Chapter 1, Concepts Every 3D Printing Designer Needs to Know
“Training and Education Needs of the Printing Industry Now and Into the Future” Appendices
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Transcript of “Training and Education Needs of the Printing Industry Now and Into the Future” Appendices
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“Training and Education Needs of the Printing Industry Now and Into the Future”
Appendices
IIGF Printing Industry Association Project
Appendices
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Contents for Appendices
A1 Industry stakeholder interviews
A1.1 Summary of interview numbers by stakeholder groupingA1.2 Individual interviews documented in ‘Gap Analysis’ format
A1.2.1 Printers interviews (P)A1.2.2 Industry expert interviews (E)A1.2.3 Government/ agencies interviews (G)A1.2.4 Training/ education providers interviews (TP)A1.2.5 Association interviews (A)
A2 Key industry reports learnings
A2.1 Print21 – Print Industries Action Agenda, March 2001A2.2 Ad Rem Report – The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001A2.3 NPITC – National VET Plan 2003-2005A2.4 C-2-C Project – Book4, Developing Knowledge Workers in the Printing and Publishing IndustriesA2.5 The WA Information, Electrotechnology and Utilities Industry Training Council – Industry Training Plan 2002-2004A2.6 Review of the Printing and Graphic Arts Industry and Training Provisions, prepared by Callan Consulting Group, 28 October 2002A2.7 Report for the PIAA on a Performance Benchmarking Study, April 2003
A3 Overseas training review
A3.1 New Zealand industry education and trainingA3.2 United Kingdom industry education and trainingA3.3 United States industry education and trainingA3.4 Summaries of education and training provided
A4 Listing of registered training providers for the Printing and Graphic Arts Training Package (consistent with the National Training Information Service)
A5 Input/ Output Model for printer trade employment needs analysis
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Appendix A1
Industry Stakeholder Interviews
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Contents for Appendix A1
A1.1 Summary of Interview Numbers by Stakeholder Grouping
A1.2 Individual Interviews Documented in ‘Gap Analysis’ Format
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Appendix A1.1
Summary of Interview Numbers by Stakeholder
Grouping
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Summary of Interview Schedule
State
Printers
Industry Experts
Govt/ Agencies
Training Providers/ Educators
Associations Total Interviews
Small/ Medium Large Sub-Total
NSW 12 2 14 3 3 1 4 25
VIC 15 4 19 6 2 2 0 29
QLD 4 – 4–
3 3 0 10
ACT 3–
3–
3 2 0 8
SA 2–
2–
4 3 0 9
WA 1 0 1 0 2 2 0 5
Total 37 6 43 9 17 13 4 86
Allocated Interviews 81
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Appendix A1.2
Individual Interviews Documented in ‘Gap
Analysis’ Format
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Contents for Appendix A1.2
A1.2.1 Printer interviews (P)
A1.2.2 Industry expert interviews (E)
A1.2.3 Government/ agencies interviews (G)
A1.2.4 Training/ education providers interviews (TP)
A1.2.5 Association interviews (A)
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Appendix A1.2.1
Printer Interviews (P)
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Printer Interview – P1
• Technologically orientated industry focused towards digital production environment
• Management expertise able to develop and leverage competitive advantage
• School leaversinterest in the industry
• Business and production assistance that balances out commercial bias
• Peak industry body leadership to:– Develop training programs
focused on:• Computer to press• Networking/ digital
transmission• Applications
Remove focus on plate making and scanning
– HECS accreditation for the RMIT degree
– Commercial training support free from vested interests
– Promotion of the printing industry to school leavers and educators as important and not out-dated or old
• Training focused upon old technologies rather than the digital and IT environment
• Ineffective promotion of the industry training package
• Disjointed association roles, relationships and responsibilities
• Need for higher level training linking tertiary level commercial qualifications to qualifications in new media and new manufacturing
• Training (production and commercial) delivered with obvious vested interests and with the support of associations
• School leavers’ disinterest in the printing industry
Training outcomesTraining gapsTraining inputs
• Technologically orientated industry focused towards digital production environment
• Management expertise able to develop and leverage competitive advantage
• School leaversinterest in the industry
• Business and production assistance that balances out commercial bias
• Peak industry body leadership to:– Develop training programs
focused on:• Computer to press• Networking/ digital
transmission• Applications
Remove focus on plate making and scanning
– HECS accreditation for the RMIT degree
– Commercial training support free from vested interests
– Promotion of the printing industry to school leavers and educators as important and not out-dated or old
• Training focused upon old technologies rather than the digital and IT environment
• Ineffective promotion of the industry training package
• Disjointed association roles, relationships and responsibilities
• Need for higher level training linking tertiary level commercial qualifications to qualifications in new media and new manufacturing
• Training (production and commercial) delivered with obvious vested interests and with the support of associations
• School leavers’ disinterest in the printing industry
Training outcomesTraining gapsTraining inputs
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Printer Interview – P2
• Training focused on:– Trainees/ not apprentices– Greater focus on workplace
delivery of training– Business specific skills training
not generalist training outcomes– Improved middle management
training
• Go forward training initiatives not procrastination by NPITC/ Unions/ Governments
• Stronger business orientated managements (industry wide)
• Move away from lowest cost business emphasis towards sustainable profitabilities
• Stronger membership of PIAA
• Greater focus upon benchmarking across the industry
• Promotion of the industry and promotion of the training package
• Encouragement of Government subsidies to those involved in training
• For membership of the PIAA to be seen as important – greater membership coverage
• Need curriculum based on the industry’s future needs
• Remove union issue of State focused qualifications
• Lack of promotion of training package (TAFE/ NPITC problem)
• TAFE offering:– Under trained teachers– Antiquated equipment for
training– Insufficient equipment to match
industry requirements– Unsuited skills/ outcomes (too
generalist, not applicable for large, medium or small printers)
• Too much politics, too much focus on need for consensus within the NPITC
• Under trained management
• Industry poaching of tradespeople
• Training focused upon the old industry
• Union historical carry-over of State based structure
Training outcomesTraining gapsTraining inputs
• Training focused on:– Trainees/ not apprentices– Greater focus on workplace
delivery of training– Business specific skills training
not generalist training outcomes– Improved middle management
training
• Go forward training initiatives not procrastination by NPITC/ Unions/ Governments
• Stronger business orientated managements (industry wide)
• Move away from lowest cost business emphasis towards sustainable profitabilities
• Stronger membership of PIAA
• Greater focus upon benchmarking across the industry
• Promotion of the industry and promotion of the training package
• Encouragement of Government subsidies to those involved in training
• For membership of the PIAA to be seen as important – greater membership coverage
• Need curriculum based on the industry’s future needs
• Remove union issue of State focused qualifications
• Lack of promotion of training package (TAFE/ NPITC problem)
• TAFE offering:– Under trained teachers– Antiquated equipment for
training– Insufficient equipment to match
industry requirements– Unsuited skills/ outcomes (too
generalist, not applicable for large, medium or small printers)
• Too much politics, too much focus on need for consensus within the NPITC
• Under trained management
• Industry poaching of tradespeople
• Training focused upon the old industry
• Union historical carry-over of State based structure
Training outcomesTraining gapsTraining inputs
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Printer Interview – P3
• Customers (company supply full value chain offerings [creation, print, retail])
– As not for profit organisation to supply customers with value for money products and services
• Shareholders– Strong governance– Self-funding outcomes– Ethical, responsible relationships
• Employees– Career opportunities built
substantially upon promotion from within
• PIAA to be in “the industry voice” with empowerment of its managers to:
– Develop a flatter and dynamic structure
– Become responsible for the development and promotion of the industry’s training
– Training programs that deliver faster out-turns of competent tradespeople
– Discourage the needs for the poaching of tradespeople
– Support for the South Australian schools promotional program
– For the industry body to provide vetting services for apprenticeship and trainee candidates
• PIAA’s lack of leadership in relation to the industry’s training needs including the training package
• PIAA management structure that doesn’t provide opportunities of encouragement for new thinking. State representatives structure that doesn’t provide for new people to the executive.
• Disappointing performance of SA TAFE
• Poor industry profitability
• Under trained management across the industry (SME profiles)
• Training accreditation demands that is trying to force printers into being responsible for accrediting their trainees (thought to be neither acceptable of workable)
• Shortage of tradespeople across the industry generating poaching and forcing high wage/ cost outcomes
• Overly long training requirements for apprentices/ trades
Training outcomesTraining gapsTraining inputs
• Customers (company supply full value chain offerings [creation, print, retail])
– As not for profit organisation to supply customers with value for money products and services
• Shareholders– Strong governance– Self-funding outcomes– Ethical, responsible relationships
• Employees– Career opportunities built
substantially upon promotion from within
• PIAA to be in “the industry voice” with empowerment of its managers to:
– Develop a flatter and dynamic structure
– Become responsible for the development and promotion of the industry’s training
– Training programs that deliver faster out-turns of competent tradespeople
– Discourage the needs for the poaching of tradespeople
– Support for the South Australian schools promotional program
– For the industry body to provide vetting services for apprenticeship and trainee candidates
• PIAA’s lack of leadership in relation to the industry’s training needs including the training package
• PIAA management structure that doesn’t provide opportunities of encouragement for new thinking. State representatives structure that doesn’t provide for new people to the executive.
• Disappointing performance of SA TAFE
• Poor industry profitability
• Under trained management across the industry (SME profiles)
• Training accreditation demands that is trying to force printers into being responsible for accrediting their trainees (thought to be neither acceptable of workable)
• Shortage of tradespeople across the industry generating poaching and forcing high wage/ cost outcomes
• Overly long training requirements for apprentices/ trades
Training outcomesTraining gapsTraining inputs
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Printer Interview – P4
• Industry– Expectation of retaining people
put through trades courses– Greatly improved competencies
covering:• Management• Sales• Trades (especially
packaging)• Problem solving disciplines
• Students– School leavers’ interest in the
printing industry
• Promotion of the industry to students as a good place to work able to provide a good career
• Short listing assistance for tradespeople
• Engagement of TAFE by the industry to improve courses and problem solving skills
• Management training across the industry
• Disinterest in the industry by potential apprenticeships and trainees that has forced the company to go overseas to obtain tradespeople (South Africa)
• Poor industry image
• Business practices that are too competitive to facilitate cooperation in the area of training and industry development
• Poaching of tradespeople rather than the training of people through to trades
• SME industry profile that leads to reactionary rather than strategic management
• Lack of leadership by the PIAA
• Apprenticeships that are too long driven by time focus rather than competency focus
• Disappointed in TAFE training
Training outcomesTraining gapsTraining inputs
• Industry– Expectation of retaining people
put through trades courses– Greatly improved competencies
covering:• Management• Sales• Trades (especially
packaging)• Problem solving disciplines
• Students– School leavers’ interest in the
printing industry
• Promotion of the industry to students as a good place to work able to provide a good career
• Short listing assistance for tradespeople
• Engagement of TAFE by the industry to improve courses and problem solving skills
• Management training across the industry
• Disinterest in the industry by potential apprenticeships and trainees that has forced the company to go overseas to obtain tradespeople (South Africa)
• Poor industry image
• Business practices that are too competitive to facilitate cooperation in the area of training and industry development
• Poaching of tradespeople rather than the training of people through to trades
• SME industry profile that leads to reactionary rather than strategic management
• Lack of leadership by the PIAA
• Apprenticeships that are too long driven by time focus rather than competency focus
• Disappointed in TAFE training
Training outcomesTraining gapsTraining inputs
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Printer Interview – P5
• Customer (financial institutions)– Value for money– Good quality product
• Employees (management and trades)– Multi-skilling (enterprise
agreement)– Career opportunities/paths– Not to be pigeon holed– Broader set of work experiences
• Board/ senior management– ROI– Strong governance– Competitive advantage
• Shareholders– Return on investment– Business growth– Business expansion
• Peak industry body leadership to:– Develop and promote standards
that will establish credible barriers to entry for under qualified companies and people
– To be directly involved in the development of training packages for both trades and management and to promote the importance these to industry
– Promotion of the printing industry as part of the new generation of industries
– Develop strong benchmarking opportunities
– Develop proactive responses to environmental trends and to promote these as competitive advantages for the industry
• Benchmarking/ world’s best practice
• Reliance upon already trained trades people/ management’s disinterest in apprenticeships
• Good OH&S training
• Conflict/ duplication/ disorientated industry associations structures
• Poor upskilling training for managers across the industry
• Low barriers to entry leading to poor competition/ poor products/ low prices especially in the security printing area
• Falling value of trade qualifications
• Poor promotion of training package
• Poor quality of industry promotion/ students’ poor perceptions of industry
• Need for more meaningful industry standards including security printing
• Management's lack of expertise in the area of environmental standards
Training outcomesTraining gapsTraining inputs
• Customer (financial institutions)– Value for money– Good quality product
• Employees (management and trades)– Multi-skilling (enterprise
agreement)– Career opportunities/paths– Not to be pigeon holed– Broader set of work experiences
• Board/ senior management– ROI– Strong governance– Competitive advantage
• Shareholders– Return on investment– Business growth– Business expansion
• Peak industry body leadership to:– Develop and promote standards
that will establish credible barriers to entry for under qualified companies and people
– To be directly involved in the development of training packages for both trades and management and to promote the importance these to industry
– Promotion of the printing industry as part of the new generation of industries
– Develop strong benchmarking opportunities
– Develop proactive responses to environmental trends and to promote these as competitive advantages for the industry
• Benchmarking/ world’s best practice
• Reliance upon already trained trades people/ management’s disinterest in apprenticeships
• Good OH&S training
• Conflict/ duplication/ disorientated industry associations structures
• Poor upskilling training for managers across the industry
• Low barriers to entry leading to poor competition/ poor products/ low prices especially in the security printing area
• Falling value of trade qualifications
• Poor promotion of training package
• Poor quality of industry promotion/ students’ poor perceptions of industry
• Need for more meaningful industry standards including security printing
• Management's lack of expertise in the area of environmental standards
Training outcomesTraining gapsTraining inputs
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Printer Interview – P6
• Updating on industry trends• People skills• Planning• Quality• Methods of manufacture
• Need industry lead body to take lead role to select and tailor appropriate courses for companies tailored for organisation layers
Supervisors• Trade qualification• Occasional short courses attendance
organised by:– PIAA– Suppliers
• A more accountable TAFE system with specific competency measures
• Preference for 1 day a week rather than a block release
• Assistance with recruiting bright apprentices
• TAFE system that is more flexible with times for on-campus training
• More rigorous TAFE training and greater student accountabilities
• Specific competencies achieved by apprenticeships
• Understanding of the TAFE system and package
Apprenticeships• TAFE system not hard enough• Not sure that what is taught is
absorbed• TAFE contributor to deteriorating work
ethic• Almost impossible to recruit good
young people• Not aware of the training package• Block TAFE release difficult to absorb• TAFE provides general appreciation• Specific practical experience provided
on the job
• Updating in new technology as it comes along
• Quality training• Organisation• Motivation
• Industry lead body to act as selector and qualifier of appropriate courses for the different organisation levels and be pro-active at disseminating the information, ie. Be more directional
Press Operators• On the job learning• Occasional attendance at PIAA short
courses• Not much enthusiasm for learning,
particularly if outside working hours
Training outcomesTraining gapsTraining inputs
• Updating on industry trends• People skills• Planning• Quality• Methods of manufacture
• Need industry lead body to take lead role to select and tailor appropriate courses for companies tailored for organisation layers
Supervisors• Trade qualification• Occasional short courses attendance
organised by:– PIAA– Suppliers
• A more accountable TAFE system with specific competency measures
• Preference for 1 day a week rather than a block release
• Assistance with recruiting bright apprentices
• TAFE system that is more flexible with times for on-campus training
• More rigorous TAFE training and greater student accountabilities
• Specific competencies achieved by apprenticeships
• Understanding of the TAFE system and package
Apprenticeships• TAFE system not hard enough• Not sure that what is taught is
absorbed• TAFE contributor to deteriorating work
ethic• Almost impossible to recruit good
young people• Not aware of the training package• Block TAFE release difficult to absorb• TAFE provides general appreciation• Specific practical experience provided
on the job
• Updating in new technology as it comes along
• Quality training• Organisation• Motivation
• Industry lead body to act as selector and qualifier of appropriate courses for the different organisation levels and be pro-active at disseminating the information, ie. Be more directional
Press Operators• On the job learning• Occasional attendance at PIAA short
courses• Not much enthusiasm for learning,
particularly if outside working hours
Training outcomesTraining gapsTraining inputs
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Printer Interview – P6 (continued)
• As for supervisors above plus • Financial appreciation for managers
• As for supervisors aboveManager• General reading
• Management training • New industry developments/ trends• Technology developments/ trends
• As for supervisors aboveOwners• Read magazines• Attend general 3-day courses run by
PIAA and AIM in the past
• Communication skills• Negotiation skills• Organisation skills• Appreciation of business• Cost/ price relationship
• Industry body to provide direction on what is required
Sales Team• Job sales experience is the source of
E & T
Training outcomesTraining gapsTraining inputs
• As for supervisors above plus • Financial appreciation for managers
• As for supervisors aboveManager• General reading
• Management training • New industry developments/ trends• Technology developments/ trends
• As for supervisors aboveOwners• Read magazines• Attend general 3-day courses run by
PIAA and AIM in the past
• Communication skills• Negotiation skills• Organisation skills• Appreciation of business• Cost/ price relationship
• Industry body to provide direction on what is required
Sales Team• Job sales experience is the source of
E & T
Training outcomesTraining gapsTraining inputs
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Printer Interview – P7
• Wants apprentices to be equipped to run up to 12 colour presses
• Conduct internal competency assessment
Apprenticeships• TAFE is acceptable for learning general
theory• TAFE trainers do assessment• TAFE have very basic equipment
• Colour • Quality
• Good source of information re what’s available re E &T, eg. doesn’t know what’s in the training package
Operators• Trade qualified • Equipment vendor training on equipment
in-house, eg. Heidelberg
• E & T to develop greater professionalism• Assistance with what is required and where to get it
Supervisors• Trade qualified• Short people-related courses via AIM• Equipment vendor training re new
equipment
• Strategic planning • Heard about RMIT print degree. Sounds
good but doesn’t know if it will meet his requirements, eg.
– Conflict resolution– Strategic marketing
• Tailored course in strategic planning that is accessible
• Good compact and tailored people skills course
Managers• Trade qualified• Company/ manager agreed training
annually in non-technical areas, eg.– Conflict resolution– Time managementUsually use AIM
• Strategic planning• Information on where education can be done to fit the industry’s requirement
Executive Group• Combination of formal qualifications, eg.
MBA with AIM short courses
Training outcomesTraining gapsTraining inputs
• Wants apprentices to be equipped to run up to 12 colour presses
• Conduct internal competency assessment
Apprenticeships• TAFE is acceptable for learning general
theory• TAFE trainers do assessment• TAFE have very basic equipment
• Colour • Quality
• Good source of information re what’s available re E &T, eg. doesn’t know what’s in the training package
Operators• Trade qualified • Equipment vendor training on equipment
in-house, eg. Heidelberg
• E & T to develop greater professionalism• Assistance with what is required and where to get it
Supervisors• Trade qualified• Short people-related courses via AIM• Equipment vendor training re new
equipment
• Strategic planning • Heard about RMIT print degree. Sounds
good but doesn’t know if it will meet his requirements, eg.
– Conflict resolution– Strategic marketing
• Tailored course in strategic planning that is accessible
• Good compact and tailored people skills course
Managers• Trade qualified• Company/ manager agreed training
annually in non-technical areas, eg.– Conflict resolution– Time managementUsually use AIM
• Strategic planning• Information on where education can be done to fit the industry’s requirement
Executive Group• Combination of formal qualifications, eg.
MBA with AIM short courses
Training outcomesTraining gapsTraining inputs
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Printer Interview – P8
• Keen and smart HSC qualified in-take for apprenticeship
• System for receiving suitable filtered candidates
Apprenticeships• Recruit ex-HSC• Happy with scheme• Not concerned about block time off
(never going to be convenient) as long as scheduled in advance
• Supervisor training to be able to take the next step to lead-hand/ supervisor
• Access to tailored courses to allow chosen operators to move up
Prepress Operators• Trades trained• Up skill via:
– Trade magazines– Networking(They are keen to learn)
• As immediately above• As immediately abovePress Operators• Trade trained
• Working as a team• Quality management• Process training• Multi-skilling
• As immediately above but to be provided in the evenings
Bindery Operators• Trade qualified• Some on the job training only• OH&S external training
Training outcomesTraining gapsTraining inputs
• Keen and smart HSC qualified in-take for apprenticeship
• System for receiving suitable filtered candidates
Apprenticeships• Recruit ex-HSC• Happy with scheme• Not concerned about block time off
(never going to be convenient) as long as scheduled in advance
• Supervisor training to be able to take the next step to lead-hand/ supervisor
• Access to tailored courses to allow chosen operators to move up
Prepress Operators• Trades trained• Up skill via:
– Trade magazines– Networking(They are keen to learn)
• As immediately above• As immediately abovePress Operators• Trade trained
• Working as a team• Quality management• Process training• Multi-skilling
• As immediately above but to be provided in the evenings
Bindery Operators• Trade qualified• Some on the job training only• OH&S external training
Training outcomesTraining gapsTraining inputs
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Printer Interview – P8 (continued)
• Computer data input• Report writing• Marketing• Negotiations skills• Strategic selling• Financial appreciation
• Availability of short courses tailored for printing and multi-media
Sales• Extensive industry sales experience• “School of hard-knocks”
• General management training covering:
– People related areas– Financial appreciation– Strategic planning
• Tailored internal workshop training mixed with,
• Tailored external short courses
Executive Team• Varying background, trade,
accounting, teaching• Sources of E & T include:
– Print 21– PIAA promoted short courses
Training outcomesTraining gapsTraining inputs
• Computer data input• Report writing• Marketing• Negotiations skills• Strategic selling• Financial appreciation
• Availability of short courses tailored for printing and multi-media
Sales• Extensive industry sales experience• “School of hard-knocks”
• General management training covering:
– People related areas– Financial appreciation– Strategic planning
• Tailored internal workshop training mixed with,
• Tailored external short courses
Executive Team• Varying background, trade,
accounting, teaching• Sources of E & T include:
– Print 21– PIAA promoted short courses
Training outcomesTraining gapsTraining inputs
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Printer Interview – P9
• Source of smart HSC leavers for annual intake
• Assistance with facilitating smart and keen school leavers via improved industry image
Apprenticeships• Have major recruiting drives• Do not get enough applicants let alone quality
• Competency based accreditation as provides standardised minimum skill levels. That is, know at least level of theoretical knowledge
• Believes competency based system will allow bright students to be fast tracked. Fast tracking is important
• Higher reliance on internal training (train the trainer) with competencies assessment and via external persons
• Development of a competency based E & T trades system
Printing Apprenticeships• Adequate• Overview of different types of printing• Principles and theory adequately covered• Get specific equipment training on the job• Block leave is better than 1 day per week
(easier to plan around)
• Something like the “print degree”• Take elements of CIV course and tailor for:
– Team leaders– Leading printer– Leading binder
• Areas covered to include:– OH&S– KPIs– Team working
• Facilitation of training progression to a “print degree”
• Development of a tailored course for OH&S, KPIs, team working, etc
Supervisors/ Management• CIII qualified• Some work with CIV qualification• Working on succession planning• CIV type training via AIM
• Interested in what print degree may offer• Higher level general management training covering areas relevant to printing industry
Senior Group• CIV type training via AIM• Executive short courses
Training outcomesTraining gapsTraining inputs
• Source of smart HSC leavers for annual intake
• Assistance with facilitating smart and keen school leavers via improved industry image
Apprenticeships• Have major recruiting drives• Do not get enough applicants let alone quality
• Competency based accreditation as provides standardised minimum skill levels. That is, know at least level of theoretical knowledge
• Believes competency based system will allow bright students to be fast tracked. Fast tracking is important
• Higher reliance on internal training (train the trainer) with competencies assessment and via external persons
• Development of a competency based E & T trades system
Printing Apprenticeships• Adequate• Overview of different types of printing• Principles and theory adequately covered• Get specific equipment training on the job• Block leave is better than 1 day per week
(easier to plan around)
• Something like the “print degree”• Take elements of CIV course and tailor for:
– Team leaders– Leading printer– Leading binder
• Areas covered to include:– OH&S– KPIs– Team working
• Facilitation of training progression to a “print degree”
• Development of a tailored course for OH&S, KPIs, team working, etc
Supervisors/ Management• CIII qualified• Some work with CIV qualification• Working on succession planning• CIV type training via AIM
• Interested in what print degree may offer• Higher level general management training covering areas relevant to printing industry
Senior Group• CIV type training via AIM• Executive short courses
Training outcomesTraining gapsTraining inputs
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Printer Interview – P10
• How to add value with graphic design• Assistance with sourcing of graphics designers
• Knowledge of what graphic design training is available
Graphic Design• Want to encourage this
• 4 colour process printing excluding 2 colour press
• After hours on site operator training• National availability
• Facilitation of one-to-many on site, evening training available nationally
Press Traineeship• CII course at TAFE
• Adequate• NilFinishing• On the job training delivered by
equipment vendor and backed up by press operator
• Need more than what vendors are offering but don’t need level of CIII course standard
• Short course, say 3 months long conducted say, 1 evening per week to provide opportunity to absorb and practice training, eg:
– File handling– Proofing– CTP process
• NilPrepress• Equipment vendor training
Training outcomesTraining gapsTraining inputs
• How to add value with graphic design• Assistance with sourcing of graphics designers
• Knowledge of what graphic design training is available
Graphic Design• Want to encourage this
• 4 colour process printing excluding 2 colour press
• After hours on site operator training• National availability
• Facilitation of one-to-many on site, evening training available nationally
Press Traineeship• CII course at TAFE
• Adequate• NilFinishing• On the job training delivered by
equipment vendor and backed up by press operator
• Need more than what vendors are offering but don’t need level of CIII course standard
• Short course, say 3 months long conducted say, 1 evening per week to provide opportunity to absorb and practice training, eg:
– File handling– Proofing– CTP process
• NilPrepress• Equipment vendor training
Training outcomesTraining gapsTraining inputs
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Printer Interview – P10 (continued)
• Comprehensive, affordable training on equipment and software, eg. file handling
• For understanding of client printed material to assist in value added selling
• Facilitation of affordable equipment operation and software training
• Developed tailored and affordable value – add sales courses(Trained person leads to more usage which leads to more revenue for supplier)
Digital Operators• Limited training from suppliers when
buy the equipment• Additional training is fee for service
based and is expensive. Outcome is that equipment isn’t run to optimum capability
• No evaluation of how well someone has picked up the learning – no competency assessment
• Cost effective management training• Cost effective management training delivery tailored to the franchiser’s system
Owners• Operation of franchise system• Basic internally developed
management course• Video based customer service training
• Sales management training• Easy access to appropriate course perhaps tailored for the franchiser’s system
Sales Training• PIAA sponsored sales training tailored
to the printing industry
Training outcomesTraining gapsTraining inputs
• Comprehensive, affordable training on equipment and software, eg. file handling
• For understanding of client printed material to assist in value added selling
• Facilitation of affordable equipment operation and software training
• Developed tailored and affordable value – add sales courses(Trained person leads to more usage which leads to more revenue for supplier)
Digital Operators• Limited training from suppliers when
buy the equipment• Additional training is fee for service
based and is expensive. Outcome is that equipment isn’t run to optimum capability
• No evaluation of how well someone has picked up the learning – no competency assessment
• Cost effective management training• Cost effective management training delivery tailored to the franchiser’s system
Owners• Operation of franchise system• Basic internally developed
management course• Video based customer service training
• Sales management training• Easy access to appropriate course perhaps tailored for the franchiser’s system
Sales Training• PIAA sponsored sales training tailored
to the printing industry
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 23
Printer Interview – P11
• TAFE trades qualification• NilApprenticeships• Happy with TAFE• Has no apprentices because cannot find
suitable candidates• Would put on an apprentice if found
suitable candidate• Not aware of training package
• As current• NilOperators• Press operators are a mix of trade
qualified and on the job trained• Finishing operators are on the job trained
• Conflict resolution• People skills• OH&S• Materials handling
• Access to short courses tailored for printing in management areas
Middle Managers/ Supervisors• Qualified to CIII level• No other training
• Above E & T plus general management• Short courses (say 1 evening a week for 6-8 weeks) organised by the lead industry body
Production Manager (Senior)• Qualified to CIII level• Occasional attendance at PIAA
organised evening course
• Short seminars on technology/ industry trends
• Access to technology/ industry trends seminars
Sales Executives• One trade qualified• One on the job training• Occasional day courses run by the PIAA
Training outcomesTraining gapsTraining inputs
• TAFE trades qualification• NilApprenticeships• Happy with TAFE• Has no apprentices because cannot find
suitable candidates• Would put on an apprentice if found
suitable candidate• Not aware of training package
• As current• NilOperators• Press operators are a mix of trade
qualified and on the job trained• Finishing operators are on the job trained
• Conflict resolution• People skills• OH&S• Materials handling
• Access to short courses tailored for printing in management areas
Middle Managers/ Supervisors• Qualified to CIII level• No other training
• Above E & T plus general management• Short courses (say 1 evening a week for 6-8 weeks) organised by the lead industry body
Production Manager (Senior)• Qualified to CIII level• Occasional attendance at PIAA
organised evening course
• Short seminars on technology/ industry trends
• Access to technology/ industry trends seminars
Sales Executives• One trade qualified• One on the job training• Occasional day courses run by the PIAA
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 24
Printer Interview – P12
• Assistance for on the job training• Need a structured program• Little tailored for the business. This is to
be compressed to a couple of days on site, say twice a year
• Training to be competency based• Computers appreciation and interface, as
new generation equipment doesn’t require tradespersons but computer literate persons
• Development of modern and up to date bindery training that is delivered in a friendly, business manner and that is competency based
• Industry body to provide independent competency assessment and develop the criteria sets for competency standards
• Source of young, keen computer literate persons willing to work in the printing industry
Apprenticeships• The course is 50 years old that is craft
based preparing tradespersons for modern equipment that no longer relies on craft
• TAFE system builds in slackness and engenders bad attitudes
• Teachers are out of date • Have trained non-tradespersons and
some have turned out better than tradespeople
• Utilise vendor start-up training• Theory is perhaps okay at TAFE but the
practical side is outdated• “TAFE teachers are not switched on
compared to say the Heidelberg teacher who is switched on”
• HR/ people related short courses. “They can manage jobs but they can’t manage people”
• Prefer E & T outside working hours, say evenings with 2 to 3 hours an evening
• Industry body to facilitate industry relevant short management courses
• $500 to $1,000 for a couple of nights is okay
Supervisors/ Managers• Use PIAA sponsored courses
• No special needs• NilSenior Management• Short courses on:
– Computer software– Institute of chartered accountants
seminars– Etc.
