legislative assembly for the australian capital territory · ntc 111 (mb 508) telecommunications...

Inquiry into vocational education and youth training programs in the ACT

Exhibit 1: The attached documents were received from Mr Ian Dunstan with regard to the 1 April 2015 Inquiry into vocational education and youth training programs in the ACT:

Correspondence LSEGG304B;

Correspondence Trainers;

CPM reviews;

Correspondence TRS Expression of Interest;

2013 Educational Review of CIT’s Electrotechnology;

2013 Educational Review of CIT’s Electrotechnology Department Implementation Plan; and

UEENEEG107A Select Wiring Systems and Cables for low voltage general electrical installations.

Legislative Assembly for the Australian Capital Territory

STANDING COMMITTEE ON EDUCATION, TRAINING AND YOUTH AFFAIRS MARY PORTER AM MLA (CHAIR), STEVE DOSZPOT MLA (DEPUTY CHAIR), MEEGAN FITZHARRIS

MLA, ALISTAIR COE MLA

From: Mitchell, FionaM (CIT) Sent: Monday, 4 August 2014 9:04 AM To: Dunstan, Ian; McMahon, Steven Subject: FW: LSEGG304B

Hi Ian and Steve,

Please see advice below from Carolyn as A/g DCE as requested.

l<ind Regards

Fiona

From: Grayson, Carolyn Sent: Monday, 4 August 2014 8:38 AM To: Mitchell, FionaM (CIT) Cc: Coates, Brian Subject: RE: LSEGG304B

Fiona It was my understanding that it was agreed that after due consideration and mapping the content of the LSEGG304B was suitable to 'fill the gap' for a number of Electro group apprentices. i.e. assessment against this content would allow for a number of apprentices to achieve a number of Units of Competence. Carolyn

Carolyn Grayson Deputy Chief E)(ecutive {Acting)

Tel: +{61) 02 6207 4957 I Mobile: +(61) 0410461692 I Email: Q!IQ!.l!'.!!1&[email protected]~~™ Address: CIT Reid, Room A123, Constitution Avenue, Reid I GPO 826, Canberra ACT 2601 Australia

Connect with CIT on: cit.edu.au I Facebook I Google+ I Linked in I Twitter I YouTube

From: Mitchell, FionaM (CIT) Sent: Friday, 1August2014 12:13 PM To: Grayson, Carolyn Subject: FW: LSEGG304B

Hi Carolyn, Please see the request made from Ian Dustan below. Thanks Fiona

From: Dunstan, Ian Sent: Friday, 1 August 2014 10:36 AM To: Mitchell, FionaM (CIT); McMahon, Steven

If you wish to discuss further please contact me. I am most concerned for the welfare of the apprentices; nothing else. Regards

Mobile 0418 633 224

CIT is the ACT large Training Provider of the Year. Subscribe to CIT Industry Connection - CIT's free, bi monthly publication:

This email, and any attachments, may be confidential and also privileged. If you are not the intended recipient, please notify the sender and delete all copies of this transmission along with any attachments immediately. You should not copy or use it for any purpose, nor disclose its contents to any other person.

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2

12 I (1230) UEENEEG063A

13 I (951) UEENEEG107A


15 I (1052) UEENEEF102A

(752) DEENEECOOlB 16 I (952) UEENEEGl 08A

17 I (1057) UEENEEG103A

(957) UEENEEC020B 18 I (1058) UEENEEG104A

(884}····

(884) UEENEEG003B (889) UEENEEG007B

(882) UEENEEG009B

(915 & 916) UEENEEF002B

(891) UEENEEG008B

(884) UEENEEG003B (886) UEENEEG004B 887) UEENEEG004B

LSEGG303B LSEGG304B

LSEGG307B

LSEGG309B

LSEFF202A LSEFF203A LSEFF204A

LSEGG303B LSEGG304B LSEGG308B LSEGG381B LSEGG303B LSEGG304B

LSEGG303B LSEGG304B LSEGG381B

NUE 400 (564) Electrical Installation Protectio11 Methods & Devices** NUE 403 (645) Electrical Installation Design & Equipment Selection I **

NUE 400 (564) Electrical Installation Protection Methods & Devices** NUE 403 (645) Electrical Installation Design & Equipment Selection 1 ** NE 32 (EC 804) Circuit Development 1 NUE 046 (637) AC Machines *NUE 064 (644) Electronic Power & Control

NTC 111 (MB 508) Telecommunications Cabling Installations NTC (654) Telecommunication System Overview

NUE 408 (647) Electrical Installation Testing & Verification NE 163 (EC 805) Electrical Heating NE' 164 (EC 596) Lighting NUE 046 (637) AC Machines NUE 403 (645) Electrical Installation Design & Equipment Selection 1

NUE 403 (645) Electrical Installation Design & Equipment Selection l

* More than one pathway **Units must be delivered after 2007

Compiled-TJ, Revised 26/11/13;2°d Revision 019/02/14 (by DC) Version 3: RPL 99 06 07 11.doc

~~l U~~H 1 (855) UEENEEE104A

2 I (433) UEENEEElOlA

3 I (754) UEENEEE102A

4 I (756) UEENEEEI05A

5 I (859) UEENEEGlOlA

· 6 I (757) UEENEEE107A


(744) UEENEEK142A 8 I (860) UEENEEGl 02A


10 I (1226) UEENEEE137A 11 I (1228) UEENEEG006A

UEE 07 Mapp~ng to UEE 11 UEE 06 Mapping to UEE 11 (841) UEENEEE003B LSEEE281B (832) UEENEEE004B LSEEE281B

I (OHSS 471) UEENEEEOOIB I LSEEElOlB

(761) UEENEEE002B LSEEE280B

I (761) UEENEEE005B I LSEEE280B

I (844) UEENEEGOOlB I LSEGG201B

I LSEGG380B

(846) UEENEEE008B I LSEGG380B

I (845) UEENEEG002B I LSEGG302B

UTE 99 Mapping to UEE 11 *NUE 049 ( 639) Applied Electricity- DC Circuits

I NBB02 (FH 863) Height safety + Confined s aces familiarisation NE 175 (MD 506) Workshop Practices

j NUE 062 ( 641) Drawings &Diagrams for Electrical Work NUB 407 ( 646) Electrical Wiring Systems Fixing and fastening assignment/assessment

\ >!:_@£ 045 (636) Applied Electromagnetism

NUE 062 (641) Drawings & Diagrams for Electrical Work NUE 407 ( 646) Electrical Wiring Systems NE 172 (EC 591) Electrical Wiring & Eauinment 1 NUE 407 (646) Electrical Wiring Systems ** NE 172 (EC 591) Electrical Wiring & Eauinment 1 **

*NUE 059 (640) Applied Electricity-AC. Either

NUE 400 (564) ** OR NUE 408 (647) **

(884) UEENEEG003B LSEGG303B NUE 062 (641) Drawings & Diagrams for Electrical Work LSEGG304B NE 163 (EC 805) Electrical Heating

t--~~~~~~~~~~-t-~~~~~~~~~--1

(886) UEENEEG004B LSEGG303B NE 164 (EC 596) Lighting

(842) UEENEEE033B

(887) UEENEEG004B

LSEGG304B NE 173 (EC 594) Electrical Wiring & Equipment 2 LSEGG381B

LSEGG303B LSEGG304B LSEGG381B

NUE 044 (635) Electrical Safe Working Practice

*NUE 046 (637) AC Machines NUB 048 (638) Single & 3 Phase Transfom1ers

Compiled-TJ, Revised 26/11/13;2°d Revision 019/02/14 (by DC) Version 3: RPL 99 06 07 11.doc

Ian Dunstan

From: Sent:

Coates, Brian < [email protected]> Tuesday, 15 October 2013 12:18 PM

To: 'Ian Dunstan' Cc: Mitchell, FionaM (CIT) Subject: RE: Trainers

Hi Ian We are putting up a 2 year contract for a teacher band 1 in electro, however no one has been "tapped on the shoulder" for this position. Applicants will follow the ACT Government recruitment procedure as transparency is critical in any government job appointment. Any person with the prescribed qualifications and experience set out in the job description is eligible to apply.

Kind Regards

Brian

Brian Coates Director CIT Trade Skills & Vocational Learning

Canberra Institute of Technology Tel: +(61) 02 62074124 I Mobile: +(61) 0412 473 626 I Email:!;!!!;~!:!.!.~~~~~~ Address: CIT Fyshwick, Room EOl, Canberra Fyshwick, Canberra I GPO CRICOS No. 000011<

Connect with CIT on: cit.edu.au I Facebook I Google+ I Linked in I You Tube

Canberra Institute of Technology ·Onlme.

canberralOO.com.au

In the spirit of reconciliation, we acknowledge that we are on Ngunnawal land.

Please consider the environment before printing this email.

From: Ian Dunstan L'-'-"==~=="-'-'-'~'-"'-"===='-'-===J Sent: Monday, 14 October 2013 8:45 PM To: Coates, Brian; Mitchell, FionaM (CIT) Subject: Trainers

Hi Fiona & Brian I've been told that a former trainer from Electro Group is currently being considered for a training position at CIT Electro Technology/Fyshwick. The trainer in question was asked to leave Electro Group after it was found that records had been falsified for Capstone assessment. If I was asked to, or I felt a need to I would complete a Statutory Declaration to testify that this did occur.

1

If you wish to discuss further please contact me. I am most concerned for the welfare of the apprentices; nothing else. Regards

Mobile 0418 633 224



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2

STAFF-IN-CONFIDENCE

REVIEWS

Report of the

Environmental Scan

of the Electrical Trades Department

TO:

The Executive Director,

People & Organisational Governance,

Canberra

Institute of Technology

PREPARED BY:

Dr Jane Romeyn

Senior Reviewer, CPM Reviews

(Quality assurance by Trevor Van Dam,

Principal Reviewer)

28 October 2013

CJ™: REVIEWS Environmental Scan-Electrical Trades School, CIT Page 1 of28

STAFF-IN-CONFIDENCE 1. EXECUTIVE SUMMARY

CPM Reviews was engaged to undertake an environmental scan of the Electrical Trades Department (the Department) within the Trade Skills & Vocational Learning College of the Canberra Institute of Technology (CIT). The project commenced on 4 September 2013. Under the terms of reference, the scan was to provide a snapshot of the operating environment, culture, general team behaviours and levels of engagement within the workgroup and make recommendations for change with a view to ensuring a positive, productive and healthy work environment.

The methodology for the scan is outlined in Section 3 and background and contextual information is included in Section 4. In the course of the scan, documentary workplace evidence was considered, together with information derived from interviews with staff (who volunteered to be interviewed) and senior managers. Information gathered is outlined in Section 5.

In a tight resource environment, the Electrical Trades Department faces the challenge of efficiently providing a quality teaching experience for students, whilst working in partnership with employers to meet the expectations of the electrical industry and the regulator. The recent environment of change that the Department has experienced is likely to continue; with further challenges such as the development of on-line courses already at the trial stage.

The Department is currently not well positioned for the challenges of the future. Additional assistance from across the CIT has enabled the Department to cope with recent change, however, a significant period of temporary management has left it with a number of unresolved issues, out of date procedures, ineffective systems, low morale and a range of negative workplace behaviours (associated with organisational cynicism and "us and them" attitudes). In addition, a number of staff appear to be struggling to cope with work pressures, and warning signs for stress and psychological injury are evident-including workers' compensation claims, absenteeism, the emergence of interpersonal conflict and emotional behaviours.

On the positive side, the staff interviewed were not opposed to change per se-rather they say they are resistant to what they see as the imposition of changes determined without appropriate consultation. At interview many demonstrated that they have ideas about how things can be done better and that they would contribute if given the opportunity. Many said that they would welcome better management of the Department, more streamlined, efficient processes and more collegiate approaches to their work, but they want such changes to be achieved through participative processes.

In this report the current environment is assessed in Section 7 against the body of literature that supports the view that leadership styles and management practices strongly influence work team climate, and affect how employees cope with their operational demands and respond to change. A supporting document which summarises some of the literature on management styles and outcomes has also been provided to aid reflection and consideration of these issues.

C™ REVIEWS Environmental Scan-Electrical Trades School, CIT Page 2 of28

STAFF-IN-CONFIDENCE The report suggests that the key to ensuring the Department is better positioned to meet the challenges of the future with a higher morale and healthier workforce lies in developing "supportive" leadership (based on clarity, empathy engagement and learning). Concerted application of a supportive leadership style has the potential to achieve more effective and efficient team-based approaches, but staff must be prepared to cooperate and participate in the change process to achieve the best possible outcomes. Other recommended changes include developing management capability, improving some management systems and structures, and more effectively addressing work health and safety issues. A summary of recommendations is provided in Section 8.

