAR score with learning that usually occurs on-the-job the others using a combination of folios, through supervision, mentoring, day-to- application statements, tests, auditions, day assistance, demonstration, advice and interviews, etc.. support. Year 12 completion can also act as a springboard to employment with many school Flexible learning completionists gaining traineeships. Increasingly many training courses are being Many employers hiring traditional ‘apprentices’ prefer at least Year 11 as this shows maturity, designed to be flexible so as to better suit the responsibility and it puts a student closer to needs of trainees and employers as part of an obtaining their driver’s licence. enterprise culture. Applied certifi cates such as VCAL aim to make Flexible training methods also allow for students more work ready. varied topic choices, completion timeframes, learning styles and training approaches. This TAFE - Vocational training can involve customising learningPreview and training programs, as well as delivery methods, to an Off ers courses from certifi cates I to IV and then individual’s needs. diplomas and advanced diplomas. Training is off ered by TAFEs such as RMIT TAFE and 8 Flexible methods of delivery such as online Draft Sample:private providers such as Australian Institute eLearning, distance education (hello to those of Fitness. Vocational education is generally students at the DECV) and open learning, more skills-based and provides great entry increase employee access to training. opportunities into the workforce. As an example, VCAL is a more flexible As part of lifelong learning, employees may go learning mode than the VCE. AustralianDo Notback to TAFE to upskill or develop their career Apprenticeships and other competency- pathway or articulate into uni. based training programs operate within a flexible timeframe. CopyUniversity (higher education) Self-paced learning Initially involves completion of a bachelor (undergraduate) degree. Post-graduate study Self-paced learning refers to any type of may involve honours, graduate certifi cate or education or training where the trainee works graduate diploma, masters or doctoral degree through the learning activities at their own achieved through even more intensive study. pace. e.g. Working through a workbook or Most professions require at least a bachelor online video manual. degree of between 3-5 years. Some also Although self-paced learning doesn’t require completion of post-graduate studies necessarily follow a structured completion in order to qualify for the occupation, such as timeline, there is still usually a set end-date. in teaching. Many TAFE courses articulate into university The trainee has to plan and organise their so a person may choose to study at university study times according to their own work/life later in their pathway and develop their schedule. career options through lifelong learning. e.g. Due to technological advancements a lot An engineering tradesperson such as a fi tter and turner might then go on to TAFE to gain of self-paced learning has evolved into an engineering diploma, and later to uni to eLearning using online learning portals, complete an engineering degree. One course videos and peer networks. articulates into another through the AQF.

168 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Training and Lifelong Learning 8.04

VET in schools Australian Apprenticeships

Off ers the opportunity to undertake Australian Apprenticeships are a national vocational training while completing program of competency-based training secondary certifi cates. combining on and off -the-job learning. VET enhances entry opportunities These are the key entry opportunities into for young people. VET courses may non-professional occupations and off er be certifi cate I, II or III level courses, certifi cate II & III level qualifi cations. and sometimes equivalent to a pre- Traditional trade apprenticeships such apprenticeship or pre-vocational course. as plumber, carpenter and chef (cook) Some students undertake a part-time require 3-4 years formal training. Australian Apprenticeship while still Most service/clerical and trades assistant at school as part of a VET in school or traineeships require 12-18 months applied learning program. training. These include hospitality worker, ICT technician and windscreen fi tter. Undertaking a lower level VET course while still at school can save you time off your Australian Apprenticeship. Professional development

Employees may need to maintain Short course/Single units accreditation and learn new skillsPreview throughout the course of their working Many people undertake specifi c short lives. Professional development might courses to develop and acquire a be off ered in-house where a trainer particular skill, e.g. to learn Photoshop. delivers courses to employees, e.g. These courses might occur over the 8 new learning methodologiesDraft for Sample:course of a person’s entire career. Some teachers. Or an employee may study employers pay for employee training in anything from a half-day course to a these areas so that an employee becomes post-graduate university qualifi cation professionally developed, higher skilled e.g. A Masters of Taxation for a Do Notand of more value to employers (and chartered accountant. more employable).

Education Training is education for life. Training andCopy workplace learning is usually directed at the development of skills-based competencies, whereas education can be considered a more holistic approach to learning a body of knowledge. Usually industry says that training focuses on the experience or ‘doing’. However, in reality all education is in fact training, and all training is in fact education. The most effective training that students get at school is the ability to learn how to learn. This sees the development of work-related skills. So in summary, an enterprising culture requires an effective balance of on-the-job and off-the- job and formal and informal training. Training and lifelong learning A 1. Use examples to explain the difference between on-the-job and off-the-job training. 2. What is lifelong learning? Why is lifelong learning important in the development of an enterprise culture? 3. Use examples to explain the difference between formal and informal training. 4. Describe the relationship between ﬂ exible and self-paced learning. 5. Describe how 3 different types of formal training might be used in a work setting you are familiar with.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 169 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.05 Formal and Informal Training Informal training Informal training usually refers to the types of training that occur on-the-job which is not part of an official certificate or completion of a qualification. Therefore informal training might include learning activities such as instruction, coaching, supervision, mentoring, shadowing and so on. Informal training often occurs immediately and continuously and involves a lot of face-to-face communication. As a result informal training helps support positive interpersonal relationships Informal training that happens on-the-job may even be used to support formal training methods. For example, in the Construction industry, a supervisor or manager might check over the work of a carpentry Australian Apprentice from time-to-time. This checking can have a dual purpose. On the one hand the supervisor can assist and guide the trainee informally in the right direction without making the training seem too formal. On the other hand it can be used as part of formal training to ‘tick off’ the apprentice’s demonstration of competencies.

Image: monkeybusiness/ Depositphotos.com

Coaching Coaching is a more subtle Previewway of training and aims to guide a person on the right path. A lot of coaching occurs informally, on-the-job. 8 Some organisationsDraft assign managers orSample: team leaders as coaches. The team leader acts as a coach and is responsible for getting the best work performance out of their team. This is often a part of a quality Mentoring management process Do Not Mentoring occurs when a less Good coaching involves getting the best experienced employee is paired up with a out of one’s charges and helping them senior or more experienced employee in achieve their potential. order to provide guidance and informal The old proverb rings true “Give a Copy‘man’ a learning opportunities. fi sh and you feed ‘him’ tonight, teach ‘him’ The success of mentoring usually relies on to fi sh and you feed ‘him’ forever.” A coach an informal situation in which the mentee is a teacher, trainer, mentor and manager is comfortable with their mentor and is rolled into one and can provide immediate able to absorb knowledge, insight and access to wisdom, experience and technical wisdom from their experience. knowhow. However, sometimes the relationship might be formalised through a structured Both coaching and mentoring allow for wisdom and experience to be shared in a non-formal mentoring system which may include and supportive way. regular meetings and an appraisal process to determine outcomes for the mentee. Mentoring can be eff ective for specifi c groups who may benefi t from extra support including:  Young workers including Australian Apprentices  Women in non-traditional occupations  New graduates, and  New managers and professionals.