Training outcomesTraining gapsTraining inputs
• Assistance for on the job training• Need a structured program• Little tailored for the business. This is to
be compressed to a couple of days on site, say twice a year
• Training to be competency based• Computers appreciation and interface, as
new generation equipment doesn’t require tradespersons but computer literate persons
• Development of modern and up to date bindery training that is delivered in a friendly, business manner and that is competency based
• Industry body to provide independent competency assessment and develop the criteria sets for competency standards
• Source of young, keen computer literate persons willing to work in the printing industry
Apprenticeships• The course is 50 years old that is craft
based preparing tradespersons for modern equipment that no longer relies on craft
• TAFE system builds in slackness and engenders bad attitudes
• Teachers are out of date • Have trained non-tradespersons and
some have turned out better than tradespeople
• Utilise vendor start-up training• Theory is perhaps okay at TAFE but the
practical side is outdated• “TAFE teachers are not switched on
compared to say the Heidelberg teacher who is switched on”
• HR/ people related short courses. “They can manage jobs but they can’t manage people”
• Prefer E & T outside working hours, say evenings with 2 to 3 hours an evening
• Industry body to facilitate industry relevant short management courses
• $500 to $1,000 for a couple of nights is okay
Supervisors/ Managers• Use PIAA sponsored courses
• No special needs• NilSenior Management• Short courses on:
– Computer software– Institute of chartered accountants
seminars– Etc.
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 25
Printer Interview – P13
• Structured apprenticeships in envelope manufacturing. This doesn’t currently exist
• Development of an envelope manufacturing qualification for beginners
Apprenticeships• Standard trades courses• Don’t wish to invest in printer
apprenticeships
• Managers report writing – format and content
• Customer contact• Financial appreciation
• Develop supervisor and manager training package for envelope industry, perhaps the PIAA in collaboration with the Envelope Manufacturers Association
Middle Managers/ Supervisors• OH&S• Train the trainer• Packaging covenant seminars• PIAA short courses on:
– Waste– OH&S– Work cover
• Strategic planning• Develop strategic planning course relevant to the industry
Executive Group• Mostly degree qualified• No other training
Training outcomesTraining gapsTraining inputs
• Structured apprenticeships in envelope manufacturing. This doesn’t currently exist
• Development of an envelope manufacturing qualification for beginners
Apprenticeships• Standard trades courses• Don’t wish to invest in printer
apprenticeships
• Managers report writing – format and content
• Customer contact• Financial appreciation
• Develop supervisor and manager training package for envelope industry, perhaps the PIAA in collaboration with the Envelope Manufacturers Association
Middle Managers/ Supervisors• OH&S• Train the trainer• Packaging covenant seminars• PIAA short courses on:
– Waste– OH&S– Work cover
• Strategic planning• Develop strategic planning course relevant to the industry
Executive Group• Mostly degree qualified• No other training
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 26
Printer Interview – P14
• Bright, clean, spacious facility• Want more than just adequate theory
training• Have teachers that are more up to date
with technology• Make greater utilisation of available
equipment within industry companies for training
• Industry association to develop structured school programs for recruitment
Apprenticeships• There is shortage of tradespersons• Apprenticeships have been falling for
past 10 years• TAFE facilities are poor and lack
equipment• TAFE space is inadequate and poor as
teaching environment• Not attracting best teachers and existing
teachers close to retirement age• Provides adequate theoretical setting• Don’t get good response to ads• Don’t get good response from schools
• Structured training to prepare for:– Shop floor – supervisor– Supervisor - manager
• Structured and tiered management training run at night
• Introduce industry awards as recognition similar to prepress during Print Awards night say for operators and not just managers
Print Shop Floor• Trade training• Support evening studies• Support open house occasions at
Heidelberg• Support PIAA training sessions• External people related courses• Run quality improvement cross-functional
teams supported by training• Run comprehensive OH&S programs
• Not required other than above• As above for management trainingPrepress• Glamour side of the industry• Get good people• There are recognition forums for
achievement
Training outcomesTraining gapsTraining inputs
• Bright, clean, spacious facility• Want more than just adequate theory
training• Have teachers that are more up to date
with technology• Make greater utilisation of available
equipment within industry companies for training
• Industry association to develop structured school programs for recruitment
Apprenticeships• There is shortage of tradespersons• Apprenticeships have been falling for
past 10 years• TAFE facilities are poor and lack
equipment• TAFE space is inadequate and poor as
teaching environment• Not attracting best teachers and existing
teachers close to retirement age• Provides adequate theoretical setting• Don’t get good response to ads• Don’t get good response from schools
• Structured training to prepare for:– Shop floor – supervisor– Supervisor - manager
• Structured and tiered management training run at night
• Introduce industry awards as recognition similar to prepress during Print Awards night say for operators and not just managers
Print Shop Floor• Trade training• Support evening studies• Support open house occasions at
Heidelberg• Support PIAA training sessions• External people related courses• Run quality improvement cross-functional
teams supported by training• Run comprehensive OH&S programs
• Not required other than above• As above for management trainingPrepress• Glamour side of the industry• Get good people• There are recognition forums for
achievement
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 27
Printer Interview – P15
• Tailored middle managed courses• Industry body to provide user friendly, easy to access information as to suitable middle management courses for the printing industry
Management• Doesn’t know where to go to get information
on what’s available for management E & T in the print industry
• Need system similar to that provided by the Motor Trades Association who have a pool of panel beating apprentices who don’t belong to any one company and move around to get broader experience
• Assistance with recruiting of suitable entry level employees
• Industry body to facilitate pool of young persons undergoing entry level training
• Design more appropriate apprenticeship training that reflects the needs of SMEs both in course content and time
Apprenticeships• Don’t have any apprentices• School leavers today have difficulty
assimilating to work– Choosy as to what they will do at work– Fell that some of the work is beneath
them• With the technology trends, don’t need trades.
Instead need persons who are computer literate. Certainly don’t need 4 year trade courses
• One of his most successful apprentice was an adult. Kids just out of school are not mature enough for the work place
• Students finishing computer courses at TAFE have no where to go and perhaps are more suitable as apprentices particularly with the new technology trends
• TAFEs’ equipment profile has fallen away• For bindery 12 month training should be
enough• For prepress, if replaced the current job
occupant, would employ an IT person who is self taught – ex-TAFE IT course graduate
• For a large company, perhaps apprentices are important for running large presses. For SME printers, smaller presses with technology don’t need apprentices but persons with IT skills
What trainers needTraining delivery gapsE & T received
• Tailored middle managed courses• Industry body to provide user friendly, easy to access information as to suitable middle management courses for the printing industry
Management• Doesn’t know where to go to get information
on what’s available for management E & T in the print industry
• Need system similar to that provided by the Motor Trades Association who have a pool of panel beating apprentices who don’t belong to any one company and move around to get broader experience
• Assistance with recruiting of suitable entry level employees
• Industry body to facilitate pool of young persons undergoing entry level training
• Design more appropriate apprenticeship training that reflects the needs of SMEs both in course content and time
Apprenticeships• Don’t have any apprentices• School leavers today have difficulty
assimilating to work– Choosy as to what they will do at work– Fell that some of the work is beneath
them• With the technology trends, don’t need trades.
Instead need persons who are computer literate. Certainly don’t need 4 year trade courses
• One of his most successful apprentice was an adult. Kids just out of school are not mature enough for the work place
• Students finishing computer courses at TAFE have no where to go and perhaps are more suitable as apprentices particularly with the new technology trends
• TAFEs’ equipment profile has fallen away• For bindery 12 month training should be
enough• For prepress, if replaced the current job
occupant, would employ an IT person who is self taught – ex-TAFE IT course graduate
• For a large company, perhaps apprentices are important for running large presses. For SME printers, smaller presses with technology don’t need apprentices but persons with IT skills
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 28
Printer Interview – P16
• Short courses, say 1 day a week for a month covering subjects like:
– Conflict resolution– Team building
• Development of short courses that cover key management areas relevant to printers and tailored accordingly
Supervisors/ Middle Managers• Mainly trade qualified• Little other training
Prepress• Students are taught design and not prepress
production. That is, they are not taught:– Colour separation– Colour matching– CTP
• The teaching is on outdated Apple Mac systems
• Reduce length of trades courseBindery• Trade qualification is still needed but too long
• Apprentices to be cross trained in the key print areas
• Trouble shooting• Machine set up• Colour• 3 years of TAFE training is okay if structured
right• Eliminate in the course coverage of elements
like the history of printing and general background
• Apprenticeship time to be adjusted to reflect the competencies required, e.g. 2 years for bindery
• Facilitate an internal training focused approach
• Testing to be done in accord with the competency model utilising an independent testing body organised by the PIAA
• Assistance with attracting school leavers to the industry
• Developing a training system that provides for course content and delivery relevancy, so that apprentice graduates are more ready for the work place
ApprenticeshipsPrinting
• Supplement apprenticeship CIII training within internal 2 year training regime covering:
– Prepress– Printing– Finishing/ bending
• Don’t believe that TAF based training prepared apprentices for the work place
• Have difficulty attracting response to adverts for apprentices
What trainers needTraining delivery gapsE & T received
• Short courses, say 1 day a week for a month covering subjects like:
– Conflict resolution– Team building
• Development of short courses that cover key management areas relevant to printers and tailored accordingly
Supervisors/ Middle Managers• Mainly trade qualified• Little other training
Prepress• Students are taught design and not prepress
production. That is, they are not taught:– Colour separation– Colour matching– CTP
• The teaching is on outdated Apple Mac systems
• Reduce length of trades courseBindery• Trade qualification is still needed but too long
• Apprentices to be cross trained in the key print areas
• Trouble shooting• Machine set up• Colour• 3 years of TAFE training is okay if structured
right• Eliminate in the course coverage of elements
like the history of printing and general background
• Apprenticeship time to be adjusted to reflect the competencies required, e.g. 2 years for bindery
• Facilitate an internal training focused approach
• Testing to be done in accord with the competency model utilising an independent testing body organised by the PIAA
• Assistance with attracting school leavers to the industry
• Developing a training system that provides for course content and delivery relevancy, so that apprentice graduates are more ready for the work place
ApprenticeshipsPrinting
• Supplement apprenticeship CIII training within internal 2 year training regime covering:
– Prepress– Printing– Finishing/ bending
• Don’t believe that TAF based training prepared apprentices for the work place
• Have difficulty attracting response to adverts for apprentices
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 29
Printer Interview – P17
• Interested in education and training program that provides for ongoing staff development and no just a one off
• Heard of RMIT print degree proposal but doesn’t know much about it
• Development of an education program tailored for the printing industry that provides for a progressive build up of knowledge starting from the shop floor through to tertiary qualification
Shop Floor Training• Identify key operational process areas
that are difficult to recruit people with competencies in those processes and develop training for those with recognition certificates for those that complete the training
• Don’t use TAFE for this as “they are not on the radar screen” and “have no confidence in them”
• Conduct crew leader short courses on supervisors role
• In the first year of training, the fundamentals or printing and colour should be taught at TAFE because this will not be provided on the job
• Preference is for block time at TAFE, block time at work, etc
• Need to overcome the major problems with apprenticeships such as:
– Learning bad habits from old hands
– Matter of luck if have a good teacher who is also a good tradesman
– Time based apprenticeship system rather than competency based
• Develop apprenticeship training and education system that facilitates:
– Strong theoretical base provision by the education institution
– Effective competency based on the job training
– Awarding trade qualifications when all the required competencies have been achieved
Apprenticeships• Don’t take on junior apprenticeships
because “it doesn’t work”• Provide apprenticeships for adult staff
who have demonstrated an aptitude and interest
• The select staff who have encouraged to take on an apprenticeship without any loss of wages
• By the second year of apprenticeship these employees who may have been reel hands or knife setters are operating 6 to 8 colour presses
• Disappointed with the TAFE system in that there is no interaction with the company
• Need trade qualifications for job mobility
What trainers needTraining delivery gapsE & T received
• Interested in education and training program that provides for ongoing staff development and no just a one off
• Heard of RMIT print degree proposal but doesn’t know much about it
• Development of an education program tailored for the printing industry that provides for a progressive build up of knowledge starting from the shop floor through to tertiary qualification
Shop Floor Training• Identify key operational process areas
that are difficult to recruit people with competencies in those processes and develop training for those with recognition certificates for those that complete the training
• Don’t use TAFE for this as “they are not on the radar screen” and “have no confidence in them”
• Conduct crew leader short courses on supervisors role
• In the first year of training, the fundamentals or printing and colour should be taught at TAFE because this will not be provided on the job
• Preference is for block time at TAFE, block time at work, etc
• Need to overcome the major problems with apprenticeships such as:
– Learning bad habits from old hands
– Matter of luck if have a good teacher who is also a good tradesman
– Time based apprenticeship system rather than competency based
• Develop apprenticeship training and education system that facilitates:
– Strong theoretical base provision by the education institution
– Effective competency based on the job training
– Awarding trade qualifications when all the required competencies have been achieved
Apprenticeships• Don’t take on junior apprenticeships
because “it doesn’t work”• Provide apprenticeships for adult staff
who have demonstrated an aptitude and interest
• The select staff who have encouraged to take on an apprenticeship without any loss of wages
• By the second year of apprenticeship these employees who may have been reel hands or knife setters are operating 6 to 8 colour presses
• Disappointed with the TAFE system in that there is no interaction with the company
• Need trade qualifications for job mobility
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 30
Printer Interview – P18
• Education and training that also covers the important areas of colour, chemistry, the printing process and trouble shooting
ApprenticeshipsPrinting
• Currently don’t have any• Apprentices are employed as
assistants to larger press operators • The company is not comfortable
employing apprentices for the above work as a cheap labour source
• Apprentices don’t learn much i the job if all they do is work as assistants loading paper and cleaning ink ducts
• The tradesman/ head printer sees the apprentice as someone to take on the dirty/ minimal tasks. If any apprentice is any good, they will become disillusioned in a short time
• Not impressed with what the TAFE has to offer. That is, they don’t adequately cover:
– Use of densitometers– Colour matching– Chemistry of fountain solutions– The printing process– Etc
• High risk of investing in an apprentice as chances are they will leave after graduation
What trainers needTraining delivery gapsE & T received
• Education and training that also covers the important areas of colour, chemistry, the printing process and trouble shooting
ApprenticeshipsPrinting
• Currently don’t have any• Apprentices are employed as
assistants to larger press operators • The company is not comfortable
employing apprentices for the above work as a cheap labour source
• Apprentices don’t learn much i the job if all they do is work as assistants loading paper and cleaning ink ducts
• The tradesman/ head printer sees the apprentice as someone to take on the dirty/ minimal tasks. If any apprentice is any good, they will become disillusioned in a short time
• Not impressed with what the TAFE has to offer. That is, they don’t adequately cover:
– Use of densitometers– Colour matching– Chemistry of fountain solutions– The printing process– Etc
• High risk of investing in an apprentice as chances are they will leave after graduation
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 31
Printer Interview – P18 (continued)
• Nil• NilBindery• Moved away from trades qualification• Can get good person off the street,
train them on one machine. They are as good as a trade trained person
• Nil• NilPrepress• The company uses CTP which has
fast changing technology and therefore doesn’t believe that the TAFE has the capability to assist
• Don’t need apprentices/ trades in this area. All that is needed is a person that is:
– A good thinker– Energetic– Keen– Computer skills
• The rest they can learn with on the job training
• Should do HR training and would look at PIAA for this
• Cannot let people off during the day for training therefore would need e-training where the employee could do the learning at home after hours
Supervisors/ Middle Managers• Little training is undertaken• Occasionally respond to AIM short
course offerings such as accounting for no-financial managers
• Don’t follow up PIAA sponsored short courses
What trainers needTraining delivery gapsE & T received
• Nil• NilBindery• Moved away from trades qualification• Can get good person off the street,
train them on one machine. They are as good as a trade trained person
• Nil• NilPrepress• The company uses CTP which has
fast changing technology and therefore doesn’t believe that the TAFE has the capability to assist
• Don’t need apprentices/ trades in this area. All that is needed is a person that is:
– A good thinker– Energetic– Keen– Computer skills
• The rest they can learn with on the job training
• Should do HR training and would look at PIAA for this
• Cannot let people off during the day for training therefore would need e-training where the employee could do the learning at home after hours
Supervisors/ Middle Managers• Little training is undertaken• Occasionally respond to AIM short
course offerings such as accounting for no-financial managers
• Don’t follow up PIAA sponsored short courses
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 32
Printer Interview – P19
• Need some training in job planning• Knowledge of training availableSupervisors/ Middle Managers• No training undertaken
• Too small for management training
• Training should cover more on areas like:
– Colour process– Chemistry– Printing process– Trouble shooting
• Provision of more process based training in the printing TAFE course
Apprenticeships• Have currently no apprentices
• Too much time is spent on subjects peripheral to printing
• Not enough is taught on 4 colour process printing
• The value of the apprenticeship is to learn the basics, the rest can be learnt on the job
• It is a big leap between TAFE and the real production world
• Rarely employ anybody straight out of school
• Have employed workers and assessed them say after 6 months and if okay sent them to TAFE to obtain the theory
• Recruit by word of mouth
What trainers needTraining delivery gapsE & T received
• Need some training in job planning• Knowledge of training availableSupervisors/ Middle Managers• No training undertaken
• Too small for management training
• Training should cover more on areas like:
– Colour process– Chemistry– Printing process– Trouble shooting
• Provision of more process based training in the printing TAFE course
Apprenticeships• Have currently no apprentices
• Too much time is spent on subjects peripheral to printing
• Not enough is taught on 4 colour process printing
• The value of the apprenticeship is to learn the basics, the rest can be learnt on the job
• It is a big leap between TAFE and the real production world
• Rarely employ anybody straight out of school
• Have employed workers and assessed them say after 6 months and if okay sent them to TAFE to obtain the theory
• Recruit by word of mouth
What trainers needTraining delivery gapsE & T received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 33
Printer Interview – P20
• Management training • New industry developments/ trends• Technology developments/ trends
Managers• No specific arrangements. Some in-
house + general reading
• Financial appreciation for managersSupervisors• Trade qualification• Occasional short courses
• People skills• Planning• Quality Control
• Do not need any assistance. Sufficient strength to influence training providers to provide tailored courses to suit their needs.
Trades• Trade qualifications• Apprenticeships
Training outcomesTraining gapsTraining inputs
• Management training • New industry developments/ trends• Technology developments/ trends
Managers• No specific arrangements. Some in-
house + general reading
• Financial appreciation for managersSupervisors• Trade qualification• Occasional short courses
• People skills• Planning• Quality Control
• Do not need any assistance. Sufficient strength to influence training providers to provide tailored courses to suit their needs.
Trades• Trade qualifications• Apprenticeships
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 34
Printer Interview – P21
• Require training in:– Sales– Customer service
• Industry body to provide guidance in management training needed
• Industry body to promote printing business related management courses
Middle Management• Provide very little training• Most training was done at previous
places of employment• The little training that was done –
leveraged PIAA courses• Currently staff are fully stretched and
therefore difficult to give them time off for training
• Block leave training which is better than say a day a week
• Schedule block leave to coincide with the quieter periods for the printing industry
• More traditional approach to training. TAFE is trying to change too quickly
• Training school to schedule block leave during seasonally quieter times for the industry
• Return to traditional approach to training
Apprentices• Utilise apprentices on contract from
“Group Training”• Support apprentices training• Train through TAFE. It is “old school”
but okay– Old values but trying to change– Provide broad overview that in-
house training doesn’t provide• Small town hence word gets around if
someone has a good apprentice and everyone is after them
• Apprentices are considered by many as integral to the production team and resent them doing study and being away from the workplace
• Training in-house is considered a cost but a trained tradesperson reduces costs by quality of work (reduction in spoilage)
Training requiredTraining gapsTraining received
• Require training in:– Sales– Customer service
• Industry body to provide guidance in management training needed
• Industry body to promote printing business related management courses
Middle Management• Provide very little training• Most training was done at previous
places of employment• The little training that was done –
leveraged PIAA courses• Currently staff are fully stretched and
therefore difficult to give them time off for training
• Block leave training which is better than say a day a week
• Schedule block leave to coincide with the quieter periods for the printing industry
• More traditional approach to training. TAFE is trying to change too quickly
• Training school to schedule block leave during seasonally quieter times for the industry
• Return to traditional approach to training
Apprentices• Utilise apprentices on contract from
“Group Training”• Support apprentices training• Train through TAFE. It is “old school”
but okay– Old values but trying to change– Provide broad overview that in-
house training doesn’t provide• Small town hence word gets around if
someone has a good apprentice and everyone is after them
• Apprentices are considered by many as integral to the production team and resent them doing study and being away from the workplace
• Training in-house is considered a cost but a trained tradesperson reduces costs by quality of work (reduction in spoilage)
Training requiredTraining gapsTraining received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 35
Printer Interview – P22
• Structured courses for:– Supervisors– Managers
• Assistance with selling the value of training to employees
• Training to be run outside of working hours, e.g. 4.00pm to 7.00pm
• Peak industry body to develop self-contained structured and tailored management courses to be run outside of working hours
• Peak industry body to develop mechanism for communicating to employees the value of E & T
Middle Managers• Main source of training is the PIAA
sponsored short courses in:– Sales– Time management– Train the trained– Etc
Prepress• Don’t need trade qualification• Need to recruit graphic designers and
have a short print orientation course tailored for graphic designers
Printing• Need trade qualification• Training at TAFE should be on theory
and learn the practical training in-house
Post Press• No need for trade person • Hire reliable person and train in-house• Need culture change so apprentices
are better treated in the workplace. Young apprentices today won’t tolerate bad treatment
Prepress• Development of a short bridging
course from graphic design to print prepress
Printing• Peak industry body to facilitate flexible
training delivery with theory only being taught at the TAFE
Post Press• Nil
Treatment of Apprentices• Promote the appropriate treatment of
apprentices
Apprenticeships• Traditional approach• 4 years is too long. Supposed to be
competency based but still hold apprentices to 4 years
• Look for apprentices that have had exposure to the industry
• Difficult to get apprentices, but this is common to all manufacturing
• TAFE is too political. Can’t hire and fire. “If can't do – teach”
• Teachers are too comfortable –should be a lot more industry focused
Training requiredTraining gapsTraining received
• Structured courses for:– Supervisors– Managers
• Assistance with selling the value of training to employees
• Training to be run outside of working hours, e.g. 4.00pm to 7.00pm
• Peak industry body to develop self-contained structured and tailored management courses to be run outside of working hours
• Peak industry body to develop mechanism for communicating to employees the value of E & T
Middle Managers• Main source of training is the PIAA
sponsored short courses in:– Sales– Time management– Train the trained– Etc
Prepress• Don’t need trade qualification• Need to recruit graphic designers and
have a short print orientation course tailored for graphic designers
Printing• Need trade qualification• Training at TAFE should be on theory
and learn the practical training in-house
Post Press• No need for trade person • Hire reliable person and train in-house• Need culture change so apprentices
are better treated in the workplace. Young apprentices today won’t tolerate bad treatment
Prepress• Development of a short bridging
course from graphic design to print prepress
Printing• Peak industry body to facilitate flexible
training delivery with theory only being taught at the TAFE
Post Press• Nil
Treatment of Apprentices• Promote the appropriate treatment of
apprentices
Apprenticeships• Traditional approach• 4 years is too long. Supposed to be
competency based but still hold apprentices to 4 years
• Look for apprentices that have had exposure to the industry
• Difficult to get apprentices, but this is common to all manufacturing
• TAFE is too political. Can’t hire and fire. “If can't do – teach”
• Teachers are too comfortable –should be a lot more industry focused
Training requiredTraining gapsTraining received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 36
Printer Interview – P23
• Believes that the TAFE school should be the centre for training because the industry doesn’t know what is needed and where to get it
• Need to develop change agent type companies who want to grow, prosper and have enlightened managers and work with them to demonstrate the value of E & T
• Attitude testing of persons prior to moving them into supervisory roles
• The TAFE school to take on a far more proactive role in developing and promoting supervisory/ middle management E & T
Middle Managers• Initiated comprehensive externally
sourced and tailored management training course
• Focus of training is on:– Creative thinking– Cash flow management– Profit centres
• TAFE to teach the theory and practical to be taught internally
• Remote competency training is ok• Switched on teachers• Employees need to be shown the
value of training
• Lead industry body to develop / facilitate:
– TAFE focus on theory– Flexible delivery– Motivation of teachers – Education of employers
Apprenticeship• Hard to get good people even though
get many applicants• Pay very well• Industry culture not to poach• Happy with TAFE system• Operates in niches and needs to train• Can cover block release • Not familiar with training package• Believes training at pre, during and
post at trade level is necessary• Is committed to apprentices and they
in turn are committed • Some of the passion has gone out of
TAFE teachers
Training requiredTraining gapsTraining received
• Believes that the TAFE school should be the centre for training because the industry doesn’t know what is needed and where to get it
• Need to develop change agent type companies who want to grow, prosper and have enlightened managers and work with them to demonstrate the value of E & T
• Attitude testing of persons prior to moving them into supervisory roles
• The TAFE school to take on a far more proactive role in developing and promoting supervisory/ middle management E & T
Middle Managers• Initiated comprehensive externally
sourced and tailored management training course
• Focus of training is on:– Creative thinking– Cash flow management– Profit centres
• TAFE to teach the theory and practical to be taught internally
• Remote competency training is ok• Switched on teachers• Employees need to be shown the
value of training
• Lead industry body to develop / facilitate:
– TAFE focus on theory– Flexible delivery– Motivation of teachers – Education of employers
Apprenticeship• Hard to get good people even though
get many applicants• Pay very well• Industry culture not to poach• Happy with TAFE system• Operates in niches and needs to train• Can cover block release • Not familiar with training package• Believes training at pre, during and
post at trade level is necessary• Is committed to apprentices and they
in turn are committed • Some of the passion has gone out of
TAFE teachers
Training requiredTraining gapsTraining received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 37
Printer Interview – P24
• Strategic planning skills• Establishment of short course in strategic planning
Senior Management• Spread of approaches to learning
from attending formal night tertiary course to extensive networking in the industry
• Facilitation of a junior print executive type program
• Would like the PIAA to provide information on what kind of E & T is required and how and where it can be obtained
• The PIAA to develop management forums for young print executives
• The PIAA to facilitate the development and promotion to industry of print tailored short courses for supervisors/ middle managers
Supervisory/ Middle Management• All have trade background• Supervisors in their annual review
undergo training needs assessed and are nominated for short course, e.g.
– OH&S– Time Management– Working in teams
• E & T to deliver tradesperson who can come to the workplace ready to work independently on any press day one
• Printing apprentices need to understand prepress and finishing
• Need a uniform assessment sheet for each competency level, otherwise very time consuming for company to fill out the form
• E & T structure that delivers quality tradespersons
• User friendly and time efficient apprentice assessment data provision by employer for apprentice assessment
Apprenticeships• Very few numbers at TAFE and
therefore need to go to Sydney for block leave
• Are looking for new staff, but difficult to get
• The industry is developing “machine minders” and not competent printers
• TAFE teachers are not adequately across new technology
• 12 days off-site is not adequate to learn the theory
• Quality of tradesperson coming out of TAFE is low
• CIT and Heidelberg have joined forces to provide greater exposure to apprentices
Training requiredTraining gapsTraining received
• Strategic planning skills• Establishment of short course in strategic planning
Senior Management• Spread of approaches to learning
from attending formal night tertiary course to extensive networking in the industry
• Facilitation of a junior print executive type program
• Would like the PIAA to provide information on what kind of E & T is required and how and where it can be obtained
• The PIAA to develop management forums for young print executives
• The PIAA to facilitate the development and promotion to industry of print tailored short courses for supervisors/ middle managers
Supervisory/ Middle Management• All have trade background• Supervisors in their annual review
undergo training needs assessed and are nominated for short course, e.g.