CJ™ REVIEWS Environmental Scan-Electrical Trades School CIT ' Page 3 of28

STAFF-IN-CONFIDENCE 2. INTRODUCTION & TERMS OF REFERENCE

CPM Reviews was engaged to undertake an environmental scan of the Electrical Trades Department within the Trade Skills & Vocational Learning College of the Canberra Institute of Technology (CIT) following a number of complaints about behavioural and management issues. The project commenced on 4 September 2013. After an initial complaint of inappropriate conduct was investigated internally and upheld, the respondents to that complaint lodged an Accident and Incident Report (AIR) which raised numerous complaints relating to and including allegations of: unreasonable work demands; under resourcing; lack of management structure; lack of consultation on important decisions; allocation of staff to specific roles without appropriate qualifications; and threatening, coercive and disrespectful

behaviour (including by senior managers).

In the light of the wide-ranging nature of the complaints, the Executive Director, People and Organisational Governance commissioned CPM Reviews to undertake an environmental scan to identify any underlying issues that need to be addressed and to recommend a way forward. Under the terms of reference, the scan was to provide a snapshot of the operating environment, culture, general team behaviours and levels of engagement within the workgroup and make recommendations for change with a view to ensuring a positive, productive and healthy work environment into the future.

The scan was undertaken by Dr Jane Romeyn during September 2013. Dr Romeyn's profile and qualifications are summarised at the end of this report.

2.1 Limitations to scope

Investigation of the complaints raised in the AIR was not requested and is beyond the scope of this environmental scan.

Whilst in the following Sections I outline a range of issues raised in interviews about perceived current workload stresses in the Department I was not able to make an independent or objective assessment of actual or comparative workload as part of this scan. I do suggest that this should occur at a future time, after a number of recommended actions have been undertaken.

CJ™ REVIEWS Environmental Scan-Electrical Trades School CIT '

Page 4 of28

STAFF-IN-CONFIDENCE 3. METHODOLOGY

This environmental scan is based on analysis of relevant, available workplace evidence, including documented information (such as reports of staff surveys, exit reports, CIT policies, procedures and audit reports) as well as interviews with managers and staff.

The staff interviews focused on:

• the individual's general experience in the workplace • the operating environment in terms of the practicality of "getting things done" and any

suggestions for improvement • whether the culture is perceived to be inclusive, supportive and engaging

• whether there have been any issues of concern about staff behaviour

• whether staff feel they can raise issues of concern

• general planning and change management arrangements

• what th.e team does well and less well, and • management improvement opportunities.

Staff were informed that the main focus of the review would be on identifying underlying issues and areas for improvement and that interviews would not be recorded. They were advised, however, that handwritten notes would be taken as "memory joggers" to assist in preparing the report. Staff were also told that the report would be written at a level of generality which did not identify what had been said by named individuals.

It should be noted that the interviews revealed the perceptions of managers and staff. Where perceptions are reported they should be regarded as such, rather than as statements of evidence. Perceptions provide information about drivers of employee behaviour. Even where perceptions are poorly founded, they can often reveal important information about workplace relations. For example, a staff perception that recruitment processes are not competitive, despite rigorous, externally advertised processes being conducted, may suggest deficiencies in communications around recruitment and appointments.

It should also be noted that not all staff were interviewed. While all the Electrical Trades Departmental teaching staff were invited to participate in interviews, only those who volunteered to do so were interviewed. Those interviewed included permanent, temporary and casual employees, long-term and more recent recruits, teachers, support and technical staff.


STAFF-IN-CONFIDENCE 4. BACKGROUND & CONTEXT

The Electrical Trades Department is part of the Cf T's Trade Skills & Vocational Learning College and was re-located to a purpose-built facility at Fyshwick about three years ago. Other trades covered by the College include construction, plumbing, automotive, metal

fabrication and culinary.

The Electrical Trades Department provides training to enable students to qualify as a Certificate Ill, Electrotechnology Electrician. Students undertake the course on a part-time basis over six semesters and generally attend the College for eight hours each week.

Students enter the course as apprentices and must be working in the electrical contracting

industry under the supervision of a licensed electrician. Electrical apprentices are responsible for maintaining a profile of relevant on-the-job work experiences which is kept electronically on the CIT's "Banner" system. This is referred to as "eProfiling" and is essentially an electronic log book of their work experiences. Before a student is awarded a pass for any subject on the course, they must satisfactorily complete both the off-the-job (college training and and assessment) and on-the-job (eProfifing) components of the course.

In the final year of their apprenticeship, students undertake refresher training, which involves revision to assist them and their teachers to identify and rectify any residual learning needs before the apprentices undertake the Electrical Safety Final Assessment (or "Capstone Assessment"). The Capstone Assessment (involving theoretical and practical elements) is oversighted by representatives of industry and the regulator and is intended only to be undertaken when all other on-the-job and off-the-job requirements for the electrical qualification have been successfully completed. Capstone Assessments are not a feature of the other trade courses offered by the College.

When students have successfully completed the off-the-job, on-the job and Capstone Assessments, they finish their apprenticeship, receive their qualification and become eligible to apply for an Electrical Work Licence.

At the time of the environmental scan, the staff member responsible for managing the Electrical Trades Department was known as the "Education Manager".1 Education managers are generally non-teaching positions, although some Education Managers have undertaken a limited teaching role to maintain their teaching skills, assist in covering teacher absences, or while acting in the position. The Education Manager reports to the Director of the Trade Skills & Vocational Learning College.

At the time of the scan, the Electrical Trades Department's staff lists recorded 31 teaching staff. Eight of these were engaged on a permanent full time basis, however, this number included some staff on extended leave. The remainder (23) were engaged on temporary contracts (7) or as casuals (16). Two of the 16 staff on the casual roster had not been employed by the Department during 2013.

1 Under the CIT's new structure, the Education Manager is called the Head of Department. The title "Education Manager'' has been used in this report as it was current at the time the scan commenced.

c~ REVIEWS Environmental Scan - Electrical Trades School, CIT Page 6 of28

STAFF-IN-CONFIDENCE Three of the permanent staff fill Senior Teacher Posts (STPs). The STPs are intended to operate as part of the Department's management team. For example, in addition to teaching, their position profiles include organising and coordination roles, researching, monitoring and disseminating information about developments in education theory and practice and liaising with internal and external stakeholders. STPs receive additional pay and a reduction in teaching hours to undertake these roles. Three teachers had been appointed as Coordinators-one for each year of the course. The coordinators face-to-face teaching hours have been reduced by 10 hours per week to reflect their coordination responsibilities.

Like the other teaching centres, the Electrical Trades Department is responsible for the delivery of off-the-job training through course work involving theoretical and practical elements and assessments. It is also responsible for developing training contracts with the apprentices and employers, managing the on-going relationship with the apprentice and their employer and monitoring students' eProfiling progress.

At the time of the scan, the CIT was in the process of implementing an organisational restructure. Under the new structure, an additional Director (or Co-Director) has been appointed to manage the College. What was the Electrotechnology Department was renamed the Electrical Trades Department. It retained a dedicated Administrative Support officer to support the Education Manager and the teaching staff. Under the new structure, however, it is proposed that administrative support will be able to be shifted between areas based on need. There will be an additional cross-centre project officer (ASO 5 level) and a User Choice administrative team to support the teaching areas, including the Electrical Trades. Marketing, finance, HR and student academic support account managers are planned to be out posted on a regular weekly basis to support teaching needs.

The 12 months period prior to the scan, was one of considerable change for the Electrical Trades Department; largely due to the rollout of a new electrical trades training package and the failure of a private sector training provider.

Energy Skills Australia (E-Oz) is the Commonwealth Government's declared Industry Skills Council for the electrotechnology industry and is responsible for developing nationally recognised training packages in consultation with industry. Changes to the nationally recognised training package for electrotechnology were determined in 2012 and implemented in the Electrical Trades Department during January and February 2013. The introduction of the new training package required adjustments to be made to course content, assessments and teaching plans for students.

The ACT Government's Education and Training Directorate advised CIT that students who had not completed their courses should transfer to the new training package. This advice was consistent with the standards for National Vocational Education and Training which regulate Registered Training Organisations, of which CIT is one. It meant that the progress of students who had partially completed the old training package needed to be mapped against the new package, and new training plans had to be developed and signed to enable students to transition to the new arrangements.

CJ2M: REVIEWS Environmental Scan-Electrical Trades School, CIT Page 7 of28

STAFF-IN-CONFIDENCE In addition to these changes, the Electrical Trades Department undertook to trial some on

line courses developed by E-Oz as part of the new training package.

In early 2013, Electrogroup, a private sector Registered Training Organisation which had provided electrical apprentice training in the Canberra region, ceased operations. In April and May 2013, some of the Electrogroup teaching staff and around 260 of its students were transferred to the CIT's Trade Skills & Vocational Learning College. A significant amount of additional work was required to plan and effect this change and transition the additional students to the new training package. Students were mapped to classes based on information received from Electrogroup. Some of this information proved to be inaccurate and further mapping was required. New training plans were drawn up, employers were called in and training plans were discussed and signed. Extra classes also needed to be

sheduled and students placed in classes.

To understand the work requirements and risks associated with vocational education and training, it is also important to note some of the key regulatory and funding arrangements. The ACT Government's Education and Training Directorate is responsible for managing Commonwealth and ACT funding directed to vocational education and training programs in the ACT and for administering ACT apprenticeship training delivery and funding. The Australian Skills Quality Authority (ASQA) is the national regulator for Australia's vocational training and education sector and regulates courses and training providers to ensure that approved quality standards are met.

Internal (CIT) and external (ACT Government and ASQA) audits are undertaken periodically to determine student numbers and ensure compliance with minimum service and quality standards. Adverse external audit outcomes can disadvantage the CIT financially and, in the worst case, represent a risk to the continued operation of the facility as a Registered Training Organisation. With some assistance from administrative support staff, teachers play an important role in inputting and maintaining the records required to comply with these arrangements (for example, by maintaining roll books and attendance records, training plans, assessment records and so on).

CW REVIEWS Environmental Scan-Electrical Trades School CIT '

Page 8 of28

STAFF-IN-CONFIDENCE 5. OPERATIONAL & BEHAVIOURAL ISSUES

5.1 Senior managers' perceptions

Senior managers suggested that management of the Electrical Trades Department has deteriorated over a period of about three years. They suggested that issues began to emerge when the permanent Education Manager became involved in developing a proposal to deliver offshore training programs to electricians in the UK and spent periods in the UK delivering those programs. Lack of continuity in management of the Department, the absence of any clear internal successor with well developed management skills, difficulties in securing a suitable external candidate, and a period of significant change were all seen as contributing to the emergence of operational issues.

Senior managers suggested that one of the problems has been that senior teachers who acted in the Education Manager position after the permanent Education Manager left did not have well developed management skills. Human Resources staff confirmed that no one from the Electrical Trades Department had ever undertaken leadership or management trainingalthough work is now commencing on Team Management Profiling, using Team Management Systems (TMS) tools.

Senior managers provided several examples of the operational issues that had increasingly been associated with the Electrical Trades Department. They suggested that despite the fact that staff in the Department were given advance notice of the introduction of the new training package, the arrangements for implementation of the package were poorly developed and managed. This resulted in delays at enrolment, subsequent changes and onerous processes for students, employers and teachers.

Senior managers noted that complaints had been received from industry employers about communications with the Department (for example, failure to answer phones or return calls), the accuracy of attendance records (which has implications for students' pay), poor scheduling of classes, changes to schedules and overly time consuming enrolment procedures (which have required students and their employers to queue for hours).

Internal "User Choice' and "Internal Invalid Enrolment" audits and spot checks conducted during 2012 revealed a deterioration in rates of non-compliance-indicative of a reduced standard of record keeping-with particularly poor results associated with the Electrical Trades Department. While the sample sizes for the internal audits and spot checks were relatively small, follow up revealed that the problems in the Electrical Trades Department were significant. There were found to be numeous examples of incomplete and/or inaccurate roll books, discrepancies between the physical roll books and entries on the Banner system, missing training plans and apprentices without apprenticeship numbers (who are thereby ineligible to receive funding for training).

Other events were also cited in interviews as indicative of poor organisation, planning and record keeping. In June 2013, a Capstone Assessment of final year students took place although the students were subsequently found not to have completed all the on-the-job and off-the-job requirements necessary to undertake the assessment. The students who passed

CW REVIEWS Environmental Scan - Electrical Trades School, CIT Page 9 of28

STAFF-IN-CONFIDENCE the Capstone Assessment have remained in "limbo" for almost three months while records and requirements are checked and completed to enable them to be awarded their qualification. Normally, qualifications are awarded within a week of successfully completing the Capstone Assessment (which should take place only after all other requirements have been met). A subsequent Capstone Assessment was scheduled and then cancelled when representatives of industry and the regul.ator questioned whether all the necessary requirements had been met.