170 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Formal and Informal Training 8.06 Formal training Formal training is training that leads to official certification and qualifications. Formal training may be performed either on-the-job such as industry-specific competencies as part of an apprenticeship, or may be conducted off-the-job such as TAFE modules undertaken by a trainee. Common examples of formal training include:  school certificates such as VCE and VCAL  Australian Apprenticeships  TAFE certificates, diplomas and advanced diplomas  higher education (university) undergraduate degrees and postgraduate studies  other certified industry-specific courses, licensing and accreditation.

Vocational education and training Vocational training refers to training and education courses which aim to improve the skill level of trainees in relation to a vocational outcome. Vocational training may include Australian Apprenticeships, skills- based training courses, VET courses, courses off ered by registered private providers and other work-related training courses, certifi cates, diplomas and advanced diplomas. Vocational education Previewis often used as the alternative name for TAFE. Many vocational training courses are off ered in partnership with a TAFE. In addition, TAFE off ers the opportunity to undertake various certifi cates, diplomas and advanced diplomasDraft in order to gain a qualifi cation.Sample: 8 Essentially vocational education and vocational training are the same thing but an employee doing a course directly related to their employment is said to be in vocational training rather than in education. Vocational education courses that are accredited are recognised nationally. LookDo for the symbol. Not

Induction Most middle to large organisations haveCopy some sort of formalised induction program. Induction involves the familiarisation of employees with their new work environment. Induction generally involves a series of 3 key introductions that might include both formal and informal training. 1. Staff induction involves meeting with managers, fellow workers and other key stakeholders. 2. Environmental induction involves tours of the work environment, facilities and familiarisation with the broader workplace. e.g. Being given a tour of the workplace or completing an online OH&S program. 3. Cultural induction involves programs to become familiar with the company’s policies and corporate culture. e.g. Being shown corporate videos and literature, or formal training programs.

@ twick/tweet? @ ndct Without induction then you might as well be left on your own! #I&E34 7:33 PM May 17th via training video from DonutGuy

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 171 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.07 Formal and Informal Training Professional development Once you have entered a trade or profession, you are expected to continue to upgrade your skills. This is especially true today with technology changing all the time and the need to develop lifelong learning skills. Professional development is usually formal training and may take many forms.  It may be provided to a whole staff onsite, such as a cross-cultural communication skills seminar for TAFE teachers and support staff, as part of a professional development training day.  It may target particular skills and areas of expertise within a work setting such as conflict resolution workshops offered to inbound customer service representatives within a call-centre.  It might be delivered by a training provider offsite such as demolition, explosives and blasting training for mining workers. Organisations provide a certain amount of training to their staff, based on the size and value of the organisation. GivenPreview this, a larger company would be expected to spend more money on training than a smaller one with fewer employees. Employees may be given a chance to request areas of specific professional development, 8 or programs may be chosen by supervisors or managers according to needs identified by them. Draft Sample: Many occupations require employees to undertake a certain number of hours of recognised professional development training programs in order to maintain accreditation or registration. Professional development may also be linked to the performance appraisal process and to the processDo of continuous Not improvement . Copy

A Formal and informal training 1. What is mentoring? Give an example from a work setting you are familiar with. 2. Why is coaching an important aspect of workplace learning? Give an example from a work setting you are familiar with. 3. What is induction? Give an example from a work setting you are familiar with. 4. Why is induction an important part developing work-related skills? Give an example from a work setting you are familiar with. 5. What is professional development? Give an example from a work setting you are familiar with. 6. Explain 3 work-related skills that support informal training. Use examples from work settings you are familiar with. 7. Explain 3 work-related skills that support formal training. Use examples from work settings you are familiar with.

172 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Formal and Informal Training 8.08

Brain train me B 1. Complete a table like the one below for each case study. For each type of training indicate if it is formal (f), or informal (in), and either on-the-job (on), or off-the-job (off) and ﬂ exible (ﬂ ex). 2. Make up 1 more case study that suits either your, or another class member’s, training requirements.

Kids can be such a handful Braintraining Leeanne, as a new kindergarten teacher may be Gruntle, as a qualifi ed fi tness instructor and required to develop her skills in a number of ar- personal trainer is required to undertake eas. With changing attitudes toward childcare as extensive professional development in order to well as changes in regulations governing the pro- remain accredited by Kinetic Australia. vision of childcare, an early childhood teacher Training is usually offered in workshop formats may fi nd that they require training in such areas and often on weekends. If a new type of fi tness as child safety, such as food allergies, as well as program becomes popular such as a combat- the legal and policy aspects of their job. style aerobics, or dance fi tness such as Zumba, Ongoing training in the area of infant health fi tness instructors must be trained in its principles may also be necessary, as new health risks are before they are allowed to lead a group. This identifi ed in the child population. An example is essential in order to prevent participants from of this would be concerns over meningococcal being injured and suing the gym. disease, which is highly contagious and often Along with this kind of training there is also a fatal in babies and infants. requirement that fi tness instructors have up-to- Leeanne also has to complete PD Previewdate fi rst aid qualifi cations and an awareness of to maintain registration with the VIT. the training needs and precautions for particular groups such as pregnant women, teenagers who may still be growing and older participants. DraftNo bull Sample: 8 John is a self-employed dairy farmer but that Who’s accountable doesn’t mean that he knows everything. In his industry it is often up to the individual to identify Pauline works as an accountant and fi nancial their own training needs and to seek training adviser and must be familiar with ongoing where and when appropriate. Such trainingDo is Notchanges to complex tax and superannuation likely to be in specifi c areas that the farmer has laws. She also has to keep up-to-date with new little formal training in, such as chemical handling software that can be used to make her job more and sustainable farming. effi cient. Farmers may know how to handle stock orCopy crops Technology has played an increasing role in the but training about chemicals is essential since work of accountants. It is in their interest to be they can be dangerous if misused or stored incor- aware of new programs and more effi cient ways rectly, or if they are inaccurately labelled or old. of working, such as online tax return lodgement, Strict government regulations apply to the use of as well as delivering the best outcomes for clients chemicals. according to the law. Another example is where technological ad- Courses that may be relevant include computer vances might force a farmer to undergo training. courses, taxation and superannuation seminars or e.g. Scientifi c discoveries in the fi eld of artifi cial even courses in various systems of administration. insemination methods may force John back to And of course, accountants can gain professional ‘school’. accreditation as a CPA.