– OH&S– Time Management– Working in teams
• E & T to deliver tradesperson who can come to the workplace ready to work independently on any press day one
• Printing apprentices need to understand prepress and finishing
• Need a uniform assessment sheet for each competency level, otherwise very time consuming for company to fill out the form
• E & T structure that delivers quality tradespersons
• User friendly and time efficient apprentice assessment data provision by employer for apprentice assessment
Apprenticeships• Very few numbers at TAFE and
therefore need to go to Sydney for block leave
• Are looking for new staff, but difficult to get
• The industry is developing “machine minders” and not competent printers
• TAFE teachers are not adequately across new technology
• 12 days off-site is not adequate to learn the theory
• Quality of tradesperson coming out of TAFE is low
• CIT and Heidelberg have joined forces to provide greater exposure to apprentices
Training requiredTraining gapsTraining received
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 38
Printer Interview – P25
• Degree course in marketing sufficient• NilManagement Training• Completing marketing degree
• Solid mix of off-site training with work place experience
• Up to date material and teachers
• Accountable off-site training – good use made of time away from the work place
Apprenticeships• No current apprentices• Has in the past employed apprentices to
give new employees:– Theory of print– Broader perspective– Opportunity to benchmark
themselves against other apprentices
• Believes in off-site training• Has a junior now on 3 months trial and
then will put on an apprentice• Has no problem getting plenty applicants
for junior positions• Might get 1 to 2 responses for an
experienced tradesperson• Believes block leave, even though painful
is okay because it is a necessary investment
• Says that internal competency assessment can be fudged and therefore doesn’t support it
• Says that TAFE hand out course material that are copies of stuff prepared 20 years ago – the same notes he had when he did the apprenticeship
• Same old TAFE teachers with the same old ideas
• No need for “binding” trade qualification
What training do you needTraining gapsWhat training do you receive
• Degree course in marketing sufficient• NilManagement Training• Completing marketing degree
• Solid mix of off-site training with work place experience
• Up to date material and teachers
• Accountable off-site training – good use made of time away from the work place
Apprenticeships• No current apprentices• Has in the past employed apprentices to
give new employees:– Theory of print– Broader perspective– Opportunity to benchmark
themselves against other apprentices
• Believes in off-site training• Has a junior now on 3 months trial and
then will put on an apprentice• Has no problem getting plenty applicants
for junior positions• Might get 1 to 2 responses for an
experienced tradesperson• Believes block leave, even though painful
is okay because it is a necessary investment
• Says that internal competency assessment can be fudged and therefore doesn’t support it
• Says that TAFE hand out course material that are copies of stuff prepared 20 years ago – the same notes he had when he did the apprenticeship
• Same old TAFE teachers with the same old ideas
• No need for “binding” trade qualification
What training do you needTraining gapsWhat training do you receive
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 39
Printer Interview – P26
• We will provide whatever training is necessary
• We use external training providers where necessary, including AIM, PIAA, VECCI and TAFE providers
• We much prefer to have training conducted on-site to provide the environmental context. However, if it is necessary to go off-site we accommodate that
• Training requirement usually linked to the annual Performance Reviews, although specific training can be requested by the Supervisor, or the employee at any time
• Projected training need - much the same as we are currently providing. Unless there is some new manufacturing technology introduced, we do not see the need for any additional type of training. Therefore, we do not identify any training gap at this point
• Production of envelopes makes up 70% of the service followed by 30% overprinting on to envelopes
• We do not see the company as a traditional printer, however, we have been classified under the Graphic Arts awards. This will shade the responses to subsequent questions
• 170 on this site and 432 Australia-wide. There are sites in WA, Vic, SA, NSW, QLD and ACT. Only the three sites at WA, NSW and Vic are involved in manufacturing, but all sites offer sales, warehousing and overprinting
• Mainly four categories:1. New employee is trained on-the-job2. Addressing skills training gaps,
either on-the-job or external3. Professional development to assist
career options4. Remedial training, where necessary
• Know Training Package well, but we do not use it because of our service profile. It is not really relevant to our needs and any training in printing will be conducted in-house
• Normally accredited training is directed at Supervisors and above. We are currently providing training for the Certificate III in Business Administration and Sales through an RTO
• It is all delivered on site by the RTO through a traineeship mode
• Generally it is going satisfactorily, although there have been a few hiccups
Training outcomesTraining gapsTraining inputs• We will provide whatever training is
necessary
• We use external training providers where necessary, including AIM, PIAA, VECCI and TAFE providers
• We much prefer to have training conducted on-site to provide the environmental context. However, if it is necessary to go off-site we accommodate that
• Training requirement usually linked to the annual Performance Reviews, although specific training can be requested by the Supervisor, or the employee at any time
• Projected training need - much the same as we are currently providing. Unless there is some new manufacturing technology introduced, we do not see the need for any additional type of training. Therefore, we do not identify any training gap at this point
• Production of envelopes makes up 70% of the service followed by 30% overprinting on to envelopes
• We do not see the company as a traditional printer, however, we have been classified under the Graphic Arts awards. This will shade the responses to subsequent questions
• 170 on this site and 432 Australia-wide. There are sites in WA, Vic, SA, NSW, QLD and ACT. Only the three sites at WA, NSW and Vic are involved in manufacturing, but all sites offer sales, warehousing and overprinting
• Mainly four categories:1. New employee is trained on-the-job2. Addressing skills training gaps,
either on-the-job or external3. Professional development to assist
career options4. Remedial training, where necessary
• Know Training Package well, but we do not use it because of our service profile. It is not really relevant to our needs and any training in printing will be conducted in-house
• Normally accredited training is directed at Supervisors and above. We are currently providing training for the Certificate III in Business Administration and Sales through an RTO
• It is all delivered on site by the RTO through a traineeship mode
• Generally it is going satisfactorily, although there have been a few hiccups
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 40
Printer Interview – P27
• Would be interested in viewing the packaging rules for the higher level qualifications to see if they match what he did in the former Advanced Certificate of Printing Theory
• Mix of on-the-job and off-the-job, but for post-trade qualifications, probably more off-the-job. There is a case for a post trade course like the Advanced Certificate in the Advanced Diploma of Printing Theory
• Training requirements on a needs basis
• Increased emphasis on Computer training and colour work
• Need to have a more flexible on and off the job
• In the business for 25 yrs• Full sheet printing – 5 colour pages• Saddle-binding, other types of binding
are outsourced• Full sheet printing – 5 colour pages• Saddle-binding, other types of binding
are outsourced• No prepress, which is believed to be the
training area most likely to require attention
• Current employees - 28 staff• Apprenticeships, average 2 –3 but
currently only one in the binding area. Difficult to attract apprentices
• No traineeships• Computer, estimator and sales training
are outsourced• Funds are allocated on a needs basis• New recruits need to have full-trade
training. Some employees are members of the Printing & Kindred Industries union, but it is not mandatory in Victoria
• Have an overview of the Training Package, but not the details
• Some prepress computing in addition to the apprenticeship
• Artist ? Reproduction ? Printing ?Binding
• The prepress is offered as a Degree or Advanced Diploma at Swinburne University or RMIT
• Apprentices program is OK, but it is probably too long/. Four 2-week blocks for each of 4 years = 32 weeks
Training outcomesTraining gapsTraining inputs
• Would be interested in viewing the packaging rules for the higher level qualifications to see if they match what he did in the former Advanced Certificate of Printing Theory
• Mix of on-the-job and off-the-job, but for post-trade qualifications, probably more off-the-job. There is a case for a post trade course like the Advanced Certificate in the Advanced Diploma of Printing Theory
• Training requirements on a needs basis
• Increased emphasis on Computer training and colour work
• Need to have a more flexible on and off the job
• In the business for 25 yrs• Full sheet printing – 5 colour pages• Saddle-binding, other types of binding
are outsourced• Full sheet printing – 5 colour pages• Saddle-binding, other types of binding
are outsourced• No prepress, which is believed to be the
training area most likely to require attention
• Current employees - 28 staff• Apprenticeships, average 2 –3 but
currently only one in the binding area. Difficult to attract apprentices
• No traineeships• Computer, estimator and sales training
are outsourced• Funds are allocated on a needs basis• New recruits need to have full-trade
training. Some employees are members of the Printing & Kindred Industries union, but it is not mandatory in Victoria
• Have an overview of the Training Package, but not the details
• Some prepress computing in addition to the apprenticeship
• Artist ? Reproduction ? Printing ?Binding
• The prepress is offered as a Degree or Advanced Diploma at Swinburne University or RMIT
• Apprentices program is OK, but it is probably too long/. Four 2-week blocks for each of 4 years = 32 weeks
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 41
Printer Interview – P28
• None for this company per se, but for the industry at large:
– Management – for shop floor and for Strategic Planning
– Sales expertise, Production management, People motivation, Multi-media and Account Management
– Value adding skills
• Print Management companies are squeezing printers on prices, while they mark up huge profits
• Printers have to learn to ‘value-add’ to their products and if necessary, broker jobs with other printers that they cannot do themselves
• They need to become more Customer focused, rather than Product/Equipment focused
• Services offered by company– Commercial colour– Carton printing– Book printing
• Number of employees is 9
• No formal training provided. Staff are recruited with the skills required
• No training in budget
• New staff are recruited with established skills
• Not familiar with Training Package
• Any additional skills are learnt on-the-job. There are no formally trained workplace trainers/assessors
Training outcomesTraining gapsTraining inputs
• None for this company per se, but for the industry at large:
– Management – for shop floor and for Strategic Planning
– Sales expertise, Production management, People motivation, Multi-media and Account Management
– Value adding skills
• Print Management companies are squeezing printers on prices, while they mark up huge profits
• Printers have to learn to ‘value-add’ to their products and if necessary, broker jobs with other printers that they cannot do themselves
• They need to become more Customer focused, rather than Product/Equipment focused
• Services offered by company– Commercial colour– Carton printing– Book printing
• Number of employees is 9
• No formal training provided. Staff are recruited with the skills required
• No training in budget
• New staff are recruited with established skills
• Not familiar with Training Package
• Any additional skills are learnt on-the-job. There are no formally trained workplace trainers/assessors
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 42
Printer Interview – P29
• A mix of on-the-job and off-the-job is best at all levels as it provides the participant with a wider appreciation of the industry.
• Annual Performance Appraisals, which are reviewed every six months
• TAFE Institutes need to set up joint ventures with industry, so that students can access a wide range of up-to-date equipment and skills.
• The future will see the following trends emerge:
– Press - no major changes other than in technology
– Prepress – Imaging and CTP software technology needs
• Finishing – little change in techniques and technology
Need to attract more young people to the industry through promotion and better job security
Maintenance and repair of machinery (Print Engineers). This area has largely been overlooked and it is getting increasingly difficult to find people who can repair the printing machinery
No additional training requirements at higher levels
There may be a need for short courses at senior level, but these do not necessarily need to lead to a formal award. The skills are more important than the qualification
These short courses might cover the following:- Sales expertise- Strategic planning- Production management- People management- Multimedia- Workflow and scheduling- Account management/fulfillment
• Company offers book printing• 70 on this site. A total of 400 permanent
and 100 casual staff over the two sites at Mulgrave and Maryborough. The NSW operation is known as William Brooks and it has 120 staff. About 50% of staff have some formal qualification
• In Victoria, there is there are 15 apprenticeships in Printing Press. The Diploma of Business Management is provided for Managers/Supervisors and is delivered by a SA RTO. Other training is informal and largely conducted on-site
• Funding is allocated annually from the budget for training
• Some EPIC funds have been provided for the management training
• Generally new recruits need to have the skills required, so that they are immediately productive
• Training Manager is aware of Training Package
• Apprenticeships and Management training
• For apprentices at Maryborough, it is all delivered on-site. The RTO comes to the site. The Mulgrave view is that a mix of on-the-job and off-the-job is better
• Delivery at RMIT is perceived as training on old techniques on old equipment, or no suitable equipment at all
• Informal training on computing provided etc
Training outcomesTraining gapsTraining inputs
• A mix of on-the-job and off-the-job is best at all levels as it provides the participant with a wider appreciation of the industry.
• Annual Performance Appraisals, which are reviewed every six months
• TAFE Institutes need to set up joint ventures with industry, so that students can access a wide range of up-to-date equipment and skills.
• The future will see the following trends emerge:
– Press - no major changes other than in technology
– Prepress – Imaging and CTP software technology needs
• Finishing – little change in techniques and technology
Need to attract more young people to the industry through promotion and better job security
Maintenance and repair of machinery (Print Engineers). This area has largely been overlooked and it is getting increasingly difficult to find people who can repair the printing machinery
No additional training requirements at higher levels
There may be a need for short courses at senior level, but these do not necessarily need to lead to a formal award. The skills are more important than the qualification
These short courses might cover the following:- Sales expertise- Strategic planning- Production management- People management- Multimedia- Workflow and scheduling- Account management/fulfillment
• Company offers book printing• 70 on this site. A total of 400 permanent
and 100 casual staff over the two sites at Mulgrave and Maryborough. The NSW operation is known as William Brooks and it has 120 staff. About 50% of staff have some formal qualification
• In Victoria, there is there are 15 apprenticeships in Printing Press. The Diploma of Business Management is provided for Managers/Supervisors and is delivered by a SA RTO. Other training is informal and largely conducted on-site
• Funding is allocated annually from the budget for training
• Some EPIC funds have been provided for the management training
• Generally new recruits need to have the skills required, so that they are immediately productive
• Training Manager is aware of Training Package
• Apprenticeships and Management training
• For apprentices at Maryborough, it is all delivered on-site. The RTO comes to the site. The Mulgrave view is that a mix of on-the-job and off-the-job is better
• Delivery at RMIT is perceived as training on old techniques on old equipment, or no suitable equipment at all
• Informal training on computing provided etc
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 43
Printer Interview – P30
• Off-site training to avoid normal business interruptions
• The Supervisor or the employee determines what training is required
• The following trends are anticipated:– Prepress – big changes requiring
most training– Machine technology – vendor
training– Bindery changes – vendor
training– There is a need for short
managerial; courses that meet immediate needs, including:- Sales expertise- Production management- People management- Account management
• It is increasingly difficult to attract and retain apprentices in this industry
• Company involved in:– Colour printing– Embellishment (embossing/foil
stamping)– Sheet fed printers
• Number of employees is 56. 45 have formal qualifications
• Training available:– Apprenticeships– Informal computer training– OH &S through PIAA– MYOB – vendor training
• Funding for training allocated annually through the budget
• New employees recruited with the skills for machine operations, but bench hands can be off-the-street
• Offer apprenticeships only
• 4 blocks x 2 weeks x 4 years = 32 weeks in a mix of on-the-job and off-the-job training
• Other training is largely conducted off-site
• Only vendor training is provided, as required
Training outcomesTraining gapsTraining inputs
• Off-site training to avoid normal business interruptions
• The Supervisor or the employee determines what training is required
• The following trends are anticipated:– Prepress – big changes requiring
most training– Machine technology – vendor
training– Bindery changes – vendor
training– There is a need for short
managerial; courses that meet immediate needs, including:- Sales expertise- Production management- People management- Account management
• It is increasingly difficult to attract and retain apprentices in this industry
• Company involved in:– Colour printing– Embellishment (embossing/foil
stamping)– Sheet fed printers
• Number of employees is 56. 45 have formal qualifications
• Training available:– Apprenticeships– Informal computer training– OH &S through PIAA– MYOB – vendor training
• Funding for training allocated annually through the budget
• New employees recruited with the skills for machine operations, but bench hands can be off-the-street
• Offer apprenticeships only
• 4 blocks x 2 weeks x 4 years = 32 weeks in a mix of on-the-job and off-the-job training
• Other training is largely conducted off-site
• Only vendor training is provided, as required
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 44
Printer Interview – P31
• Mixture of on-site and off-site is preferred
• For higher levels, probably more off-site training would be better to avoid business interruptions. These should be short and tailored to the printing industry
• If they provided steps towards an Advanced Diploma it would be beneficial, but a Degree or Masters is not necessary
• It is anticipated that the following areas will require more training effort over the next ten years:
– Supply chain management– Solution selling– Business management/acumen– Sales expertise– Strategic planning– Production management– People management– Multimedia– Customer Relations
Management (CRM)– Logistics– Performance management
• Perceived as “Old world technology”and it is too long
• Print machinist need to have the full perspective
• The industry needs to learn how to “assist customers to identify exactly what they need” in terms of printing
• Company offers:– Graphic solutions to corporate
clients– Flat sheet printing– Souvenir products, such as
calendars• Number of employees is180 – 200.
Of these about 50% have formal qualifications
• Types of training:– Printing apprenticeships– Informal computer training– IT graphics (in-house)– Sales delivered externally
• Allocation in the budget based on previous years experience
• Also available on ‘as needs’ basis• Generally require recruits to already
have the required skills• The Geelong plant uses a type of pre-
apprenticeship, which was thought to be a Certificate II traineeship
• Have an overview of the package, but the Plant Managers would know it thoroughly
• Offer apprenticeships only• 4 blocks x 2 weeks x 4 years = 32
weeks • Delivered in a mix of on-the-job and
off-the-job training• The Supervisor of the employee
determines this at present, but the company is moving to a system of regular performance appraisals
Training outcomesTraining gapsTraining inputs
• Mixture of on-site and off-site is preferred
• For higher levels, probably more off-site training would be better to avoid business interruptions. These should be short and tailored to the printing industry
• If they provided steps towards an Advanced Diploma it would be beneficial, but a Degree or Masters is not necessary
• It is anticipated that the following areas will require more training effort over the next ten years:
– Supply chain management– Solution selling– Business management/acumen– Sales expertise– Strategic planning– Production management– People management– Multimedia– Customer Relations
Management (CRM)– Logistics– Performance management
• Perceived as “Old world technology”and it is too long
• Print machinist need to have the full perspective
• The industry needs to learn how to “assist customers to identify exactly what they need” in terms of printing
• Company offers:– Graphic solutions to corporate
clients– Flat sheet printing– Souvenir products, such as
calendars• Number of employees is180 – 200.
Of these about 50% have formal qualifications
• Types of training:– Printing apprenticeships– Informal computer training– IT graphics (in-house)– Sales delivered externally
• Allocation in the budget based on previous years experience
• Also available on ‘as needs’ basis• Generally require recruits to already
have the required skills• The Geelong plant uses a type of pre-
apprenticeship, which was thought to be a Certificate II traineeship
• Have an overview of the package, but the Plant Managers would know it thoroughly
• Offer apprenticeships only• 4 blocks x 2 weeks x 4 years = 32
weeks • Delivered in a mix of on-the-job and
off-the-job training• The Supervisor of the employee
determines this at present, but the company is moving to a system of regular performance appraisals
Training outcomesTraining gapsTraining inputs
L:// IIGF Project/ 031216 IIGF E&T Needs Project
APIS Business Services Page 45
Printer Interview – P32
Importance: [1] Not very important – [10] Critically important
• The Board [8] [5]– Best people appointments– Strong HR governance
• Customers [5]– Customer printing awareness
program– Timely supply of quality/ latest
thinking innovative solutions• Staff, Sales, Rank and File [10]
– Career opportunities– Transferable recognised skills– Localised training
• The local Maryborough Community [8]– Local people career opportunities– Job security and/ economic
benefits• The Union (AMWU) [3]
– Skilled employees – Transferability of skills– Employment security
• Management [10]– Upskilling program
• Leadership/ business credentials
– Lower cost training– Management succession– Focused needs based not general
training• The Industry [7]
– Industry/ regional leadership – Critical mass for local printer
industry training– Modern equipment access
• The 4 most important issues thought by those interviewed were:
1. Promotion by PIAA of:• The industry• Regional development
2. Development of locally based training delivery systems. Still need bindery/ collating
3. Multi-skilling of tradespeople
4. Upskilling of managers
• Under promoted industry to prospective employees, schools, TAFEs, tertiary institutes, Governments, industries, etc
• Lack of industry (employee) body to monitor/ promote individual job opportunities/ careers
• Customers to be interested to understand/ learn the printing industry processes
• Support from industry body to promote printing processes and steps/ roles –value chain
• Need to have external trainers – with relevant and broad skills
• Disinterest of trained managers, professional printers to relocate to regional areas
• Lack of promotion of the current training package
• Prefer Cert III – apprenticeship for higher skill base
• RMIT’s lack of real interest to support local training (e.g. unreasonable, ineffective to expect people to travel beyond 1 hour for training)
• Poor bindery training at RMIT• Time served apprenticeships as opposed
to the required credential/ competency focus. Should be competency focus
• Not the correct box ticking exercise on Government apprenticeship funding
• User choice/fee for service
Training outcomesTraining gapsTraining inputs• The Board [8] [5]
– Best people appointments– Strong HR governance
• Customers [5]– Customer printing awareness
program– Timely supply of quality/ latest
thinking innovative solutions• Staff, Sales, Rank and File [10]
– Career opportunities– Transferable recognised skills– Localised training
• The local Maryborough Community [8]– Local people career opportunities– Job security and/ economic
benefits• The Union (AMWU) [3]
– Skilled employees – Transferability of skills– Employment security
• Management [10]– Upskilling program
• Leadership/ business credentials
– Lower cost training– Management succession– Focused needs based not general
training• The Industry [7]
– Industry/ regional leadership – Critical mass for local printer
industry training– Modern equipment access
• The 4 most important issues thought by those interviewed were:
1. Promotion by PIAA of:• The industry• Regional development
2. Development of locally based training delivery systems. Still need bindery/ collating
3. Multi-skilling of tradespeople
4. Upskilling of managers
• Under promoted industry to prospective employees, schools, TAFEs, tertiary institutes, Governments, industries, etc
• Lack of industry (employee) body to monitor/ promote individual job opportunities/ careers
• Customers to be interested to understand/ learn the printing industry processes
• Support from industry body to promote printing processes and steps/ roles –value chain
• Need to have external trainers – with relevant and broad skills
• Disinterest of trained managers, professional printers to relocate to regional areas
• Lack of promotion of the current training package
• Prefer Cert III – apprenticeship for higher skill base
• RMIT’s lack of real interest to support local training (e.g. unreasonable, ineffective to expect people to travel beyond 1 hour for training)
• Poor bindery training at RMIT• Time served apprenticeships as opposed
to the required credential/ competency focus. Should be competency focus
• Not the correct box ticking exercise on Government apprenticeship funding
• User choice/fee for service
Training outcomesTraining gapsTraining inputs
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APIS Business Services Page 46
Printer Interview – P33
• Customers– Quality innovative offerings
• Staff/ families– Career opportunities– Security of employment– Interesting work
• Shareholders– High relative performance/
productivity
• Suppliers– Knowledgeable buyers/ defined
needs
• Local community– Employment opportunities
especially for youth
• Broader community– Environmentally responsible
operations
• The 3 most important issues thought by the interviewee were:
1. Industry to market/ promote itself a lot better
2. Upskilling of management
3. Industry plan to facilitate industry rationalisation
• Strong marketing credentials/ research capabilities
• Career path planning
• Well broadly promoted industry (push and pull)
• Improved people management covering production and marketing
• Strong benchmarking
• Production/ product needs analysis skills as opposed to relationship based buying
• Proactive environmental promotion/ image for the Printing industry
Training outcomesTraining gapsTraining inputs
• Customers– Quality innovative offerings
• Staff/ families– Career opportunities– Security of employment– Interesting work
• Shareholders– High relative performance/
productivity
• Suppliers– Knowledgeable buyers/ defined
needs
• Local community– Employment opportunities
especially for youth
• Broader community– Environmentally responsible
operations
• The 3 most important issues thought by the interviewee were:
1. Industry to market/ promote itself a lot better
2. Upskilling of management
3. Industry plan to facilitate industry rationalisation
• Strong marketing credentials/ research capabilities
• Career path planning
• Well broadly promoted industry (push and pull)
• Improved people management covering production and marketing
• Strong benchmarking
• Production/ product needs analysis skills as opposed to relationship based buying
• Proactive environmental promotion/ image for the Printing industry
Training outcomesTraining gapsTraining inputs
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APIS Business Services Page 47
Printer Interview – P34 – P37
• Technologically aware, well-trained tradespeople:
– Prepress– Press– Finishing
• Management expertise– Strategic marketing– Financially aware– Disciplined production– Strong HR skills– Good administration
• Value oriented selling capabilities
• Peak industry body to be responsible for:
– Developing ‘bonded to employer’scheme for apprentices together with apprenticeship training focused on:
1. Classroom teaching of theory
2. On the job skills training3. Improved apprentice
selection process4. Shorter lead time to trades
status for apprentices
– The development and promotion of the industry training package
– Development of Tertiary trained printer management and the championing of the print 21 package
– Developing an industry culture building competitive advantage, key performance measures and benchmarking
• Reliance upon attracting already trained tradespeople
• Disinterest of strong candidates in apprenticeships
• Poor completion rates and loyalty of apprentices
• Ineffective promotion of the industry training package
• Unacceptable length of apprenticeships and quality of offsite training
• Under qualified management
• Strategic advice linked to vested interests not focused on customer or business needs
Training outcomesTraining gapsTraining inputs
• Technologically aware, well-trained tradespeople:
– Prepress– Press– Finishing
• Management expertise– Strategic marketing– Financially aware– Disciplined production– Strong HR skills– Good administration
• Value oriented selling capabilities
• Peak industry body to be responsible for:
– Developing ‘bonded to employer’scheme for apprentices together with apprenticeship training focused on:
1. Classroom teaching of theory
2. On the job skills training3. Improved apprentice
selection process4. Shorter lead time to trades
status for apprentices
– The development and promotion of the industry training package
– Development of Tertiary trained printer management and the championing of the print 21 package
– Developing an industry culture building competitive advantage, key performance measures and benchmarking
• Reliance upon attracting already trained tradespeople
• Disinterest of strong candidates in apprenticeships
• Poor completion rates and loyalty of apprentices
• Ineffective promotion of the industry training package
• Unacceptable length of apprenticeships and quality of offsite training
• Under qualified management
• Strategic advice linked to vested interests not focused on customer or business needs
Training outcomesTraining gapsTraining inputs
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APIS Business Services Page 48
Printer Interview – P38
• Company very keen to retain the on the job emphasis for Certificate III
• Benefit in assessment by supervisors and TAFE assessor
• Would take on a ‘2 year intensively trained’ apprentice
• Online training would be a positive direction. Already utilising an OH&S generic unit
• All managers/ senior staff should do management training, e.g. staff development/ latest technology developments
• Careers promotion days have been offered through PIAA
• Traineeships can be offered in schools.
• There is a need to promote the industry sector of the Printing Industry
• Adult apprenticeship can provide an extension of skills
• Bonus if training can be linked with business growth – provide the boss with a value proposition
• Currently very difficult to convince owner/ senior manager of the benefits of training
• Adult apprenticeships could be used to extend skills/ knowledge training
• On the job trade training is sought after by the company
• Company not happy with Trade Training up to 2001
• Currently assessment conducted by CIT on the job in conjunction with work supervisor
– 70% on the job– 30% at CIT
• 3 day block offered at Heidelberg in Sydney
• Company advertise for apprentices in local press
• Have had graduates from cadetship –Certificate IV program – contact through PIAA
• Some apprentices still need 4 years (3 of current apprentices had completed 1st
year desktop training)• Difficult to get ‘passport’ signed off• Company wants to train an apprentice in
the “company way” – do move apprentices around
• Offer day/ night shift• Traineeship was far “too complicated” to
administer• Unable to attract suitable applicants to
prepress (2nd in charge)• Little training offered to middle managers• Workplace assessor training in 2004
Training outcomesTraining gapsTraining inputs
• Company very keen to retain the on the job emphasis for Certificate III
• Benefit in assessment by supervisors and TAFE assessor
• Would take on a ‘2 year intensively trained’ apprentice
• Online training would be a positive direction. Already utilising an OH&S generic unit
• All managers/ senior staff should do management training, e.g. staff development/ latest technology developments
• Careers promotion days have been offered through PIAA
• Traineeships can be offered in schools.