From senior management's perspective, these events have served to highlight and exacerbate issues within the Department. They are concerned that the mistakes recently associated with the Capstone Assessment have brought mismanagement issues to the attention of the industry and the regulator and damaged the reputation and credibility of the Department.

To address these emerging issues, senior managers reported that they had convened meetings with employers to explore the nature and extent of their complaints and had also met with Electrical Trades staff to discuss identified issues. Additional resources had also been transferred to the Department on a temporary basis. This included a second Education Manager to manage the transition of the additional students from Electrogroup and up to 12 additional support staff to assist with administrative tasks and provide one-on-one training for teachers to improve records management.

Senior management advised that discussions with staff in general have proved difficult, in part because of the mix of full-time, part-time and casual teachers working on different days. Prior to the influx of students from Electrogroup, there were few classes on Mondays and meetings were able to be held then. With the expansion of students and classes, staff meetings have had to be held at lunchtimes, which has meant that teachers taking part miss out on rest and meal breaks. In this context, senior managers indicated that they have been reluctant to schedule more than one such meeting per week, although more meetings had been necessary on some occasions.

Senior managers noted that recent efforts had achieved some improvements, but were uncertain if the improvements would be maintained when the additional resources (which had been transferred from other areas) were withdrawn. They advised that the more the Department's operations were examined, the more problems were revealed. For example, senior managers indicated that they had tried to examine teacher workloads, but had discovered that the vast majority of teachers were not recording their hours on the Banner system as required, and had not done so for a considerable period of time. This made it difficult to analyse trends in hours or overtime. While all teachers are required to have at least a Certificate IV in Training and Assessment, seven casual teachers were found not to have met that requirement. There was no induction program in place. None of the teachers had a performance agreement in place and regular performance feedback had not occurred for some years. This was despite the CIT having a Performance Management Policy which


STAFF-IN-CONFIDENCE requires that all staff, except casuals, have an agreed performance management plan and a skills development plan and participate in the performance management cycle.

In an attempt to assist staff to better allocate their time, senior managers examined the work being undertaken and raised areas where they thought that efficiencies could be made. They suggested, for example, that cooperation and coordination in the production of common teaching materials would be beneficial to staff and students. They also suggested that students were being "overassessed" in some areas of the course and that addressing this problem could free up teachers' time for other essential tasks. However, they indicated that such suggestions had been strongly resisted by a group of staff who appeared opposed to change and that the efforts of new or younger staff to support change tended to be suppressed by the longer-term staff.

Senior managers thought that the staff saw increased resources as being the key to the Department's problems. However, senior managers indicated that the Department's resourcing is commensurate with other areas of the College and the additional resources transferred to the Department from other areas could not be sustained. One senior manager observed that the teachers worked individually, but that when they did unite it was generally against senior managers-adopting an "us and them" approach. They perceived that the teachers wanted to be left to manage the Department without "external" (senior managment) "interference". Senior managers also thought that the teaching staff were "in denial" about the risks to Cf T's reputation, funding and continuation of the course should a future external compliance audit make adverse findings.

5.2 Staff perceptions

Staff surveys

In 2012 the CIT undertook two "Great Places to Work" surveys as part of the response to a WorkSafe improvement notice.2 The first survey, undertaken in July 2012, was aimed at assessing staff perceptions of five dimensions of a healthy workplace- "management credibility", "respect", "fairness'', "pride" and "camaraderie". The second "pulse survey" undertaken in November 2012 reassessed the "credibility", "respect" and "fairness" dimensions.

Consistent with the reporting of other staff survey results, the Great Places to Work surveys were reported for the Fyshwick Trades Centre (now College), and were not disaggregated for each department within the College. There was a low response rate to both surveyswith only 32 responses to the July survey and 26 to the November survey from across the Fyshwick Trade Skills workforce.

2 The notice against the CIT was for failure to have an adequate system for preventing or responding to allegations from its

workers of bullying and harassment arising from their work. Following the notice, the Minister for Education and Training issued a direction to the CIT to commence on 16 April 2012, under Section 6 of the Canberra Institute of Technology Act 1987. This direction required the Chief Executive to undertake immediate action to undertake a number of actions to redress the situation.

CJ™ REVIEWS Environmental Scan-Electrical Trades School, CIT Page 11 of28

STAFF-IN-CONFIDENCE The low response rate and level of reporting mean that the surveys are of limited value to this study, but the following results are notable, in particular because a number of the issues identified are similar to those raised at interview.

On the basis of the July survey, the performance of Fyshwick Trade Skills was better than the CIT average for each of the five dimensions assessed. However, looking at the statements within each dimension, Fyshwick Trade Skills was below the CIT average for "Management keeps me informed about important issues and changes", "Management delivers on its promises", "I am given the resources and equipment to do my job", "People are paid fairly for the work they do", "I feel I make a difference here", "People celebrate special events around here", "People care about each other here", and 'There is a family or team feeling here".

The results of the November 2012 pulse survey showed a considerable deterioration in the attitudes of those who participated in the survey- with the performance of the Fyshwick Trade Centre by this time falling well below the CIT average on each of the three dimensions measured (credibility, respect and fairness). The largest deterioration occurred in response to the statements "Management makes its expectations clear", "Management's actions match its words" (particularly when management was defined as "My manager's manager"), "Management is honest and ethical in its business practices", "Our facilities contribute to a good working environment", "Everyone has an opportunity to get special recognition", "Promotions go to those who deserve them", "People avoid politics and backstabbing as ways to get things done", "My manager deals with workplace conflict effectively" and "If I disagree with a management decision I am confident my feedback will be listened to and respected".

Comments at interview

Several teachers used terms such as "chaotic", "shambolic" and "a debacle" to describe the operations of the Electrical Trades Department over the last six months. Some indicated that they were embarrassed to be associated with some of the Department's processes, such as enrolment procedures. While teachers generally expressed concern about their work load, work pressures and the need for more resources, most saw these problems as, at least in part, related to inadequate management of the Department.

Some of the longer term staff confirmed managements' view that things started to deteriorate about three years ago, but others suggested that problems had been evident over a longer period. The general consensus was while things had "muddled along" for some years, they "just fell apart" in the context of the recent changes to the training package and student numbers. The retirement of a number of more experienced teachers, extended leave taken by other senior teachers, and the use of larger numbers of casuals and employees on temporary contracts were seen by those interviewed to have contributed to the Department's problems.

Many of the staff interviewed wanted management of the Department improved and were concerned that change has often been poorly implemented. Some suggested that any


STAFF-IN-CONFIDENCE changes arising from this report should be monitored and reviewed-both to ensure that changes were implemented and that they achieved their desired effect.

Internal issues

Staff reported that management of the Department was somewhat "haphazard", with limited evidence of planning, follow through or implementation-"things get half done and problems just continue to build up". A number of teachers supported the need for change and offered ideas about the type of changes that needed to occur.

Some staff observed that the Department's procedures were difficult to find, out of date and in need of review. One noted that there is no formal repository for Electrical Trades procedures and information on the common "i" drive has been poorly organised, developed or communicated to staff.

Enrolment procedures, in particular, were identified as in urgent need of streamlining and more effective management. Some staff suggested that pre-enrolment briefings for teachers would be helpful, so that everyone knew what was expected of them on the day. Others made practical suggestions about information that could be collected prior to enrolment day to support and streamline the process.

Some teachers noted that in other departments, handbooks of teaching materials had been developed for each course to assist teachers. This approach relieves the pressure on teachers to produce their own materials, although they may supplement the common materials with their own materials if they choose to do so. A peer reviewed handbook also provides quality assurance. In the Electrical Trades Department, however, teachers had always been expected to develop their own class materials and assessments. While some materials were made available by teachers who had taught the same classes in the past, there was no comprehensive or organised approach to the development of course materials. In the context of a new training package this resulted in claims of inefficient duplication of effort and increased workload.

While some teachers reported that an induction checklist had been developed and mentors had been allocated to new teachers in the past, new staff no longer receive any formal induction and were dependant on self sought assistance from other staff. It was suggested that this has made it difficult and time consuming for new staff to get up to speed with the requirements of the job and find out about relevant procedures. For some of those interviewed, it has created a poor impression of the professionalism of the organisation and the degree to which it values its staff. It is also notable that there is no apparent effort to emphasise values, culture or service expectations.

For relatively new teachers the lack of resource sharing and organised mentoring by more experienced teachers appeared to create higher levels of workload in preparation and marking than might have been the case if a more team-based approach existed.

Some staff said that they did record their hours on the Banner system. Others claimed that they had discontinued this practice because the officially recorded hours related only to face-


STAFF-IN-CONFIDENCE to-face teaching, while they believed that the increase in work hours was occuring in class preparation and administrative time. Some staff reported that they had been keeping private

diary entries to record all aspects of their work time.

Staff noted that there had never been any annual work team planning and performance agreements had fallen into disuse after becoming "just another tick and flick exercise".

In the absence of performance agreements, there appeared to be some confusion over roles and responsibilities as well as limited accountability. While Coordinators complained that they had not been given anything to coordinate, several staff reported that email requests for assistance with course related issues were rarely answered by Coordinators, STPs or the

Education Manager.

In the interviews, clarity of roles and division of tasks between Teachers, Administrative Support staff and Coordinators were also raised as issues of concern (for example with respect to eProfiling). Other examples were also raised concerning issues which were being handled by teachers merely because they were "on the spot" at the time, but which might be more efficiently or appropriately handled by Coordinators or Administrative Support staff. Some of these examples suggest the need for clearer procedures to deal with these situations.

Communications and consultation were also identified as problematic. A number of teachers reported that meetings were held to discuss some issues, including with senior managers, but that meetings rarely had an agenda, minutes or any statement of outcomes and often achieved little. This was a source of some frustration, particularly as recent meetings had been scheduled at lunchtimes.

While there was some support for change, there was concern about decisions being made "externally" with limited consultation or explanation, despite these decisions having a significant effect on teachers' workloads. One oft-cited example was the decision to map existing students across to the new package. Another example was a recent decision to increase the pass mark for assignments from 50% to 75%, but to allow "resits"3

. Teachers indicated that this decision had further increased workloads at a time when they were struggling to cope with the demands of the new training package and the increase in student numbers. While not necesarily opposed to this change, teachers questioned the lack of consultation and the timing of the decision.

One teacher indicated that scheduling resits had created some problems because it was not clear where or when resits should occur. To address this issue, the teacher had scheduled and supervised a two-hour period each week when students from across all courses could undertake resits. This could be considered a good example of collegiate behaviour and a more efficient way of addressing the problem than for each teacher to deal with the issue individually.

3 That is, further testing following failure to pass an assessment.


STAFF-IN-CONFIDENCE Simultaneous to this environmental scan, the CIT is conducting an education review of delivery methodology to identify whether current practice is at its optimium. Notwithstanding that independent piece of work, some of the issues raised by senior managers, such as "overassessment", were perceived by the teachers as reflecting a limited understanding of the Electrotechnology course and its requirements. Several staff acknowledged that the course was for a Certificate Ill, but argued that the specifications in the curriculum documentation made it more akin to a diploma level course and necessitated the degree of assessment being undertaken. They expressed concern that reducing the level of assessment would not meet the needs of industry or the regulator. Some suggested that some change might be possible, but that constant changes to management, combined with lack of empathy and engagement at the senior management level, had made it difficult to make progress on the issue.

Recruitment and appointment issues were also identified as a source of some concern. Teachers noted that experienced staff had not been replaced with permanent teachers when they retired. There were some perceptions of a lack of transparency and competition in recruitment decisions. Concerns were also expressed that temporary contracts (generally for periods of three years) and casual appointments were being used to assess teachers, rather than a shorter period of managed probationary employment. Some suggested that casual and temporary arrangements made such staff less secure in their ability to raise issues of concern. Others noted that the large number of casuals made managing change difficult because "corporate" and administrative tasks undertaken by teachers were generally undertaken by the smaller number of full-time and permanent teachers.

Several of the staff interviewed identified a need for management skills to be developed within the Department to enable teaching staff to step up to the requirements of the Education Manager role on a temporary or permanent basis as required. Some also felt that there was a need to ensure that staff acting in the Education manager position were supported, coached and given constructive feedback on their performance to assist their development.

Incidents detailed in the AIR, which was referred to in the Introduction, were raised by a number of staff. Some reported feeling hurt and upset about behaviour that they interpret as showing a lack of respect for teaching staff. Concerns were also expressed about the time being taken to address the issues raised in the AIR. A number of staff now claim that as a result of the matters raised in the AIR, and the time taken to deal with them, they have lost trust in senior managment.

A number of staff perceived senior managers as lacking an understanding of the electrical trades and associated teaching issues, and said this made it difficult and frustrating to try to work through problems.