Person/ Identifi cation of suitable Benefi ts associated Possible negatives associated occupation types of training with the training with the training ...4 years university training to gain  She will be qualifi ed to work in  She must invest time and $ Leeanne her qualifi cation. (F, off) the fi eld. completing her degree. is a new ...mentoring with an experienced  She will gain valuable on-the-  It will take time away from the kindergarten teacher. (I, on) job training. mentor’s schedule. teacher, so ...attendance at departmental PDs  She will get training from legal  Her absence at work has to be training she re:legal issues. (F, off) experts off-the-job. covered. might have done ...reading about current infant  She is keeping up-to-date on  She might need more structured or might need to health issues. (I, off) current issues. training. do could be...... completing an advanced fi rst-aid  She can become a fi rst-aid rep  She may have to give up her course on the weekend. (F, off, fl ex) at the school. own time.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 173 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.09 Competency-Based Training Competency-based training Competency-based training (CBT) refers to learning based on demonstrating achievement of learning outcomes by performing specified tasks. Competency-based training is used in qualifications offered through vocational training, apprenticeships and traineeships via the Australian Apprenticeship system as well as other forms of both on-the-job and off-the-job training. In order to successfully complete a competency-based training package, a trainee must satisfy the learning outcomes of that training package, similar to getting an ‘S’ in a VCE Unit. Each qualification under a training package consists of a number of units of competence. Under competency-based training there is no fixed or set time for completion. Competency-based training is in essence, self-paced. As the trainee completes a unit of competency this is ‘ticked-off’. Industry experts develop training packages that set down requirements related to Industry-specific competencies competency-based training. Industry-specific competencies are certain competencies that an individual must demonstrate for a particular occupation within an industry. All training develops ‘generic’ competenciesPreview such as the sets of work-related skills. However, industry-specific competency-based training goes further, in that it develops those 8 particular skills and competencies needed by employees for work in a particular industry. For example, inDraft the Accommodation and Sample: Food Services industry a chef needs to know how to use technology; specifically ovens, fryers, cutting tools etc.. These are industry- specific competencies and relevant for that occupation. In the Construction industry a carpenter would need to know how to use technology but specifically this may include hand & power tools, safety harnessesDo and measuring Not tools and equipment. Industry-specific competencies are set-down in the various training packages developed for industry-specific training. Advantages ofCopy Competency-based Training A trainee can progress at A trainee is their own pace. A trainee must provided be assessed ongoing as competent monitoring, before moving feedback and on to a higher- support. level work task.

Qualifi cations Training earned are packages can recognisable be structured to and transferable allow trainees making an to develop individual more industry-specifi c employable. Employers can be assured that employees and competencies. trainees are able to demonstrate nationally recognised standards of competency.

174 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Competency-Based Training 8.10 Training packages Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people’s skills. New arrangement for training packages came into effect in 2016. Training packages are developed by relevant Industry Reference Committees (IRC), who are supported and overseen by six different industry-related Skills Service Organisations (formerly Industry Skills Councils). Training packages set out the requirements for both on-the-job and off-the-job structured training. A training package outlines the skills and knowledge needed to perform effectively in the workplace. However, training packages do not specifically mandate how an individual should be trained. Registered training organisations (RTOs), teachers and trainers develop the appropriate learning strategies. These strategies can be modified according to the particular needs, abilities and circumstances of the trainee and RTO. Training packages include relevant competency standards which prescribe the required skills and knowledge needed for a trainee to operate effectively in the workplace. Competency standards, as a part of a training package, are recognised Australia-wide and form the basis of training for a specific industry. In order to successfully complete a qualification a trainee must complete all units of competence in a qualification, by completing all of the elements that make up each unit of competency, by satisfying each of the performancePreview criteria in each element.

Checkout: Complete all units of www.training.gov.au 8 Draft Sample:www.australianapprenticeships.gov.au competency in a qualification... www.aisc.net.au Units of competency www.ibsa.org.au (then links) Units of competency may be core or elective (non-core). Do...complete Not all of the Core means that you must do elements that make up certain units in order to be each unit of competency... qualifi ed under that training package. Elective units of Elements ElementsCopy are the outcomes competence normally are chosen based on a particular that a trainee is expected ...satisfy each of the specialisation within the course. to achieve according to performance criteria in There may usually be about 5-20 the requirements of the each element. units of competency, or more, training package. Performance criteria depending on the qualifi cation Elements may require on- level of the certifi cate and the-job training, off -the-job Performance criteria are the overall amount of hours training, or a combination the specifi c actions that recommended for a trainee in of both. must be demonstrated by a order to be qualifi ed. As a trainee demonstrates trainee in order to achieve an element. Each unit of competency has these outcomes they a number of hours of training are ‘ticked-off ’ by their Performance criteria outline allocated to it. Some are quite workplace assessor in the to a trainee exactly what extensive, 50+ hours; and others trainee’s record of training they will be assessed on. are made up of quite brief or evidence guide. Training packages expect ancillary/support units that are When all the required trainees to be able to combined to form one unit of elements are ‘ticked-off ’ the perform certain day-to- competency. trainee has achieved that day tasks. Achievement is unit of competency. judged using performance criteria.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 175 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.11 Competency-Based Training Australian Apprenticeships One of the most common types of competency-based training Australia-wide is Australian Apprenticeships. Australian Apprenticeships combine practical work with structured training. Australian Apprenticeships are nationally recognised qualifications available in over 500 occupations and open to anyone aged 15 or over. Some schools offer students the opportunity to undertake part-time Australian Apprenticeships as part of their VCE or VCAL. The structure of Australian Apprenticeships sees an apprentice undertake on-the-job and off-the-job learning. A training package sets out the training component, learning outcomes and competencies that the Australian Apprentice is required to achieve. The training component is provided by a registered Australian Apprenticeships training organisation (RTO). Successful completion of the exist for occupations as diverse as jockeys in the Australian Apprenticeship will lead to a nationally recognised Arts and Recreation Services qualification. industry...

Training plan A training plan outlines whoPreview delivers the training and when and where the apprentice or trainee needs to go to receive the structured component of the training. A training plan sets down 8 the:  CompetenciesDraft to be obtained Sample:  A time-frame for achieving the competencies  Training to be undertaken and delivery modes to be employed, including on-the-jobDo supervision Not  The details of the off-the-job training time allocated outside routine work duties  Who is responsible for the delivery and/or assessment of each competency; and other information.Copy ...chefs in the Accommodation The training plan is a flexible working document that may evolve and Food Services industry... over the period of training. A training plan must be developed prior to the delivery of any structured training and within three months of an apprentice or trainee commencing. Registered Training Organisation A Registered Training Organisation (RTO) delivers the relevant training set down in a training package. TAFEs, private providers, group training organisations, industry associations and many industry training specialists register as RTOs in order to deliver the off-the-job component of training, in conjunction with the employer who delivers the on-the-job training component. A workplace assessor monitors progress of trainees and ‘ticks-off’ achievement of competency standards. Some employers and schools register as RTOs in their own right ...and hairdressers in the and supply all of the training as part of a VET in school certificate. Other Services industry.