• There is a need to promote the industry sector of the Printing Industry
• Adult apprenticeship can provide an extension of skills
• Bonus if training can be linked with business growth – provide the boss with a value proposition
• Currently very difficult to convince owner/ senior manager of the benefits of training
• Adult apprenticeships could be used to extend skills/ knowledge training
• On the job trade training is sought after by the company
• Company not happy with Trade Training up to 2001
• Currently assessment conducted by CIT on the job in conjunction with work supervisor
– 70% on the job– 30% at CIT
• 3 day block offered at Heidelberg in Sydney
• Company advertise for apprentices in local press
• Have had graduates from cadetship –Certificate IV program – contact through PIAA
• Some apprentices still need 4 years (3 of current apprentices had completed 1st
year desktop training)• Difficult to get ‘passport’ signed off• Company wants to train an apprentice in
the “company way” – do move apprentices around
• Offer day/ night shift• Traineeship was far “too complicated” to
administer• Unable to attract suitable applicants to
prepress (2nd in charge)• Little training offered to middle managers• Workplace assessor training in 2004
Training outcomesTraining gapsTraining inputs
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Printer Interview – P39
• Established in 1981 as sheet fed offset printer• Established itself as successful traditional printer• 10-12 years ago decided to change direction/ to move to value added products• To get away from being price takers• Became digital print/ mailing house• Very successful/ employing 60 people/ 2 shifts• Own customer database• Forced initially to develop its own machines• Average age of employees 35 to 40 years• Owner/ family operated
The Company
• Customers– Innovative delivery products/
services– Good advice– Alternatives/ options– Customer comes first
• Staff– Security– Good remuneration– Respect
• Suppliers, e.g.:– Raft of paper merchants, Xerox,
Australia Post, Pitney Bowes– Prompt, secure payment– Clear definition of needs
• Assistance with recruitment
• Good advice on training that is applicable to this business, e.g.:
– Computer systems appreciation– Direct mail– New communications
• To be kept abreast of emerging business trends
• Difficulty in obtaining good people who:– Are open to new binding/ finishing
systems. Traditional printer trades people are too blinkered to new ideas
– Can be developed to have good customer communication skills. Process integration means that his production people talk to the clients without any filtering via sales
• Not receiving assistance/ advice on Training Package opportunities (didn’t know there was a course/ units on direct mail
• Not receiving advice on Government assistance for training
• Need both good technical people and good creative people (they are different)
What the organisation has to deliverTraining gapsTraining inputs
• Established in 1981 as sheet fed offset printer• Established itself as successful traditional printer• 10-12 years ago decided to change direction/ to move to value added products• To get away from being price takers• Became digital print/ mailing house• Very successful/ employing 60 people/ 2 shifts• Own customer database• Forced initially to develop its own machines• Average age of employees 35 to 40 years• Owner/ family operated
The Company
• Customers– Innovative delivery products/
services– Good advice– Alternatives/ options– Customer comes first
• Staff– Security– Good remuneration– Respect
• Suppliers, e.g.:– Raft of paper merchants, Xerox,
Australia Post, Pitney Bowes– Prompt, secure payment– Clear definition of needs
• Assistance with recruitment
• Good advice on training that is applicable to this business, e.g.:
– Computer systems appreciation– Direct mail– New communications
• To be kept abreast of emerging business trends
• Difficulty in obtaining good people who:– Are open to new binding/ finishing
systems. Traditional printer trades people are too blinkered to new ideas
– Can be developed to have good customer communication skills. Process integration means that his production people talk to the clients without any filtering via sales
• Not receiving assistance/ advice on Training Package opportunities (didn’t know there was a course/ units on direct mail
• Not receiving advice on Government assistance for training
• Need both good technical people and good creative people (they are different)
What the organisation has to deliverTraining gapsTraining inputs
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Printer Interview – P40
• Need to access web printing skills
• Train the trainer is important
• Job related technical skills
• Customer service requirements
• Current arrangement able to start the training when recruited
• Not focused around start time in August
• Difficult to recruit apprentices
• Very effective induction session is offered
• Very little drop off
• 15 people to run 1 new press
• Can’t afford to release people for WELL course and would prefer additional skills training within the company
• Unique equipment – processes put us leaders in the market
• Maintaining confidentiality is a key factor • Traditional trade format doesn’t satisfy
current needs - coverage not adequately meeting company requirements
• Career path for operators has been developed internally for printing operations and technical areas
• Sheet fed numbers are dropping away and new areas must be satisfied
• Succession planning – printer online responsible for training of others
• Need to market the trades– Benefits of apprenticeships – more
effectively promoted • Career counselors – no idea of
apprenticeships• ‘In-house Certificate’ is available• Leadership skills for apprenticeships
should be considered
• Major focus/ services of the company is catalogue printing – web printing skills required
• Employees – 175 employees (140 operators), with 22 apprentices (3 print finishing, 19 print machining)
• Training available:– Technical training is conducted
internally– Leadership training – different
external suppliers– Workplace assessor
• Knowledge of Training Package– Very little specific knowledge of
Printing and Graphic Arts Training Package
• Focus on sheet fed training in course• Trade training for company now
– 4 weeks off the job for print machinists
– 6 weeks off the job for print finishing• Technical modules completed on site
based on company needs• Generic module used if available• Print Training Package doesn’t match
with company needs• Leadership program starts from scratch
and developed internally• Current print lines have:
– 1 staker, 2 printers, 1 supervisor• Very flat organisaitonal structure within
the company• Graphic design done by customers
Training outcomesTraining gapsTraining inputs
• Need to access web printing skills
• Train the trainer is important
• Job related technical skills
• Customer service requirements
• Current arrangement able to start the training when recruited
• Not focused around start time in August
• Difficult to recruit apprentices
• Very effective induction session is offered
• Very little drop off
• 15 people to run 1 new press
• Can’t afford to release people for WELL course and would prefer additional skills training within the company
• Unique equipment – processes put us leaders in the market
• Maintaining confidentiality is a key factor • Traditional trade format doesn’t satisfy
current needs - coverage not adequately meeting company requirements
• Career path for operators has been developed internally for printing operations and technical areas
• Sheet fed numbers are dropping away and new areas must be satisfied
• Succession planning – printer online responsible for training of others
• Need to market the trades– Benefits of apprenticeships – more
effectively promoted • Career counselors – no idea of
apprenticeships• ‘In-house Certificate’ is available• Leadership skills for apprenticeships
should be considered
• Major focus/ services of the company is catalogue printing – web printing skills required
• Employees – 175 employees (140 operators), with 22 apprentices (3 print finishing, 19 print machining)
• Training available:– Technical training is conducted
internally– Leadership training – different
external suppliers– Workplace assessor
• Knowledge of Training Package– Very little specific knowledge of
Printing and Graphic Arts Training Package
• Focus on sheet fed training in course• Trade training for company now
– 4 weeks off the job for print machinists
– 6 weeks off the job for print finishing• Technical modules completed on site
based on company needs• Generic module used if available• Print Training Package doesn’t match
with company needs• Leadership program starts from scratch
and developed internally• Current print lines have:
– 1 staker, 2 printers, 1 supervisor• Very flat organisaitonal structure within
the company• Graphic design done by customers
Training outcomesTraining gapsTraining inputs
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Printer Interview – P41
• Member of Industry Advisory Committee
• Do try to promote Awards (Design awards) – 2nd year apprentice
• Crossroads for the labeling industry
• Companies could offer access to equipment
• Difficult for training provider to provide a full coverage
• Want to improve the skill level – not enough opportunity to
• Label printing could be specific stream of the trade course:
– Main stakeholders– Board– Clients– Shareholders– Employees
• Specific access to rotary screen, foil unit, 10 colour offset to enhance skills
• Not enough industry specific training, e.g:– Production managers– Specialist skills for apprentices
• Strong support for general skills development
• Other skill requirements– Sales– Continuous improvement
• Business – experience, gut feeling
• 1P colour press in company
• Internal company print supervisor could work external trained
– Part assessment and retain skills training more on the job
• Major focus/ services of company:– Different market niche – Different skills requirements from
sheet fit to roll fit– Small percentage very specialised – Self adhesive roll to roll
• Employees – 40 employees, 3 apprentices currently in training
• Training available:– Support apprenticeship– Other staff can access in own time,
specific courses• Knowledge of Training Package – none
at all• Older roll press available off the job• Trainers off the job don’t have access to
latest equipment• Could spend 1 week at companies (for 10
weeks)– Learn how screens and inks are
made– Suppliers of machines could be
involved• Company will send people overseas for
equipment update and purchase• They do own internal training • Easier in the offset sector, more difficult
for roll fit • Labeling is more specific and company
trains their own staff• Company has a ten colour press
Training outcomesTraining gapsTraining inputs
• Member of Industry Advisory Committee
• Do try to promote Awards (Design awards) – 2nd year apprentice
• Crossroads for the labeling industry
• Companies could offer access to equipment
• Difficult for training provider to provide a full coverage
• Want to improve the skill level – not enough opportunity to
• Label printing could be specific stream of the trade course:
– Main stakeholders– Board– Clients– Shareholders– Employees
• Specific access to rotary screen, foil unit, 10 colour offset to enhance skills
• Not enough industry specific training, e.g:– Production managers– Specialist skills for apprentices
• Strong support for general skills development
• Other skill requirements– Sales– Continuous improvement
• Business – experience, gut feeling
• 1P colour press in company
• Internal company print supervisor could work external trained
– Part assessment and retain skills training more on the job
• Major focus/ services of company:– Different market niche – Different skills requirements from
sheet fit to roll fit– Small percentage very specialised – Self adhesive roll to roll
• Employees – 40 employees, 3 apprentices currently in training
• Training available:– Support apprenticeship– Other staff can access in own time,
specific courses• Knowledge of Training Package – none
at all• Older roll press available off the job• Trainers off the job don’t have access to
latest equipment• Could spend 1 week at companies (for 10
weeks)– Learn how screens and inks are
made– Suppliers of machines could be
involved• Company will send people overseas for
equipment update and purchase• They do own internal training • Easier in the offset sector, more difficult
for roll fit • Labeling is more specific and company
trains their own staff• Company has a ten colour press
Training outcomesTraining gapsTraining inputs
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Printer Interview – P42
• Lack of understanding of the benefits of training by printing companies
• Wishing to position staff to seek advancement and take on additional responsibilities
• Believes that period to obtain tradesperson recognition is too short
• Could also establish a titles “Craftsperson” title
– Criteria established (awarded after trade and with additional requirements)
• There is a need to ‘glamorise’ trade training
• Good and efficient management is very important to small businesses
• Believes there is a real problem in obtaining career information related to the printing industry
• Need to alter the mind set of younger employees’ need to appreciate their own potential if willing to extend skills
• Would be beneficial if company could obtain independent advice on real training opportunities
• Believe the image and professionalism of the industry associations could be improved
– need to establish a real “Printing Institution”
• Company has attempted to train/ retrain its own people and operates on 2 shifts
• Even though there are only 10 employees – there is a real commitment to achieving excellence in their products
• Real attempt to provide high quality equipment and staff facilities/ amenities
• Very little knowledge of the Printing and Graphic Arts Training Package
• Company has developed a “Strategic Direction” plan for future operation
• Have had people do short courses, e.g. Estimating
• Difficult to find appropriate marketing/ sales training
• Experienced real difficulty in finding and recruiting apprentices – currently working with Company Group Training
Training outcomesTraining gapsTraining inputs
• Lack of understanding of the benefits of training by printing companies
• Wishing to position staff to seek advancement and take on additional responsibilities
• Believes that period to obtain tradesperson recognition is too short
• Could also establish a titles “Craftsperson” title
– Criteria established (awarded after trade and with additional requirements)
• There is a need to ‘glamorise’ trade training
• Good and efficient management is very important to small businesses
• Believes there is a real problem in obtaining career information related to the printing industry
• Need to alter the mind set of younger employees’ need to appreciate their own potential if willing to extend skills
• Would be beneficial if company could obtain independent advice on real training opportunities
• Believe the image and professionalism of the industry associations could be improved
– need to establish a real “Printing Institution”
• Company has attempted to train/ retrain its own people and operates on 2 shifts
• Even though there are only 10 employees – there is a real commitment to achieving excellence in their products
• Real attempt to provide high quality equipment and staff facilities/ amenities
• Very little knowledge of the Printing and Graphic Arts Training Package
• Company has developed a “Strategic Direction” plan for future operation
• Have had people do short courses, e.g. Estimating
• Difficult to find appropriate marketing/ sales training
• Experienced real difficulty in finding and recruiting apprentices – currently working with Company Group Training
Training outcomesTraining gapsTraining inputs
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Printer Interview – P43
• Focused short management courses• Networking opportunities
• Enhanced business networking and professional development program/s
Management• Owner is trade qualified and member
of a networking and professional development group
• Rotation of scheme for apprentices across a number of businesses to give them broader perspective
• Apprentice skills to be broadened to cover appreciation of:
– Estimating– Production planning– Cost accounting
• Bridging course for graphic design graduates for prepress in a printing environment, to take advantage of available qualified pool of graduates
• Establishment of a pool of print businesses willing to participate in rotating apprentices through their operations
• Establishment of a print bridging course for graphic design graduates
• Development of financial appreciation courses for apprentices
Apprenticeships• Employ apprentices• Need apprentices for print machining/
finishing because experiencing trades person shortages in these areas
• No shortage of prepress tradespersons
• Apprenticeships offer opportunity to “cultivate” and train in company culture
• TAFE provides overview and good cover of OH&S and other broad non-stream subjects
• Not enough time is spent on appreciation of:
– Estimating– Production planning– Cost accounting
• There is little practical application of competency based assessment
• Reluctant about on the job training approach. Concurred after explanation that many of the course units could be done in the workplace
E & T requiredValue gapsE & T received
• Focused short management courses• Networking opportunities
• Enhanced business networking and professional development program/s
Management• Owner is trade qualified and member
of a networking and professional development group
• Rotation of scheme for apprentices across a number of businesses to give them broader perspective
• Apprentice skills to be broadened to cover appreciation of:
– Estimating– Production planning– Cost accounting
• Bridging course for graphic design graduates for prepress in a printing environment, to take advantage of available qualified pool of graduates
• Establishment of a pool of print businesses willing to participate in rotating apprentices through their operations
• Establishment of a print bridging course for graphic design graduates
• Development of financial appreciation courses for apprentices
Apprenticeships• Employ apprentices• Need apprentices for print machining/
finishing because experiencing trades person shortages in these areas
• No shortage of prepress tradespersons
• Apprenticeships offer opportunity to “cultivate” and train in company culture
• TAFE provides overview and good cover of OH&S and other broad non-stream subjects
• Not enough time is spent on appreciation of:
– Estimating– Production planning– Cost accounting
• There is little practical application of competency based assessment
• Reluctant about on the job training approach. Concurred after explanation that many of the course units could be done in the workplace
E & T requiredValue gapsE & T received
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Appendix A1.2.2
Industry Expert Interviews (E)
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Industry Expert Interview – E1
• New equipment is driven by computers
• Traditional silk screen tradespeople are being replaced by computer operators working with wide format printers
• Training needs are in:– Computer colour matching– Modernised multi-media graphic
arts course– Basic computer appreciation, eg.
file handling– Appreciation in:
• Point of sale/ outdoor marketing
• Design
• Development of modern training in – Computer colour matching– Modern computer design– Marketing
• IT trained people out of TAFE are abundant and therefore there is no value gap here
• Vendor training on specific machines bought
• Training aimed to get the buyer up and running
• After initial training no further training is required
• After sales service is provided as per service contract
Training outcomesTraining gapsTraining inputs
• New equipment is driven by computers
• Traditional silk screen tradespeople are being replaced by computer operators working with wide format printers
• Training needs are in:– Computer colour matching– Modernised multi-media graphic
arts course– Basic computer appreciation, eg.
file handling– Appreciation in:
• Point of sale/ outdoor marketing
• Design
• Development of modern training in – Computer colour matching– Modern computer design– Marketing
• IT trained people out of TAFE are abundant and therefore there is no value gap here
• Vendor training on specific machines bought
• Training aimed to get the buyer up and running
• After initial training no further training is required
• After sales service is provided as per service contract
Training outcomesTraining gapsTraining inputs
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Industry Expert Interview – E2
• Believes the RMIT style print degree will be a major step forward
• Support for the print degreeSupervisors/ Management• E & T in this area is a major problem, as
it is around the world• The US has the best E & T in
management
• Increase awareness in the industry re the need for state of the art training
• Netherlands has a good E & T model which operates a “central” training delivery facility
• Need a national model that every State follows
• There should be flexibility in delivery, that is, flexible use of the mix of in-house and TAFE attendance
• The industry national body to facilitate:– Nationally consistent approach,
content and delivery for training– Flexibility in the method of delivery
of E & T to the enterprise
Traineeships/ Apprenticeships• State based delivery even though using
the same national training package• Moved to competency based training• Differences in approach exist across the
States and Territories• Apprentices don’t get structured in-house
training support:– At TAFE should learn why– At work should learn how
• Apprentices rarely receive formal review with managers and don’t receive career path explanations
• Printers have handed over responsibility for training to third parties
• Current approach will lead to shortage of skills and lead to higher pay to available skilled persons
• New generation trained trades qualified persons have difficulty understanding the basic things in:
– Prepress – Printing
• The problem in TAFE is serious with respect to quality delivery. The reason is that industry has not been demanding
Training requiredTraining gapsTraining received
• Believes the RMIT style print degree will be a major step forward
• Support for the print degreeSupervisors/ Management• E & T in this area is a major problem, as
it is around the world• The US has the best E & T in
management
• Increase awareness in the industry re the need for state of the art training
• Netherlands has a good E & T model which operates a “central” training delivery facility
• Need a national model that every State follows
• There should be flexibility in delivery, that is, flexible use of the mix of in-house and TAFE attendance
• The industry national body to facilitate:– Nationally consistent approach,
content and delivery for training– Flexibility in the method of delivery
of E & T to the enterprise
Traineeships/ Apprenticeships• State based delivery even though using
the same national training package• Moved to competency based training• Differences in approach exist across the
States and Territories• Apprentices don’t get structured in-house
training support:– At TAFE should learn why– At work should learn how
• Apprentices rarely receive formal review with managers and don’t receive career path explanations
• Printers have handed over responsibility for training to third parties
• Current approach will lead to shortage of skills and lead to higher pay to available skilled persons
• New generation trained trades qualified persons have difficulty understanding the basic things in:
– Prepress – Printing
• The problem in TAFE is serious with respect to quality delivery. The reason is that industry has not been demanding
Training requiredTraining gapsTraining received
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Industry Expert Interview – E3
• Consensus, harmonisation on a national basis
• Cohesive future VET strategy
• Much stronger industry engagement
• Adequate funding for VET strategy development for printing industry
• On the job competency assessment to an acceptable standard
• Investigation of alternative delivery formats
• Recruitment of the right persons into the industry
• Reduction of apprenticeship period based on competencies to make apprenticeships more attractive to potential students
• Development of strategies that address the industry VET needs described to the right
• State differences:– Required hours for
apprenticeship qualification– Recognition of RTOs– Quality of facilities
• Lack of industry participation
• Difficulty in assessing the industry’s real E & T needs
• Inadequate funding of State ITABS
• Difficulty in attracting the right persons to apprenticeships
• Most States don’t have a critical mass of VET students
• Most States don’t have adequate training facilities
Industry VET needsGapsWhat is VET situation
• Consensus, harmonisation on a national basis
• Cohesive future VET strategy
• Much stronger industry engagement
• Adequate funding for VET strategy development for printing industry
• On the job competency assessment to an acceptable standard
• Investigation of alternative delivery formats
• Recruitment of the right persons into the industry
• Reduction of apprenticeship period based on competencies to make apprenticeships more attractive to potential students
• Development of strategies that address the industry VET needs described to the right
• State differences:– Required hours for
apprenticeship qualification– Recognition of RTOs– Quality of facilities
• Lack of industry participation
• Difficulty in assessing the industry’s real E & T needs
• Inadequate funding of State ITABS
• Difficulty in attracting the right persons to apprenticeships
• Most States don’t have a critical mass of VET students
• Most States don’t have adequate training facilities
Industry VET needsGapsWhat is VET situation
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Industry Expert Interview – E4
• General management areas• Can satisfy needs via sourcing of appropriate courses
Management• For training in supervisory skills go to
AIG/ AIM for short courses
• For training in negotiating skills go to Mt Eliza
• Basically self-sufficient
• Require staff to have recognition for their training
• Critical mass for the company’s training needs
• Efficient delivery
• Standard courses
• Independent body to ensure training is relevant to needs
• National approach to provide for portability of staff
• Minimal – as addressing gaps via internal needs analysis and external sourcing of training to fit
Apprenticeships• Currently employ apprentices
• Apprentices are only in the printing area
• The company has a policy on training:– It needs to be flexible – It needs to provide an
understanding of business– It needs to lead to profitable
outcomesConsequently, the current focus of general apprenticeships training is not the way to go, because it is too narrow/ focused on a trade
• Training is linked to ANTA/ NPITC so that it leads to nationally recognised accreditation
• Assist staff in recognising their skills needs
What training do you needTraining gapsWhat training do you receive
• General management areas• Can satisfy needs via sourcing of appropriate courses
Management• For training in supervisory skills go to
AIG/ AIM for short courses
• For training in negotiating skills go to Mt Eliza
• Basically self-sufficient
• Require staff to have recognition for their training
• Critical mass for the company’s training needs
• Efficient delivery
• Standard courses
• Independent body to ensure training is relevant to needs
• National approach to provide for portability of staff
• Minimal – as addressing gaps via internal needs analysis and external sourcing of training to fit
Apprenticeships• Currently employ apprentices
• Apprentices are only in the printing area
• The company has a policy on training:– It needs to be flexible – It needs to provide an
understanding of business– It needs to lead to profitable
outcomesConsequently, the current focus of general apprenticeships training is not the way to go, because it is too narrow/ focused on a trade
• Training is linked to ANTA/ NPITC so that it leads to nationally recognised accreditation
• Assist staff in recognising their skills needs
What training do you needTraining gapsWhat training do you receive
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Industry Expert Interview – E5
1. Career path and recognition of skills in remuneration
2. Commitment by industry to training and to apprentices
3. Incentives for people to undertake training
4. Organisation of when training is done (especially significant to on the job training)
5. Federal Government funding support
Principle Needs Gaps
Suppliers [7]– Input from employee/ industry
perspective
State Government [5]– Same as Federal
Federal Government [6]– Input re industry developments
Employers/ PIAA [10]– Certainty in outcomes– Consistency– Advice– Lobbying assistance
Suppliers [7]• Minimal
State Government [5]• Not sufficient commitment to fund
training• Not required to act on advice
Federal Government [6]• Funding to be linked to training need
rather than hours• Insufficient incentive for adult
apprenticeships and ongoing workplace training
Employers/ PIAA [10]• Only train for today• Too much focus on firm’s specific
training• Weakened commitment to
apprentices (4 year commitment)• Failure to recognise prior learning
Members [10]– Career path– Good wages and conditions– Job security
Members [10]• Receive lip service to career
development• No direct link between wages and
skills acquired and utilised• Inadequate access to training
Training OutputsTraining Inputs
1. Career path and recognition of skills in remuneration
2. Commitment by industry to training and to apprentices
3. Incentives for people to undertake training
4. Organisation of when training is done (especially significant to on the job training)
5. Federal Government funding support
Principle Needs Gaps
Suppliers [7]– Input from employee/ industry
perspective
State Government [5]– Same as Federal
Federal Government [6]– Input re industry developments
Employers/ PIAA [10]– Certainty in outcomes– Consistency– Advice– Lobbying assistance
Suppliers [7]• Minimal
State Government [5]• Not sufficient commitment to fund
training• Not required to act on advice
Federal Government [6]• Funding to be linked to training need
rather than hours• Insufficient incentive for adult
apprenticeships and ongoing workplace training
Employers/ PIAA [10]• Only train for today• Too much focus on firm’s specific
training• Weakened commitment to
apprentices (4 year commitment)• Failure to recognise prior learning
Members [10]– Career path– Good wages and conditions– Job security
Members [10]• Receive lip service to career
development• No direct link between wages and
skills acquired and utilised• Inadequate access to training
Training OutputsTraining Inputs
Importance: [1] Not very important – [10] Critically important
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Industry Expert Interview – E5 (continued)
TAFES [8]– Provide industry perspective– Differentiate delivery needs
between large and small employers
TAFES [8]• Method of recognition of prior learning
is funding approach dependant
Principle Needs Gaps
State ITABS [4]– As for Federal ITABS
Federal ITABS [6]– Provide employee/ employer
inputs to compare industry perspective
Associations [8]– Industry communications– Provide employee perspectives
State ITABS [4]• As for Federal ITABS
Federal ITABS [6]• Insufficient funds for proper
functioning• Actioning of the advice to
Government
Associations [8]• Lack of commitment to developing
methods for career developments• See training linking to costs
Private Educators [7]– As for TAFES– Message that its not just bums
on seats
Private Educators [7]• Method of recognition of prior learning
is funding approach dependant
Training OutputsTraining Inputs
TAFES [8]– Provide industry perspective– Differentiate delivery needs
between large and small employers
TAFES [8]• Method of recognition of prior learning
is funding approach dependant
Principle Needs Gaps
State ITABS [4]– As for Federal ITABS
Federal ITABS [6]– Provide employee/ employer
inputs to compare industry perspective
Associations [8]– Industry communications– Provide employee perspectives
State ITABS [4]• As for Federal ITABS
Federal ITABS [6]• Insufficient funds for proper
functioning• Actioning of the advice to
Government
Associations [8]• Lack of commitment to developing
methods for career developments• See training linking to costs
Private Educators [7]– As for TAFES– Message that its not just bums
on seats
Private Educators [7]• Method of recognition of prior learning
is funding approach dependant
Training OutputsTraining Inputs
Importance: [1] Not very important – [10] Critically important
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Industry Expert Interview – E6
E & T RequiredValue GapsE & T Received
• Traditional print will decline and the traditional printers have window of opportunity for new products/ markets for growth, but the knowledge level of decision makers is a major stumbling block
– Into the future the key developments in digital print will be:
– Quality will reach that of offset – Speeds will increase
dramatically to 1,200,174 colour images per minute
– The cost to print one image will be the same as many due to gang running (non-stop operation)
– Break even with offset could rise from 750 colour impressions to 5,000-10,000 colour impressions
• The industry to facilitate the education of firms in the trends in the industry and the options for moving forward
Market• There is a minimal uptake of
production digital print machines among traditional offset printers
• Generally print firms decision makers do not understand the digital environment and there is a low industry awareness of the capability of digital
E & T RequiredValue GapsE & T Received
• Traditional print will decline and the traditional printers have window of opportunity for new products/ markets for growth, but the knowledge level of decision makers is a major stumbling block
– Into the future the key developments in digital print will be:
– Quality will reach that of offset – Speeds will increase
dramatically to 1,200,174 colour images per minute
– The cost to print one image will be the same as many due to gang running (non-stop operation)
– Break even with offset could rise from 750 colour impressions to 5,000-10,000 colour impressions
• The industry to facilitate the education of firms in the trends in the industry and the options for moving forward
Market• There is a minimal uptake of
production digital print machines among traditional offset printers
• Generally print firms decision makers do not understand the digital environment and there is a low industry awareness of the capability of digital
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Industry Expert Interview – E6 (continued)
• Require training in the practical application of:
– Colour management– File handling– Digital workflow– Working in a networked
environment– Operating a digital print
machine
• Graphic design graduates with print production upskilling would provide a pool of operators for the digital print environment
• The industry to champion the new education and training requirements for the digital print environment
Operatives• Prepress operators have good colour
appreciation and a significant number have developed good file handling and computer knowledge. These are good candidates for upskilling for a digital print operation
E & T RequiredValue GapsE & T Received
• Education of general management covering the broad areas of:
– Finance– Marketing– Technology– Strategy
• The industry to champion the upskilling of the industry’s SME managers/ owners, leveraging the courses already developed by the major vendors
Managers/ Owners• Don’t understand the digital
environment
• Don’t understand the different costing models for digital
– Don’t have expertise in:– Financials– Marketing– Value propositions development
• Require training in the practical application of:
– Colour management– File handling– Digital workflow– Working in a networked
environment– Operating a digital print
machine
• Graphic design graduates with print production upskilling would provide a pool of operators for the digital print environment
• The industry to champion the new education and training requirements for the digital print environment
Operatives• Prepress operators have good colour
appreciation and a significant number have developed good file handling and computer knowledge. These are good candidates for upskilling for a digital print operation
E & T RequiredValue GapsE & T Received
• Education of general management covering the broad areas of:
– Finance– Marketing– Technology– Strategy
• The industry to champion the upskilling of the industry’s SME managers/ owners, leveraging the courses already developed by the major vendors
Managers/ Owners• Don’t understand the digital
environment
• Don’t understand the different costing models for digital
– Don’t have expertise in:– Financials– Marketing– Value propositions development
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Industry Expert Interview – E7
• Increase the awareness of the industry’s firms’ managers and owners of the need for them to:
– Develop a sound knowledge of the digital production environment
– Embrace the need for upskilling via general management education covering areas such as:
• Leadership• Strategy development• Marketing • Financials
Management/ Owners• Current traditional print managers generally
lack the knowledge in the following areas• Appreciation of the development in the digital
environment• Knowledge of the digital environment• Solution selling• Direct marketing packaging• Financial appreciation
• Development of tailored VET courses for the production digital print environment, that fit within the Government funding for training
Value Gaps
• Broad future technology trends• Increasing speed of colour output• Now competitive to 1,500 images• In 5 years will be competitive to 3,000 images• Expect in 10 years will be competitive up to
10,000 images• Great deal of development effort is going into
developing bolt on in-line automated finishing for digital mailing
• Currently 80% of all colour work has a run length of 3,000 units and therefore there will be growing pressure for greater automation by traditional press manufacturers
• Consequently the skills required will be:
For Operatives• Knowledge of operating in network
environments• Knowledge colour output workflows• Colour management expertise• Ability to set and manage colour profiles of
input and output devises• Knowledge of page description languages,
e.g. postscript, PDF• Experience with operating systems• Knowledge of dry inks use• Knowledge of application software, such as
Photoshop, QuarkXpress, InDesign, etc• Experience with digital information workflows
For Managers/ Owners• Ability to generate value-added propositions
and sell these to marketing executives
Operatives• There is currently a shortage of persons fully
skilled in the operations of production colour digital printers
• The displacement of prepress tradespersons due to CTP, is providing a pool of persons with colour and digital/ computer experience that can be upskilled readily for digital print production
• Vendor training provided covers– Technology overview– Print engine– Paper path– Access to paper path– Operational maintenance– Feed stocks– Achieving consistent/ repeatable colour– Operation of the digital front end/ RIP– System administration– Networking– Finishes– System problem solving strategies– Production work flow– Print quality
E & T RequiredE & T Received
• Increase the awareness of the industry’s firms’ managers and owners of the need for them to:
– Develop a sound knowledge of the digital production environment
– Embrace the need for upskilling via general management education covering areas such as:
• Leadership• Strategy development• Marketing • Financials
Management/ Owners• Current traditional print managers generally
lack the knowledge in the following areas• Appreciation of the development in the digital
environment• Knowledge of the digital environment• Solution selling• Direct marketing packaging• Financial appreciation
• Development of tailored VET courses for the production digital print environment, that fit within the Government funding for training
Value Gaps
• Broad future technology trends• Increasing speed of colour output• Now competitive to 1,500 images• In 5 years will be competitive to 3,000 images• Expect in 10 years will be competitive up to
10,000 images• Great deal of development effort is going into
developing bolt on in-line automated finishing for digital mailing
• Currently 80% of all colour work has a run length of 3,000 units and therefore there will be growing pressure for greater automation by traditional press manufacturers
• Consequently the skills required will be:
For Operatives• Knowledge of operating in network
environments• Knowledge colour output workflows• Colour management expertise• Ability to set and manage colour profiles of
input and output devises• Knowledge of page description languages,
e.g. postscript, PDF• Experience with operating systems• Knowledge of dry inks use• Knowledge of application software, such as
Photoshop, QuarkXpress, InDesign, etc• Experience with digital information workflows
For Managers/ Owners• Ability to generate value-added propositions
and sell these to marketing executives
Operatives• There is currently a shortage of persons fully
skilled in the operations of production colour digital printers
• The displacement of prepress tradespersons due to CTP, is providing a pool of persons with colour and digital/ computer experience that can be upskilled readily for digital print production
• Vendor training provided covers– Technology overview– Print engine– Paper path– Access to paper path– Operational maintenance– Feed stocks– Achieving consistent/ repeatable colour– Operation of the digital front end/ RIP– System administration– Networking– Finishes– System problem solving strategies– Production work flow– Print quality
E & T RequiredE & T Received
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Industry Expert Interview – E8
• New Apprenticeships Centres are able to link with employment agencies in order to recruit apprentices/ trainees
• Training Package does provide extensive flexibility for unit selection based on rules
– Can incorporate units from other packages
• Delivery can be limited by the starting times/ group sizes specified by the training provider