Concern that a teacher who had insufficient years of experience as a licensed electrician had been employed and appointed to the Capstone Assessment committee was raised by most of the staff interviewed. Several noted that there had always been "an assumption" that teachers should be licensed electricians and have at least five years' industry experience.

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STAFF-IN-CONFIDENCE One suggested that, at the very least, this assumption needed to be clarified to avoid future

issues.

Some minor issues of "rule breaking" behaviour (such as not locking classroom doors after use) were raised in relation to some of the newer staff members and seemed to be a source of some tension. These issues potentially result from the reported failure to properly induct new staff into the rules and procedures of the Department. While some staff reported that a "cliquey" culture had developed with the formation of sub-groups4

, importantly ostracism and other forms of bullying were not raised as an issue within the teaching workforce by those interviewed.

External issues

Some problems beyond the Department, which tended to exacerbate difficulties for teachers, were also raised during interviews. This included problems with the fit out of the new building, some of which remained to be resolved several years after the move to Fyshwick. IT-related issues and service response times were also a concern for staff. For example, teachers reported that it generally took over two months to gain computer access. One teacher reported that it took three years to gain access to the "i" drive where shared resources are kept. In another case, it reportedly took two years to have a computer connected to a screen in one of the classrooms. Further, some staff complained that not all the IT applications that teachers use are loaded onto the desktop when computer access is provided. This means that additional requests need to be submitted, resulting in further delays.

Delays in computer access can mean that new teachers have limited access to corporate and Departmental information, including any shared materials, cannot complete electronic record entries, and also have limited access to printing and copying (as these are generally accessed via computers).

Teaching staff also reported that the Banner system was "not intuitive" or logical to use and this, combined with the difficulty of finding time for systems training and the number of new teachers, contributed to entry mistakes. Others noted that some staff were more "challenged" by technology than others, generally as a result of their more limited use of computers in previous roles. They suggested that these staff required more time and assistance to adapt to the various systems, including Banner, e-Learn and Equella.

4 Such as "electrical trades" and "refrigeration", ex-Electrogroup staff and other teaching staff.

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STAFF-IN-CONFIDENCE 5.3 Summary

The following table is a summary of management and staff perceptions against each of the broad areas covered at interview.

Dimension Comments

General experience of the Chaotic, individualistic, perceived high work loads & work pressure, low morale. workplace

Operating environment for Poor. Confusion over roles and responsibilities, little accountability. Duplicative "getting things done" effort. Lack of planning, coodination or cooperation leads to perceived

inefficiencies. Priority is given to teaching. Management's time is spent "putting out bushfires", rather than making advances. Things that need to get done are left half finished.

Inclusive, supporting, Lack of leadership has engendered an individualistic approach to work, but some engaging culture? sub-groups have formed. Limited attempts to integrate individuals or groups.

Limited team building-not an inclusive culture. Staff perceive poor support and poor engagement. Some evidence that some staff have developed an "us and them" approach to staff/management relations.

Staff behaviour No articulated values or procedures-based induction. Work pressures and frustration at a perceived lack of respect, empathy and engagement by senior managers has led to cynisicm, distrust and signs of unrest and disaffection in a number of staff.

Can staff raise issues of Lack of employment security and low levels of trust for senior managers makes concern? some staff reluctant to raise concerns. There is some staff frustration with the

time taken to respond to issues raised.

General planning & change Poor. No annual or regular work team planning. Failure to prioritise issues, management arrangements allocate resources and manage change to conclusion-resulting in "emergency"

interventions and imposed solutions. Senior managers perceive resistance to change. Staff perceive low levels of empathy and engagement over change and poor change management-including in relation to changes that have an impact on teacher workload.

What does the team do well Committed to quality teaching on an individual level. In the absence of firm, but & less well? supportive leadership a sense of teamwork is absent and there are limited

attempts to develop cooperative, team-based solutions to shared problems. Client service issues, poor record keeping and limited adherence to policies and procedures are potentially key risks to the business.

What managers could do Need to be more empathetic, engaging and supportive. Seek employee more or less of participation in change and encourage collaborative, team-based approaches.

Provide support by ensuring there are sufficient resources "in the right places at the right time". Provide coaching and development for potential or new managers. Develop more systemmatic approaches and make sure that changes are reviewed to ensure they have been fully implemented and are working well.


STAFF-IN-CONFIDENCE 6. WORK HEAL TH AND SAFETY ISSUES

Stress and psychological injury

It was clear during the interviews that a number of staff are currently struggling with perceived work pressures and are experiencing some degree of stress as a result. There has been an accepted workers' compensation claim. Some of the early warning signs of stress and psychological injury5 were also evident. Some staff mentioned that they were having counselling to assist them to cope with work pressures. Others indicated that they had used leave arrangements or had changed their employment status as a way of limiting their involvement in the workplace. One mentioned "flaring up" in a meeting through frustration at senior managers' lack of empathy with teachers' work pressures. Some staff were emotional and close to tears during the interviews, others indicated that they had been having difficulty sleeping and concentrating, or said that they felt "burnt out" or "overwhealmed". Some said that the situation was sufficiently bad that they had considered resigning, but felt "trapped" by considerations that would make it difficult for them to return to their trade.

The main issues mentioned by staff who reported difficulties coping were work loads, long working hours and leadership styles. The number reporting difficulties suggests that there is an emerging, potential risk of psychological injury in the workplace.

Other safety issues

A member of the technical staff raised concerns about the large number of multimeter fuses (each rated to 1,000 volts) that had "blown" and needed to be replaced in the Electrical Trades Department over the last year. The staff member could not explain why this was occurring, as a number of different brands of fuses had all had similar problems. The staff member was concerned that "the situation was an accident waiting to happen". Unaware of the forms or process for submitting Al Rs, he had raised the issue with management of the Department by email, but had not received any response.

5 For information on signs that may suggest that there is a stress problem, see Comcare, Working Well: An organisational

approach to preventing psychological injury, A Guide for Corporate, HR and OHS Managers, 2005, p. 34.


STAFF-IN-CONFIDENCE 7. ASSESSMENT & IMPROVEMENT OPPORTUNITIES

In a tight resource environment, the Electrical Trades Department faces the challenge of efficiently providing a quality teaching experience for students, whilst working in partnership with employers to meet the expectations of the electrical industry and the regulator. The recent period of change that the Department has experienced is likely to continue; with further challenges such as the development of on-line courses already at the trial stage.

The Department is currently not well positioned for the challenges of the future. Additional assistance from across the CIT has enabled the Department to cope with recent change. However, a significant period of temporary management has left it with a number of unresolved issues, out of date procedures, ineffective systems, low morale and a range of negative workplace behaviours (associated with organisational cynicism and an "us and them" approach to staff/management relations). In addition, a number of staff are struggling to cope with work related pressures, and warning signs for potential stress and psychological injury are emerging-including workers' compensation claims, absenteeism, interpersonal conflict and emotional behaviours.

On the positive side, in my assessment, most staff of the staff interviewed were not opposed to change per se-rather they are resistant to what they see as the imposition of changes without a sense of positive engagement or effective consultation. At interview many of the teaching staff demonstrated that they have ideas about how things could be done better and would contribute if given the opportunity. Many would welcome better management, more streamlined, efficient processes and more collegiate approaches to their work, but they want such changes to be achieved through participative processes.

In my view, the key to ensuring that the Department is better positioned to meet the challenges of the future with a higher morale and healthier workforce lies in developing "supportive leadership" (based on clarity, empathy, engagement and learning). The concerted application of a supportive leadership style has the potential to achieve more effective and efficient team-based approaches, but staff must be prepared to cooperate and participate in the change process to achieve the best possible outcomes. Other key areas for improvement include developing management capability, improving some management systems and structures, and addressing the emerging potential work health and safety issues.

7.1 Developing leadership and management capability

There is a considerable body of literature that supports the view that leadership and management practices strongly influence work team climate, and affect how employees cope with their operational demands and respond to change.

As explained in the synopsis, different typologies of leadership styles have been developed. While all have their strengths, some have been more strongly associated with adverse operational and behavioural outcomes. For example, the absence of two-way communication associated with the "authoritarian" style of leadership can be de-motivating, lead to the development of "us and them" attitudes, and is recognised as being a high risk for

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STAFF-IN-CONFIDENCE bullying and harassment complaints. The "popular" leadership style, with its focus on friendships and avoidance of difficult conversations, has been associated with the development of organisational cynicism, poor response to change, "us and them" approaches and stress problems. The "laissez faire" leadership style, which encourages staff to manage themselves, has been associated with low discretionary effort, low performance, withdrawal behaviours, team dysfunction and stress problems.

The Electrical Trades Department exhibits many of the characteristics associated with laissez faire and popular leadership styles. However, some of the characteristics associated with the authoritarian leadership style are also evident, and appear to be associated with periods when management shortcomings at the Department level have resulted in the need for more "external" direction or intervention.

By contrast, the "supportive leadership" style, which applies a balance of clarity, empathy, engagement and learning, offers greater potential for a high quality work team climate and improved behavioural and performance outcomes. Supportive leaders are also associated with a reduction in stress risk that is associated with factors such as poor communications, low levels of participation in decision making, low levels of support for problem solving, role ambiguity, career stagnation, interpersonal conflict and workload.

A high quality work team climate strongly influences individual morale, which has been found to buffer employees against the impact of work-related stress risk factors. The research suggests that employees in workgroups with high morale and supportive leaders are much less likely to perceive their workloads as excessive or submit workers' compensation claims.

Developing supportive leadership capability at the Director and Education Manager levels, in particular, will be important to successfully managing change in the Electrical Trades Department. Staff comments suggest that there would be some resistance to an Education Manager who is not a licensed electrician. However, in the absence of an appropriate leader who is also an electrician, I believe that a non-electrician with strong supportive leadership skills and experience, working in close consultation with other senior Electrical Trades staff, could successfully manage the Department. What the Department requires most is leaders who can develop and demonstrate clarity, empathy and engagement-allowing sufficient time and opportunity to listen to their team members, understand where they are coming from and assist them to develop solutions to their issues and challenges.

To provide more stable leadership of the Department, steps should be taken to fill the Education Manager position as quickly as possible. An internally and externally advertised recruitment process would provide the best means of securing a quality applicant. Given the functions associated with the Education Manager role, and the extent of the work that needs to be undertaken to redress current perceptions, the Education Manager position should be filled on a full-time basis by a person who is not undertaking teaching duties, and can concentrate on management of the Department.

As part of succession planning, and to ensure that improvement is maintained, it will also be important to develop management capability at the STP and Coordinator levels. This will


STAFF-IN-CONFIDENCE help to avoid the situation which has arisen in the Department in the recent past (when the departure of one long-term manager has been seen others struggle to step up and develop their management skills on the job). It would also ensure that the Education Manager receives better support in the management role.

Undertaking a Training Needs Analysis for the Department should also be considered. Assessing the training needs of teachers, leaders and managers (including specific skills such as project management), would help to provide a basis for a comprehensive, planned approach to building capability.

· 7.2 Improving management systems and structures

An organisation's broader leadership, values, policy and planning framework can play an important part in aligning employees to the organisation's vision and goals and clarifying the role of their work within the organisation. However, because the planning process has not cascaded down from organisational business planning to work team planning and through to individual performance agreements at the Electrical Trades Department, important opportunities for goal alignment, role clarity, participative decision making and professional development have been lost.

The Electrical Trades Department would benefit from a stronger emphasis on planning and prioritising at both the work group and individual level. Given the need for team building, innovation and staff development, it would be preferable that work team planning be undertaken at least annually and involve all Electrical Trades staff.

An annual planning session would provide an opportunity to develop a shared understanding of the organisation's goals and values, identify challenges and risks for the year ahead, encourage staff participation, discuss and prioritise areas for improvement and determine how improvement projects will be managed. Improvement projects that could be considered include:

• Developing induction procedures • Improving communications

• Defining and meeting client service expectations and protocols

• Developing shared teaching materials

• Streamlining enrolment procedures • Reviewing assessment requirements

• Improving records management • Reviewing recruitment procedures and ensuring an appropriate mix of permanent

and casual staff

• Clarifying roles of administrative and teaching staff.

In view of the Department's ageing workforce and reported difficulties in recruiting staff, workforce planning should also be considered (for example, to consider the need for new approaches to advertising, recruitment and development).


STAFF-IN-CONFIDENCE Over time, planning sessions could also be used to review what has gone well, and what needs to be improved; encouraging a more systematic, continuous improvement approach to management of the Department.

Clearly, it will be important to prioritise, schedule and appropriately resource the work that needs to be done. An Education Manager with strong leadership and management skills will be critical to success. However, given the extent of the work that needs to be done, it is likely that there will be a need for the work to be supported by administrative staff from beyond the Department (such as the cross-centre project officer), as well as the STPs, Coordinators and other interested staff.