176 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Competency-Based Training 8.12

Apprenticeships Australia: Traditional trades-based types of apprenticeships are available under ApprenƟ ces and Trainees (in training the Australian Apprenticeships scheme. These certificate III level as at June 30) apprenticeships typically take about 3-4 years to complete. Completion Year ApprenƟ ces time varies because the qualification is competency-based. Undertaking 2004 397,300 a pre-apprenticeship or VET in schools program can save time from the 2006 404,200 apprenticeship. These Australian Apprenticeships are most often available 2008 433,800 in industries such as construction, manufacturing, electricity, gas, water 2010 437,000 and waste services, retail trade, and accommodation and food services. 2012 515,100 Common occupations include carpenter, plumber, mechanical engineering 2014 344,900 tradesperson, fabrication engineering tradesperson, electrician, light vehicle 2016 282,700 mechanic, baker, chef and 100s of others. 2018 269,700 Source: NCVER 2018, Australian Australian Apprentices are paid a training wage based on their industry and vocaƟ onal educaƟ on and training staƟ sƟ cs: historical occupation and this rate of pay should increase depending on the year of the Ɵ me series of apprenƟ ceships and traineeships in Australia, apprenticeship. Apprentices may be employed by a single employer, or by from 1963, NCVER, Adelaide. a group training organisation who acts as their employer and places the apprentice with different host employers over the course of their apprenticeship. As part of the training package, apprentices are required to complete off-the-job training through TAFE or some other registered training organisation (RTO). Stakeholders such as unions are heavily involved in the developmentPreview of Australian Apprenticeship programs and their web sites are well worth a look. Australia is experiencing significant skills shortages in many traditional types of trades and there are a range of government incentives to encourage more people to enter these occupations. Draft Sample: 8 Traineeships Traineeships usually take about 12-18 months to complete. Many certificate III traineeships exist in service, retail and hospitality roles, or in certificate III roles in trades-support occupations such as a tyre-fitter. A lot of traineesDo go on to further Not study at TAFE after completing their certificate. Trainees are paid a training wage, they might also be employed by group training organisations, and must complete off-the-job study components. CopyCompetency-based training A 1. What is competency-based training? Give an example. 2. How can competency-based training help develop industry specifi c competencies? 3. List 3 advantages of competency-based training by referring to your own work-related experience. 4. What is a training package? 5. Explain the relationship between, Units of Competence, Elements and Performance Criteria. 6. How are Australian Apprenticeships an example of competency-based training? 7. What is included in a training plan? Find an example from a work setting you are familiar with. 8. Outline the role of an RTO, a group training organisation and a workplace assessor. Describe examples of each from work settings you are familiar with. 9. What are the major differences between an apprenticeship and a traineeship? Extension Go online and fi nd an example of a training package such as Certifi cate IV in Retail Management or some other qualifi cation you are interested in. Pick a different one for each class member Summarise the core and non-core units, streams, some the elements for key units, and the performance criteria for these elements. Prepare a report to the class about the qualifi cation, requirements and  associated pathways.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 177 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.13 Enterprising Responses - Digital Training

Digital training

igital innovation has of course impacted on It is always debatable whether anyone Dworkplace learning and training. ever learnt anything signifi cant from a quiz This extends far beyond the Education and - it is essentially not a learning tool but an Training industry and impacts on workers in all unsophisticated testing tool. Quizzes are about industries who undergo entry-level training, getting the right answers. But enterprising induction training, OH&S training, competency- problem-solving is about dealing with the right based training, professional development questions. So how do you feel about online and other ongoing training as part of lifelong quizzes?  learning. Online and blended learning platforms Increasingly, training is provided to workers These promise time-based fl exibility for both the and students via digital media. Potentially, this student and the educational and training provider. provides a lot of advantages to the provider or This innovation also provides the convenience of workplace in terms of cost and effi ciency, which is gaining qualifi cations which offer real benefi ts. innovative from a business perspective. Formal accredited courses such as TAFE modules Learning programs can be designed to meet the and university subjects may use this method of particular training needs of an enterprise which delivery. These eLearning systems provide all often means outsourcing their design. learning materials and assessments hosted on an Potentially, hundreds or even thousands of online learning environment. Students have an workers can be effi ciently trained using this overview of each unit or module as well as any fl exible delivery mode. Previewassessment tasks they need to complete. The drawbacks of this mode of delivery, however, At higher levels, the system usually combines can be that the training tends to be a ‘one size online projects with ‘intensive’ days (usually fi ts all’ approach, even if it does manage to weekends) of attendance at an institution. 8 ‘technically’ matchDraft the outcomes required Sample:by the This type of offering works well at post-graduate organisation or work setting. level where the students are usually highly-skilled, It can also be the case that the designers adapt motivated and experienced professionals who are ready-made training programs that miss the mark often working full-time. for a particular organisation or workplace culture. This method is also effective in distance learning This often occurs when cost savingDo outcomes, Notwhere the facilitator is a teacher (and not just a rather than quality outcomes, are the main ‘trainer’) and is used successfully by some TAFEs priority. to deliver VCE and VCAL, including Federation Management stakeholders within enterprises Training (hi guys!). might also not really know how to evaluateCopy the Some blended learning options carry the promise quality or effectiveness of a training program, of signifi cant support and individualised learner especially if it is a program that has essentially feedback, from a tutor at the other ‘end’ of the been designed for the needs of a different user- keyboard. group and then retro-fi tted to a new setting. Some key examples of innovative digital training “Hey Gretah, what’s “OK Kahl, I clicked on ‘A’ throughout industry are as follows. the answer to Q4, ‘B’ and it didn’t work, and ‘D’ isn’t working?” is too far away to scroll, Online quizzes so try ‘C’.” These are often used for updating skills such as fi rst-aid or mandated entry modules such as safe@work. Sometimes these ‘certifi cates’ are impossible to ‘not pass’. Users just have to keep on choosing a different multiple-choice option until, “computer says yes”. A cynical view would be that the workplace is simply ticking off its obligations in the cheapest and easiest way.