• CEO Institute can facilitate management training
• AIM also conduct shorter courses
• Other Associations can assist new businesses
• Real potential for ‘VET in Schools’ to commence units of apprenticeship
– Not publicised or understood clearly by employers or students
• Little knowledge of printing trade exhibited by secondary career teachers
• Opportunity for good quality promotional material and specific initiatives to promote training
• Pointed out that there is flexibility in the delivery of the printing apprenticeships
• Private RTOs normally have a “cap”set annually for their apprentice training places
• The probationary period is 3 months after the contract of training is signed
• Apprentices must be signed up within 14 days of being employed
• Probation period is set at 91 days
• It is possible to get an extension to probationary period if required
Training outcomesTraining gapsTraining inputs
• New Apprenticeships Centres are able to link with employment agencies in order to recruit apprentices/ trainees
• Training Package does provide extensive flexibility for unit selection based on rules
– Can incorporate units from other packages
• Delivery can be limited by the starting times/ group sizes specified by the training provider
• CEO Institute can facilitate management training
• AIM also conduct shorter courses
• Other Associations can assist new businesses
• Real potential for ‘VET in Schools’ to commence units of apprenticeship
– Not publicised or understood clearly by employers or students
• Little knowledge of printing trade exhibited by secondary career teachers
• Opportunity for good quality promotional material and specific initiatives to promote training
• Pointed out that there is flexibility in the delivery of the printing apprenticeships
• Private RTOs normally have a “cap”set annually for their apprentice training places
• The probationary period is 3 months after the contract of training is signed
• Apprentices must be signed up within 14 days of being employed
• Probation period is set at 91 days
• It is possible to get an extension to probationary period if required
Training outcomesTraining gapsTraining inputs
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Industry Expert Interview – E9
• Accepted Input/ Output Model findings and recognised the need for distance off-campus learning/ training for small printer employees
Testing of feedback
Customer/ Associations• Technical advice• Leadership• Trends information• HR adviceNote: observations• Loss of business to:
– Electronic catalogues – Internet
• Issues associated with security, e.g. envelopes and terrorist actions
• Lean management overseas is threat to Australian printers if they can’t produce unique products
Employees (they have printing and converting businesses)
• Training, skills recognition• Career opportunities
Suppliers• Market insight
Governments (State and Federal)• Advice• Industry leadership
• Development of a more strategic industry focus in terms of people management and training
– Not seen as their responsibility– Don’t want to impose themselves
• The championing of training guarantee level would help to train/ upskill the industry
• Technical advice provided tends presently to be focused on issues not sustainability
• There is a dilution of technical expertise with their company and the industry, e.g. risk management, specific paper knowledge, paper making, inks, etc
• R & D is following not leading • Not attracting best people to Monash paper
course – people more attracted to other industries like mining
• Observation that HR advice isn’t their responsibility but industry association needs to supply strategic HR assistance not just information regarding Australian workplace agreements/ issues management
• Issues management• Relationship management is an important
issue for them within the market• Mostly, their training focus is internal where
they have a 4 level focus:1. Supervisory2. Management Development – level 13. Management Development – level 24. Leadership Victoria (community
focused)• Observed that largely their leadership is
transactionally focused via leveraging good product ideas into Australia
• Trying to provide environmental leadership via their products/ production processes
• Envelope Adjuster course with trades accreditation is lacking
Training outcomesTraining gapsTraining inputs
• Accepted Input/ Output Model findings and recognised the need for distance off-campus learning/ training for small printer employees
Testing of feedback
Customer/ Associations• Technical advice• Leadership• Trends information• HR adviceNote: observations• Loss of business to:
– Electronic catalogues – Internet
• Issues associated with security, e.g. envelopes and terrorist actions
• Lean management overseas is threat to Australian printers if they can’t produce unique products
Employees (they have printing and converting businesses)
• Training, skills recognition• Career opportunities
Suppliers• Market insight
Governments (State and Federal)• Advice• Industry leadership
• Development of a more strategic industry focus in terms of people management and training
– Not seen as their responsibility– Don’t want to impose themselves
• The championing of training guarantee level would help to train/ upskill the industry
• Technical advice provided tends presently to be focused on issues not sustainability
• There is a dilution of technical expertise with their company and the industry, e.g. risk management, specific paper knowledge, paper making, inks, etc
• R & D is following not leading • Not attracting best people to Monash paper
course – people more attracted to other industries like mining
• Observation that HR advice isn’t their responsibility but industry association needs to supply strategic HR assistance not just information regarding Australian workplace agreements/ issues management
• Issues management• Relationship management is an important
issue for them within the market• Mostly, their training focus is internal where
they have a 4 level focus:1. Supervisory2. Management Development – level 13. Management Development – level 24. Leadership Victoria (community
focused)• Observed that largely their leadership is
transactionally focused via leveraging good product ideas into Australia
• Trying to provide environmental leadership via their products/ production processes
• Envelope Adjuster course with trades accreditation is lacking
Training outcomesTraining gapsTraining inputs
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Appendix A1.2.3
Government/ Agencies Interviews (G)
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Government/ Agencies Interview – G1
• ITAB’s – Support to establish training
programs– Funding from Government
• Employee associations– More flexible training options
• Training providers– Government funds– Accreditation
• Government– Increase in apprenticeship/
trainee numbers– Industry investment
• Training • Business growth
• Employers (printers)– Increased role
• Apprentices/ trainees– Employment– Worthwhile careers
• Schools/ pupils– Career opportunity information
• Unions– To secure their membership
base
• Development of promotional program focusing upon schools/ students/ printers
• Development of shorter apprenticeships/ trainee programs/ more flexible programs
• Promotion of the printing industry to Governments as an important industry for jobs/ growth
• To secure a clear voice in the ITABS structure
• To develop private sector programs that afford security for students
• Government printer to be the agent for change
• Printing industry apathy to training for apprentices/ trainees and other learning
• No marketing of industry to schools/ students or the teaching industry
• Inflexible training providers – TAFE’s disinterest in printing industry. Seen as “thin market”
• Lack of security with independent training providers
• Apprentice/ traineeship courses too long to be of interest to the better applicants
• Government purchasing of print that doesn’t leverage preferential tendering scheme (apprenticeship support)
• Union politics operating to defer initiatives
Training outcomesTraining gapsTraining inputs
• ITAB’s – Support to establish training
programs– Funding from Government
• Employee associations– More flexible training options
• Training providers– Government funds– Accreditation
• Government– Increase in apprenticeship/
trainee numbers– Industry investment
• Training • Business growth
• Employers (printers)– Increased role
• Apprentices/ trainees– Employment– Worthwhile careers
• Schools/ pupils– Career opportunity information
• Unions– To secure their membership
base
• Development of promotional program focusing upon schools/ students/ printers
• Development of shorter apprenticeships/ trainee programs/ more flexible programs
• Promotion of the printing industry to Governments as an important industry for jobs/ growth
• To secure a clear voice in the ITABS structure
• To develop private sector programs that afford security for students
• Government printer to be the agent for change
• Printing industry apathy to training for apprentices/ trainees and other learning
• No marketing of industry to schools/ students or the teaching industry
• Inflexible training providers – TAFE’s disinterest in printing industry. Seen as “thin market”
• Lack of security with independent training providers
• Apprentice/ traineeship courses too long to be of interest to the better applicants
• Government purchasing of print that doesn’t leverage preferential tendering scheme (apprenticeship support)
• Union politics operating to defer initiatives
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G2
• Employee associations– More flexible training programs
• Department of education– Good training advice on focus
industry sectors
• Unions (AMWU for printing)– Quality training program design
• Printers– More flexible training programs
• Apprentices and trainees– Training programs that facilitate
good career prospects
• Promotion of training to printers that shows that well trained employees facilitate more profitable printing businesses – promotion of apprentices/ trainees as part of a business solution
• For the peak printer body to become responsible for training as opposed to the department of education – to focus the promotion of training that:
– Shows the correlation between training and profits (for all employees)
– Sells the importance of TAFE training for apprentices/ trainees to develop problem solving skills
– Whole of life learning as an important part of the industry’s structure
• Industries disinterest in training – Most printers don’t know what
TAFE is offering– Disinterest covers both base and
upskilling training– WA training levels sighted as the
lowest in the country
• Poorly promoted training package– World class training package
and highly representative of printer objectives
• Industries criticism of TAFE training– Apprenticeships too long – Block time too difficult to
manage– Quality of equipment
Training outcomesTraining gapsTraining inputs
• Employee associations– More flexible training programs
• Department of education– Good training advice on focus
industry sectors
• Unions (AMWU for printing)– Quality training program design
• Printers– More flexible training programs
• Apprentices and trainees– Training programs that facilitate
good career prospects
• Promotion of training to printers that shows that well trained employees facilitate more profitable printing businesses – promotion of apprentices/ trainees as part of a business solution
• For the peak printer body to become responsible for training as opposed to the department of education – to focus the promotion of training that:
– Shows the correlation between training and profits (for all employees)
– Sells the importance of TAFE training for apprentices/ trainees to develop problem solving skills
– Whole of life learning as an important part of the industry’s structure
• Industries disinterest in training – Most printers don’t know what
TAFE is offering– Disinterest covers both base and
upskilling training– WA training levels sighted as the
lowest in the country
• Poorly promoted training package– World class training package
and highly representative of printer objectives
• Industries criticism of TAFE training– Apprenticeships too long – Block time too difficult to
manage– Quality of equipment
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G3
• ITAB’s– Support to establish training
programs– Funding from Government
• Employee associations– More flexible training options
• Training providers– Government funds– Accreditation
• Government– Increase in apprenticeships/
trainee numbers
• Employers– Training that is cognisant of their
needs
• Apprentices/ trainees– Employment– Worthwhile careers
• Schools/ pupils– Career opportunity information
• Unions– Advice/ training assistance
• For the printing industry to establish itself as part of the “new media” skills council
• For the printing industry to become directly engaged in workforce development planning with Governments
• No marketing of the industry by the industry (seen as a NPITC/ PIAA function)
• Perception of the industry by schools and students as a dirty manufacturing industry and unattractive career prospect
• Likelihood of the new industry skills council positioning the printing industry as part of the manufacturing industry. NPITC not lobbying to secure an optimum outcome for the printing industry
Training outcomesTraining gapsTraining inputs
• ITAB’s– Support to establish training
programs– Funding from Government
• Employee associations– More flexible training options
• Training providers– Government funds– Accreditation
• Government– Increase in apprenticeships/
trainee numbers
• Employers– Training that is cognisant of their
needs
• Apprentices/ trainees– Employment– Worthwhile careers
• Schools/ pupils– Career opportunity information
• Unions– Advice/ training assistance
• For the printing industry to establish itself as part of the “new media” skills council
• For the printing industry to become directly engaged in workforce development planning with Governments
• No marketing of the industry by the industry (seen as a NPITC/ PIAA function)
• Perception of the industry by schools and students as a dirty manufacturing industry and unattractive career prospect
• Likelihood of the new industry skills council positioning the printing industry as part of the manufacturing industry. NPITC not lobbying to secure an optimum outcome for the printing industry
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G4
• Industry– Appropriate courses
• Associations (for printers, NPITC, PIAA)
– Appropriate courses– Strong communication pathways
for cooperative development
• State training authority management– Appropriate courses– Student/ industry support for
courses
• Definitions of industry responsibilities, and the establishment of a structure capable and interested to work with educationalists, Governments, industry and the other important stakeholders
• Poor engagement of industry to validate course proposal
• Inability to establish communication pathways/ contacts
• PIA structure appears inflexible
• Poor promotion of trainings package –believes promotion of the package is a joint ANTA, TAFE, industry responsibility
Training outcomesTraining gapsTraining inputs
• Industry– Appropriate courses
• Associations (for printers, NPITC, PIAA)
– Appropriate courses– Strong communication pathways
for cooperative development
• State training authority management– Appropriate courses– Student/ industry support for
courses
• Definitions of industry responsibilities, and the establishment of a structure capable and interested to work with educationalists, Governments, industry and the other important stakeholders
• Poor engagement of industry to validate course proposal
• Inability to establish communication pathways/ contacts
• PIA structure appears inflexible
• Poor promotion of trainings package –believes promotion of the package is a joint ANTA, TAFE, industry responsibility
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G5
• Consensus approach between:
Focused on
The development and promotion of strong trade-focused training
programs that
Help facilitate a profitable and sustainable printing industry
• Leverage the national ITABS restructuring to establish re-aligned organisation that is able to operate with clear training orientated objectives
• Printers’ disinterest in training – Reference printers comments
and the poor apprentice/ trainee in-take levels
• Insufficient funding to provide promotion of the training package to printers, schools and students
• Insufficient focus upon training or printer management
• Part time secretarial/ non-aligned tripartite organisation
• Students perceptions that printing is part of the old economy. Not attractive in terms of a career
• Disagreement re NPITC’s placement within the new ‘skills council’ structure
Training outcomesTraining gapsTraining inputs
• Consensus approach between:
Focused on
The development and promotion of strong trade-focused training
programs that
Help facilitate a profitable and sustainable printing industry
• Leverage the national ITABS restructuring to establish re-aligned organisation that is able to operate with clear training orientated objectives
• Printers’ disinterest in training – Reference printers comments
and the poor apprentice/ trainee in-take levels
• Insufficient funding to provide promotion of the training package to printers, schools and students
• Insufficient focus upon training or printer management
• Part time secretarial/ non-aligned tripartite organisation
• Students perceptions that printing is part of the old economy. Not attractive in terms of a career
• Disagreement re NPITC’s placement within the new ‘skills council’ structure
Training outcomesTraining gapsTraining inputs
PrintersGovts
Unions
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Government/ Agencies Interview – G6 - G7
• Industry must alter their mentality –ignore Government funding
• Need to answer the question, “what is needed for the printing industry?”
• Queensland promote economical industry initiatives/ sectors
• Printing industry image must be altered
• Smarten up ways of communicating to printers
• Need “conglomerates/ strategic alliances” for survival of printers
• PIAA must set agenda and focus
• Set up a strategy for economic growth– Department of State
Development (Queensland)
• Competitive for ‘hearts and mind’– Promotion to schools
• Promote the transition to design
• Printing industry must be seen as a “winner” – students
• Promote transition from manufacturing to technology . PIAA has the “horse power” to do such promotion
• Propose a “National PIAA Training Strategy”
– Opportunities for the future for an exciting sector
• Move away from using term “training”to “skills formation”
• Printing need people– Rebadged training
• Publicise in ‘Training Packages @ Work’
• A lot of good work – gets “bogged down.” Need to remodel the current process for training advice
• Image is a problem especially with a manufacturing emphasis
• Secondary students seeking advice re design
• Forum of PIAA – moving from manufacturing to solutions
• Paper utilisation is reducing, but technology/ electronic publication is increasing
• Graphic prepress has reduced at trade level
• Fashion industry – Carrumban gone from 40 to 200 employees. “g-string”orders on internet
• Catch 22 situation at present. Everybody wants to back a winner –printing sector not well positioned
• Less likely for Government (both national and State) to provide funds. Industry must pick up funding for training, e.g. Construction industry in Queensland
Training outcomesTraining gapsTraining inputs
• Industry must alter their mentality –ignore Government funding
• Need to answer the question, “what is needed for the printing industry?”
• Queensland promote economical industry initiatives/ sectors
• Printing industry image must be altered
• Smarten up ways of communicating to printers
• Need “conglomerates/ strategic alliances” for survival of printers
• PIAA must set agenda and focus
• Set up a strategy for economic growth– Department of State
Development (Queensland)
• Competitive for ‘hearts and mind’– Promotion to schools
• Promote the transition to design
• Printing industry must be seen as a “winner” – students
• Promote transition from manufacturing to technology . PIAA has the “horse power” to do such promotion
• Propose a “National PIAA Training Strategy”
– Opportunities for the future for an exciting sector
• Move away from using term “training”to “skills formation”
• Printing need people– Rebadged training
• Publicise in ‘Training Packages @ Work’
• A lot of good work – gets “bogged down.” Need to remodel the current process for training advice
• Image is a problem especially with a manufacturing emphasis
• Secondary students seeking advice re design
• Forum of PIAA – moving from manufacturing to solutions
• Paper utilisation is reducing, but technology/ electronic publication is increasing
• Graphic prepress has reduced at trade level
• Fashion industry – Carrumban gone from 40 to 200 employees. “g-string”orders on internet
• Catch 22 situation at present. Everybody wants to back a winner –printing sector not well positioned
• Less likely for Government (both national and State) to provide funds. Industry must pick up funding for training, e.g. Construction industry in Queensland
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G8
• Should consider new project titled “Unlocking Opportunities” conducted by DET Queensland/ BDO Kendall
– Focus on running a small business
• Enhanced advantage for business growth based on training needs promotion
• Main focus for promotion need to be directed to “the top” of the organisations
• Concentrate on cash flow/ strategic planning for company
• Could induct school leavers into sector, e.g. Sea World – Nara resort
• Sheraton use COTAR (Brisbane) for national hospitality training
• Most overseas countries coming to view and adopt Training Package format especially competency based training
• Explanation of ITAB/ TP role
• Industry Association has the responsibility to promote
• PIAA could coordinate across all training provision at a national level
• Strong support by national Government for industry to provide the future directions
• Should access the career pathway charts as developed by NAC information service (David McKay)
• Could develop specialist localised training, e.g. HE delivery
• It is important to consider the developments in skills and analysis of fund by Transport Training Australia –ITAB
• (Gerard Lange – Executive Officer)– Visit to enterprise then arrange
appropriate training, i.e. plan for workplace needs, e.g. NSW rail, etc
– Group Training Company arrangements can be very helpful for recruitment and subsidies advice
• Appears printing may sit in Business and Innovation Skills Council –covering:
– Business– Financial Services– IT– Printing– Create (visual arts, music –
moving to a technology direction)
• From ANTA perspective• Training durations, e.g. 4 years to 2
years can occur• ANTA – strong quality assurer, e.g.
World vision
Training outcomesTraining gapsTraining inputs
• Should consider new project titled “Unlocking Opportunities” conducted by DET Queensland/ BDO Kendall
– Focus on running a small business
• Enhanced advantage for business growth based on training needs promotion
• Main focus for promotion need to be directed to “the top” of the organisations
• Concentrate on cash flow/ strategic planning for company
• Could induct school leavers into sector, e.g. Sea World – Nara resort
• Sheraton use COTAR (Brisbane) for national hospitality training
• Most overseas countries coming to view and adopt Training Package format especially competency based training
• Explanation of ITAB/ TP role
• Industry Association has the responsibility to promote
• PIAA could coordinate across all training provision at a national level
• Strong support by national Government for industry to provide the future directions
• Should access the career pathway charts as developed by NAC information service (David McKay)
• Could develop specialist localised training, e.g. HE delivery
• It is important to consider the developments in skills and analysis of fund by Transport Training Australia –ITAB
• (Gerard Lange – Executive Officer)– Visit to enterprise then arrange
appropriate training, i.e. plan for workplace needs, e.g. NSW rail, etc
– Group Training Company arrangements can be very helpful for recruitment and subsidies advice
• Appears printing may sit in Business and Innovation Skills Council –covering:
– Business– Financial Services– IT– Printing– Create (visual arts, music –
moving to a technology direction)
• From ANTA perspective• Training durations, e.g. 4 years to 2
years can occur• ANTA – strong quality assurer, e.g.
World vision
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G9
• Need to recruit suitable applicants to the Print Industry
• Workforce should be growing
• Very difficult to continue to offer training advice with funding reductions to ITAB and broaden industry coverage
• Initiatives needed to promote the benefits of training for the Printing Industry
• Cannot explain the drop off in cadetship uptake
• Need funding and resources to promote training for printers
• The cadetship program was seen as a positive step by industry/ applicants
– Can’t explain the drop off in interest over 3 years
• Year 1 – 85• Year 2 – 45• Year 3 – 6
• Currently an oversupply of graphic designers
• Closing of the AGPS – Australian Government Printing Service has affected the prospect of recruiting in the Print Industry
• Very difficult to get industry representations involved in TP review
• Recent ‘Graphic Arts Awards for Excellence’ help promote the Print Sector
Training outcomesTraining gapsTraining inputs
• Need to recruit suitable applicants to the Print Industry
• Workforce should be growing
• Very difficult to continue to offer training advice with funding reductions to ITAB and broaden industry coverage
• Initiatives needed to promote the benefits of training for the Printing Industry
• Cannot explain the drop off in cadetship uptake
• Need funding and resources to promote training for printers
• The cadetship program was seen as a positive step by industry/ applicants
– Can’t explain the drop off in interest over 3 years
• Year 1 – 85• Year 2 – 45• Year 3 – 6
• Currently an oversupply of graphic designers
• Closing of the AGPS – Australian Government Printing Service has affected the prospect of recruiting in the Print Industry
• Very difficult to get industry representations involved in TP review
• Recent ‘Graphic Arts Awards for Excellence’ help promote the Print Sector
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G10
• Undertake a marketing campaign –based on ‘use of computers/ downloading images.’ Link with other Training Packages - could pilot a group of 15-20 secondary students
• PIAA could “pull things through not push.”
• For Printing company owners – “the perception is our reality”
• PIAA require a way forward
• Better utilise the TAFE system - could use school based delivery and obtain finds for wages
• Consider other industry models:– Targeted Initiatives Program
(TIP)– Building Construction in ACT
levy on training - $75,000
• Could use Toolbox champions and flexible delivery
– Flexible Learning Advisory Group (FLAG)
• ANTA Link Project
• Use small business T.P.
• Opportunity to broaden training provision by linking with other Training Packages and expanding into school-based delivery. Group Training Model could be applied
• Article in NEWS.com.au proposes that “Printing Industry desire to over-invest in equipment (latest technology) leads to underutilisation of capital” (Source: PPG Group)
• PIAA could consider other industry models to promote and fund Print initiatives
• Contact FLAG and Toolbox development for resource development
• Some very effective initiatives for ‘VET in Schools’ are in place. Conducted discussion with Bob Sneddon – school based new apps.
• Outlined the T3 Auto Projectconvened through NRMA –partnership between TAFE (NSW)/ Toyota/ Training Provider – for Panel Beating
• Particular forms in “engaging good kids”
– 60 started and 59 completed
• Cert II is delivered in school by TAFE and Toyota dealership
• Access “User Choice” funding and ACT Government for administration work
• Streetwise Presentation – video NRMA
– Contact Margaret Cummings (Toyota)
• Students very keen can earn $8,000 at end of program
• MCETYA contract with ACCI involves PIAA
– Mary Nicholson
Training outcomesTraining gapsTraining inputs
• Undertake a marketing campaign –based on ‘use of computers/ downloading images.’ Link with other Training Packages - could pilot a group of 15-20 secondary students
• PIAA could “pull things through not push.”
• For Printing company owners – “the perception is our reality”
• PIAA require a way forward
• Better utilise the TAFE system - could use school based delivery and obtain finds for wages
• Consider other industry models:– Targeted Initiatives Program
(TIP)– Building Construction in ACT
levy on training - $75,000
• Could use Toolbox champions and flexible delivery
– Flexible Learning Advisory Group (FLAG)
• ANTA Link Project
• Use small business T.P.
• Opportunity to broaden training provision by linking with other Training Packages and expanding into school-based delivery. Group Training Model could be applied
• Article in NEWS.com.au proposes that “Printing Industry desire to over-invest in equipment (latest technology) leads to underutilisation of capital” (Source: PPG Group)
• PIAA could consider other industry models to promote and fund Print initiatives
• Contact FLAG and Toolbox development for resource development
• Some very effective initiatives for ‘VET in Schools’ are in place. Conducted discussion with Bob Sneddon – school based new apps.
• Outlined the T3 Auto Projectconvened through NRMA –partnership between TAFE (NSW)/ Toyota/ Training Provider – for Panel Beating
• Particular forms in “engaging good kids”
– 60 started and 59 completed
• Cert II is delivered in school by TAFE and Toyota dealership
• Access “User Choice” funding and ACT Government for administration work
• Streetwise Presentation – video NRMA
– Contact Margaret Cummings (Toyota)
• Students very keen can earn $8,000 at end of program
• MCETYA contract with ACCI involves PIAA
– Mary Nicholson
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G11
• Anticipate a change in ASCO clarifications based on new job requirements of the Printing industry
– This may involve overlap of qualifications into other related sectors, e.g. IT, Multimedia
– (Current Codes are: 4911 to 4913)
– Contact John Turnball NSW –DEWA
• A Nett Replacement Project is currently being conducted by DEWA
– Conducted by Charles Thomas
• Discussed “Future Demand Models,”e.g.:
– Future Demand = new jobs and replacement
– Replacement = can be Retire or Other jobs (less skilled or promoted)
• Consensus information available for new workers from training and migration
• Need to access the details for the new Skill Vacancy Report and Skill Shortage data from DEWA when available
• Job search data – very informative
• Follow up specific studies conducted by Monash University
– Dr Gerald Meagher (Tony) and Dr Chandra Shah at Centre of Policy Studies
• Update a Training Rate calculation, e.g.Opening Stock of printers+Incoming apprentices and migration- Retirees- Promotees- ExitsFinal stock of printers (compared with the required level)
• Department of Employment and Workplace Relations – provide a rating on lots of jobs
– Refer ‘Job Outlook’ publication
• A growing industry may increase output, but have no growth in employment
• The Job Prospects Matrix is found in each monthly publication with vacancy level and future job ratings
• 5 positions for Printing (refer page 25 in August 2003)
• Low ratings don’t mean that there aren’t job opportunities
• Skill Vacancy Report and Detailed Industry Analysis for the Printing sector
– Available in early December 2003
– (Series go back to 1981 with highest rating of 100 in 1997)
– Well targeted report– Status of the skills, follow up on
adverts and filling of jobs
Training outcomesTraining gapsTraining inputs
• Anticipate a change in ASCO clarifications based on new job requirements of the Printing industry
– This may involve overlap of qualifications into other related sectors, e.g. IT, Multimedia
– (Current Codes are: 4911 to 4913)
– Contact John Turnball NSW –DEWA
• A Nett Replacement Project is currently being conducted by DEWA
– Conducted by Charles Thomas
• Discussed “Future Demand Models,”e.g.:
– Future Demand = new jobs and replacement
– Replacement = can be Retire or Other jobs (less skilled or promoted)
• Consensus information available for new workers from training and migration
• Need to access the details for the new Skill Vacancy Report and Skill Shortage data from DEWA when available
• Job search data – very informative
• Follow up specific studies conducted by Monash University
– Dr Gerald Meagher (Tony) and Dr Chandra Shah at Centre of Policy Studies
• Update a Training Rate calculation, e.g.Opening Stock of printers+Incoming apprentices and migration- Retirees- Promotees- ExitsFinal stock of printers (compared with the required level)
• Department of Employment and Workplace Relations – provide a rating on lots of jobs
– Refer ‘Job Outlook’ publication
• A growing industry may increase output, but have no growth in employment
• The Job Prospects Matrix is found in each monthly publication with vacancy level and future job ratings
• 5 positions for Printing (refer page 25 in August 2003)
• Low ratings don’t mean that there aren’t job opportunities
• Skill Vacancy Report and Detailed Industry Analysis for the Printing sector
– Available in early December 2003
– (Series go back to 1981 with highest rating of 100 in 1997)
– Well targeted report– Status of the skills, follow up on
adverts and filling of jobs
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G12
• Employers (Graphics Industry – broad view) [9]
– Training advice/ awareness/ insight– Projects/ consultancies
• Employees (management to trades) [9]– As for employers
• Potential employees [9]– Advocate for the Industry– Advice/ introductions/ referrals
• State Government (not Federal) [9]– Research advice– Promotion of the industry and its
training services and products– Policy development
• Union [9]– As for employers/ employees– Arbiter of skills classification (ref
award responsibilities)• Industry Associations [0]
– As above• RMIT [5]
– Facilitate funding for existing workers (exemption granting)
– Condute for their involvement in National Program Development
– Accreditation agreements• Other RTOs [5]
– As above• Board [10]
– Strong governance– Fair representation
• Dysfunctional NPITC leadership (apathetic)
• Move from confrontational towards cooperative industry focus in the interests of industry development issues
• Need to develop a strategic position, articulated, supported
• New focus of education for prepress finishing
• Leveraging existing learning places to compliment RMIT
• Whole of company training including frontline management
• Industry’s engagement of Government selling the economic importance of the industry
• Commitment by the Industry parties to have culture of skills development in the Printing Industry (passion)
• Lack of peak body strategic position in relation to skills development
• Insufficient funds for: – Promotion of the Industry (under-
promoted Industry)– Training package development
• Training focused on traditional markets
Training outcomesTraining gapsTraining inputs
• Employers (Graphics Industry – broad view) [9]
– Training advice/ awareness/ insight– Projects/ consultancies
• Employees (management to trades) [9]– As for employers
• Potential employees [9]– Advocate for the Industry– Advice/ introductions/ referrals
• State Government (not Federal) [9]– Research advice– Promotion of the industry and its
training services and products– Policy development
• Union [9]– As for employers/ employees– Arbiter of skills classification (ref
award responsibilities)• Industry Associations [0]
– As above• RMIT [5]
– Facilitate funding for existing workers (exemption granting)
– Condute for their involvement in National Program Development
– Accreditation agreements• Other RTOs [5]
– As above• Board [10]
– Strong governance– Fair representation
• Dysfunctional NPITC leadership (apathetic)
• Move from confrontational towards cooperative industry focus in the interests of industry development issues
• Need to develop a strategic position, articulated, supported
• New focus of education for prepress finishing
• Leveraging existing learning places to compliment RMIT
• Whole of company training including frontline management
• Industry’s engagement of Government selling the economic importance of the industry
• Commitment by the Industry parties to have culture of skills development in the Printing Industry (passion)
• Lack of peak body strategic position in relation to skills development
• Insufficient funds for: – Promotion of the Industry (under-
promoted Industry)– Training package development
• Training focused on traditional markets
Training outcomesTraining gapsTraining inputs
Importance: [1] Not very important – [10] Critically important
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APIS Business Services Page 78
Government/ Agencies Interview – G12 (continued)
Importance: [1] Not very important – [10] Critically important
• Currently establishing a New Council Structure for EPIC ITB
– New members
• Stakeholder analysis on previous slide
• Must provide a ‘strategy for the Print industry to go forward’
• Need to make and confirm industrial agreements to assist in finalising training, e.g. TP qualifications
• Still quite confrontational in negotiation of training requirements
• NPITC is dysfunctional:– Provide a lack of leadership.– Could have had an increase in
funding for TP review– Got $260,000 (but IT - $400,000)
• Requires:– Commitment of industry parties to
have a “Culture of Skills Development” in the Printing industry
– A Peak Body to provide a strategic position in relation to skills development
– Need to turn around• Disputational approach• Unpromoted industry
• Printing industry - turned off the training agenda (compared with Electrical sector – 90% of contactors have an apprentice)
• EPIC (Electrotechnology, Printing, Information Technology and Communications (tele)) is funded by State Government
• It is an Incorporated Association (not for profit) – contracted to State Government
• Establish 3 Councils:1. Electrotechnology – x 42. Printing – x 43. Information
Technology – x 4• ITB could be described as a “pyramid
seller”• Printing Council – termed Printskills Vic
1. 6 x AMWA, AIG, PIAA, etc2. Hope to add Country Victoria
• Role of ITB is to represent the best interests of the Print industry
• Funding = $250,000 State Government, $(750,000 – 1 m) from other earnings
• ITB is cash rich• Funds from:
– Electrical Trader Licensing - $1,400 pa
– Skills Development Project– Research projects
Training outcomesTraining gapsTraining inputs
• Currently establishing a New Council Structure for EPIC ITB
– New members
• Stakeholder analysis on previous slide
• Must provide a ‘strategy for the Print industry to go forward’
• Need to make and confirm industrial agreements to assist in finalising training, e.g. TP qualifications
• Still quite confrontational in negotiation of training requirements
• NPITC is dysfunctional:– Provide a lack of leadership.– Could have had an increase in
funding for TP review– Got $260,000 (but IT - $400,000)
• Requires:– Commitment of industry parties to
have a “Culture of Skills Development” in the Printing industry
– A Peak Body to provide a strategic position in relation to skills development
– Need to turn around• Disputational approach• Unpromoted industry
• Printing industry - turned off the training agenda (compared with Electrical sector – 90% of contactors have an apprentice)
• EPIC (Electrotechnology, Printing, Information Technology and Communications (tele)) is funded by State Government
• It is an Incorporated Association (not for profit) – contracted to State Government
• Establish 3 Councils:1. Electrotechnology – x 42. Printing – x 43. Information
Technology – x 4• ITB could be described as a “pyramid
seller”• Printing Council – termed Printskills Vic
1. 6 x AMWA, AIG, PIAA, etc2. Hope to add Country Victoria
• Role of ITB is to represent the best interests of the Print industry
• Funding = $250,000 State Government, $(750,000 – 1 m) from other earnings
• ITB is cash rich• Funds from:
– Electrical Trader Licensing - $1,400 pa
– Skills Development Project– Research projects
Training outcomesTraining gapsTraining inputs
Board members (x12)
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Government/ Agencies Interview – G13
• Need to more effectively link the complex industry interfaces with the educational/ training system
• Reduce the knowledge gap for employers on possible training provision for the printing industry
• PIAA should expand its commitment/ involvement in training, e.g.:
– Work with the Training Package Reviews
– Link with educational systems– Advise on delivery issues and
training plans– Consider the availability of Cert
IV (sales/ management) as a new apprenticeship
• Assist the development of Strategic Business Planning for SMEs for training provision
– Including supervisory/ management components
• Rationalise and consolidate the new apprenticeship qualifications as part of the Training Package Review
• NPITC has produced a number of resources/ booklets – to improve communication and understanding between sectors of the printing industry and to clarify the requirements of certain competency standards
– Booklets 1 to 7 – developed with support of GAMAA (copies supplied)
– Printing and Allied Industries Induction OH & S Handbook (copy supplied)
• CD has been completed for career advice and written a number of discussion papers in relation to the new apprenticeship system and impact with the Training Package Review has been written
• Training component should be seen as a key part of printing company’s Business Plan
• Analyse the policies and procedures for existing worker access to training across the printing sector
• Possibility to link the resources offered through Industry Associations with the Training Advisory Services offered by State/ Federal Governments
• Overall structure of the NPITC with different State representatives (normally State Chairperson) can restrict the consolidation of a national focus
– Varying levels of communication between ITABs/ Training providers
• Structures within TAFE Institutes can impact on specific training implementation
• NPITC and Union – little interaction over the past 10 years
• A substantial knowledge gap regarding training provision for printing exists for employers