Where work team planning prioritises areas for improvement to be further developed by individuals or teams, project plans should be developed and signed off by the Education Manager. This will help to ensure that change is well managed and projects are not left half finished. Project plans need not be overly complex, but should clearly identify the project's objective and scope, key stakeholders, risks, roles, responsibilities and resources, a realistic schedule for completion, a communication plan and reporting timeframes. The Education Manager would need to work closely with project managers and teams to monitor progress (e.g. monthly) and discuss any "blockers". The Director could also be kept informed of progress and may need to assist where impediments arise that are beyond the control of the Education Manager.

In addition to contributing to the work that needs to be completed, project teams can have beneficial effects for team building (for example, team building can be assisted where the composition of project teams is constructed to include members of different sub-groups, and even participants from other Departments, and the teams are well led and encourage individuals' participation).

Individual performance agreements linked to the work team plan and to any relevant project plans would help to clarify responsibilities (including for STPs and Coordinators) and support and build accountability for performance and the management of improvement initiatives. I note that the CIT's performance plan documentation provides a good practice framework for performance discussions-requiring outputs, projects and deliverables to be addressed, as well as conduct and behaviours, knowledge and skills. I suggest, however, that consideration be given to including adherence to the CIT and the Department's policies and procedures as part of the expected behaviours identified in performance agreements to encourage improved attention to these requirements.

Refresher training in giving and receiving feedback would be recommended, particularly given the Department's limited experience with performance agreements and current morale and stress issues. Facilitated feedback sessions could also be considered initially to ensure that feedback is fair and effective.

Mechanisms for monitoring the implementation of CIT policy would also be useful. For example, following the end of the performance management cycle, the Education Manager could provide the Director or HR with a list of:

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STAFF-IN-CONFIDENCE • staff who have performance agreements in place and who have received feedback

• staff who do not have agreements in place or have not received feedback, the reasons for not having an agreement or not receiving feedback (e.g. away on leave) and when a feedback session is planned to be held.

The list would not include confidential information, such as a performance rating or the feedback received. It could be as simple as a list of names with ticks and crosses, but it would encourage a more comprehensive and systematic approach to performance management and enable senior managers to know that the CIT's policy was being implemented.

Reviewing recruitment procedures (including communications around appointments) and developing effective induction procedures should also be undertaken to:

• address perceptions of lack of fairness and competition in recruitment decisions

• ensure that new team members have the ability to adapt and contribute to the challenges that the Department faces

• ensure that recruits are supported to quickly and fully integrate into the team and the organisation and develop a positive perception of the business, and

• ensure that new staff understand the key objectives and responsibilities of their roles and know where to go for information and assistance.

Developing opportunities for networking with other trades departments within the CIT, as well as with other electrical trades departments beyond the CIT, could encourage a more outward and innovative focus.

7.3 Managing work health and safety issues

Under the Work Health and Safety Act 2011 (the WHS Act) the person conducting the business or undertaking (PCBU, hereafter the "organisation") must ensure, so far as is reasonably practicable, the health and safety of its workers (s19). The duty requires the organisation to eliminate risks to health and safety (including the risk of psychological injury), or where elimination is not reasonably practicable, to minimise the risks so far as is reasonably practicable (s17). What is considered to be "reasonably practicable" in relation to the duty to ensure health and safety is defined in section 18 of the WHS Act and essentially requires an assessment of the extent of the risk, the available ways of eliminating or minimising the risk, the cost associated with control measures and whether the cost is "grossly disproportionate to the risk". 6

Under section 27 of the WHS Act, "officers" of the organisation have a duty to exercise due diligence. The relevant Interpretive Guideline for section 27 explains that:

"Section 27 of the model WHS Act ... places a duty to exercise due diligence on these individuals, who are described as officers, to require them to take reasonable steps that will support a health and safety culture, accountability, the allocation of

6 Safe Work Australia's Model Code of Practice, How to Manage Wolk Health and Safety Risks, provides practical guidance on managing risks consistent with the requirements of the WHS Act.


STAFF-IN-CONFIDENCE resources and development of appropriate policies. These due diligence requirements enable an officer to ensure that the PCBU uses and applies resources, policies, procedures and health and safety practices in the conduct of a business or undertaking. If an officer fails to exercise due diligence requirements, they can be

held personally responsible."7

Stress and psychological injury

Having identified that there is a developing risk of psychological injury to staff of the Electrical Trades Department, it would be prudent to conduct a risk assessment and review existing controls to determine whether further, reasonably practicable steps should be taken to eliminate or minimise the risk, consistent with the CIT's Risk Identification Assessment &

Control procedure and legislative requirements.

As noted above, recent management issues, contributing to ineffective and inefficient work

practices would appear to be part of the explanation for the perceived high workloads in the Electrical Trades Department. Low morale, associated with perceived poor leadership, may also be part of the explanation. With supportive leadership, more stable and improved management, more efficient approaches to class preparation, delivery and assessment may be able to be implemented; with beneficial effects for morale, teacher workloads and

individuals stress levels.

However, these changes are likely to take some time to achieve. In the short term, additional controls may be necessary to minimise the risk. For example:

• additional resources may be required to support managers and staff as they work through the issues to achieve efficiency improvements.

Other initiatives which could be considered include:

• developing effective measures to monitor workloads

• reviewing the allocation of work to ensure workloads are distributed fairly

• training managers to be aware of, and alert to, the signs and symptoms of emotional distress and options for supporting at risk individuals

• developing a wellbeing program and working with the CIT's employee assistance provider to undertake periodic "wellbeing checks" of at risk individuals, and

• encouraging the early reporting of difficulties and determining relevant support options.

In the longer term, after performance improvement initiatives are identified and implemented, and resources are more effectively managed, workloads should be reviewed to ensure that resourcing is appropriate.

7 Safe Work Australia, Interpretive Guideline-Model Work Health and Safety Act: The Health and Safety Duty of an Officer under Section 27.

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STAFF-IN-CONFIDENCE Alleged misconduct

Dealing promptly with disrespectful or bullying behaviour and treating all complaints seriously will be critical to engendering a respectful workplace culture in which staff feel safe and supported by their leaders. The allegations of misconduct contained in the AIR relating to coercion, threatening behaviour and lack of respect should be investigated and resolved as quickly as possible.

Other safety issues

Technical and teaching staff need to be made aware of how and when to lodge Accident and Incident Reports, where the forms for such reports can be found, and where they should be submitted. Al Rs allow safety issues to be identified and, where appropriate, investigated and help to ensure that controls remain effective.


STAFF-IN-CONFIDENCE 8. RECOMMENDATIONS

The following summarises the recommendations developed and explained more fully in

Section 7:

Recommendation 1: To provide stable leadership for the Electrical Trades Department, steps should be taken to fill the Education Manager (now Head of Department) position on a permanent basis as quickly as possible. An internally and externally advertised recruitment process would provide the best means of securing a quality applicant with supportive leadership skills and experience.

Recommendation 2: Develop supportive leadership and management capability, particularly at the Director, Education Manager, STP and Coordinator levels. As part of this recommendation, consider undertaking a Training Needs Analysis for the Department. Assessing the training needs of teachers, leaders and managers (including specific skills such as project management), would help to provide a basis for a more comprehensive, planned approach to building capability.

Recommendation 3: Improve management systems and structures, in particular through work team planning (at least annually), more formal project management arrangements, team building, formalised induction processes, the use of individual performance agreements and mechanisms to monitor the implementation of policies such as performance management.

Recommendation 4: Conduct a risk assessment for stress and psychological injury at the Electrical Trades Department and review existing controls to determine whether further, reasonably practicable steps should be taken to eliminate or minimise the risk, consistent with the CIT's Risk Identification Assessment & Control procedure and legislative requirements. 8

Recommendation 5: Investigate the allegations of misconduct involving alleged coercion, threatening behaviour and lack of respect contained in the Al R, consistent with the requirements of relevant CIT policy.

Recommendation 6: Ensure that technical and teaching staff are made aware of the need to lodge Accident and Incident Reports, where the forms can be found and where they should be submitted.

8 Note that the Risk Identification Assessment & Control procedure requires consultation with workers when identifying hazards and risks. Also see section 49 of the Work Health and Safety Act 2011 which indicates that consultation is required when identifying hazards and assessing risks and when making decisions about how to control risks. If workers are represented by a Health and Safety Representative, consultation must involve that representative (s. 48(2)).

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STAFF-IN-CONFIDENCE 9. FINAL REMARKS

In closing, I would like to thank all those with whom I spoke for their time and input. All those interviewed were courteous and forthcoming in sharing their views which I very much appreciated. On behalf of CPM Reviews I would also like to thank the CIT for the opportunity to conduct this scan and to offer some improvement suggestions.

Dr Jane Romeyn Senior Reviewer CPM Reviews 28 October 2013

Quality Assurance review of this report was undertaken by:

Trevor Van Dam

Principal Reviewer, CPM Reviews


STAFF-IN-CONFIDENCE INVESTIGATOR PROFILE

Dr Jane Romeyn

Jane has a background in law, workplace relations and workplace health and safety. She started her career with a major employer organisation, before joining the Commonwealth public sector. Jane has worked for a number of agencies, including DEEWR, Comcare, Parliamentary Services, Regional Australia, ACCC and AIATSIS. Her APS career spans more than 25 years, including 8 years as an SES officer.

Jane has a broad range of experience-research and policy development, regulation and human resource management. In DEEWR she developed workplace relations policy to underpin legislative reform, including in relation to the workplace relations framework, wages policy and unfair dismissal. While managing research and strategy for Comcare, her group undertook research and reviews and produce a range of guidance materials for leaders and practitioners, including in relation to the prevention and management of workplace stress and bullying.

As a senior manager, Jane gained experience in managing change, recruitment, underperformance and other human resource issues, including reclassification and broad banding. She was commissioned to research equal remuneration principles and practices by Fair Work Australia and the Workplace Research Centre at Sydney University. She has assisted a number of agencies to develop policies and procedures for managing Code of Conduct breaches, whistle blowing, performance and work health and safety matters as well as good practice guidance for managers.

Jane has a Bachelor of Jurisprudence and a PhD in Industrial Relations. She is also certified by RABQSA as an OHS Auditor, and has undertaken a number of work health and safety and rehabilitation management system audits and reviews for Commonwealth agencies.

CPM REVIEWS

The Centre for Public Management (CPM) is a Canberra-based company that specialises in the design and delivery of management and leadership development programs for the public sector. CPM Reviews was established as a business unit of CPM in July 2008, under the leadership of Mr Jeff Lamond, former Merit Protection Commissioner. CPM Reviews provides ethical and professional reviews of employment decisions and actions for the Australian public sector, based on the highest levels of integrity and fairness. CPM Reviews has fifteen highly skilled and experienced Reviewers. More information on CPM and CPM Reviews including all areas of expertise is available on our website:

c~ REVIEWS Environmental Scan-Electrical Trades School, CIT Page 28 of28

Ian Dunstan

From: Sent: To: Subject:

FYI

Regards

Ian Dunstan

Electrical trades Trade Skills & Vocational learning

Canberra Institute of Technology

Dunstan, Ian <[email protected] > Thursday, 31 July 2014 12:39 PM Mitchell, FionaM (CIT) FW: TRS expression of Interest [OLM= For-Official-Use-Only]

Tel: +(61) 02 6205 0039 I Mobile: +(61) 0418 633 224 I Email: [email protected] Address: CIT Fyshwick, Room G205, Corner Mildura Street and Canberra Avenue, Fyshwick, Canberra I GPO 826, Canberra 2601 CRICOS No. 00001K


'" ; X;, !%00 01

Do what exCITes you. . ·.. •l§!B•ll "'"" ,,_:;: ""' ~ ~ ~

In the spirit of recc:mdliation, we acknowledge that we are cm Ngunnawal land.


From: Bond, Samantha Sent: Tuesday, 13 May 2014 1:36 PM To: Griffith, Ian Cc: McMahon, Steven; Coates, Brian; Dunstan, Ian Subject: RE: TRS expression of Interest [DLM=For-Official-Use-Only]

Hi Ian I was working with Ian Dustan on the creations of such tools. He has been developing RPL tools that could cluster UOCs. This came out of the urgent issue regarding Capstone students not having pre requisites, they needed to be RPLed before doing Capstone. You and Steve might like to meet with Ian to discuss his progress and plan action from there. No need to re-invent

the wheel.

I am happy to assist if needed.