Image: Halfpoint/ iStock/Thinkstock

178 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Digital Training 8.14

But the reality might only provide a student Exams support forum, where questions and confusions Cheaper (fewer staff) especially if you get the are compounded by equally ignorant opinion, or ‘computer program’ to do the marking. But are deafening silence; or almost worse - a help-desk they truly effective? style litany of irrelevant drivel. Social and digital media Delivery online allows access for remote learners. Since when was someone droning on via a screen Yet who really wants their child’s welfare to be in any better than them droning on in real life? And the hands of someone who did an online child- do they listen to themselves? Hay-ho the dreary-o. care course and doesn’t know which way ‘up’ a baby goes in real life. And as for ‘Elderly Care This can extend to learning through YouTube 101’! Who wants their olds tended by someone videos and tutorials, or TED and TEDx talks. who did a short online course? YouTube is good for sorting out minor computer problems, but gee they talk a lot, rather than just Aptitude and admission tests getting to the point and showing you how to ‘fi x’ Used by enterprises to quickly (and effi ciently) the problem. YouTube vids are also useful for test and screen potential employees as part learning practical and manual tasks - like how to of the job application process. They are not crack an oBike (perhaps the company should have so effective at testing for people-skills; nor for paid more attention to these before launching in screening for the lack of people-skills! Oz!). These are also favoured by some courses offered Tedx talks, what are they - like 10-20 minutes? at educational institutions or their affi liates But why do those people who do a Tedx talk go (especially for overseas campuses, courses and on for years about doing a short Tedx talk? Try for international students). Previewbeing a teacher! Webinars However, have a go at this one. Search for James These are often in the form of monologues where Veitch’s, More adventures in replying to spam - it the viewer/participant might be able to log is a real cracker because comedians do make use questions. Draft Sample:of this format very well; and they are professional 8 But the only thing worse than listening to your entertainers after all, who practice, edit and teacher banging on, is to see and hear a dullard refi ne, practice edit and refi ne, and practice edit with half your teacher’s charm and a 10th of their and refi ne - before they commit to video! expertise, with a free rein to talk and talk and So... talk (but then you can skip forward). Do Not In years to come you might remember some Simulations/augmented reality pearls of wisdom dropping from the dulcet tones These digital learning approaches work well to of your I&E teacher. You will hear their voice. For support technical skills-building to log hours of better or worse. But you will remember. practice in areas where precision is required,Copy and Will you remember your multi-choice, fi re-warden where access to real life training might be limited training from the fi rst day at your fi rst full-time by expense, availability or safety issues; such as job? Perhaps; perhaps not? with fl ight simulators and medical procedures. But your teacher’s voice will hang in your ‘ear’  Augmented reality is also being used in long after you have closed the books (or screens) biomedical fi elds, construction and architecture, on your Year 12. among other areas.

Digital training A This article raises many questions about the relationship between digital innovation, training and the drive towards an enterprise culture. 1. Set up a table to describe examples of digital training innovations from work settings within an industry. 2. Use evidence (from your applied research) to explain the relationship between these digital training innovations and the development of work-related skills by internal stakeholders. 3. Evaluate the extent to which these changes are achieving an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 179 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.15 Enterprising Responses - Training Work-related skills and training In order to successfully implement training and workplace learning processes, enterprising work settings need to encourage and support the development and demonstration of work-related skills by employees. An enterprising training and workplace learning response by a work setting relies on the successful interrelationship of a number of work-related skills - including specific enterprise capabilities and employability skills. For example, problem-solving cannot happen without managing and leading, technological skills cannot be developed without learning and adaptability cannot occur without planning & organising. The greater the number of work-related skills that can be applied simultaneously to work-related processes, then the more likely it will be that any training or workplace learning initiative will succeed. Training & Work-Related Skills

Problem-solving Adaptability Managing and leading

Employees can be given Workplace learning Formal training programs suitable training to assist encourages workers to need to be developed by them to develop the skills Previewbe adaptable. As workers industry leaders and applied and confi dence to enable develop new skills they can to specifi c work settings. them to deal with workplace take on a wider variety of An apprentice in the issues and problems. tasks. Construction industry 8 An ICT technicianDraft in the A functionally Sample: fl exible nurse might have their training Professional, Scientifi c and in the Health Care and Social program managed on-site Technical Services industry Assistance industry can deal by a workplace supervisor will have to deal with a with a variety of patient- and off -site at a TAFE ‘trade variety of diff erent client care issues in varied work school’, or other RTO. problems. Dosettings. Not This complements learning This complements learning This complements learning and developing skills and and developing skills and and developing skills and knowledge, adaptability, knowledge, adaptability knowledge, connecting and and connecting and and acting proactively and Copyworking with others, and working with others. autonomously. problem-solving.

Acting proactively and Planning & organising Learning and developing autonomously skills and knowledge Eff ective training needs Employees can be given to have the support of Formal accredited ongoing informal and management. training subsidised by formal training to enhance Employees, such as drivers employers is one of the their skill-sets. in the Transport, Postal and best ways for employees An offi ce manager in the Warehousing industry, need to develop industry- Financial and Insurance to have their rosters altered specifi c technological skills Services industry can so that they can complete relevant for their industry undertake an online, self- both on and off -the-job and occupation. Higher paced CBT program in a training components. qualifi ed workers leads to new database application. This complements better quality and safety. This complements learning adaptability, problem- This complements and developing skills and solving, and learning and managing and leading, knowledge, adaptability, developing skills and planning and organising, and problem-solving. knowledge. and problem-solving.

180 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Training 8.16

Work-related skills & training B 1. Brieﬂ y outline how 3 work-related skills complement a training program you are familiar with.

Training/workplace learning program: ______

______

Preview

Draft Sample: 8 Do Not Copy

@ twick/tweet? #I&E34 What training have you had, do you need and will you do? And when? Make an appointment to see your careers/pathways teacher ASAP! #VTAC 7:33 PM May 26 by telex from Ol’ Skul Cameron

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 181 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.17 Enterprising Responses - Training Enterprising responses Organisations can introduce a variety of training and workplace learning initiatives in order to bring about more enterprising approaches within work settings. Keep in mind that you are not required to investigate and explain every single training program or workplace learning initiative used within a work setting. However, you should look for significant programs and initiatives that act as the foundation for training and workplace learning in that work setting. You must investigate examples of training and workplace learning, including formal and informal training delivered both on-the-job and off-the-job. You also need to investigate the development of industry-specific competencies which are usually developed through competency-based training. Also remember that different work settings within the same organisation might implement different training and workplace learning initiatives depending on the responsibilities, work tasks and activities undertaken by employees. For example, a construction firm will have trainees complete an Australian Apprenticeship, whereas experienced workers might undertake higher TAFE training in safety and people management. Investigating the Forces for Change - Training