• Print sector has been considered for Group Training
• ‘VET in Schools’ for printing has not taken off in NSW, despite extensive efforts by Bob Sneddon
• PIAA has not mapped own courses against the Training Package qualifications/ competencies
• Extensive printing industry mail outs have occurred
Training outcomesTraining gapsTraining inputs
• Need to more effectively link the complex industry interfaces with the educational/ training system
• Reduce the knowledge gap for employers on possible training provision for the printing industry
• PIAA should expand its commitment/ involvement in training, e.g.:
– Work with the Training Package Reviews
– Link with educational systems– Advise on delivery issues and
training plans– Consider the availability of Cert
IV (sales/ management) as a new apprenticeship
• Assist the development of Strategic Business Planning for SMEs for training provision
– Including supervisory/ management components
• Rationalise and consolidate the new apprenticeship qualifications as part of the Training Package Review
• NPITC has produced a number of resources/ booklets – to improve communication and understanding between sectors of the printing industry and to clarify the requirements of certain competency standards
– Booklets 1 to 7 – developed with support of GAMAA (copies supplied)
– Printing and Allied Industries Induction OH & S Handbook (copy supplied)
• CD has been completed for career advice and written a number of discussion papers in relation to the new apprenticeship system and impact with the Training Package Review has been written
• Training component should be seen as a key part of printing company’s Business Plan
• Analyse the policies and procedures for existing worker access to training across the printing sector
• Possibility to link the resources offered through Industry Associations with the Training Advisory Services offered by State/ Federal Governments
• Overall structure of the NPITC with different State representatives (normally State Chairperson) can restrict the consolidation of a national focus
– Varying levels of communication between ITABs/ Training providers
• Structures within TAFE Institutes can impact on specific training implementation
• NPITC and Union – little interaction over the past 10 years
• A substantial knowledge gap regarding training provision for printing exists for employers
• Print sector has been considered for Group Training
• ‘VET in Schools’ for printing has not taken off in NSW, despite extensive efforts by Bob Sneddon
• PIAA has not mapped own courses against the Training Package qualifications/ competencies
• Extensive printing industry mail outs have occurred
Training outcomesTraining gapsTraining inputs
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APIS Business Services Page 80
Government/ Agencies Interview – G14
• Projections provided through each TAFE Institute Delivery Strategy –basis or future delivery levels across industry sectors
• Printing is currently listed as a key delivery category for incorporation in TAFE Institutes’ forecasts
• Plans for 2004/2005 – can provide a basis for consolidation across the State
• There are 75 sub-categories listed for Planned Shifts across delivery levels
• Funding Projections are also incorporated for Delivery Service Outputs
• TAFE Division Planning Advice has been prepared internally for TAFE Institute planning processes
• This considers areas such as:– Emerging industries/ growth
major changes/ likely industry trends and practices
– Delivery issues– Course development priorities
and implications
• Key priorities:– Assist employers in
implementing new technologies– Shift training arrangements to
assist workplace delivery and assessment
– Industry visits important for partnerships to better meet industry needs
– NSW Communications ITAB has distributed information to enhance pathways to school students
• A devolved Planning Model for TAFE delivery has been instigated in NSW
• Each TAFE Institute develops its own Service Delivery Strategy – in particular against “Intended Service Outcomes” with estimates for annual student contact hours (ASH) for semester 1 and 2 for the 3 years (current 2003, 2004 and 2005)
• This also considers invalid enrolment rates
• 5 key strategic success measures are proposed as KRAs in each Strategy Plan
• Printing is still categorised as one of 17 main RAM areas (Resource Allocation Models)
• ITAM Division in NSW have developed an extensive range of resources for the TP – available from http://esd.tafe.nsw.edu.au
Training outcomesTraining gapsTraining inputs
• Projections provided through each TAFE Institute Delivery Strategy –basis or future delivery levels across industry sectors
• Printing is currently listed as a key delivery category for incorporation in TAFE Institutes’ forecasts
• Plans for 2004/2005 – can provide a basis for consolidation across the State
• There are 75 sub-categories listed for Planned Shifts across delivery levels
• Funding Projections are also incorporated for Delivery Service Outputs
• TAFE Division Planning Advice has been prepared internally for TAFE Institute planning processes
• This considers areas such as:– Emerging industries/ growth
major changes/ likely industry trends and practices
– Delivery issues– Course development priorities
and implications
• Key priorities:– Assist employers in
implementing new technologies– Shift training arrangements to
assist workplace delivery and assessment
– Industry visits important for partnerships to better meet industry needs
– NSW Communications ITAB has distributed information to enhance pathways to school students
• A devolved Planning Model for TAFE delivery has been instigated in NSW
• Each TAFE Institute develops its own Service Delivery Strategy – in particular against “Intended Service Outcomes” with estimates for annual student contact hours (ASH) for semester 1 and 2 for the 3 years (current 2003, 2004 and 2005)
• This also considers invalid enrolment rates
• 5 key strategic success measures are proposed as KRAs in each Strategy Plan
• Printing is still categorised as one of 17 main RAM areas (Resource Allocation Models)
• ITAM Division in NSW have developed an extensive range of resources for the TP – available from http://esd.tafe.nsw.edu.au
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G15
• In NSW, may be possible to apply for Contracted Training Provision (CTP) funds – specifically against small business criteria
• Could develop a partnership arrangement with a Group Training company and link with a New Apprenticeship Centre (NAC)
• There are no issues associated with increasing apprenticeship numbers in NSW
– Funding is available for employer incentives/ training delivery. Existing workers can be recruited
• May be able to access specific support from DEST for group training – via Training Initiatives Program (TIP)
• Need to restructure the current training arrangements to better suit industry and new entrants into printing training qualifications
– Different delivery models may be required
• Propose developing some pilot programs, either in conjunction with Group Training company or with ‘VET in Schools’ format
• Program with existing workers
• Organise submission for TIP funding
• Current analysis of apprenticeship applications approved for November and against last year’s levels show comparable figures
– Lower in print machining (66 cf 76) but higher in prepress (28 cf 21)
• Minimal changes in the traineeship recruitment or applications for new entrants/ existing workers for November/ calendar year figures
– Increase in numbers in Screen Printing Certificate II – (9 in 2006 cf 3 in 2002)
– 3 Group Training apprentices have recruited in 2003 (cf 4 in 2003)
• Have received a recent enquiry for training via Fairfax Publications – Paul Peters
Training outcomesTraining gapsTraining inputs
• In NSW, may be possible to apply for Contracted Training Provision (CTP) funds – specifically against small business criteria
• Could develop a partnership arrangement with a Group Training company and link with a New Apprenticeship Centre (NAC)
• There are no issues associated with increasing apprenticeship numbers in NSW
– Funding is available for employer incentives/ training delivery. Existing workers can be recruited
• May be able to access specific support from DEST for group training – via Training Initiatives Program (TIP)
• Need to restructure the current training arrangements to better suit industry and new entrants into printing training qualifications
– Different delivery models may be required
• Propose developing some pilot programs, either in conjunction with Group Training company or with ‘VET in Schools’ format
• Program with existing workers
• Organise submission for TIP funding
• Current analysis of apprenticeship applications approved for November and against last year’s levels show comparable figures
– Lower in print machining (66 cf 76) but higher in prepress (28 cf 21)
• Minimal changes in the traineeship recruitment or applications for new entrants/ existing workers for November/ calendar year figures
– Increase in numbers in Screen Printing Certificate II – (9 in 2006 cf 3 in 2002)
– 3 Group Training apprentices have recruited in 2003 (cf 4 in 2003)
• Have received a recent enquiry for training via Fairfax Publications – Paul Peters
Training outcomesTraining gapsTraining inputs
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Government/ Agencies Interview – G16
• Need to have consistent and additional marketing material to promote the printing industry
• Should be available ‘just-in-time’ and customised for NACs and RTOs
• Promotion of training through one consolidated source – could be PIAA
• Develop some “Best Practice” Models for the printing industry (similar to other industry sectors)
Stakeholders• NACs [10]
– promote the Training Packages to employers
– Provide a listing of major NACs• RTOs
– Provide information on Training Packages and qualifications
• New apprentices/ existing employee– Availability of suitable training
(utilising Commonwealth funds)• ANTA
– Website to promote the benefits of training
• Students/ parents [4]– New apprenticeships career site on
NAC Information homepage for promotion and to alert training options
• Career teachers– Information to students
• ITABS/ Unions and employers [3]– Present new and revised Training
Packages• Governments [4]
– State – Federal– Issues affecting new
apprenticeships
• All States/ Territories are capping the draining funds for apprentices and trainees
• A database is being constructed – Contains promotional and
marketing data for use by job entrants, employers and NAC field officers
• Develop a Brief for NAC field officers to access key information to assist employers/ trainers. This to include:
– Major occupations – Demand levels– Training Package overview– Sample programs– General qualification information
and links (copy for Retail sector supplied)
• Database available online– Both html and PDF format
• School based NSW apprenticeships– At present STAs must ‘double fund’
to meet the off-the-job• NAC Information role to promote Training
Packages to NACs, RTOs, employers and job seekers
Training outcomesTraining gapsTraining inputs
• Need to have consistent and additional marketing material to promote the printing industry
• Should be available ‘just-in-time’ and customised for NACs and RTOs
• Promotion of training through one consolidated source – could be PIAA
• Develop some “Best Practice” Models for the printing industry (similar to other industry sectors)
Stakeholders• NACs [10]
– promote the Training Packages to employers
– Provide a listing of major NACs• RTOs
– Provide information on Training Packages and qualifications
• New apprentices/ existing employee– Availability of suitable training
(utilising Commonwealth funds)• ANTA
– Website to promote the benefits of training
• Students/ parents [4]– New apprenticeships career site on
NAC Information homepage for promotion and to alert training options
• Career teachers– Information to students
• ITABS/ Unions and employers [3]– Present new and revised Training
Packages• Governments [4]
– State – Federal– Issues affecting new
apprenticeships
• All States/ Territories are capping the draining funds for apprentices and trainees
• A database is being constructed – Contains promotional and
marketing data for use by job entrants, employers and NAC field officers
• Develop a Brief for NAC field officers to access key information to assist employers/ trainers. This to include:
– Major occupations – Demand levels– Training Package overview– Sample programs– General qualification information
and links (copy for Retail sector supplied)
• Database available online– Both html and PDF format
• School based NSW apprenticeships– At present STAs must ‘double fund’
to meet the off-the-job• NAC Information role to promote Training
Packages to NACs, RTOs, employers and job seekers
Training outcomesTraining gapsTraining inputs
Importance: [1] Not very important – [10] Critically important
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Government/ Agencies Interview – G17
• Factors that enhance returns to training are listed in ‘Project Summary Report’ (copy obtained)
• Important to follow up trend analysis and Vacancy Reports developed through DEWR
• The Department of Employment and Workplace Relations (DEWR) could be of assistance particularly in relation to future employment and job analysis projections
• Analysis of future skill requirements are also developed through DEWR
• Collection of existing training data and analysis is coordinated through NCVER
• Requests for specific information can be forwarded to the Collection and Analysis Section – also link with ABS Census Data
• Substantial ‘trade level’ project work has been conducted
• A copy of the NCVER research document – ‘Returns on Investment in Training’ was provided to assist this project
• DEST in conjunction with ‘National Industries Skill Initiatives’ have also established ‘Estimation Models’ across various sectors
Training outcomesTraining gapsTraining inputs
• Factors that enhance returns to training are listed in ‘Project Summary Report’ (copy obtained)
• Important to follow up trend analysis and Vacancy Reports developed through DEWR
• The Department of Employment and Workplace Relations (DEWR) could be of assistance particularly in relation to future employment and job analysis projections
• Analysis of future skill requirements are also developed through DEWR
• Collection of existing training data and analysis is coordinated through NCVER
• Requests for specific information can be forwarded to the Collection and Analysis Section – also link with ABS Census Data
• Substantial ‘trade level’ project work has been conducted
• A copy of the NCVER research document – ‘Returns on Investment in Training’ was provided to assist this project
• DEST in conjunction with ‘National Industries Skill Initiatives’ have also established ‘Estimation Models’ across various sectors
Training outcomesTraining gapsTraining inputs
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Appendix A1.2.4
Training/ Education Providers Interviews (TP)
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Training/ Education Providers Interview – TP1
• Apprentices/ trainees/ awards students
– Employment– Worthwhile careers
• ITAB’s– Delivery of programs
• Printers/ industry– Increased profitability– Management upskilling– Trades appreciation training
• Suppliers to printers– Branding awareness
• Schools/ VCE students– Career opportunities
• Unions– Quality training
• Government– Cost effective training– Increase in apprenticeships/
training numbers
• Development of promotional program focusing upon schools/ students/ printers
• Promotional program that demonstrates strong returns to supporting companies
• Development of shorter, more flexible trades programs that feature:
– Central training for theory– Specialist training in:
• Industry with technology• Accreditation
• Development of technology centre hub combining training for:
– Creators/ graphical design– Trades– Management (bridging courses
and management upskilling)
• Insufficient student numbers to provide critical mass to facilitate training needs
• Printing industry apathy to base training and upskilling/ unprofessional printer management
• Poor promotion of training package
• Package that doesn’t address all of the needs of the printing industry in the future
• Incomplete training facilities
• Course structure that are too long for modern students
Training outcomesTraining gapsTraining inputs
• Apprentices/ trainees/ awards students
– Employment– Worthwhile careers
• ITAB’s– Delivery of programs
• Printers/ industry– Increased profitability– Management upskilling– Trades appreciation training
• Suppliers to printers– Branding awareness
• Schools/ VCE students– Career opportunities
• Unions– Quality training
• Government– Cost effective training– Increase in apprenticeships/
training numbers
• Development of promotional program focusing upon schools/ students/ printers
• Promotional program that demonstrates strong returns to supporting companies
• Development of shorter, more flexible trades programs that feature:
– Central training for theory– Specialist training in:
• Industry with technology• Accreditation
• Development of technology centre hub combining training for:
– Creators/ graphical design– Trades– Management (bridging courses
and management upskilling)
• Insufficient student numbers to provide critical mass to facilitate training needs
• Printing industry apathy to base training and upskilling/ unprofessional printer management
• Poor promotion of training package
• Package that doesn’t address all of the needs of the printing industry in the future
• Incomplete training facilities
• Course structure that are too long for modern students
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP2, TP13
• Employers (predominantly printers) [10]
– Increased profitability– Management upskilling
• Government (sells services to Government) [6]
– Management upskilling
• Industry associations (PIAA, GAMAA, etc) [6]
– Advice– Worthwhile training for industry
• TAFEs (networking) [7]– Advice– Sub-contractor relationships
• Unions (networking, credibility) [5]– Advice
• ANTA (funding) [5]– Advice– Good training courses
• NPITC (networking) [5]– Advice
• Development of model that is focused upon re-training older people rather than training young people
• PIAA to champion tailored short term frontline management training and professional development programs
• PIAA to lead industry wide cultural change process that changes focus from handout to self-help
• Under trained printer management
• Unsustainable focus on apprentices/ trainee intakes
• Dysfunctional NPITC structure
• Long rather than focused short course training
– Focus upon time based rather than competency levels
• Industry culture that has gotten too much, for too long, for free
• Shortage of skilled people in the industry
• Large companies support not mirrored across SMEs which account for the bulk of the industry
Training outcomesTraining gapsTraining inputs
• Employers (predominantly printers) [10]
– Increased profitability– Management upskilling
• Government (sells services to Government) [6]
– Management upskilling
• Industry associations (PIAA, GAMAA, etc) [6]
– Advice– Worthwhile training for industry
• TAFEs (networking) [7]– Advice– Sub-contractor relationships
• Unions (networking, credibility) [5]– Advice
• ANTA (funding) [5]– Advice– Good training courses
• NPITC (networking) [5]– Advice
• Development of model that is focused upon re-training older people rather than training young people
• PIAA to champion tailored short term frontline management training and professional development programs
• PIAA to lead industry wide cultural change process that changes focus from handout to self-help
• Under trained printer management
• Unsustainable focus on apprentices/ trainee intakes
• Dysfunctional NPITC structure
• Long rather than focused short course training
– Focus upon time based rather than competency levels
• Industry culture that has gotten too much, for too long, for free
• Shortage of skilled people in the industry
• Large companies support not mirrored across SMEs which account for the bulk of the industry
Training outcomesTraining gapsTraining inputs
* Compiled over two interviews
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Training/ Education Providers Interview – TP3
• An industry that appreciates the value of E & T
• Focused commercial development leadership for the print and Graphics Art school without bureaucratic obstacles
• Introduction of pre-vocational training say for 6 months funded by the Government and then feed students simultaneously into industry and Certificate III (trades) courses
• Industry to re-invigorate their interest in training
• Development of a management process at TAFE that allows quick response to the changing client environment
TAFE Trade Education• Major attitudinal problem by industry
which permeates almost all of manufacturing driven by an increasingly difficult business environment
• Newly introduced training package which is competency based is the best E & T document ever for the industry. Its flexibility of delivery means every worker can hook into training
• The shift in direction is to tailor training to an enterprise
• Funding is for student contact hours
• The TAFE forecasts annually the contact hours for the following year and is the basis for funds allocation
What trainers needTraining delivery gapsThe current training system
• An industry that appreciates the value of E & T
• Focused commercial development leadership for the print and Graphics Art school without bureaucratic obstacles
• Introduction of pre-vocational training say for 6 months funded by the Government and then feed students simultaneously into industry and Certificate III (trades) courses
• Industry to re-invigorate their interest in training
• Development of a management process at TAFE that allows quick response to the changing client environment
TAFE Trade Education• Major attitudinal problem by industry
which permeates almost all of manufacturing driven by an increasingly difficult business environment
• Newly introduced training package which is competency based is the best E & T document ever for the industry. Its flexibility of delivery means every worker can hook into training
• The shift in direction is to tailor training to an enterprise
• Funding is for student contact hours
• The TAFE forecasts annually the contact hours for the following year and is the basis for funds allocation
What trainers needTraining delivery gapsThe current training system
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Training/ Education Providers Interview – TP4
• Training courses that are up to date
• A printing industry community that understands the value of training
• Promotion of the training package to printers
• Shortening of CIII prepress course to maximum of two years
• Flexible course delivery options
• Union to recognise the whole new digital side of the industry
• Training package that is relevant to current industry practices
• For the lead industry body to facilitate:– Promotion of training package– Reduce CIII prepress package to no
more than two years– Promotion of the value of printing to
printers– Flexible course delivery
• TAFE college is competitor • CII trainees presently enrolled are half of the
maximum enrolment previously achieved• Not involved with NPITC• Consult with Bob Ward (local ITAB) for
support and provision of expert help• Deliver and prefer strong face to face contact
for:– Theory– Practice
• Contract between RTO and DET requires at least 3 hours/week offsite training unless there is a block off-site component
• Low awareness of package• Trainees/ apprentices are not treated well by
employers• Sell services via:
– Telemarketing– Mail outs– Repeat business/ word of mouth
• Printers resistant release of staff for training• Prepress course is out of date• CII is very inflexible• Printers don’t like the 4 year training period for
apprentices• Contract apprenticeships appear to be
working• Group training approach is working well• Prepress CIII is “old hat,” e.g. nobody does
chemical proofing anymore• DET licenses trainers• CII runs over 12 months. DET pays RTO on
completed units. The employer receives Government subsidy of $1,375
Training requiredTraining gapsTraining provided
• Training courses that are up to date
• A printing industry community that understands the value of training
• Promotion of the training package to printers
• Shortening of CIII prepress course to maximum of two years
• Flexible course delivery options
• Union to recognise the whole new digital side of the industry
• Training package that is relevant to current industry practices
• For the lead industry body to facilitate:– Promotion of training package– Reduce CIII prepress package to no
more than two years– Promotion of the value of printing to
printers– Flexible course delivery
• TAFE college is competitor • CII trainees presently enrolled are half of the
maximum enrolment previously achieved• Not involved with NPITC• Consult with Bob Ward (local ITAB) for
support and provision of expert help• Deliver and prefer strong face to face contact
for:– Theory– Practice
• Contract between RTO and DET requires at least 3 hours/week offsite training unless there is a block off-site component
• Low awareness of package• Trainees/ apprentices are not treated well by
employers• Sell services via:
– Telemarketing– Mail outs– Repeat business/ word of mouth
• Printers resistant release of staff for training• Prepress course is out of date• CII is very inflexible• Printers don’t like the 4 year training period for
apprentices• Contract apprenticeships appear to be
working• Group training approach is working well• Prepress CIII is “old hat,” e.g. nobody does
chemical proofing anymore• DET licenses trainers• CII runs over 12 months. DET pays RTO on
completed units. The employer receives Government subsidy of $1,375
Training requiredTraining gapsTraining provided
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Training/ Education Providers Interview – TP5
• Major thrust to Web based skills (replacing prepress)
• Better image of training for the printing industry
• Establish an “even playing field” for providers of training (Government funding)
• Main opportunities:– Corporate desktop publishing– Offer specialist training– Expansion of Government
funding to private training sector
• Adequate promotion to secondary students and industry for training
• More effective/ shorter skills and knowledge training delivered to new entrants and printing industry
• Training package requires updating
• Stronger design focus compared with manufacturing
• Currently provide short courses in software applications
• Non-Government funded short courses
• Can’t compete with TAFE (deliver fee for service)
• Can provide more efficient (shorter attainment of competencies)
• Major focus on:– Computer applications especially
digital graphics and document construction
– Specialist skills for University graphic design graduates
– Theory for competencies
• Prepress skills - now quite different to traditional trade
• TP still contains outdated processes and bench work
• TAFE not seen relevant to new skill requirements
Training outcomesTraining gapsTraining inputs
• Major thrust to Web based skills (replacing prepress)
• Better image of training for the printing industry
• Establish an “even playing field” for providers of training (Government funding)
• Main opportunities:– Corporate desktop publishing– Offer specialist training– Expansion of Government
funding to private training sector
• Adequate promotion to secondary students and industry for training
• More effective/ shorter skills and knowledge training delivered to new entrants and printing industry
• Training package requires updating
• Stronger design focus compared with manufacturing
• Currently provide short courses in software applications
• Non-Government funded short courses
• Can’t compete with TAFE (deliver fee for service)
• Can provide more efficient (shorter attainment of competencies)
• Major focus on:– Computer applications especially
digital graphics and document construction
– Specialist skills for University graphic design graduates
– Theory for competencies
• Prepress skills - now quite different to traditional trade
• TP still contains outdated processes and bench work
• TAFE not seen relevant to new skill requirements
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP6
• Need to reduce duplication of effort across sectors – particularly prepress trade and graphic design graduates
• Print industry must respond more / quicker to new trends
• Benefits of graphic prepress must be sold by highly reputable agents
• Strategy for promoting printing training is wrong
• Industry must loosen up its occupational prospects
• Need to contract a marketing/ entrepreneurial zealot
– Need to broaden training offering
• Expansion into secondary school provision
• Industry requires people with a vision/ strategy
• Could grow IT training (Cert IV) exponentially
• Printing industry must develop a planning strategy for training promotion
– Visionary with a strong marketing and entrepreneurial focus
– Need to review ‘Learning Federation’ material for schools
– Reduce duplication of effort for Government funded training, e.g. prepress
• Industry must attract:– Best and brightest young people.
Requires a national marketing campaign, e.g. Scholarships into sponsored Bachelor Degrees
• PIAA aim at every “Fellow” has 1 Degree trained person (or undertake an MBA)
• Strategic recognition that it is no longer simply printing
– Creative design/ technology– manufacturing
• Major focus on two separate operations1. Involved in:• Software development
– Provision of on-line development and e-Learning
• Established ‘Learning Federation (part of Curriculum Co-op) for schools
– Set up e-Business sites, e.g. Suncorp, etc
– Language learning software ESL leaving English exam in Hong Kong
• Design is central focus of model supporting – CD/ phone/ web/ sign writing/ screen-print/ digital/ sheet offset = web offset (refer diagram)
2. Training Delivery:• Offer Certificates, Diplomas, 2 Bachelor
degrees – 4 streams in Applied Multimedia, 2 streams in Interactive Entertainment
• User choice in Queensland has reduced places - 100 in 2002 to 10 in 2003
• 50 schools (x40 students) doing Certificate III in Multimedia. $1,700 for school license (cost of $350 per student)
• 65 full-time staff with 450 fulltime students – 1/3 Degree, 1 1/3 Certificate, IT/Multimedia/CD, 1/3 Diploma
• 2000 students online
Training outcomesTraining gapsTraining inputs
• Need to reduce duplication of effort across sectors – particularly prepress trade and graphic design graduates
• Print industry must respond more / quicker to new trends
• Benefits of graphic prepress must be sold by highly reputable agents
• Strategy for promoting printing training is wrong
• Industry must loosen up its occupational prospects
• Need to contract a marketing/ entrepreneurial zealot
– Need to broaden training offering
• Expansion into secondary school provision
• Industry requires people with a vision/ strategy
• Could grow IT training (Cert IV) exponentially
• Printing industry must develop a planning strategy for training promotion
– Visionary with a strong marketing and entrepreneurial focus
– Need to review ‘Learning Federation’ material for schools
– Reduce duplication of effort for Government funded training, e.g. prepress
• Industry must attract:– Best and brightest young people.
Requires a national marketing campaign, e.g. Scholarships into sponsored Bachelor Degrees
• PIAA aim at every “Fellow” has 1 Degree trained person (or undertake an MBA)
• Strategic recognition that it is no longer simply printing
– Creative design/ technology– manufacturing
• Major focus on two separate operations1. Involved in:• Software development
– Provision of on-line development and e-Learning
• Established ‘Learning Federation (part of Curriculum Co-op) for schools
– Set up e-Business sites, e.g. Suncorp, etc
– Language learning software ESL leaving English exam in Hong Kong
• Design is central focus of model supporting – CD/ phone/ web/ sign writing/ screen-print/ digital/ sheet offset = web offset (refer diagram)
2. Training Delivery:• Offer Certificates, Diplomas, 2 Bachelor
degrees – 4 streams in Applied Multimedia, 2 streams in Interactive Entertainment
• User choice in Queensland has reduced places - 100 in 2002 to 10 in 2003
• 50 schools (x40 students) doing Certificate III in Multimedia. $1,700 for school license (cost of $350 per student)
• 65 full-time staff with 450 fulltime students – 1/3 Degree, 1 1/3 Certificate, IT/Multimedia/CD, 1/3 Diploma
• 2000 students online
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP7
• Haven’t promoted the printing industry sufficiently
• QSPGA is promoting the Diploma course. Two options:
1. Career in industry2. Link to university degree
• Multimedia and web page design available for the printing industry
• Do work in partnerships with industry– 1st block at QSPGA then 2, 3
and 4 blocks in company
• Need to utilise good facilities at the institute
• Currently have insufficient numbers of apprentices in training
• Far more promotion necessary to industry and secondary schools
• More resources/ materials available online – especially ‘on FX’ modules
• Require new equipment
• Major gaps for prepress, finishing, binding, screen printing and sign writing
• Two reports published on training for printing industry in Queensland
1. John Price report – close the Department
2. Victor Callum – quantitative analysis
• Basics are provided – AVC course– Certificate II – 2 to 3 weeks
course– School programme offered over
10 days of 2 to 3 day workshops. Fee of $262.20 (full rate) or $103.50 (conc.) (refer brochure)
• Marketing is being conducted by Southbank/ QSPGA
– Have international students
• Graphic designers can access specialist skills (fee for service)
– Web page design, etc
• Link with RMIT (Vic) for flexo course
• Have funding links, e.g. supplier of paper and machinery donations
– Charge software fee of 20c/ $1 to support package upgrade
Training outcomesTraining gapsTraining inputs
• Haven’t promoted the printing industry sufficiently
• QSPGA is promoting the Diploma course. Two options:
1. Career in industry2. Link to university degree
• Multimedia and web page design available for the printing industry
• Do work in partnerships with industry– 1st block at QSPGA then 2, 3
and 4 blocks in company
• Need to utilise good facilities at the institute
• Currently have insufficient numbers of apprentices in training
• Far more promotion necessary to industry and secondary schools
• More resources/ materials available online – especially ‘on FX’ modules
• Require new equipment
• Major gaps for prepress, finishing, binding, screen printing and sign writing
• Two reports published on training for printing industry in Queensland
1. John Price report – close the Department
2. Victor Callum – quantitative analysis
• Basics are provided – AVC course– Certificate II – 2 to 3 weeks
course– School programme offered over
10 days of 2 to 3 day workshops. Fee of $262.20 (full rate) or $103.50 (conc.) (refer brochure)
• Marketing is being conducted by Southbank/ QSPGA
– Have international students
• Graphic designers can access specialist skills (fee for service)
– Web page design, etc
• Link with RMIT (Vic) for flexo course
• Have funding links, e.g. supplier of paper and machinery donations
– Charge software fee of 20c/ $1 to support package upgrade
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP8
• Need to control and promote the training for the Printing industry
– Must negotiate with Training and Adult Education (ACT – State Government Authority) to maintain current level of public funded places
• New Zealand model has closed down the main training provider
• Need to have a fund to promote and create an awareness of Print training availability
• Simulation can be used effectively within the program
• This can generate problem solving scenarios
• ‘On f-x’ material has not been widely utilised
• Macromedia resources would be useful
• Industry looking for ‘Just-In-Time’training
• Reference Rochester Institute of Technology and California Poly Technic
• Promotional aspects to be strengthened
• Require appropriate funding to promote and deliver training for the Print Industry
• Industry strongly preferring ‘on-the-job’ training and trying to maximise the apprentice staying at work
• Simulation and online delivery can be used effectively
• Difficult to understand the drop-off in support for the Cert IV in P&GA (Management/ Sales) over the past 3 years
– Brochure was supplied by CIT
• Very few apprentices currently in training
– 13 in Stage 3 (12 Graphic re prod, 1 Bindery)
– 1 in Stage 2 (1 Bindery)– 2 in Stage 1 (1 Bindery)
• Taken to Heidelberg in Sydney for few days (as part of program)
• New model at CIT for 3 days in 4 blocks = 12 days
• Majority in training now delivered onsite
• Most employers don’t want to train• CIT relies on the NACs to promote
training to employers and this leads to a breakdown
• Apprentices are no longer seen as additional to production process – key component
• Very competitive industry• Unable to explain the ‘drop-off’ in
starters for the Cadetship program
Training outcomesTraining gapsTraining inputs
• Need to control and promote the training for the Printing industry
– Must negotiate with Training and Adult Education (ACT – State Government Authority) to maintain current level of public funded places
• New Zealand model has closed down the main training provider
• Need to have a fund to promote and create an awareness of Print training availability
• Simulation can be used effectively within the program
• This can generate problem solving scenarios
• ‘On f-x’ material has not been widely utilised
• Macromedia resources would be useful
• Industry looking for ‘Just-In-Time’training
• Reference Rochester Institute of Technology and California Poly Technic
• Promotional aspects to be strengthened
• Require appropriate funding to promote and deliver training for the Print Industry
• Industry strongly preferring ‘on-the-job’ training and trying to maximise the apprentice staying at work
• Simulation and online delivery can be used effectively
• Difficult to understand the drop-off in support for the Cert IV in P&GA (Management/ Sales) over the past 3 years
– Brochure was supplied by CIT
• Very few apprentices currently in training
– 13 in Stage 3 (12 Graphic re prod, 1 Bindery)
– 1 in Stage 2 (1 Bindery)– 2 in Stage 1 (1 Bindery)
• Taken to Heidelberg in Sydney for few days (as part of program)
• New model at CIT for 3 days in 4 blocks = 12 days
• Majority in training now delivered onsite
• Most employers don’t want to train• CIT relies on the NACs to promote
training to employers and this leads to a breakdown
• Apprentices are no longer seen as additional to production process – key component
• Very competitive industry• Unable to explain the ‘drop-off’ in
starters for the Cadetship program
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP9
• VET strategies need to address the following key areas:
– Be in synch with industry needs– Be cost and resource effective– Produce quality outcomes– Have the right delivery mix– Recognise Government initiatives
and priorities both State and Federal
• Development of VET strategies that reflect the need of industry and Government priorities
Apprenticeship Model• CIT mix and match delivery to suit
individual companies• Individual employer/ trainer strategy for
delivery signed off under an agreed tailored plan
• Mix of delivery media is used:– Correspondence– On-line– Bring into class– Take to Heidelberg
• Key issues are:– Trainees and apprentices are
considered part of production– Training takes second place to
getting the job done, even with employers who believe in training
• Further penetration of new cadetship training scheme
• Identifying reasons for dramatic decline in new cadet enrolments despite high employment rates of cadets completing the course
Entry Level Training• CIT provides vocational cadetship• Cadetship students learn skills to the
stage where they are practically ready for employment through the use of teacher recently from a print production background
• Course is marketed as Graphic Arts Cadetship to attract students
• The cadetship considered an excellent model but in 3rd year of its life numbers are down to 6 from an initial 85
• Cadetship extensively marketed to vocational advisors at school, ads in newspapers, etc
What training is requiredTraining gapsWhat training is provided
• VET strategies need to address the following key areas:
– Be in synch with industry needs– Be cost and resource effective– Produce quality outcomes– Have the right delivery mix– Recognise Government initiatives
and priorities both State and Federal
• Development of VET strategies that reflect the need of industry and Government priorities
Apprenticeship Model• CIT mix and match delivery to suit
individual companies• Individual employer/ trainer strategy for
delivery signed off under an agreed tailored plan
• Mix of delivery media is used:– Correspondence– On-line– Bring into class– Take to Heidelberg
• Key issues are:– Trainees and apprentices are
considered part of production– Training takes second place to
getting the job done, even with employers who believe in training
• Further penetration of new cadetship training scheme
• Identifying reasons for dramatic decline in new cadet enrolments despite high employment rates of cadets completing the course
Entry Level Training• CIT provides vocational cadetship• Cadetship students learn skills to the
stage where they are practically ready for employment through the use of teacher recently from a print production background
• Course is marketed as Graphic Arts Cadetship to attract students
• The cadetship considered an excellent model but in 3rd year of its life numbers are down to 6 from an initial 85
• Cadetship extensively marketed to vocational advisors at school, ads in newspapers, etc
What training is requiredTraining gapsWhat training is provided
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Training/ Education Providers Interview – TP9 (continued)
• Make greater use of industry to do the work place assessment
• Training of industry to take on work place assessor roles
Assessment• CIT have trained 10 persons from
industry to be both mentors and qualified work place assessors, leaving CIT to the theory
• Training package structure that provides for higher level of specialisation
• Change the training package so that it has only 3 core units and not 7
Training Packages• It is currently too broad
• Trained prepress operatives• Development of 3 to 6 months full time course suitable for bridging newly qualified graphic designers into the printing industry.