Regards Samantha

From: Griffith, Ian Sent: Tuesday, 13 May 2014 10:10 AM To: Bond, Samantha Cc: McMahon, Steven; Coates, Brian Subject: FW: TRS expression of Interest [DLM=For-Official-Use-Only]

1

Hi Sam

I have spoken to Steve McMahon and Brian Coates about Trade Recognition for overseas qualifications. There is a change to the government body who oversees Electrical trade recognition. TRA (Trade Recognition Australia) is being replaced by TRS (Trade Recognition service). With the Electrian qual the ARTC (Australian Recognised trade certificate) is being replaced by the OTSR (overseas Trade Skills Recognition). Brian Coates and Steve McMahon have been working on an EOI submission to TRS. To cut a long story short we don't have the assessment tools formatted to align with the current package. For the EOI submission we needed to show our assessment tools. Brian has suggested I meet with you to come up with these assessment tools so as to be able to carry out legitimate recognition on trade rec persons. Regards

Senior Teacher Electrical Trades Fyshwick Trade and Vocational learning College CIT 74443 0419473465

From: Coates, Brian Sent: Tuesday, 13 May 2014 9:32 AM To: Griffith, Ian Subject: FW: TRS expression of Interest [DLM=For-Official-Use-Only]

Hi Ian Please see email trail below. Please discuss with Sam Bond re the creation of a RPL process and RPL recognition

package for the C3 in Electrician.

Regards

Brian

Brian Coates Director CIT Trade Skills & Vocational Learning

Canberra Institute of Technology Tel: +(61) 02 62074124 I Mobile: +(61} 0412 413 626 I Email:====-=-==== Address: CIT Fyshwick, Room EOl, Fyshwick, Canberra I GPO

CRICOS No. OOOOlK




2

From: Miller, Jayne Sent: Monday, 12 May 2014 9:02 AM To: Verco, Deborah Cc: Kay, Shane; Coates, Brian Subject: RE: TRS expression of Interest [DLM=For-Official-Use-Only]

Hello Deborah,

Thanks for your email. Due to the realignment of the Air-conditioning, Refrigeration Mechanic and Electrician programs we are unable to submit assessment tools for these programs.

Regards

Jayne Miller Director Business Growth and Transformation

Canberra Institute of Technology Tel: +{61) 02 6205 3515 I Mobile: +(61) 0400 017 188 I Email: ll!Y~!!ill!fil"j~~~lJ!. Address: CIT, Room A120, Constitution Avenue, Reid, Canberra I GPO 826, Canberra 2601

CRICOS No. 00001K




From: Verco, Deborah L="""~~""'-'-""-'-'-"-""-"""-=-'-'-"'~"'-J-~="-"'J Sent: Monday, 12 May 2014 8:25 AM To: Miller, Jayne Subject: RE: TRS expression of Interest [DLM=For-Official-Use-Only]

Dear Jayne

Thank you for forwarding through the assessment tool for the fabrication trades. Our records show CIT has also expressed interest in assessing the occupations Air-conditioning and Refrigeration Mechanic and Electrician. Could you please send through assessment tools for these occupations as well?

For information, the fabrication assessment tool will now be provided to the evaluation panel as part of your EOI. All information provided regarding your assessment tools will be treated as confidential.

Deborah regards

Deborah Vcrco Assistant Manager - Outsourced Provider Engagement Trades Recognition Australia Skills Division Department of Industry

3

Ph: (02) 6102 8762

.~-~~rr.-..af st liw$er,l"tji

SKIU.'!V•:',,,:,

I am out of the office on Thursdays.

From: Miller, Jayne L====i.-C!"'-!.!....!.!=-=-:"'-"-'-==_,,,~ Sent: Friday, 9 May 2014 4:40 PM To: Verco, Deborah Subject: FW: TRS expression of Interest [SEC=UNCLASSIFIED]

Hi Deborah,

I have tried sending this to the TRS mailbox but it bounced back. Can you please reply that you have received? Thanks.

Regards


Canberra Institute of Technology Tel: +(61) 02 6205 3515 I Mobile: +{61) 0400 017 188 I Email: !fill!l!l..:.!.!!!!1.§r.(~L.fil~!!! Address: CIT, Room A120, Constitution Avenue, Reid, Canberra I GPO 826, Canberra 2601

CRICOS No. 00001K

Connect with CIT on: cit.edu,au I Facebook I Google+ I Linked in I Twitter I YouTube

in the spirit of reconciliation, we acknowledge that we are on Ngunnawal land.


From: Miller, Jayne Sent: Friday, 9 May 2014 4:16 PM To: 'TRA Enquiries ' Cc: Kay, Shane; Coates, Brian; McMahon, Steven; Mitchell, FionaM (CIT) Subject: FW: TRS expression of Interest [SEC= UNCLASSIFIED]

Hello,

Please see attached the tools used to undertake RPL assessment of MEM30305. The assessment tools for; UEE32211- Certificate Ill in Air-conditioning and Refrigeration and UEE30811- Certificate Ill in Electrotechnology Electrician are currently undergoing a structural review and the programs are being re aligned within the Trades Skills and Vocational College.

Please contact me should you require further information.

Regards

4


Canberra Institute of Technology Tel: +(61) 02 6205 35151 Mobile: +(61) 0400 017188 I Email: fil~!Il!!lfil'..!:~~~!!! Address: CIT, Room A120, Constitution Avenue, Reid, Canberra I GPO 826, Canberra 2601

CRICOS No. 00001K




From: TRA Enquiries L'-'-'-=""-'-'--'-"--=='-'-'-'-'~~="'-"'-"'-lf-!':::J""-"-~J Sent: Friday, 2 May 2014 10:35 AM To: Kay, Shane Subject: TRS expression of Interest [SEC=UNCLASSIFIED]

Dear Shane Kay,

Thank you for your expression of interest (EOI) in relation to the Trades Recognition Service (TRS).

The evaluation Panel is currently in the preliminary stages of processing your EOI submission; however, before the panel can make an informed decision on your EOI, they require further information from you.

The evaluation panel requires you to submit information regarding the assessment tools that you will be using in the recognition of prior learning (RPL) assessment process. You are required to provide information of assessment tools for each qualification that you are proposing to assess.

Please provide the above information by Close of Business Friday 9 May 2014.

As with your EOI, all information provided regarding your assessment tools will be treated as confidential.

Kind regards,

Scott Neil Manager - Outsourced Provider Engagement Trades Recognition Australia Skills Mobility and Asian Connections Branch Department of Industry

T: 61-2-6102 8445 I F: +61 2 6102 3222 I M: +61409 819 524

l:~-'-=='-'~~==CD.!..~~=.::'-"'-"~=-"'-"-'-'::.:O::

************************************************************************* The information contained in this e-mail, and any attachments to it, is intended for the use of the addressee and is confidential. If you

5

are not the intended recipient you must not use, disclose, read, forward, copy or retain any of the information. If you received this e-mail in error, please delete it and notify the sender by return e-mail or telephone.

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The security of emails transmitted in an unencrypted environment cannot be guaranteed. By forwarding or replying to this email, you acknowledge and accept these risks. *************************************************************************



************************************************************************* The information contained in this e-mail, and any attachments to it, is intended for the use of the addressee and is confidential. If you are not the intended recipient you must not use, disclose, read, forward, copy or retain any of the information. If you received this e-mail in error, please delete it and notify the sender by return e-mail or telephone.

The Commonwealth does not warrant that any attachments are free from viruses or any other defects. You assume all liability for any loss, damage or other consequences which may arise from opening or using the attachments.

The security of emails transmitted in an unencrypted environment cannot be guaranteed. By forwarding or replying to this email, you acknowledge and accept these risks. *************************************************************************

6

From: Maslen, Sue Sent: Tuesday 3 December 2013 17:22 To: Ramie, Mirsad Cc: Hemmingsen, Mark; Wright, Paul; Coates, Brian; Mitchell, FionaM (CIT); Baxter, Cathy; Whitfield, Josephine; Wesney, Anita; Tomaras, Elizabeth; Duchnaj, Sandra; Blom:field, Skye; Benfatto, John; Owen, Pamela Subject: Electrotechnology Educational Review - Final Report

Hi Mirsad

Please find attached the final report into the Electrotechnology Educational Review, along with a draft Implementation Plan. You are welcome to circulate this to your teachers, and I'd be happy to come and discuss this with them if they wish Gust set up a time in my calendar).

I'll make a time to come and go through the recommendations and the draft implementation plan with you, Brian and Fiona within the next couple of weeks.

To everyone else on the Review Working Group - many thanks for all your time, effort and open and honest discussions. If you have not already done so, could you please save your comments re the individual unit reviews on the I drive at:

I:\EDUEXCEL _ COMMON\2013\Electrotech Ed Review\Subject Check & Reviews.

Mirsad will be able to use these for Assessment Validation purposes to feed back through the PRI process.

Thanks everyone

Sue

Sue Maslen Alg General Manager CIT Student and Academic Services

Canberra Institute of Technology Tel: +(61) 02 6207 48421 Mobile: +(61) 0402 008 252 I Email: sue.maslen(a),cit.edu.au<mailto:[email protected]> Address: CIT Reid, Room Al23, 37 Constitution Avenue, Reid, Canberra I GPO 826, Canberra 2601 CRICOS No. OOOOlK

Connect with CIT on: cit.edu.au<http://www.cit.edu.au/> I Facebook<http://www.facebook.com/CITCanberra> I Google+<https://plus.google.com/+citcanberra> I Linked in<http://www.linkedin.com/company/canberra-institute-of-technology> I Twitter<https://twitter.com/@Canberra CIT> I You Tube<http://www.youtube.com/CITCanberra>

[CIT_ Logo _iconsi]<http://cit.edu.au/> [icons 1 ]<http:// canbeiral 00 .com.au/>

Canberra Institute of Technology Workplace· Online • Campus I cit.edu.au

2013 EDUCATIONAL REVIEW OF CIT'S ELECTROTECHNOLOGY DEPARTMENT

IMPLEMENTATION PLAN

1. Entry requirements: change the entry requirement for both the C3-TC31 Certificate Ill in Electrotechnology Electrician and C3-TC30 Certificate Ill in Air Conditioning and Refrigeration from Year 10 to an ACSF level (ACSF Level 2 for Reading, Writing, Speaking and Learning, and ACSF Level 3 for Numeracy) achieved at a compulsory on-entry assessment before CIT accepts the ACT Apprentice Notice of Business. The on-entry assessment of a student's language, literacy and numeracy skills will be used to gauge their ACSF level. If the student does not meet the required ACSF entry level, they will be offered alternative support options including extending off-the-job training by six months, enrolling in a pre-apprenticeship program or initially enrolling in a Foundation Skills qualification in which some of the electives are drawn from core units from the Certificate Ill in either Electrotechnology or Refrigeration.

2. Investigate setting up a Pre-apprenticeship program accessing Better Linkages funding for 2014 that may be developed longer term as a recruitment pool for employers seeking prospective apprentices.

3. Reduce reliance on Eprofiling so that students are able to achieve the majority of units of competency without Eprofiling as per the Hunter

©Canberra Institute of Technology

cit.edu.au

Head of Department, Electrotechnology, with advice from Head of Department, Access Education.

Head of Department, Electrotechnology.

Head of Department, Electrotechnology, with

Page 1 of 5 Date created: 3/12/2013

Date updated: 1/04/2015

COMMENTS/PROGRESS

TAFE model. This will mean students can achieve the majority of units support of STP teachers in of competency through simulated work performance, apart from key the Electrotechnology units which are considered 'high risk' and will still require completion Department. through Eprofiling.

4. Review delivery and assessment models so that theory work is more Head of Department, embedded in practice and the number of assessment events is Electrotechno!ogy in reduced. Where theory assessments are still required, review the units conjunction with the STP of competency to include critical (those aspects that students must teachers, complete correctly), required (those aspects that students should know Electrotechnology, but are not critical) and non-critical (those aspects that help deepen a Department, with support student's understanding but are not critical for safety) to reduce the from an Assessment reliance on allocation of percentage grades. Consider as part of the Expert from Teacher review reducing the number of assessment events by consolidating Education as part of the assessment tasks and/or integrating practical with theory assessments, Assessment Initiative -and investigating increased opportunities for integrated workplace see Attachment 3. delivery and assessment.

5. Resits/re-assessments - develop a clear policy and guidelines so it is Head of Department, clear to teachers and students when a student is entitled to a resit. Electrotechnology in Review delivery to build in resit/re-assessment attempts within class conjunction with the STP delivery time. Work with an assessment expert from Teacher Education teachers, to more clearly define when a student is to be offered an opportunity Electrotech nology, for a resit and when they will be asked to re-enrol. Department, with support

from an Assessment Expert from Teacher Education.