1. Training example 2. Key aspects Preview 3. Work setting example  Identify the example of  Summarise the key training being used in aspects related to the  Describe how this 8 the workplace. use of this training. training is being used within a work setting. e.g. “One trainingDraft initiative e.g. “TheSample: C4 is a CBT used in this work setting program that is delivered e.g. “In the Accommodation is an online workplace both on, and off -the- and Food Services industry supervisor program that job at TAFE. Employees at Lumpy Burgers they get leads to a Certifi cate 4 in Docomplete Notvarious all employees with at least Management.” elements as part of each six months experience unit of competency by to participate in this being assessed against a training program. Initially set of performance criteria employees are given a 4. Role of stakeholders Copy fully paid 4-hour shift to by a workplace assessor...” familiarise themselves with the program at work...”  Outline the role of key stakeholders in 5. Work-related skills relation to the use of this 6. Enterprise culture training.  Describe the e.g. “The store manager is relationship between  Evaluate the extent a key stakeholder because work-related skills and to which this training they have to identify the example of training. has contributed to an suitable employees for e.g. “One of the most enterprise culture within the program and organise relevant work-related skills the work setting. the timing of the training is ‘learning’. Obviously this e.g. “Lumpy Burgers have program to suit the store. training program relies on introduced this training The store manager has to employees participating in program to upskill their be a qualifi ed workplace lifelong learning as part of employees so that their assessor to check that their career development. workers can make decisions, the employee is making Another key work-related accept responsibility and progress in the program. skill is adaptability. solve problems. By having a Another...” Employees have to...” workforce that can fi ll in for managers...”

182 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprising Responses - Training 8.18

ConstructionTraining

The Construction industry faces a lot of workplace technology. This promotes a safety potential hazards that can be avoided with focus throughout the industry and helps to appropriate OHS training. OHS training is develop the leaders of the future. an opportunity for change and can improve Training also promotes better communication quality as properly trained employees minimise skills amongst employees which are essential risk and injury, thereby resulting in greater in the Construction industry. Improved productivity and effi ciency. methods of communication and better Fewer missed days and absences due to injury teamwork developed through on-the-job create improved effi ciency. In addition, OHS training allow for speedier and more eff ective training creates a positive working environment communication. Specialist occupations where employees are able to recognise such as a dogger are trained in enterprising potential hazards. These employees develop communication methods using signals and problem-solving skills which can also be whistles. applied across the wider organisation. Many mangers now are required to go back The Construction industry is a good example to TAFE to learn business skills or to develop of how proactive safety training can actually practical engineering skills. This has allowed fl ow on to other parts of the organisation work settings to benefi t from the growing with Occupational Health & Safety Offi cers expertise of these individuals. The Construction identifying potential threats. OHS training can industry also uses highly trained contractors also create a shared sense of responsibility, to boost effi ciency and promote the success of and works to have management,Preview unions and the industry. employees co-operating together. This builds Industry stakeholders such as unions, employer job satisfaction and reduces labour turnover groups, state authorities such as WorkSafe meaning a more effi cient and productive and Commonwealth and state level 8 workplace. Draft Sample:governments work together to The Construction industry has had develop, implement, monitor and great success with its training enforce safety standards. These programs. Employees who standards include restrictions complete relevant Australian Do Noton the type of work that can Apprenticeships have a better be performed by Australian understanding of OHS procedures Apprentices based upon the and are trained in the correct use diff erent stages of their training. of tools, equipment and the use of Copy So what do you know? (8) C 1. Why is lifelong learning an important part of the development of an enterprise culture? 2. Outline the beneﬁ ts of training and workplace learning for 3 different stakeholders. 3. Use examples from work settings to explain the difference between: i. formal and informal training ii. on-the-job and off-the-job training iii. mentoring and coaching. 4. What is competency-based training? Describe 2 examples from work settings you are familiar with. 5. Explain the role of a workplace assessor as a part of competency-based training. 6. What is a training package, and what are the roles of the different stakeholders in developing and delivering training packages? 7. What is the difference between an RTO and a GTO? Use examples. 8. Use examples to describe how Australian Apprenticeships can help develop work-related skills in employees as part of an enterprise culture.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 183 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.19 Enterprise in Action - Training

GTO = The way to go!

he Australian Apprenticeships programs host employers; usually smaller and medium- Tprovides hundreds of thousands of training sized enterprises. opportunities for trainees and apprentices. This The group training organisation has responsibility program helps create a more skilled workforce for employment, training delivery and monitoring across Australian industries “Australian of apprentices and is supported by and assists in dealing with skill Apprenticeships supervised on-the-job training by the host shortages both now and in the ...create a more employers. The group training organisation future. skilled workforce... use industry-experienced, specialist staff The program has over 600, and assist in who are trained as workplace assessors. 1-2 year traineeship vocations dealing with skill Because the group training organisation available in areas such as shortages both now acts as the employer it means that host business, retail, community health, and in the future. employers do not need to take on all of child-care, fi nancial services and the additional costs and responsibilities many more. associated with handling staff. It also means It also has hundreds of 3-4 year apprenticeships that over the course of their apprenticeship, available in trade areas such as building and apprentices can be hosted at more than one construction, horticulture, cooking, hairdressing, workplace which allows them to develop greater engineering, manufacturing and many more. fl exibility and more skills. In Australia as at March 31, Preview2018, there were The group training model supports employers 272,440 apprentices and trainees currently because many cannot afford the time or employed and in training. Of these 94,340 investment to take on an apprentice on their own. 8 were 15-19 years old. Males represented Having a group training organisation handle 204,105 and Draftthere were 68,335 females. Sample: employment contracts, monitoring off-the-job 233,825 Australian Apprentices were completing training and other work-related issues, means qualifi cations at a Certifi cate III level. 1 that the host employer can get down to the 174,195 Australian apprentices were employed business of training apprentices in day-to-day in trade types of occupations andDo 98,250 were Not work-related skills. employed in non-trades types of occupations. In Australia, the National Apprentice Employment The most common ‘trade’ industry was Network (NAEN) is the national accredited construction with 56,630 and the most common association that represents approximately 100 ‘non-trade’ industry was community Copyand personal group training organisations located throughout services with 31,620. 1 Australia. As at mid 2018 the national network Of all the apprentices and trainees in training, of Group training organisations employed 239,525 were workers in new roles (and not around 25,000 apprentices and trainees. existing workers), i.e. they The varied GTOs have worked with more were ‘freshly’ employed as an than 100,000 enterprises to apprentice or trainee. 1 manage apprentices and trainees employment and training. 2 One of the most enterprising approaches to training NAEN also works with state group to support the Australian training associations to provide Apprenticeships program is professional development and offered by Group Training other consultative services for Organisations (GTOs) group training organisations. The association also has an advocacy Group training organisations role in relation to the development employ apprentices (and of national training policy and trainees) as part of an government initiatives. apprenticeship or traineeship training contract. They then Hairdressing apprenticeships, place these apprentices with can be managed by a GTO.