• Offer a graduate certificate qualification at the end of the course as an incentive to attract starters
Prepress Apprentices• Difficult to attract numbers
What training is requiredTraining gapsWhat training is provided
• Make greater use of industry to do the work place assessment
• Training of industry to take on work place assessor roles
Assessment• CIT have trained 10 persons from
industry to be both mentors and qualified work place assessors, leaving CIT to the theory
• Training package structure that provides for higher level of specialisation
• Change the training package so that it has only 3 core units and not 7
Training Packages• It is currently too broad
• Trained prepress operatives• Development of 3 to 6 months full time course suitable for bridging newly qualified graphic designers into the printing industry.
• Offer a graduate certificate qualification at the end of the course as an incentive to attract starters
Prepress Apprentices• Difficult to attract numbers
What training is requiredTraining gapsWhat training is provided
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Training/ Education Providers Interview – TP10
Graphic trade houses
Screen printers Mail house Paper Ink Digital print
Newspapers Packaging -
flexible, box Sack and bag Commercial print
– Satisfy their specific training needs, educate industry and train enterprises
• State Government [9]– Numbers of people in training and
performance target• Union (AMWU) [8]
– As all students/ foundation skills– High apprentice numbers/ broad based
skills• Federal Government [5]
– Deliver national agenda course• ANTA/ NPITC [6]
– Accommodate their national agenda (fit with)
• Associations (PIAA, Gamma, Gain, LIA) [7]– Good courses for their needs– Rep. their different views
• EPIC [8]– Meet target numbers/ objectives– Deliver on political agenda
• University [10]– Money– profile
• Students [10]– Good courses– Vocational outcomes – broad based
• Industry[10]
• Government funded fulltime training straight from school then to industry as trained people – completely new focus
• Stronger training promotion to students/ industry (show that industry is interested)
• Re-align programs/ courses to industry sectors, e.g. packaging industry
• Refine training package to facilitate L and P profiles (inclusive process). State Government to remove restrictive criteria for ‘L’ profile/ funding
• (Let ‘L’ profile include existing workers)
• Technology – Roll out more broadly across all sectors
• Capture national students for ‘Centre of Excellence’
• Market the industry
• Redress the aging trades management profile
• National implementation plan
• Skills shortages across the industry• Create student support in sectors of ‘L’ profile
– More printing apprentices/ commercial sectors of sheet fed offset printers
– Greater support for apprenticeship system
• Strong Training Package to support the ‘P’profile
• Strong alliances with the consumable/ equipment industry (critical mass to maintain this)
• Apathetic attitudes from printers/ employers to training
– Encouragement of kids for training– Commitment to the programs – on the
job training commitments• Encouragement by industry for RMIT to offer
interstate training• Good support by State Government for
RMIT’s Specialist Centre• Federal Government Support for training
funds, e.g. Additional HECS funds• Better ANTA/ NPITC support for RMIT (true
representation)• Integrated support for training courses and
promotion with PIAA/ GAMP including EPICS involvement
Training outcomesTraining gapsTraining inputs
Graphic trade houses
Screen printers Mail house Paper Ink Digital print
Newspapers Packaging -
flexible, box Sack and bag Commercial print
– Satisfy their specific training needs, educate industry and train enterprises
• State Government [9]– Numbers of people in training and
performance target• Union (AMWU) [8]
– As all students/ foundation skills– High apprentice numbers/ broad based
skills• Federal Government [5]
– Deliver national agenda course• ANTA/ NPITC [6]
– Accommodate their national agenda (fit with)
• Associations (PIAA, Gamma, Gain, LIA) [7]– Good courses for their needs– Rep. their different views
• EPIC [8]– Meet target numbers/ objectives– Deliver on political agenda
• University [10]– Money– profile
• Students [10]– Good courses– Vocational outcomes – broad based
• Industry[10]
• Government funded fulltime training straight from school then to industry as trained people – completely new focus
• Stronger training promotion to students/ industry (show that industry is interested)
• Re-align programs/ courses to industry sectors, e.g. packaging industry
• Refine training package to facilitate L and P profiles (inclusive process). State Government to remove restrictive criteria for ‘L’ profile/ funding
• (Let ‘L’ profile include existing workers)
• Technology – Roll out more broadly across all sectors
• Capture national students for ‘Centre of Excellence’
• Market the industry
• Redress the aging trades management profile
• National implementation plan
• Skills shortages across the industry• Create student support in sectors of ‘L’ profile
– More printing apprentices/ commercial sectors of sheet fed offset printers
– Greater support for apprenticeship system
• Strong Training Package to support the ‘P’profile
• Strong alliances with the consumable/ equipment industry (critical mass to maintain this)
• Apathetic attitudes from printers/ employers to training
– Encouragement of kids for training– Commitment to the programs – on the
job training commitments• Encouragement by industry for RMIT to offer
interstate training• Good support by State Government for
RMIT’s Specialist Centre• Federal Government Support for training
funds, e.g. Additional HECS funds• Better ANTA/ NPITC support for RMIT (true
representation)• Integrated support for training courses and
promotion with PIAA/ GAMP including EPICS involvement
Training outcomesTraining gapsTraining inputs
Importance: [1] Not very important – [10] Critically important
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Training/ Education Providers Interview – TP11
Importance: [1] Not very important – [10] Critically important
• Stakeholder analysis:1. Enterprises (Printing industry) [10]:
• Educational leaderships through partnerships
2. Students [10]• Apprentices already employed• Develop a commitment to
lifelong learning3. University [8]
• Sustainability• Recurring proof of industry
partnerships4. OTTE [6]
• Industry transparency• Quality educational delivery• Innovation around educational
delivery• Confidence of industry centre
5. Union [6]• Advisory• Partial transparency• Need for members
6. Peak Bodies (“not stakeholder”) [4]• Champion and sponsor (not
paying funds)• (ITAB – past used by date)
7. DITR/ DEST• ANTA
– Advise on industry training
– Advise on TP8. Other RTOs
• Guided opportunity
• Notional level of employability has increased
– Not changed the educational model to fit this
• Printing industry believe they know what is best for them
– Identify what is deficient in their middle managers. The industry is a ‘lifestyle management structure’with no real intellectual commitment to education/ training
• Need a Research Culture for solutions– Link with NPL at Monash
• Most States in disarray. Major Equipment Suppliers can no longer provide major equipment capital
• Need to use education to change attitudes – focus on the business of the enterprises
• IIGF submission was available for: “Feasibility and Scoping of an Undergraduate Degree Program”
– Extensive research of the Western world (mostly European and US) –developed as a DITR Report
• All Peak Bodies and Enterprises are not covered by PIAA, e.g. ink, paper
• Steps to develop a Degree within RMIT are very rigid and detailed (Programs Committee to RMIT Board)
• Unable to obtain HECS approval– Use of Commonwealth Operations
Grant– Not approved through the
University• Only full-fee payment endorsed • For approval as Undergraduate Degree
requires a maximum of 25% fee paying• Provides a legal barrier to developing a
full-fee paying degreeBachelor of Business (Graphic
Technology)• Proposal now is a “nested”
Undergraduate Degree - 3 year fulltime• Associate Degree – 2 year fulltime• Course subjects of Diploma of Business• Need 35 students intake – 25 graduates• Fulltime fee = $14,000• Able to locate excellent staff for Degree
– the ‘right people,’ e.g. MBA, etc
Training outcomesTraining gapsTraining inputs
• Stakeholder analysis:1. Enterprises (Printing industry) [10]:
• Educational leaderships through partnerships
2. Students [10]• Apprentices already employed• Develop a commitment to
lifelong learning3. University [8]
• Sustainability• Recurring proof of industry
partnerships4. OTTE [6]
• Industry transparency• Quality educational delivery• Innovation around educational
delivery• Confidence of industry centre
5. Union [6]• Advisory• Partial transparency• Need for members
6. Peak Bodies (“not stakeholder”) [4]• Champion and sponsor (not
paying funds)• (ITAB – past used by date)
7. DITR/ DEST• ANTA
– Advise on industry training
– Advise on TP8. Other RTOs
• Guided opportunity
• Notional level of employability has increased
– Not changed the educational model to fit this
• Printing industry believe they know what is best for them
– Identify what is deficient in their middle managers. The industry is a ‘lifestyle management structure’with no real intellectual commitment to education/ training
• Need a Research Culture for solutions– Link with NPL at Monash
• Most States in disarray. Major Equipment Suppliers can no longer provide major equipment capital
• Need to use education to change attitudes – focus on the business of the enterprises
• IIGF submission was available for: “Feasibility and Scoping of an Undergraduate Degree Program”
– Extensive research of the Western world (mostly European and US) –developed as a DITR Report
• All Peak Bodies and Enterprises are not covered by PIAA, e.g. ink, paper
• Steps to develop a Degree within RMIT are very rigid and detailed (Programs Committee to RMIT Board)
• Unable to obtain HECS approval– Use of Commonwealth Operations
Grant– Not approved through the
University• Only full-fee payment endorsed • For approval as Undergraduate Degree
requires a maximum of 25% fee paying• Provides a legal barrier to developing a
full-fee paying degreeBachelor of Business (Graphic
Technology)• Proposal now is a “nested”
Undergraduate Degree - 3 year fulltime• Associate Degree – 2 year fulltime• Course subjects of Diploma of Business• Need 35 students intake – 25 graduates• Fulltime fee = $14,000• Able to locate excellent staff for Degree
– the ‘right people,’ e.g. MBA, etc
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP11 (continued)
Importance: [1] Not very important – [10] Critically important
Key issues:1. Failure of major enterprises to
understand the benefits of framing for the business. Investment in education –not a cost (education is CEO responsibility)
2. Require a Supply Value Chain focus. Peak bodies – should be providing cohesive advice (non-competitive collaboration to education). Need to establish effective links between like industries. A national collection of industry around a central theme
3. Potential to overlook the Printing Industry as part of the Communications Industry (greater than books)
4. Deliver in ‘industry focused education’need to be able to attract quality people from industry in education system
• The Degree – developed via Industry Identified Capabilities
– Exit graduates must have the skill needs/ capabilities
• Background to Degree titles used::– Program = Degree– Subject = Course– Content of 3 year degree is 24
courses (288 points)• A Program Advisory Committee (PAC)
has been established – chaired by Dr Bill Cope – 24 People – peak bodies enterprises e.g. PIAA, GAMMA, Age, Business Studios, Shepparton Newspapers, small printers, etc.
• Members include: Don Woolman, Craig Grace, Alan Wetherell, Richard Vines
• Initially established a Structure for the Degree on a pedagogical Framework
• Set Up Web access - internet based meetings
• Degree is:– 33% based around technology
• Supply chain• Future scenarios
(4 plausible scenarios developed –4 quadrants)
– 65% core professional/ management, leadership, personal development skills)
• Half business/ half printing (contextual)
– 24 subjects – can do 2 electives available
Training outcomesTraining gapsTraining inputsKey issues:1. Failure of major enterprises to
understand the benefits of framing for the business. Investment in education –not a cost (education is CEO responsibility)
2. Require a Supply Value Chain focus. Peak bodies – should be providing cohesive advice (non-competitive collaboration to education). Need to establish effective links between like industries. A national collection of industry around a central theme
3. Potential to overlook the Printing Industry as part of the Communications Industry (greater than books)
4. Deliver in ‘industry focused education’need to be able to attract quality people from industry in education system
• The Degree – developed via Industry Identified Capabilities
– Exit graduates must have the skill needs/ capabilities
• Background to Degree titles used::– Program = Degree– Subject = Course– Content of 3 year degree is 24
courses (288 points)• A Program Advisory Committee (PAC)
has been established – chaired by Dr Bill Cope – 24 People – peak bodies enterprises e.g. PIAA, GAMMA, Age, Business Studios, Shepparton Newspapers, small printers, etc.
• Members include: Don Woolman, Craig Grace, Alan Wetherell, Richard Vines
• Initially established a Structure for the Degree on a pedagogical Framework
• Set Up Web access - internet based meetings
• Degree is:– 33% based around technology
• Supply chain• Future scenarios
(4 plausible scenarios developed –4 quadrants)
– 65% core professional/ management, leadership, personal development skills)
• Half business/ half printing (contextual)
– 24 subjects – can do 2 electives available
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP11 (continued)
Importance: [1] Not very important – [10] Critically important
– Main focus is for Australia – Possible to exit with 2 year
Associate Degree– Could be done by SIT (in NSW) or
in China (Wesharn)– May be delivered part time initially– Extensive overseas analysis:
• London College of Printing will be part of new University –London University of Arts
• RIT/ California Poly, etc• Germany (University of
Stuttgart) is the most comprehensive, structured program
• RMIT in key leadership position
– International Confederation of Degree conferring ‘C2C’ program is ‘world leading’
– Also proposing an integrated program from Certificates to Masters
– Currently Masters student by research as part of the Collie Trust
• An ‘MBA Shell’ is available at RMIT– This could be structured for printing – Had originally recommended 2x5
day residential program with project in between (1 credit/ 12 of MBA) –not supported
• For 2004, proposing a ‘5 day residential’– Printing CEO offered by Bob Rosen
for small/ medium enterprises
Training outcomesTraining gapsTraining inputs
– Main focus is for Australia – Possible to exit with 2 year
Associate Degree– Could be done by SIT (in NSW) or
in China (Wesharn)– May be delivered part time initially– Extensive overseas analysis:
• London College of Printing will be part of new University –London University of Arts
• RIT/ California Poly, etc• Germany (University of
Stuttgart) is the most comprehensive, structured program
• RMIT in key leadership position
– International Confederation of Degree conferring ‘C2C’ program is ‘world leading’
– Also proposing an integrated program from Certificates to Masters
– Currently Masters student by research as part of the Collie Trust
• An ‘MBA Shell’ is available at RMIT– This could be structured for printing – Had originally recommended 2x5
day residential program with project in between (1 credit/ 12 of MBA) –not supported
• For 2004, proposing a ‘5 day residential’– Printing CEO offered by Bob Rosen
for small/ medium enterprises
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP11 (continued)
Importance: [1] Not very important – [10] Critically important
• Director’s position is an:– Endowed position – RM Collie
Grant (‘Collie Deed’ – not altered)• “Road map” drawn up in 2001 – called
Howard's Triangle• Kosky’s Ministerial Report – ‘Building of
Knowledge Skills – Specialist Centre’• Strong support from OTTE seen as
“Jewel in the Crown’• Set up an Industry Precinct• Victoria User Choice has been altered by
OTTE. Tasmania/ S.A. paying for apprenticeship/ flexi graphic training
• Renewal:– Collapsing of the middle– Outputs have increased– Cannibalised– Contraction
• Reskilling– Average age of 53 for industry
• Governments want industry to pay more
Training outcomesTraining gapsTraining inputs
• Director’s position is an:– Endowed position – RM Collie
Grant (‘Collie Deed’ – not altered)• “Road map” drawn up in 2001 – called
Howard's Triangle• Kosky’s Ministerial Report – ‘Building of
Knowledge Skills – Specialist Centre’• Strong support from OTTE seen as
“Jewel in the Crown’• Set up an Industry Precinct• Victoria User Choice has been altered by
OTTE. Tasmania/ S.A. paying for apprenticeship/ flexi graphic training
• Renewal:– Collapsing of the middle– Outputs have increased– Cannibalised– Contraction
• Reskilling– Average age of 53 for industry
• Governments want industry to pay more
Training outcomesTraining gapsTraining inputs
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Training/ Education Providers Interview – TP12
• Employers/ industry [10](printing, design, visual communications, photography, etc):
– Increased profitability– Trades accredited people– Delivery of core employability
skills• ITABS [10]
– Delivery of programs– Some advise re design of
programs• Associations [8]
– As for employers/ industry• Unions [5]
– Advice and quality training• Apprentices/ Trainees/ Day course
students [10]– Training (core employability
skills)– Career opportunities– Problem solving skills
• Government [10]– Student training satisfaction– Student support numbers
• Training providers [1]
• Development of promotional program focusing upon schools, students and printers
• Promotional program that demonstrates importance of trade qualifications
• Development of shorter, more flexible trades programs that feature:
– Central training for theory– Specialist training in:
• Upskilling technologies• Accreditation
• Management upskilling plan
• Insufficient student numbers to provide critical mass to facilitate training
• Poor promotion of training package to students, industry and schools (considered to be PIAA responsibility)
• Hard to read training package
• Likely loss of industry identity in new skills council structure. Likelihood of being linked into manufacturing which is seen as unattractive to students
• Poor support of printing industry to training
• Course structures that are too long for modern students
Training outcomesTraining gapsTraining inputs
• Employers/ industry [10](printing, design, visual communications, photography, etc):
– Increased profitability– Trades accredited people– Delivery of core employability
skills• ITABS [10]
– Delivery of programs– Some advise re design of
programs• Associations [8]
– As for employers/ industry• Unions [5]
– Advice and quality training• Apprentices/ Trainees/ Day course
students [10]– Training (core employability
skills)– Career opportunities– Problem solving skills
• Government [10]– Student training satisfaction– Student support numbers
• Training providers [1]
• Development of promotional program focusing upon schools, students and printers
• Promotional program that demonstrates importance of trade qualifications
• Development of shorter, more flexible trades programs that feature:
– Central training for theory– Specialist training in:
• Upskilling technologies• Accreditation
• Management upskilling plan
• Insufficient student numbers to provide critical mass to facilitate training
• Poor promotion of training package to students, industry and schools (considered to be PIAA responsibility)
• Hard to read training package
• Likely loss of industry identity in new skills council structure. Likelihood of being linked into manufacturing which is seen as unattractive to students
• Poor support of printing industry to training
• Course structures that are too long for modern students
Training outcomesTraining gapsTraining inputs
Importance: [1] Not very important – [10] Critically important
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Training/ Education Providers Interview – TP12 (continued)
Importance: [1] Not very important – [10] Critically important
• Need to move to provision of “meshed training” – combination of skills of training providers
• A critical mass is required to maintain appropriate facilities for VET training
• Can envisage a critical role for Human Relations/ strategic planning in printers
• Must receive a ‘coordinated’ and consolidated voice for printing industry needs – eliminate fragmentation
• Industry must have a strong training focus
• PIAA must increase its membership and impact across printers
• Industry must develop a stronger “training focus”
• Demise of ITABs is an issue for training advice
• Human relations planning should be important for appropriate operation in printing companies
• Could consider some process for extracting industry contribution
• Fragmentation of the system has resulted from introduction of ‘User Choice’ provision in State, introduction of the training package and private providers
• Major VET training provider covering:– Printing trade courses, graphic
design, visual merchandising– Different products for different
clients for multimedia, web, printing skills
• Pre-vocational course is currently offered
• Secondary schools do not channel students into trades
• Core of Certificate III contains more competencies
• Certificate IV in prepress is offered
• PIAA very strong in SA up to 5 years ago. Now membership not supportive of training
• Letter covering prepress – 2 teachers underutilised
• Current level:– 15 – prepress– 150 – print machining– 10 – screen printers– 25 – binders
• Training package can be abused
Training outcomesTraining gapsTraining inputs
• Need to move to provision of “meshed training” – combination of skills of training providers
• A critical mass is required to maintain appropriate facilities for VET training
• Can envisage a critical role for Human Relations/ strategic planning in printers
• Must receive a ‘coordinated’ and consolidated voice for printing industry needs – eliminate fragmentation
• Industry must have a strong training focus
• PIAA must increase its membership and impact across printers
• Industry must develop a stronger “training focus”
• Demise of ITABs is an issue for training advice
• Human relations planning should be important for appropriate operation in printing companies
• Could consider some process for extracting industry contribution
• Fragmentation of the system has resulted from introduction of ‘User Choice’ provision in State, introduction of the training package and private providers
• Major VET training provider covering:– Printing trade courses, graphic
design, visual merchandising– Different products for different
clients for multimedia, web, printing skills
• Pre-vocational course is currently offered
• Secondary schools do not channel students into trades
• Core of Certificate III contains more competencies
• Certificate IV in prepress is offered
• PIAA very strong in SA up to 5 years ago. Now membership not supportive of training
• Letter covering prepress – 2 teachers underutilised
• Current level:– 15 – prepress– 150 – print machining– 10 – screen printers– 25 – binders
• Training package can be abused
Training outcomesTraining gapsTraining inputs
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Appendix A1.2.5
Association Interviews (A)
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Association Interview – A1
• Structured middle management courses• Major Trends in the Industry:• At the Top End
– Sheet and roll fed wide format digital printing with personalisation
– With the above trend in 10 years time, new generation presses will not require screen printing trade skills
• At the Small End– Small businesses are not putting on
apprentices and will be short of skills
• PIAA to facilitate structured middle management courses and promote to industry
Middle Managers• No structured training• Lack of interest by owners• Main sources of training are:
– PIAA– TAFE
• Need influx of trainees/ apprentices because:
– In a few years there will be a major shortage of skilled persons
– The skilled people in the system will be more expensive as a consequence
• Promotion of value for training to owners• Development of industry credible courses
both in:– Content– Delivery
Traineeships/ Apprentices• Significantly reduced relevance• Owners believe can recruit unskilled
persons and train them• Screen printing industry is mature and
largely still a cottage industry• Mostly small operators and therefore
difficult to accommodate apprentices• Lack of confidence with training providers• Instability in training institutions • There are apprentices of the year awards
in the industry• Training at these levels are diminishing• There was talk of multiskilling – but real
trend is to specialisation/ “pigeon holing”• Provider of training is TAFE
Training requiredTraining gapsTraining received
• Structured middle management courses• Major Trends in the Industry:• At the Top End
– Sheet and roll fed wide format digital printing with personalisation
– With the above trend in 10 years time, new generation presses will not require screen printing trade skills
• At the Small End– Small businesses are not putting on
apprentices and will be short of skills
• PIAA to facilitate structured middle management courses and promote to industry
Middle Managers• No structured training• Lack of interest by owners• Main sources of training are:
– PIAA– TAFE
• Need influx of trainees/ apprentices because:
– In a few years there will be a major shortage of skilled persons
– The skilled people in the system will be more expensive as a consequence
• Promotion of value for training to owners• Development of industry credible courses
both in:– Content– Delivery
Traineeships/ Apprentices• Significantly reduced relevance• Owners believe can recruit unskilled
persons and train them• Screen printing industry is mature and
largely still a cottage industry• Mostly small operators and therefore
difficult to accommodate apprentices• Lack of confidence with training providers• Instability in training institutions • There are apprentices of the year awards
in the industry• Training at these levels are diminishing• There was talk of multiskilling – but real
trend is to specialisation/ “pigeon holing”• Provider of training is TAFE
Training requiredTraining gapsTraining received
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Association Interview – A2
• A potential solution is to tap into the graphic design school graduates and offer them a “6 months” full time bridging course into print prepress. Topics to be covered would be:
– Understanding of the print process
– File/ image manipulation– Colour management– Print technology– Etc.
• With this approach wouldn’t need apprenticeships.
• Funding is an issue that would need to be creatively addressed
• This would need a strong coordinated effort which can be best provided by a national peak organisation
• GASAA and PIAA together to explore the feasibility of a bridging E & T initiative for graduate graphic designers
Apprenticeships• Use of apprentices is falling• Low satisfaction with TAFE• Reason for falling numbers is:
– Down turn in trade– Stand alone prepress houses
have fallen due to CTP– Printers doing more prepress
themselves– Growth in digital print– Increased use of computing is
doing away with people– In-house designers in corporates
• Lack of trained people with prepress production skills
• There are many graphic designers who can design, but don’t know the print process. They wouldn’t be receptive to a 4 year apprenticeship and therefore little other option for training exists today
• Training package is too complex to understand
• CII traineeships never took off in the industry because not enough understanding of what it offers
• Union is interested to retain CIII and CIV and therefore are not supportive of a CII in prepress
Training requiredTraining gapsTraining received
• A potential solution is to tap into the graphic design school graduates and offer them a “6 months” full time bridging course into print prepress. Topics to be covered would be:
– Understanding of the print process
– File/ image manipulation– Colour management– Print technology– Etc.
• With this approach wouldn’t need apprenticeships.