6. Embed Foundation Skills in the delivery of both Electrical and STP, Co.ordinators and Refrigeration programs to ensure that each student is well grounded in teachers from Electro and numeracy, and possibly literacy, to ensure they are well prepared and Refrigeration to work will continue to be so throughout their course. Both the VET teachers with a LLN specialist and Foundations teachers are to work together prior to delivery to teacher prior to delivery. select the most appropriate units of competency and then agree on a delivery model. Investigate use of WELL funding to assist in funding additional support.

©Canberra Institute of Technology Page 2 of 5

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Date created: 3/12/2013

Dat_e updated: 1/04/2015

7. Implement the CIT Program Review and Improvement (PR!) process so there is a clear and coordinated approach to enable teachers to have professional conversations about delivery and assessment issues, ensure that systematic evaluation and capture and document bright ideas which will feed into continuous improvement of the courses through the Program Review and Improvement (PRI) process. This will include ensuring the Program Review and Improvement process is implemented so that systematic evaluation and review, including industry validation, occurs which then feeds through to a continuous improvement cycle.

8. Within current resourcing framework, identify subject/assessment coordinators for each unit so there is one person responsible for driving continuous improvement and ensuring consistency of delivery and assessment of units between teachers and across both the C3-TC31 Certificate III in Electrotechnology Electrician and C3-TC30 Certificate /II

· in Air Conditioning and Refrigeration.

9. Schedule regular staff meeting time which would also include time to reflect on delivery and assessment of units and provide an opportunity for moderation.

10. Recognition of Prior Learning: develop Skills Recognition tools for each unit of competency as well as for the whole qualification (for holders of overseas qualifications) which simplify and help demystify the process. Provide professional development for all teachers on Skills Recognition at CIT to include developing RPL assessment tools, CIT Skills Recognition processes, and RPL methods including challenge tests or opportunities for fast tracking through assessments in class.

Head of Department, Electrotechnology in conjunction with the STP teachers, Electrotechnology, Department, with support from Education Advisors from CIT Student and Academic Services.



Head of Department, Electrotechnology in conjunction with the STP teachers, Electrotechnology, Department, with support from an Assessment Expert from Teacher Education and CIT1s Recognition Advisor.

©Canberra Institute ofTechnology Page 3 of 5

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11. Continue to liaise with other TAFEs delivering the Certificate Ill in Electrotechnology and Refrigeration to investigate potential solutions to the challenges faced in delivery and assessment and share learnings.

12. Ensure new teachers undergo a proper induction which also includes knowing who the unit coordinator is that they may provide feedback about delivery/assessment issues to ensure a consistent approach.

13. Implement a professional development program for the teachers to include assessment design, Skills Recognition, eLearn and completion of the Certificate IV in Training and Assessment. Integrate the professional development program into individual teacher's Performance Management Plans for 2014.

14. Investigate opportunities to better integrate off-the-job training with the on-the-job training. This will include improving communication with employers to improve coordination of training opportunities, and increasing flexibility in delivery of the off-the-job training.

15. Develop a schedule prior to each semester of Skills Recognition sessions (challenge tests), capstone assessments and, if unable to be completed during class, resits, so these can be communicated to students and employers well in advance. This will enable a more coordinated

Head of Department, Electrotechnology, with support of STP teachers in the Electrotechnology Department.




Head of Department, Electrotechnology, with support of STP teachers in the Electrotechnology

© Canberra Institute ofTechno!ogy Page 4 of 5

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approach and inform employers of cut-off dates and attendance requirements.

Department.

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No.

1

2

3

Canberra Institute of Technology Workplace • Online • Campus I cit.edu.au

2013·Electrotechnology Department Educational Review

Project Plan/ Action Items as at 4 November 2013

Task Responsibility Date Comments Completed? Due

Meet with Electrotechnology Department Sue Maslen 12/9/13 Completed

teachers to outline process for the Education Review. Select Reps -1 Refrigeration Teacher, 1 Electro John Benfatto in conjunction 16/9/13 Paul Wright (with Peter John to contact Teacher, External Rep with teaching staff Hersom as back up) Paul Hincksman

Mark Hemmingsen (with Ian to see if he Griffiths as back up) wishes to To be invited by John - Paul attend final Hincksman or Michael meeting where Mossier, or rep from TAFE recomendations NSW are made

Identify units of competency delivered in and select John Benfatto 25/9/13 Units selected - cover a Completed random sample of 20 from C3-TC31 Certificate fll in range of stages, and include Electrotechno/ogy Electrician and C3-TC30 Certificate the capstone, with several _ Ill in Air Conditioning and Refrigeration. Ensure common to both programs. includes Capstone unit in 20.

Also selected because staff Electrotechnology: and/or students have

• UEENEEE104A- Solve Problems in DC circuits identified these units as

• UEENEEG101A- Solve problems in more problematic for

electromagnetic devices and related circuits delivery, assessment or level

• UEENEEG102A- Solve problems in low voltage a.c . of complexity/difficulty for

circuits students.

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• UEENEEG033A- Solve problems in single and three phase low voltage electrical apparatus and circuits

• UEENEEG006A- Solve problems in single and three phase low voltage machines

• UEENEEG063A - Arrange circuits, control and protection for general electrical installations

• UEENEEG107 A- Select wiring systems and cables for low voltage general electrical installations

• UEENEEG109A- Develop and connect electrical

.control circuits • UEENEEF102A- Install and maintain cabling for

multiple access to telecommunication services

• UEENEEG105A- Verify compliance and functionality of low voltage general electrical

installations (Capstone)

Refrigeration:

Nat ID CIT 2013 CRNs Stage#

UEENEEE102A ELEC 754 38459 1

UEENEEE105A ELEC 756 38460 1

UEENEEJ104A REFR 146 57308 1




UEENEEJ107 A REFR 131 38547 3




UEENEEP012A REFR 222 57318 2

This has been included as it is a commercial program as well + it has a licenced outcome. Additionally, FYI -the issue here is commercial students (plumbers,

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fitters etc) have no previous fundamental electrical understanding.

4 Run Banner Stats Report for the 20 UOCs to determine John Benfatto and Jo Whitfield success/completion rates (Semester 1, 2013)

5 Collect Subject Guides, RPL tools and assessment tools John Benfatto and Jo Whitfield for the selected sample units of competency.

6 Meet with individual teaching staff of selected units of Members of the Working competency to gain understanding of delivery and Group assessment.

7 Analyse the actual delivery and assessment (including Members of the Steering Skills Recognition) against the strategies outlined in Committee with guidance on the CIT Curriculum document to ensure they meet the assessment and RPL practices requirements of training package and are competency by Cathy Baxter based.

8 Contact TAFE NSW- arrange visit to collect John Benfatto , Mark information on delivery and assessment processes Hemmingsen and Pam Owen

21 to 25/10

Canberra Institute of Technology Workplace• Online· Campus I dt.edu.au

Stats report would be Not to be done meaningless as since students are enrolled directly into UOCs, the majority of students will have outstanding results as they will be waiting for work performance to be completed. Jo to start collecting subject Completed guides and assessment tools from elearn where available. John to collect and collate Week of 21 to 25 October In progress

Elizabeth to set up checklist Completed for Working Group members to use to analyse delivery and assessment

10 Oct- Elizabeth1s team to finalise folders with a checklist plus documents for checking by Working Group members by next week. Suggested T AFE lllawarra, TAFE North Sydney, Wagga TAFE. John to discuss with Pam and set up possible


·-----·-·--·---

9 Collect evidence of communication of information to John Benfatto - with Jo Gafa students and employers as outlined in the ACT and Alex Paterson Requirements for the delivery of Australian Apprenticeships Training-to include information to employers and students -timetables, copies of letters, info on frequency

10 Analyse ACSF level requirements of the two Pam Owen qualifications TC31 Certificate /II in Electrotechnology Electrician and C3-TC30 Certificate If/ in Air Conditioning and Refrigeration and identify appropriate entry requirements and foundation skill support models.

11 Analyse entry requirements to the 2 programs in Members of the Working relation to ACSF, and investigate models to ensure Group students have reasonable chance of success in courses.

Canberra Institute of Technology Workplace· Online• Campus I cit.edu.au

dates for a visit. John to then arrange.

4/11/13 - Visit conducted to Hunter TAFE (Anita to circulate notes from meeting). Contact made with North Sydney but initial discussions indicate they are at same place as CIT in addressing the issues with the Training Package. lllawarra visiting CIT on 6 November. Anita to contact Wagga and Western Sydney.

May not be able to provide ACSF level for whole qualification, but will do so for the 20 UOCs listed for review. Pam to contact Ee-Oz-John Shearstone, Noel Monkman or Peter Parry


Educational Review - Electrotechnology Terms of Reference


The purpose of the Educational Review- Electrotechnology Working Group is to conduct a review of the educational delivery and assessment strategies and processes for C3-TC31 Certificate Ill in Electrotechnology Electrician and C3-TC30 Certificate lll in Air Conditioning and Refrigeration, and recommend opportunities for improvement to the CIT Chief Executive, Deputy Chief Executive Academic and the CIT Trades and Vocational Learning College Directors.

Role 1. Review and analyse the educational delivery and assessment strategies and processes to

ensure: a. Quality- that the delivery and assessment (including Skills Recognition assessments)

are appropriate to the AQF and rules and principles of assessment, meets ASQA and training package requirements, have appropriate student support mechanisms built in, and that entry requirements ensure students have a reasonable chance of success

b. Consistency - that a common approach and standard is applied across all delivery c. Efficiencies and flexibility- is achieved in the delivery and assessment processesto

make the most appropriate use of available staff and other resources.

2. Review information, timing and frequency of communication to students and employers as outlined in the ACT Requirements for the delivery of Australian Apprenticeships Training

3. Recommend opportunities for improvement in quality, consistency and efficiency of delivery and assessment strategies and processes.

Membership

• Sue Maslen (General Manager, Student and Academic Services)

• Elizabeth Tomaras (Director, Education Services)

• Sandra Duchnaj (Head of Department, Curriculum)

• John Benfatto (Head of Department, Electrotechnology)

• Pam Owen (Head of Department, Foundation Skills)

• Electrotechnology teacher representative

• Refrigeration teacher representative

• Cathy Baxter (Teacher Education) • Jo Whitfield (Flex:Ed)

• External Subject Expert (Industry Rep or NSW TAFE lllawarra, Wagga, North Sydney?)

Review Plan

• Meetings will occur weekly.

• Timeframe - September to end of November 2013

• Process:

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I' : I I I

I f

~ ! " "'


1. Meet with Electrotechnology Department teachers to outline process for the Education Review.

2. Collect documentation -training package, curriculum documents and timetables 3. Identify units of competency delivered in and select random sample of 20 from C3-

TC31 Certificate Ill in Electrotechnology Electrician and C3-TC30 Certificate Ill in Air Conditioning and Refrigeration

4. Collect Subject Guides, RPL tools and assessment tools for the selected sample units of competency.

5. Meet with individual teaching staff of selected units of competency to gain understanding of delivery and assessment.

6. Analyse the actual delivery and assessment (including Skills Recognition) against the strategies outlined in the CIT Curriculum document to ensure they meet the requirements of training package.

7. Analyse delivery and assessment processes in terms of flexibility and efficiency. 8. Analyse ACSF level requirements of the two qualifications TC31 Certificate Ill in

Electrotechnology Electrician and C3-TC30 Certificate lll in Air Conditioning and Refrigeration and identify appropriate entry requirements and foundation skill support models.

9. Collect and review evidence of communication of information to students and employers as outlined in the ACT Requirements for the delivery of Australian Apprenticeships Training.

10. Identify opportunities for improvements. 11. Present final report and recommendations to the CIT Chief Executive, Deputy Chief

Executive Academic and CIT Trades and Vocational Learning Teaching College Directors, by 30 November 2013.

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UEENEEG107A Select wiring systems and cables for low voltage general electrical

installations

Release: 3

INDUSTRY SKILLS COUNCILS

Creating Australia's Future

UEENEEG 107 A Select wiring systems and cables for low voltage general electrical installations February 2015

Date this document was generated: 26

UEENEEG107A Select wiring systems and cables for low voltage general electrical installations

Modification History Not Applicable

Unit Descriptor

Unit Descriptor 1) 1.1) Descriptor

This unit covers selecting wiring systems and cables for electrical installations operating at voltages up to 1,000V a.c. or 1,500 V d.c. It encompass knowledge and application of wiring systems and cable types, selecting wiring system compatible with the installation conditions, selecting cables that comply with required current-carrying capacity and voltage drop and earth fault-loop impedance limitations, coordination between protective devices and conductors and documenting selection decisions

Application of the Unit Not Applicable

Approved

©Commonwealth of Australia, 2015

Page2 of13

E-OZ Training Standards



Licensing/Regulatory Information

1.2) License to practice

The application of the skills and knowledge described in this unit require a license to practice in the workplace where work is carried out on electrical equipment or installations which are designed to operate at voltages greater than 50 V a.c. or 120 V d.c. Practice in workplace and during training is also subject to regulations directly related to occupational health and safety and where applicable contracts of training such as apprenticeships. Note: 1. Compliance with permits may be required in various jurisdictions and typically relates to the operation of plant, machinery and equipment such as elevating work platforms, powder operated fixing tools, power operated tools, vehicles, road signage and traffic control and lifting equipment. Permits may also be required for some work environments such as confined spaces, working aloft, near live electrical apparatus and site rehabilitation. 2. Compliance may be required in various jurisdictions relating to currency in First Aid, confined space, lifting and risk safety measures.

