Combining formal, non-formal and informal learning for workforce skill development

Tables and figures

Table 1 Technological changes in different industry sectors 34

Figure 1 Participation in formal learning and non-formal learning, 2001 and 2005 14

Figure 2 Learning experiences for workers in Australian companies, 2005 15

Executive summary

This project is about combining formal, non-formal and informal³ learning to develop workplace skills. It is also concerned with how such combinations are used and recognised by industry, employers, training providers and individuals. It is particularly relevant today as governments and industry look for alternative sources of workers in an environment characterised by demographic ageing, declining cohorts of youth, and trade skills shortages.

Findings

1 There are multiple ways for combining formal, informal and non-formal learning to develop skills for today’s workforce. Senior management commitment and in-kind support for workers to engage in learning (however it is acquired) and individual willingness to engage in learning are keys to successfully integrating learning with work.

2 The most common practice for entry-level workers (that is, apprentices, trainees, cadets and interns) is to combine (or alternate) learning acquired in formal off- and on-the-job training with informal learning acquired through everyday experience on the job. The key to the success of such programs is the extended on-the-job experience obtained in a supervised environment. Innovative approaches include ‘fully-on-the-job’ programs and ‘learning bays’ which locate both formal and informal learning at the worksite.

3 For existing workers the most popular strategy is to blend learning acquired in non-formal (often in-house or external training programs) with on-the-job practice and experience. Other strategies include action learning approaches which provide opportunities for workers to get together to share information and develop suitable action plans for quality improvement initiatives, business innovation, and self-help for users of newly introduced or critical technologies and products. They also include strategies which enable learners to practise skills in simulated environments before being expected to apply such skills in the real workplace. Such strategies are especially relevant to students aiming to acquire qualifications for industry sectors whose workers must comply with specific minimum age requirements (including child care workers), and specific security checks (including child care and aged care workers). Simulated environments are also used for development of business administration skills (including practice firms).

4 Organisations tend to provide formal and non-formal learning opportunities for permanent staff over casual staff (especially if it comes at a cost). Those who already have high levels of educational achievement are far more likely to participate in such programs.

5 Recognition of non-formal and informal learning for formal qualifications (also known as recognition of prior learning [RPL]) is currently being applied with experienced mature-age workers in occupations experiencing skill shortages. It is being used to accelerate the completion of apprenticeships and traineeships for these groups. Helping these mature-age workers to remain engaged in the self-paced learning programs (often a key feature of such accelerated programs) and providing them with language and literacy support, are continuing issues.

6 Recognition of prior learning can also be used to open up pathways to formal qualifications (including senior secondary school certificates). So far, uptake of these RPL processes across education and training sectors has been slow.

7 Learning which has been acquired through formal or non-formal programs can also be supported and complemented by voluntary (and sometimes mandatory) coaching and mentoring programs. Here individuals (including executives, regular employees, and individuals and students from disadvantaged backgrounds) are paired up with more experienced and expert colleagues, supervisors or external consultants. To be effective such arrangements require the development of trust, confidentiality and respect between the partners, adequate time for discussion, and mentors or coaches with relevant expertise.

8 Job redesign, job rotation and restructuring career pathways are also examples of how companies extend learning for employees and integrate it with work. Such approaches (also associated with concepts of cross-skilling and multi-skilling) have been introduced to add task variety and challenge for workers (including recruits in graduate programs). Nevertheless, prescriptive Taylorist and Fordist principles of work organisation continue to exist (especially in those organisations involved in large-batch production and manufacturing).

9 Advanced information and communication technologies (including internet, email and discussion forums) are increasingly being used (within and across industries) to provide workers with opportunities for e-learning and speedy access to large arrays of information resources and communication channels. They have also been widely used in compliance training, especially in industries like financial services and air transport to help demonstrate that employees remain compliant with current legislation. However, e-learning (if it is to be successful) requires considerable amounts of learner commitment, trainer support, monitoring and feedback.

10 Automated forms of production have also involved an increased need for workers to continually update their skills in the use of technology. Although such advances have generally increased challenge and complexity for product designers and executives, they have sometimes led to reduced complexity and challenge for workers at the front line (especially in the no-frills components of the retail industry).