184 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Enterprise in Action - Training 8.20

MEGT Apprentices and employers need to organise One of the highest profi le group training enrolment in an appropriate course delivered organisations is MEGT. Like many others they by a registered training organisation (such as provide job-seeking assistance and other a TAFE) for the off-the-job components of the employment services for relevant job-seekers. apprenticeship or traineeship. MEGT and the RTO MEGT is also an appointed Apprenticeship work with an apprentice or trainee to develop a Network Provider. This means that it is contracted compulsory training plan to outline the industry- by the Australian Government to offer free specifi c training required, and the timelines and Australia-wide services to apprentices, time periods that apply to when each module will trainees and employers. These services need to be completed. involve giving assistance related to signing- As the group training provider, MEGT will up and administration, as well as the ongoing monitor and manage the apprentice’s ongoing management of apprenticeships and traineeships. competency-based training course with the MEGT provides group training apprentices for registered training organisation. engineering, automotive, building and construction, MEGT also manages all administration associated business services, transport and distribution, with government regulations and requirements community services, hospitality, horticulture, retail such as superannuation, wages, WorkSafe, trade and many other industries on a needs-basis, taxation and so on. MEGT pays the apprentices depending on demand from interested employers. and then bills the employer. As part of its services as a GTO, MEGT provide The group training mode of employment allows ongoing support, mentoring and pastoral care for employers to retain fl exibility to respond to apprentices during the contract ofPreview employment. changing marketplace opportunities. Host MEGT, like many other GTOs also provides employers can ‘employ’ an apprentice when they school-based trainees to employers as part of most need them or when they are better able to an Australian School-based Apprenticeship. This deliver appropriate on-the-job training. supports youth trainingDraft initiatives and provides Sample:One of the ongoing benefi ts for employees and 8 entry-level opportunities for young employees. It employers is that once an Australian Apprentice also gives employers access to a staff member fi nishes their qualifi cation, they can be retained at a cheaper rate than employing a casual; as by the employer as a skilled staff member. well as fi rst access to a skilled group of potential MEGT also operates its MEGT Institutes in school-leavers. Do NotMelbourne and Sydney that offer qualifi cations As part of the group training hiring process, to international students in early childhood MEGT, as the employer, handles all legals education. associated with the recruitment of an Australian So is the GTO model an enterprising way to deal Apprentice. As part of the group trainingCopy with forces for change impacting on industry- process MEGT can manage recruitment (and related training, i.e. by outsourcing the ‘complex’ can handle all parts of the recruitment process parts of apprentice hiring, administration, if needed), pre-employment tests and checks, supervision and monitoring of external training to relevant paperwork, work health and safety industry-training specialists? induction as well as ongoing performance Or does this approach free employers too much assessment and mentoring of apprentices and from the responsibility of looking after their own trainees. future employees? You be the judge!  Sources: www.megt.com.au 2 www.naen.com.au 1 National Centre for Vocational Education Research (NCVER), National Apprentice and Trainee collection no. 96, June 2018 estimates; ABS, Labour force, Australian, detailed quarterly, May 2018 (as at June), 6291.0.55.003. EnterpriseEnterprise in action in action - GTO - GTO = The = The way way to go! to A 1. Explain the Australian Apprenticeship scheme, and describe some key (updated) statistics. 2. Why are Australian Apprenticeships important for industry-specifi c skills-development? 3. Describe the roles of group training organisations as part of the Australian Apprenticeships scheme. Use examples from MEGT to support your description. 4. How are Australian Apprenticeships an enterprising way to develop work-related skills for the future workforce? Find/describe examples related to 2 different industries. 5. Find out about, and then book an interview with, a local GTO and/or RTO. Report back to the class. 

A Training in action Use this pro-forma to investigate the extent to which one or more work settings within an industry are responding in an enterprising way to the force for change of training and workplace learning. • Before writing your investigation you need to name your industry and correctly name the relevant work setting(s).

• List any resources you will use to complete your investigation.

• Also list any task requirements given by your teacher such as due dates, word count and so on.

1. Identify the training and workplace learning program being used.

2. Summarise the key principlesPreview of this training and workplace learning program.

8 Draft Sample: Do Not Copy

3. Describe how this training and workplace learning program is being used within the work setting.

4. Outline the role of key stakeholders as part of this training and workplace learning program in the work setting.

5. Describe the relationship between work-related skills and this workplace learning program in the work setting. Preview

Draft Sample: 8 Do Not Copy

6. Evaluate the extent to which this workplace learning program has contributed to an enterprise culture within the work setting.

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 187 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.23 Assessment Task - Technology & Training

AT2 B. Technology & Training in Industry

Task description: Report on Technology & Training in Industry (LO2) Outcome 2, Task B: Discuss the role of the management of technology and training and workplace learning in developing an enterprise culture in work settings in one or more industries. Marks: This assessment task will contribute 20 marks (out of 40) for Outcome 2. Format: You are required to prepare a written report that addresses the following areas. • Discuss the forces for change of technology, and training and workplace learning, in work settings in one or more industries. • Describe types of work-related technologies; and their roles in work settings in one or more industries. • Describe lifelong learning, formal and informal training and workplace learning, competency- based training, and the development of industry-speciﬁ c competencies in employees; and the roles of these types of training in work settings in one or more industries. • Describe enterprising responsesPreview to these forces for change in work settings in one or more industries. • Evaluate the relationship between the forces for change, associated work-related skills and the development of an enterprise culture in work settings in one or more industries. 8 Word/task length:Draft Sample: You should be allowed approximately 45-55 minutes to complete the task. Your teacher will inform you of the approximate number of words you would be expected to write in order to prepare a full and comprehensive response. Other information/due dates:Do Not Your teacher will give you more information in relation to how the task will be conducted for your class. Record this here. Copy

Advice to students  When you are completing a report, a tip is  The very concept of a report requires you to to organise your information according to plan, organise and communicate effectively. a series of headings and subheadings and then present answers according to these.  Before attempting this task you must be able The headings should match how you will be to describe the forces for change and key assessed. characteristics that contribute towards the development of an enterprise culture.  Although this report contributes 20 marks to your school-assessed coursework score  You might have gathered information for Unit 3, it is more likely to be marked from your Structured Workplace Learning, out of 40 by your teacher. Therefore you through observation, interviews and by using should match the number of distinct points your workplace journal, that could be used of information you need to communicate in for this task. your report, to ‘twice’ the number of marks  This information from your work setting shown next to each section in the table. could assist you to explain the relationship (i.e. 1= 16/40, 2=12/40 and 3=12/40). between the forces for change and the development of an enterprise culture.