Pre-Requisites

Prerequisite Unit(s)

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2)

2.1) Competencies

Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.

UEENEEE101 A

UEENEEE102 A

UEENEEE104 A UEENEEE105 A

UEENEEE107 A

UEENEEG006 A

Apply Occupational Health and Safety regulations, codes and practices in the workplace

Fabricate, dismantle, assemble of electrotechnology components

Solve problems in d.c circuits

Fix and secure electrotechnology equipment

Use drawings, diagrams, schedules, standards, codes and specifications

Solve problems in single and three phase low voltage machines

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UEENEEG I 07 A Select wiring systems and cables for low voltage general electrical installations February 2015


Prerequisite Unit(s) 2)

UEENEEG033 A

UEENEEG063 A

UEENEEG101 A

UEENEEG102 A UEENEEG106 A

Solve problems in single and three phase electrical apparatus and circuits

Arrange circuits, control and protection for general electrical installations

Solve problems in electromagnetic devices and related circuits

Solve problems in low voltage a.c. circuit

Terminate cables, cords and accessories for low voltage circuits

Employability Skills Information

Employability Skills

Application of the Unit

3) This unit contains Employability Skills The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.

4)

4.1) General Application This unit applies to competency development entry-level employment based programs incorporated in approved contracts of training. 4.2) Importation RTOs wishing to import this unit into any qualification under the flexibility provisions ofNQC Training Package Policy

Elements and Performance Criteria Pre-Content

6) Elements describe the essential outcomes of a unit of competency

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Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide.

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Elements and Performance Criteria

ELEMENT

1 Prepare to select wiring systems and cables for general electrical installations

PERFORMANCE CRITERIA

1.1 The extent and nature of the electrical installation is determined from job specifications.

1.2 Safety and other regulatory requirements to which the electrical installation shall comply area are identified, obtained and understood.

1.3 Cable routes, the route lengths of cables and the conditions in which the wiring system is to operate is determined from job specifications or from consultation with appropriate persons.

2 Select wiring systems 2.1 and cables for general electrical installations 2.2

Wiring systems are selected for suitability for the environments in which they are to operate.

Cable conductor sizes are selected to meet current-carrying capacity requirements and

3 Document electrical installation.

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voltage-drop and earth fault-loop impedance limitations.

2.3 Circuit protective devices are selected to meet requirement for co-ordination with conductor current-carrying capacity.

2.4 Earthing system components are selected to meet requirements of an MEN system.

2.5 Evidence is obtained that electrical equipment selected complies with safety requirements.

3.1

3.2

3.3

Evidence is obtained from manufacturers/suppliers that electrical equipment selected complies with safety requirements.

Reasons for selections made, including calculations, are documented in accordance with established procedures.

Electrical installation arrangement and specifications for all selected items are documented in accordance with established procedures and forwarded to appropriate person( s ).

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Required Skills and Knowledge

REQUIRED SKILLS AND KNOWLEDGE

7) This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of selecting wiring systems and cables for general electrical installations. All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies. KS01-EG107A Electrical installation- cable selection and co-ordination Evidence shall show an understanding of selecting cables and ensuring co-ordination between protection device and conductors in electrical installations that comply with the Wiring Rules, Selection of cables standards and Service Rules to an extent indicated by the following aspects: Tl Performance requirements - design and safety encompassing:

• harmful effects against which the design of an electrical installation must provide protection.

• performance standards of a correctly functioning electrical installation. • supply characteristics that shall be considered when designing an electrical installation. • acceptable methods for determining the maximum demand in consumer's mains and

sub-mains. • AS/NZS 3000 requirements limiting voltage drop in an installation. • reason for dividing electrical installations into circuits and the factors that shall

determine their number and type. • typical external factors that may damage an electrical installation and that shall be

considered in the installation design. • methods for protecting persons and livestock against direct and indirect contact with

conductive parts and the typical application of each. • acceptable methods of protection against the risks of ignition of flammable materials and

injury by burns from the thermal effects of current, in normal service. • likely sources of unwanted voltages and the methods for dealing with this potential

hazard. • acceptable methods for protecting persons and livestock against injury and property

against damage from the effects of over current. • requirement for protection against fault current. • requirement for protection against the harmful effects of faults between live parts of

circuits supplied at different voltages. • need for protection against injury from mechanical movement and how this may be

achieved. • features of 'fire rated construction' and how the integrity of the fire rating can be

maintained in relation to electrical installation.

T2 Final subcircuit arrangements encompassing:

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• factors that shall be considered in determining the number and type of circuits required for an installation.

• daily and seasonal demand for lighting, power, heating and other loads in a given installation.

• number and types of circuits required or a particular installation. • current requirements for given final subcircuits. • layout/schedule of circuits for given installations.

T3 Factors affecting the suitability of wiring systems encompassing:

• wiring systems typically used with various construction methods and particular environments.

• installation conditions that may affect the current-carrying capacity of cables. • external influences that may affect the current-carrying capacity and/or may cause

damage to the wiring system. • AS/NZS 3000 requirements for selecting wiring systems for a range of circuits,

installation conditions and construction methods into which the wiring system is to be installed. Note: Wiring systems include cable enclosures, underground wiring, aerial wiring, catenary support, emergency systems, busbar trunking and earth sheath return.

T4 Maximum demand on consumer's mains/submains encompassing:

• acceptable methods for determining the maximum demand on an installation's consumer's mains and submains.

• maximum demand for the consumer's mains for given installations up to 400 A per phase.

• maximum demand for given submains.

T5 Cable selection based on current carrying capacity requirements encompassing:

• installation conditions for a range of wiring systems and applications. • external influences that require the use of a derating factor. • AS/NZS 3000 requirements for coordination of cables and protection devices. • AS/NZS 3008 used to select conductor size based on the maximum current requirement

for a given installation condition including any applicable derating factors.

T6 Cable selection based on voltage drop requirements encompassing:

• AS/NZS 3000 requirements for maximum voltage drop in an installation. • relevant tables in AS/NZS 3008 for unit values of voltage drop. • calculation of the expected voltage drop in a given circuit. • selecting cables to satisfy voltage drop requirements in addition to current carrying

capacity requirements.

T7 Cable selection based on fault loop impedance requirements encompassing:

• AS/NZS 3000 requirements for maximum fault loop impedance in an installation. • relevant tables in AS/NZS 3008 to determine cable impedances. • calculation of the expected fault loop impedance for a given circuit arrangement. • selecting cables to satisfy fault loop impedance requirements in addition to current

carrying capacity requirements and voltage drop requirements.

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© Commonwealth of Australia, 2015

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T8 Selecting protection devices encompassing:

• acceptable methods of protection against indirect contact. • AS/NZS 3000 requirements for selecting methods and devices to protect against indirect

contact for a range of installation types and conditions. • coordination between conductors and protection devices to ensures the protection of

cables from over heating due to over current. • possible injuries to persons and livestock from hazards due to a short circuit. • AS/NZS 3000 requirements for selecting devices to protect against overload current for a

range of circuits and loads. • AS/NZS 3000 requirements for selecting devices to protect against short-circuit current

for a range of installation conditions.

T9 Selecting devices for isolation and switching encompassing:

• requirements for the provision of the isolation of every circuit in an electrical installation. need for protection against mechanical movement of electrically activated equipment.

• AS/NZS 3000 requirements for selecting devices for isolation and switching for a range of installations and conditions.

Tl 0 Switchboards encompassing:

• AS/NZS 3000 and local supply authority requirements for switchboards. • tariff structures for the supply of electricity. • equipment installed at the main switchboards with capacities up to 400 A per phase. • layout of a main switchboard for an installation supplied with single phase single tariff

whole current metering. • layout of a main switchboard for an installation supplied with single phase multiple tariff

whole current metering. • layout of a main switchboard for an installation supplied with multiphase single tariff

whole current metering. • layout of a main switchboard for an installation supplied with multiphase multiple tariff

whole current metering. • layout of a main switchboard for a multiple tenancy installation with whole current

metering. • layout of a main switchboard, including metering, for an installation supplied with three

phase CT metering. • local supply authority requirements for connection of an electrical installation to the

electrical supply system

Evidence Guide

EVIDENCE GUIDE

9) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the

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:·,_



EVIDENCE GUIDE

Assessment Guidelines for this Training Package. The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment

Critical aspects of evidence required to demonstrate competency in this unit

9.1) Longitudinal competency development approaches to assessment, such as Profiling, require data to be reliably gathered in a form that can be consistently interpreted over time. This approach is best utilised in Apprenticeship programs and reduces assessment intervention. It is the Industry's preferred model for apprenticeships. However, where summative (or final) assessment is used it is to include the application of the competency in the normal work environment or, at a minimum, the application of the competency in a realistically simulated work environment. It is recognised that, in some circumstances, assessment in part or full can occur outside the workplace. However, it must be in accordance with industry and regulatory policy. Methods chosen for a particular assessment will be influenced by various factors. These include the extent of the assessment, the most effective locations for the assessment activities to take place, access to physical resources, additional safety measures that may be required and the critical nature of the competencies being assessed. The critical safety nature of working with electricity, electrical equipment, gas or any other hazardous substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment. Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its 'richness'. Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practised. These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments. Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package.

9.2) Before the critical aspects of evidence are considered all prerequisites shall be met.

Evidence for competence in this unit shall be considered holistically. Each element and associated performance criteria shall be demonstrated on at least two occasions in accordance with the 'Assessment Guidelines - UEE07'. Evidence shall also comprise:

• A representative body of work performance demonstrated within the timeframes typically expected of the discipline, work function and industrial environment. In particular this shall incorporate

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©Commonwealth of Australia, 2015 E-OZ Training Standards



EVIDENCE GUIDE

evidence that shows a candidate is able to:

• Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the performance criteria and range statement

• Apply sustainable energy principles and practices as specified in the performance criteria and range statement

• Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.

• Demonstrate an appropriate level of skills enabling employment

• Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

• Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

• Selecting wiring systems and cables for general electrical installations as described as in 8) and including:

A Determining the extent and nature of the installation for job specifications

B Obtaining and understand the safety and other regulatory requirements to which the electrical installation shall comply

C Determining cable routes, the route lengths of cables and the conditions in which the wiring system is to operate.

D Selecting wiring system suitable for the environment requirements.

E Selecting cable conductors sizes in consideration to current-carrying capacity and voltage-drop I earth fault-loop limitation.

F Ensuring co-ordination between circuit protective device and conductor current-carrying capacity.

G Selecting compliant earthing system components

H Documenting wiring systems and cables to be used, specification for items selected and reasons for the selections made.

I Dealing with unplanned events

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©Commonwealth of Australia, 2015 E-OZ Training Standards



EVIDENCE GUIDE

Context of and specific resources for assessment

Method of assessment

Concurrent assessment and relationship with other units

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9.3) This unit should be assessed as it relates to normal work practice using procedures, information and resources typical of a workplace. This should include:

• OHS policy and work procedures and instructions. • Suitable work environment, facilities, equipment and materials to

undertake actual work as prescribed by this unit.

These should be part of the formal learning/assessment environment. Note: Where simulation is considered a suitable strategy for assessment, conditions must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to selecting and arranging equipment for general electrical installations.

9.4) This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'. Note: Competent performance with inherent safe working practices is expected in the industry to which this unit applies. This requires assessment in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

9.5)

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with unit:

UEENEE063A Arrange circuits, control and protection for general electrical installations


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UEENEEG 107 A Select wiring systems and cables for low voltage general electrical installations February2015

Range Statement

RANGE STATEMENT


8) This relates to the unit as a whole providing the range of contexts and conditions to which the performance criteria apply. It allows for different work environments and situations that will affect performance.

This unit shall be demonstrated in relation to selecting and selecting wiring systems and cables for at least two general electrical installations comprising a main switchboard, supplying more than one circuit each for, lighting, socket outlets, and fixed appliances. One of the installations shall include a distribution board separate from the main switchboard and at least one circuit supplying a three-phase load and a fire pump.

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

Unit Sector(s) Not Applicable

Competency Field

2.2) Literacy and numeracy skills Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy'

Reading 5 Writing 5

Custom Content Section

Competency Field 5)

Electrical

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Numeracy 5

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