Disclaimer: All material is provided in good faith but it is the responsibility of students and teachers to check current and appropriate VCAA guidelines, assessment information and publications.

188 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Assessment Task - Technology & Training 8.24 Unit 3 Outcome 2: School-assessed Coursework Task B: Technology and Training and Workplace Learning Report

Name: ______Date: ______1 Discuss the following two forces for change in relaƟ on to work seƫ ngs in one or /8 more industries. a. Technology b. Training and workplace learning Required tasks: a. Explain the meaning of technology as a force for change. In your explana on you must:  Explain diﬀ erent types of technology related to work tasks and work processes  Describe examples from work se ngs in one or more industries to support your explana on. b. Explain the meaning of training and workplace learning as a force for change. In your explana on you must:  Explain lifelong learning, formal and informal training and workplace learning, and competency-based training.  Describe examples from work se ngs in one or more industries to support your explana on. 2 Describe enterprising responsesPreview to the 2 forces for change in work se ƫ ngs in one or /6 more industries. a. Technology b. Training and workplace learning 8 Required tasks:Draft Sample: a. Describe at least 2 examples of enterprising responses related to technology as a force for change from work se ngs in one or more industries b. Describe at least 2 examples of enterprising responses related to training and workplace learning as a forceDo for change from Not work se ngs in one or more industries.

3 Evaluate the relaƟ onship between work-related skills and the 2 forces for change in /6 work seƫ ngs in one or more industries.Copy a. Technology b. Training and workplace learning Required tasks: a. Evaluate the importance of 2 work-related skills in the development of an enterprise culture, as a response to the force for change of technology, by using evidence from work se ngs in one or more industries. b. Evaluate the importance of 2 work-related skills in the development of an enterprise culture, as a response to the force for change of training and workplace learning, by using evidence from work se ngs in one or more industries. c. Evaluate how work-related skills work together in the development of an enterprise culture, as responses to the forces for change of technology and of training and workplace learning, by using evidence from work se ngs in one or more industries. InformaƟ on/comments

/20

I&E Units 3&4: Towards an Enterprising Australia (4ed.) 189 Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved 8.25 Workplace Learning Journal

Workplace Learning Journal You must complete one of these record pages for each day of your work placement/work experience. Name: Day: Date: Workplace: Supervisor: Page:

Times Description of main work tasks and duties performed.

6:30-7:30

7:31-8:30

8:31-9:30

9:31-10:30

10:31-11:30

11:31-12:30

12:31-1:30

1:31-2:30 Preview

2:31-3:30 8 3:31-4:30 Draft Sample:

4:31-5:30

5:31-6:30 Do Not Work- Description of how you developed this work-related skill. Related Skill (Consider enterpriseCopy capabilities, employability skills or speciﬁ c skills as per your teacher’s

Describe an OH&S practice you followed or observed in action today.

Outline any special arrangements or requirements for tomorrow.

Student signature: Date: Supervisor’s signature: Date:

190 I&E Units 3&4: Towards an Enterprising Australia (4ed.) Written by Michael Carolan Copyright © 2019 DELIVER Educational Consulting and its licensors. All rights reserved Work Placement Evaluation 8.26

Work Placement: Evaluation - Work-Related Skills A copy of this evaluation needs to be completed by your supervisor in relation to your work placement (or enterprise activity). Your teacher might also instruct you to self-assess and/or have your team member(s) complete an evaluation.

Student: ______

Workplace/activity:______

Student’s role: ______

Evaluated by: ______Position: ______Excellent Very Good Good Basic Not shown

 Communicating effectively ......  Being adaptable ......  Showing initiative (and enterprise) ...  Solving problems ......  Managing and leading ...... Preview  Planning & organising ......  Learning new tasks ...... 8  Using technologyDraft ...... Sample:  Being self-aware ......  Working in teams ...... Do Not  Working safely ...... Brieﬂ y describe up to three of this student’sCopy most successful contributions/areas of involvement. 1. ______

2. ______

3. ______Brieﬂ y suggest areas that this student should aim to develop further.

1. ______

2. ______Feel free to comment further. (Add another page or a speciﬁ c evaluation if necessary.)

______

Signed: ______Date: ______

UNIT 4:Preview INDUSTRY CHANGE & INNOVATION - UNIT OUTLINE Unit 4 AOS 1: The need for change Unit 4 AOS 2: Innovation Semester 2, Weeks 1-2

9 Role Of Government 193 13 Workplace Innovation 279 Semester 2, Weeks 9-10 9.01 Government Policy Decisions 194 13.01 Innovation 280 9.05 Government Macro Policy 198 13.05 Technology-Focused Innovation 284 9.09 GovernmentDraft Micro Policy 202Sample:13.09 Enterprise in Action 288 9.13 Enterprising Responses 206 13.11 People-Based Innovation 290 9.15 Enterprise in Action 208 13.17 Enterprise in Action 296 9 9.17 Stakeholder Contact Pro-forma 210 13.19 Innovation in Action 298 Do Not13.23 Innovation Activity 302 Semester 2, Weeks 11-12 10 International Competitiveness 211 14 Supporting Innovation 303 Semester 2, Weeks 3-4 10.01 Global Trade 212 14.01 Research and Development 304 10.05 Australian Dollar 216 14.05 The Role of Government 308 10.13 Australian Trade Copy224 14.10 Enterprise in Action 313 10.17 Enterprising Responses 228 14.11 Enterprising Responses 314 10.19 Enterprise in Action 230 14.13 Enterprise in Action 316 10.21 Enterprising Responses 232 14.15 PODR: Enterprise Planner 318 10.23 Ballad of Industry 234

11 Changing Societal Values 235 15 Culture of Innovation 319 Semester 2, Weeks 13+ Semester 2, Weeks 5-6 11.01 Societal Values 236 15.01 Enterprise and Innovation 320 (plus revision) 11.07 Work/Life Balance 242 15.05 Problem-Solving Tools 324 11.11 People-Driven Issues 246 15.13 Enterprise in Action 332 11.15 Enterprising Responses 252 15.15 Assessment Task AOS2: O2 334 11.17 Role of Government 252 15.17 PODR: Journal 336 11.19 Enterprise in Action 254 11.20 Enterprising Responses 255 11.21 Societal Values Activity 256 Glossary 337 Index 350 12 Environmental Sustainability 257 Semester 2, Weeks 7-8 12.01 Sustainable Resource Use 258 12.05 Sources of Power 262 12.13 Enterprising Responses 270 12.15 Enterprise in Action 272 12.19 Assessment Task - AOS1: O1 276 12.21 Environmental Activity 278