• Funding is an issue that would need to be creatively addressed
• This would need a strong coordinated effort which can be best provided by a national peak organisation
• GASAA and PIAA together to explore the feasibility of a bridging E & T initiative for graduate graphic designers
Apprenticeships• Use of apprentices is falling• Low satisfaction with TAFE• Reason for falling numbers is:
– Down turn in trade– Stand alone prepress houses
have fallen due to CTP– Printers doing more prepress
themselves– Growth in digital print– Increased use of computing is
doing away with people– In-house designers in corporates
• Lack of trained people with prepress production skills
• There are many graphic designers who can design, but don’t know the print process. They wouldn’t be receptive to a 4 year apprenticeship and therefore little other option for training exists today
• Training package is too complex to understand
• CII traineeships never took off in the industry because not enough understanding of what it offers
• Union is interested to retain CIII and CIV and therefore are not supportive of a CII in prepress
Training requiredTraining gapsTraining received
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Association Interview – A2 (continued)
• Strong E & T development leadership from the peak industry body
• As immediately aboveNPITC• Consensus based• Shortage of funds and heavy reliance
on funded projects• Difficult for it to engage industry
appropriately and therefore meaningful deliverables to the industry is a challenge
• Supervisory/ management courses are required based around a delivery concept of 1 evening per week for a given area. The areas that are needed are typically:
– Basic general management skills
– Basic supervisory skills– Sales and sales management– Proposal development– People skills– Strategic planning
• GASAA together with the PIAA to develop industry specific training agenda together with the delivery mechanism
Supervisors/ Managers• In the main, little is available as an
industry initiative, e.g. no prepress sales course
• There is one person doing a GAMAA funded MBA course
• Access to young persons between 18-21 years of age is not easy unless bring them in as apprentice so that don’t have to pay them adult rates
• Anecdotally TAFE is not providing contemporary prepress training
• For prepress possible for TAFE to cover theory and practice
Training requiredTraining gapsTraining received
• Strong E & T development leadership from the peak industry body
• As immediately aboveNPITC• Consensus based• Shortage of funds and heavy reliance
on funded projects• Difficult for it to engage industry
appropriately and therefore meaningful deliverables to the industry is a challenge
• Supervisory/ management courses are required based around a delivery concept of 1 evening per week for a given area. The areas that are needed are typically:
– Basic general management skills
– Basic supervisory skills– Sales and sales management– Proposal development– People skills– Strategic planning
• GASAA together with the PIAA to develop industry specific training agenda together with the delivery mechanism
Supervisors/ Managers• In the main, little is available as an
industry initiative, e.g. no prepress sales course
• There is one person doing a GAMAA funded MBA course
• Access to young persons between 18-21 years of age is not easy unless bring them in as apprentice so that don’t have to pay them adult rates
• Anecdotally TAFE is not providing contemporary prepress training
• For prepress possible for TAFE to cover theory and practice
Training requiredTraining gapsTraining received
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Association Interview – A3
• Higher education of management particularly at the MBA level to assist managers in companies to recognise and dimension industry changes and develop adaptive strategies for their organisations
• Develop strategy to increase the awareness amongst printers for leadership training
• Develop process for identifying organisations that are prepared to make the commitment to higher education for their people, and senior executives/ owners who are prepared to act as champions
• Develop strategy to receive Government funds assistance for higher education program development
• Industry training is essentially VET focused
• Insufficient industry support for higher education
What training is neededGapsWhat training is provided
• Higher education of management particularly at the MBA level to assist managers in companies to recognise and dimension industry changes and develop adaptive strategies for their organisations
• Develop strategy to increase the awareness amongst printers for leadership training
• Develop process for identifying organisations that are prepared to make the commitment to higher education for their people, and senior executives/ owners who are prepared to act as champions
• Develop strategy to receive Government funds assistance for higher education program development
• Industry training is essentially VET focused
• Insufficient industry support for higher education
What training is neededGapsWhat training is provided
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Association Interview – A4
• An appreciation of print businesses from a perspective wider than just trade training – for supervisors, including financial, basic planning/ scheduling, waste management and people skills
• See aboveSupervisory• No specific training supplied by
TAFEs
• Some done through external suppliers (e.g. PIAA)
• Not seen as a priority by TAFEs or some parts of industry
• An appreciation of print businesses from a perspective wider than just trade training
• Tailored management/ supervisory courses, either through the TAFE system of as stand-alone courses
Operators• Mostly come out of trade training• Concerns about specific training
provided, due to narrow brand focus
• TAFE and other providers to find a way to provide basic theory and encourage the right aptitude by working with companies in the industry to complement theory and practice
• Basic training in theory and practice to ensure that apprentices/ trainees have skills to allow them to adapt and change
Apprentices• TAFE is a primary source
• Competency-based training is an improvement
• Concerns about TAFE assessment process
• TAFE has trouble keeping up with technology training, due to the high level of investment required
Training outcomesTraining gapsTraining inputs
• An appreciation of print businesses from a perspective wider than just trade training – for supervisors, including financial, basic planning/ scheduling, waste management and people skills
• See aboveSupervisory• No specific training supplied by
TAFEs
• Some done through external suppliers (e.g. PIAA)
• Not seen as a priority by TAFEs or some parts of industry
• An appreciation of print businesses from a perspective wider than just trade training
• Tailored management/ supervisory courses, either through the TAFE system of as stand-alone courses
Operators• Mostly come out of trade training• Concerns about specific training
provided, due to narrow brand focus
• TAFE and other providers to find a way to provide basic theory and encourage the right aptitude by working with companies in the industry to complement theory and practice
• Basic training in theory and practice to ensure that apprentices/ trainees have skills to allow them to adapt and change
Apprentices• TAFE is a primary source
• Competency-based training is an improvement
• Concerns about TAFE assessment process
• TAFE has trouble keeping up with technology training, due to the high level of investment required
Training outcomesTraining gapsTraining inputs
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Association Interview – A4 (continued)
• General management training with a focus on leadership
• Short general management courses tailored to the needs of SME printers with full delivery flexibility
Executive• Higher levels of management are
primarily the domain of larger companies. Main source is MBA or related courses through Unis or GSMs, as well as short courses on specific subject areas
• SME enterprises executives are predominantly trade trained with few having narrow professional backgrounds (e.g. accounting)
• General managerial training that can deal with industry specific issues
• Courses in supervisory or line management which can be tailored to the needs of smaller enterprises, both in terms of content and delivery
• OH&S, human resource and financial management courses linked to managerial training
Managerial• Many come through trade training,
particularly SME owners/ proprietors
• Generalised courses on human resource management can be supplied in some States – no specific courses developed at this stage, other than RMIT Print Degree
Training outcomesTraining gapsTraining inputs
• General management training with a focus on leadership
• Short general management courses tailored to the needs of SME printers with full delivery flexibility
Executive• Higher levels of management are
primarily the domain of larger companies. Main source is MBA or related courses through Unis or GSMs, as well as short courses on specific subject areas
• SME enterprises executives are predominantly trade trained with few having narrow professional backgrounds (e.g. accounting)
• General managerial training that can deal with industry specific issues
• Courses in supervisory or line management which can be tailored to the needs of smaller enterprises, both in terms of content and delivery
• OH&S, human resource and financial management courses linked to managerial training
Managerial• Many come through trade training,
particularly SME owners/ proprietors
• Generalised courses on human resource management can be supplied in some States – no specific courses developed at this stage, other than RMIT Print Degree
Training outcomesTraining gapsTraining inputs
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Appendix A2
Key Industry Reports Learnings
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A2.1 Print21 – Print Industries Action Agenda, March 2001
A2.2 Ad Rem Report – The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001
A2.3 NPITC – National VET Plan 2003-2005
A2.4 C-2-C Project – Book4, Developing Knowledge Workers in the Printing and Publishing Industries
A2.5 The WA Information, Electrotechnology and Utilities Industry Training Council – Industry Training Plan 2002-2004
A2.6 Review of the Printing and Graphic Arts Industry and Training Provisions, prepared by Callan Consulting Group, 28 October 2002
A2.7 Report for the PIAA on a Performance Benchmarking Study, April 2003
Contents for Appendix A2
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Appendix A2.1
Print21 – Print Industries Action Agenda, March 2001
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PRINT21 – Print Industries Action Agenda, March 2001
Key Observations:
The industry comprises some 6000 firms
The industry undertakes a wide range of activities
Less than 1% of the firms are large employing more than 200 people
Predominantly, the industry is comprised of SMEs employing in excess of 60,000 people
The firms have an important regional presence, with 35% being located outside of capital cities
The long term performance of the industry, with respect to profit margin and return on investment, is cause for concern
The situation will not improve without a major re-think about the way business is done
The future is uncertain and the industry must ready itself to navigate through unchartered waters
The challenge for printers lies in developing innovative strategies
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Study Recommendations Implications for VET Implications for Higher Education
1. Collect industry information Minimal Minimal
2. Develop international markets Minimal Major
3. Respond to future trends Major Major
4. Identify regional opportunities Minimal Minimal
5. Provide business tools Limited Major
6. Provide people solutions Major Major
7. Encourage innovation Significant Major
8. Assess low capacity utilisation Minimal Major
9. Improving capacity utilisation Significant Major
10. Leverage technology & IT Significant Major
11. Promote industry capabilities Minimal Major
12. Establish implementation group Minimal Minimal
Indicates where VET and higher education is important to delivering the PRINT21 study recommendations
PRINT21 – Print Industries Action Agenda, March 2001
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Key Industry Drivers Identified:
The firms need to re-focus to develop and sell “total
business solutions”
To improve the capability of the firms people by
investing in its people
The industry needs to improve its capacity utilisation
by better managing their technology
PRINT21 – Print Industries Action Agenda, March 2001
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Appendix A2.2
Ad Rem Report – The Australian Book Industry,
Challenges and Opportunities, by Accenture, 2001
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Ad Rem Report – The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001
Key Observations:
Whilst book sales are increasing, the value chain participants
are experiencing declining profitability
The share of the value captured by printers is steadily
declining
With half of that sectors supply being satisfied by imported
books, it is the area of the printing industry most impacted by
import competition
Like all areas of the printing industries, this segment is
increasingly being impacted by changing technology
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Implications of the key industry drivers identified by the study as they relate to education and training are indicated in the table below;
Key areas of change identified Impact on VET required
Impact on higher education required
1. Production technology Significant Major
2. Value chain (emergence of digital publishing)
Significant Major
3. e-Commerce Minimal Minimal
4. Growing competition from other media – changing consumerism
Minor Major
5. Growing overseas competition Minor Major
Indicates where VET and higher education is important to delivering the Ad Rem study recommendations
Ad Rem Report – The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001
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The study identified the key drivers for change being:
Emergence of digital production
Emergence of new publishing media formats
Emergence of on-line book sellers
Blurring of traditional boundaries along the value chain
Value shifting to intangible assets
Globalisation and consolidation
Inability to absorb cost increases
Growth in print on demand
Changing media consumption habits
Demand for flexible books
Demand for intelligent products
Increasing demand for environmentally friendly printing methods
Ad Rem Report – The Australian Book Industry, Challenges and Opportunities, by Accenture, 2001
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Appendix A2.3
NPITC – National VET Plan 2003-2005
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NPITC – National VET Plan 2003-2005
Key Industry Observations:
The industry is experiencing a shift away from a reliance on core traditional occupations
The Prepress trade is one area particularly affected with the proliferation of electronic processes
New technology is emerging rapidly, with advances tied closely to developments in digital technology
New technology is changing job roles within the industry, as the computerisation of new presses requires less staff with different skills
A number of the larger printing firms are recruiting workers trained in digital and IT technology, rather than in traditional print trades
The developments of new products and services is establishing the form of the new skills required. For example, the take up of variable digital printing is growing the demand for skills in database management and mark-up languages such as XML
The age profile of workers is critical to VET planning. With over 30% of the work force exceeding 45 years of age, re-training and upskilling is a major requirement and must be funded accordingly
Print operators of the future will need to be fluent in IT. The traditional skills eg maintenance of ink – water balance, will decrease in importance
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Age and Qualifications Profile of the Industry
0
2
4
6
8
10
12
14
16
15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70+
Printing Industry
Aii Industries
A clear difference is the comparative lack of 15-19 year old persons in the industry.
NPITC – National VET Plan 2003-2005
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Industry Qualifications Profile
Level of Education and Training Achieved Share
Higher Degree 1.6
Post Graduate 1.7
Bachelor 11.7
UG Diploma 5.2
Ass. Diploma 4.1
Skilled vocational 16.8
Basic vocational 9.2
No post school qualification 49.6
( Source: Monash Employment Forecasts, 2002)
The chart shows a disturbing high percentage without post school qualifications. This is particularly so, given the strategic challenges facing the industry
NPITC – National VET Plan 2003-2005
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Priority One: Focus on business skills – Thriving with changeAction Agent: State and Federal Depts of Economic Development, NPITC, Peak
Bodies, ANTA, DEST, STAs and RTOs
A major priority for industry is coping with change, which in turn is a recommended VET priority to focus on business skills for managers and owners to assist them to thrive with change.
The plan recommends that this occurs through:
Industry bodies and their membership bringing skills issues to the fore
Continued Government support through industry development initiatives
Government and training provider focus on upskilling the industry in business related skills. This should cover all elements of the managerial suite of skills
NPITC – National VET Plan 2003-2005
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Priority Two: Existing EmployeesAction Agent: ANTA, STAs, NACs, DEST, Peak Bodies
Changes to the way printing firms create their output is leading to fewer numbers of operators on the shop floor but larger numbers of ancillary functions surrounding the media creation process.
The range of new needs are:
Information technology skills tailored to printing
Data management, CRM, XML etc.
Skills updates for new equipment
Multiskilling of sales, core skills and IT
NPITC – National VET Plan 2003-2005
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Priority Three: Modernise the Training PackageAction Agent: ANTA, NPITC, Peak Bodies, State ITABs and RTOs
Reference is made to the extensive literature review of printing industry reports.
For example: the “Review of the Printing and the Printing Graphic Arts Industry”, by Prof. Callan outlines one of the key issues for VET in the printing industry – where he says “that there is a need for training to keep pace with the changes in the industry particularly with regard to flexible delivery.”
The Training Package needs to be reflective of current needs and steer training towards the industry’s future.
NPITC – National VET Plan 2003-2005
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Training organisations to be supported to be able to respond to the training needs of the industry particularly in two aspects:
Physical capital – equipment and resources Human capital – knowledge and skills of trainers
Priority Four: Support the Supply SystemAction Agent: ANTA, RTOs, STAs
NPITC – National VET Plan 2003-2005
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Commonly cited reasons why the industry has problems attracting new entrants: Career stability is uncertain The industry is facing many challenges Failure of large established companies and the future of others uncertain Shift work particularly for large firms is not attractive Skill set learnt today has a 70-100% likelihood of being redundant in three years Number of apprentices have declined VET institutions don’t have the funds to adequately equip to train for the industry
Priority Five: New Entrants – Integrated PathwaysAction Agent: Schools, Colleges, Careers Advisors, National ITABs, ANTA, RTOs,
Recognised Bodies
NPITC – National VET Plan 2003-2005
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Socio – cultural forces Ageing Workforce/Demographic Old Versus New
Application of new technology means that re-training and up-skilling of the existing workforce is critical and therefore a significant role for VET and associated funding
Many managers and owners grew up and received their training where technologically looked entirely different to today
Technology Forces
Technology impacts the industry significantly: Process Technology
Examples here include electronic publishing and computer to plate, auto plate loading, electronic file transfer, ERP systems etc. The industry continues to invest in process improvement technologies as imperatives.
Investment in technology to support new value added services is better than purchasing new presses when the printer/industry has already major over capacity.
NPITC – National VET Plan 2003-2005
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Strategic Issues and Directions for Industry Skill Development and Formation
The industry is a mixture of emerging and traditional roles, some of which are becoming obsolete and others whose functions in the industry are not yet fully defined.
Highest forecast growth occupations in the industry (Monash Forecasts 2002):
Business, information technology and managers occupations show strong growth, demonstrating the increasing importance of IT skills, business analysis, customer relations and management in these areas
The majority of traditional occupations are forecast at negative growth and are driving the decline in overall industry employment numbers
Significant employment declines are forecast for graphic prepress trades, print machinists and small offset printers who are heavily exposed to increases in machine and process efficiency improvements
NPITC – National VET Plan 2003-2005
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Jobs to Training Match
The input/output modelling sourced from Monash Forecast data, together with ABS and NCVER training data predicts negative demands for new industry entrants. Accordingly:
The number of people currently in training will be looking for employment in a declining industry
This scenario is bleakest for the principal trade occupations of printers, prepress and binders and finishers
A situation of extreme oversupply is usually driven by training that is delivered on the basis of availability of teaching resources rather than industry demand
There is a case for directing training for areas of real demand
NPITC – National VET Plan 2003-2005
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Capital Infrastructure to Support Training
The availability of up-to-date equipment is a critical issue for both printing enterprises and training providers. Factors that are affecting the capacity to deliver the required training include:
Rapid adoption of new technology equipment and processes
Short lifecycle of new equipment (2-4) years
Lack of funds for RTOs to keep pace
Difficulty in providing flexible training solutions for individual technologies used by different firms
These factors are driving the need for training providers to respond with more flexible solutions, though the current funding system is still heavily weighted towards traditional institution-based training.
Enterprises are demanding on the job training, delivered at the enterprises.
NPITC – National VET Plan 2003-2005
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Appendix A2.4
C-2-C Project – Book4, Developing Knowledge
Workers in the Printing and Publishing Industries
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Key issues for the book production industry:
High cost labour intensive processes
Capital intensive print production
Value chain inefficiencies
Working capital intensive
Business/organisational culture not in step with available technologies
for efficiency improvements
Gap between available technologies and book printing industry
practice
Ability to culturally shift to a knowledge management culture to
optimise supply chain efficiencies and new technologies
C-2-C Project – Book 4, Developing Knowledge Workers in the Printing and Publishing Industries
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Key statistics about qualifications in the printing industry:
40% of managers and administrators have no post secondary education qualifications
40% of managers and administrators have vocational qualifications
20% have higher education qualifications
The proportion with higher education qualifications has nearly doubled in the 10 years between 1986 and 1996
C-2-C Project – Book 4, Developing Knowledge Workers in the Printing and Publishing Industries
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The impact of the introduction of new technologies in the printing industry has:
Changed the occupation structure of the industry’s workforce Seen a decline in the proportion of the workforce in the unskilled and
semi-skilled positions Seen a corresponding increase in the proportion of professional,
management and administrative positions
This trend suggests a need for higher levels of education within the industry.
However, there are currently no clear educational options for those working in the printing industry.
This lack of clear career path appears to be one factor limiting the appeal in the printing industry. There is a wide gap between the qualifications of those in the industry and the entry level to higher education programs.
C-2-C Project – Book 4, Developing Knowledge Workers in the Printing and Publishing Industries
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Overseas E&T experience:
United States Available are a comprehensive range of courses geared to the needs of
printing covering both production and management and provide a pathway from traditional skills training to higher education
Germany There is a continuous stream of printing and graphic arts education and
training all the way from lower secondary school to post-graduate degrees
Netherlands Have on offer lower and middle technical schools for graphic techniques and
some universities with a graphic arts program
United Kingdom Offer a range of graduate and post graduate diplomas, national certificates and
short courses geared to the printing industry
C-2-C Project – Book 4, Developing Knowledge Workers in the Printing and Publishing Industries
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Conclusions in relation to education:
There is a clear need in Australia for post apprenticeship
education that integrates studies in business management,
finance, marketing, printing HR etc.
There is a need for generic management education, based on the
recognition that the changing industry requires people with a
broad range of skills that will enable them to adapt to the rapidly
changing environment
C-2-C Project – Book 4, Developing Knowledge Workers in the Printing and Publishing Industries
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Appendix A2.5
The WA Information, Electrotechnology and Utilities
Industry Training Council - Industry Training Plan 2002 -
2004
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Factors Influencing Current and Future Training:
Overseas, technology is becoming more focused on the use of digital data, shorter turnaround times and greater integration with other media
The above trend is expected to become more visible in the near term with the upgrading of equipment and the integration of digital press and traditional offset technologies
The move is to digitally based equipment and the need for all printing and graphic arts personnel to become familiar with information technology
The WA Information, Electrotechnology and Utilities Industry Training Council - Industry Training Plan 2002 - 2004
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Industry Developments
Short term factors
Printers will need to become more familiar in the use of computerised printing equipment
Medium to long term factors
There will be continuing development of “smarter” printing and finishing equipment
There will be more focus on the management of process operations and less on the craft based activities
There will be an increase of lower skilled positions for “machine – minding” at the expense of trade qualified higher technical skilled operatives
Two types of worker groups will emerge: A highly skilled, computer literate printing professional, with a thorough
understanding of the complex processes A limited technically skilled worker for the role of “machine – minder”
The WA Information, Electrotechnology and Utilities Industry Training Council - Industry Training Plan 2002 - 2004
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Issues For Training Decline
The issues are both financial and attitudinal
Many small printers see employing apprentices as not cost effective and prefer buying skills to training
Ambivalence about the performance of TAFE
Perceived bureaucracy involved with employing apprentices
Suggested Solutions
Retrain existing personnel for higher computer literacy
Apprenticeship training to incorporate greater emphasis on information technology utilising the related competencies offered by the training package
The WA Information, Electrotechnology and Utilities Industry Training Council - Industry Training Plan 2002 - 2004
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Appendix A2.6
Review of the Printing and Graphic Arts Industry and
Training Provisions, Prepared by Callan Consulting Group, 28
October 2002
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Special challenges for Queensland TAFE
Higher responsiveness to industry with a commercial focus Stronger links with industry for greater cooperative training
arrangements More effective and strategic human resource management of
TAFE staff Redress decline in numbers and quality of student applicants,
by better marketing to high school students Development of flexible learning materials for some
components of teaching to reduce block release time Introduction of day release especially to meet needs of small
printers Proactive interface with industry
Review of the Printing and Graphic Arts Industry and Training Provisions, Prepared by Callan Consulting Group, 28 October 2002
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General concerns among employers
Relevance of Training Package and areas covered
The value of some of the skills being learned
The length and number of block release
The need to introduce flexible learning modules to cover a number of areas (e.g. occupational health and safety), prior to the first block release
Reduce the impact on small printers of the current requirement for block release
Address in the training the printer need to respond to customers wanting total solutions
Move from a teaching perspective of how business was done to the competencies that will be required in the future
Review of the Printing and Graphic Arts Industry and Training Provisions, Prepared by Callan Consulting Group, 28 October 2002
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Appendix A2.7
Report for the PIAA on a Performance Benchmarking
Study, April 2003
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Study Objectives:
To provide enterprises their relative performance to other
like enterprises
Describe options available for performance improvement
Provide guidance as to the relative attractiveness of the
available options
Report for the PIAA on a Performance Benchmarking Study, April 2003
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Some of the Conclusions Drawn
Superior performance is possible for any type of printing industry enterprise
The gaps in financial terms between the superior performers and the rest are large, so the rewards for improvement can be significant
Superior performers show that they manage people with greater effectiveness as evidenced by higher training days per employee
Superior performers manage their productive capacity more effectively
Report for the PIAA on a Performance Benchmarking Study, April 2003
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Appendix A3
Overseas Training Review
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A3.1 New Zealand industry education and training
A3.2 United Kingdom industry education and training
A3.3 United States industry education and training
A3.4 Summaries of education and training provided
Contents for Appendix A3
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Challenges Faced by Overseas Based Printing and Graphic Arts Industries
A preliminary survey and analysis of overseas material has revealed that the challenges faced by overseas based printing and graphic arts industries are very similar to the challenges facing the local industry. This clearly has implications for education and training needs which need to constantly evolve in line with changes in technology and processes.
Companies operating in the contemporary printing and graphics arts industry are facing the following changes to their business climate:
Subdued domestic markets Customers requesting total business solution packages and not simply printed matter Emphasis on improved quality Shortened production times More services for the same price with the danger that some value added activity is
given away instead of charged in the form of higher prices Printing companies pressured to constantly upgrade technology
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The Global Challenges Faced By the Industry in the Human Capital and Training Area Encompass
Difficulty of employers attracting school leavers to the industry
Reskilling is an inevitable process due to new technologies and processes and their further development
Multi-skilling of the workforce to permit the conduct of more than one facet of the printing process
Up-skilling involving a level of skills beyond apprenticeship skills
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There is a Thrust in Overseas Education & Training to Address Basic and Generic Skills of People Entering the Workforce in the Industry
Communication skills – written, visual and oral
IT skills
Social skills
Numeracy skills
Life skills – work ethic, time management, laws of land, self discipline
Health and safety – basic OHS understanding and safe working practices
Industry wide skills – mechanical aptitude, design flair, problem solving skills, business skills, customer services skills, technical details, colour theory, impositions, trade calculations, trade terms, QA, production planning, written instructions (job bags and customer requirements) and substrates
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Appendix A3.1
New Zealand Industry Education & Training
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In New Zealand the Government’s Tertiary Education Strategy (TES) Comprises of the Following Key Strategies
Raise foundation skills so that all people can participate in the knowledge society
Develop the necessary skills needed for the knowledge society
Strengthen research, knowledge, creation and uptake for the knowledge society
A Tertiary Education Commission has been established to oversee the implementation of TES.
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The Printing and Allied Industries Training Council of New Zealand (PAITC) is Being Encouraged to:
Review its promotional material to young people with the view of promoting career and training opportunities through to the Diploma in Print Management
Conduct an analysis of labour trends to assist in predicting the number of qualified workers the industry will require annually
Consider multi skilling, reskilling, upskilling and computing skills in the review of its training programmes
Investigate the possibility of short reskilling courses
Examine the feasibility of establishing a Group Training Scheme
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A Diagrammatic Representation of Skills Required By the Industry in New Zealand is Shown Below
Firm Specific
Branch Specific
Industry Wide Skills
General Skills/ Key Skills
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Vocational Training Arrangements
The training is delivered through the following channels: Correspondence Workshops – base, intermediate and advanced On the job training Assessment
Industry participants have recommended the following changes to the current training programmes: Making advanced workshops compulsory Making widely available train the trainer training The re-introduction of a Trainer Handbook The monitoring of in-house assessors and supervisors of competency tests
As a means of attracting young people to the industry preference is given to promotional videos which show the printing and graphic arts industry as being a good career choice.
PAITC’s on the job training programmes minimise disruption to the workplace due to the very small amount of time required away from work and the strong network of highly skilled industry trainers who are prepared to pass on their skills.
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Diploma in Print Management
The diploma is an advanced qualification designed to help people take on management responsibilities wherever they are required in the industry
The diploma is designed for people who want to develop or improve their management skills. It is suitable for line managers, supervisors, people who have completed an apprenticeship or other training, and people involved in areas such as sales and marketing
The diploma is also ideal way for experienced people who have been out of training to kick-start their careers by keeping up with contemporary business trends and best practice
The diploma is based on standards established by representatives from all sectors of the industry with future industry needs taken into account
It covers best practice in print management from quality control to production planning, costing and estimating. It also encompasses the latest thinking and expertise from the world of business management
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PAITC Training Programmes
Lengthy off-job block courses have been replaced by convenient two to five day workshops.
The training programmes are: Linked to the National Qualifications Framework Delivered in the workplace Supported by short two to five days workshops and correspondence
Apprenticeship programmes are available for all sectors and are constantly updated to meet the contemporary needs of modern businesses.
PAITC also offers company specific training programmes which help businesses to access the skills they need to achieve competitive advantage. With the assistance of PAITC, businesses identify the relevant skills needing attention then training is arranged for staff to gain competence in the identified areas of skills.
A range of training programmes are also based on the achievement of a specific National Certificate, normally at level 2 or 3 on the National Qualifications Framework.
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Appendix A3.2
United Kingdom Industry Education & Training
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United Kingdom Industry Education & Training
The training arrangements for people either entering the printing and graphic arts industry or currently employed but requiring further skills and development comprise of the following:
The apprenticeship training of all 16 to 18 year olds is fully funded by Learning and Skills Councils (LSCs)
Open Learning Programmes feature courses and textbooks give basis knowledge to employees of the printing industry, its working methods, equipment and techniques
Various up-skilling courses for existing staff are also provided One to four days short courses delivered by people from the printing
industry. The courses can be customised to deliver in-house if demand exists
In partnership with Loughborough University the BPIF is helping businesses develop the industry leaders of the future with the Professional Certificate in
Print Management
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Operation of National Vocational Qualifications (NVQs)
National Vocational Qualifications (NVQs) are the modern way to provide practical, vocational training focussed on meeting business needs. They build up the skills actually required in the workplace and provide a recognised industry qualification
The NVQs are achieved via on the job training that can be built up over a period of time. Certain core skills are supplemented with specialist options that can be added to the course to ensure it meets the needs of a business
Since training is done in the workplace, employers also oversee the development of their trainees and often conduct part of the supervisory work themselves
The NVQs currently available include: Print production covering pre press, desktop publishing, digital and mechanical
printing, print finishing and mechanised binding, carton manufacture, envelope manufacture, and hand binding
Print administration covering customer services, costing, estimating and production, planning and control
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The UK’s Government’s National Skills Strategy
The British Government has confirmed that the skills of the people are a vital national asset, underpinning labour market flexibility. This in turn is seen as a vital prerequisite in ensuring that the economy responds quickly and efficiently to changes in economic conditions
The Skills Strategy focuses on placing the employers’ needs for skills centre stage by managing the supply of training, skills and qualifications so that it responds directly to those identified needs
The intention of the strategy is to make training providers more responsive to the needs of employers and learners
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The National Skills Strategy Aims to Make the Following Changes:
Strengthening and extending modern apprenticeships as a top quality vocational route designed to meet the needs of employers. Lift the current age cap to enable adults to benefit
Making it easier for people to gain skills they need by reviewing in each sector the need for new adult learning programmes to develop generic skills for employment
Broadening the range of training providers by bringing within the scope of public funding those private providers who have something distinctive and high quality to offer
Give businesses greater choice and control over the content and delivery of the training they receive
Improve training and development for leadership and management
The Skills for Business Network will become the main voice for employers and employees in each sector, identifying sector needs and how best to meet them
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Employers Have the Right to Expect that:
Training will be responsive to their needs by providing skills to meet current and future demands
Training, skills and qualifications will be provided within a context that supports productivity, innovation and wider business performance
Education must equip young people with the skills, knowledge and competence employers need.
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Appendix A3.3
United States Industry Education & Training
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Vocational Training
In the United States the Graphic Arts Technical Foundation (GATF) offers a range of workshops ranging from:
Introductory workshops targeting new entrants to the industry
Prepress
offset press
production operations
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Introductory Workshops Being Offered Cover:
Estimating, scheduling and production planning spanning over 3 days
Introduction to desktop and digital pre press spanning over 3 days
Introduction to the graphic arts spanning over 5 days
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Prepress Workshops Cover:
Computer to plate and digital proofing spanning over 3 days
Colour management spanning over 5 days
PDF/digital pre press workflows spanning over 3 days
Colour separation and colour reproduction spanning over 4 days
Digital photography for print spanning over 3 days
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Offset Press Training Workshops Cover:
Sheet fed press operations spanning over 4 days
Web offset press operations spanning over 3 days
Sheet fed offset press operating spanning over 5 days
Web offset press operating spanning over 5 days
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Production Operations Workshops Cover:
Benchmarking sheet fed pressroom operations spanning over 2 days
Colour management for the pressroom spanning over 5 days
Process controls spanning over 2 days
Slashing make-ready spanning over 3 days
The paper and ink experience – how substrates and ink interrelate spanning over 3 days
Train the trainer – for schools and companies adopting GATF print training curriculum spanning over 2 days
Troubleshooting bindery, finishing and mailing spanning over 2 days
Supervising the lithographic pressroom spanning over 3 days
Sheet fed Offset Press Training Simulator (SHOTS) – an integrated interactive software program used as training systems for press operators spanning over 2 days
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GATF Also Offers Comprehensive Technical Training Curriculum Programs in the Following Areas:
Imaging skills – covering the fundamentals of digital imaging
Sheet fed offset press – covers the in-depth study of tasks associated with sheet fed offset press operations
Web offset press - covers the in-depth study of tasks essential to web offset press operations
GATF bindery – covers principles, terminology and operating procedures essential to new bindery operators
PrintScape – the program providing an overview of products, processes, workflow, job roles, safety
Ergonomics – the package covers all the information required to understand, evaluate and educate employees on ergonomics in the printing workplace. Can be instrumental in reducing injuries, lower workers’ compensation costs and lift productivity
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Training Delivery Modes
The GATF training curriculum packages outlined above come in the form of manuals and CD-ROMs
The GATF training simulator software cover sheet fed offset and web offset operations
The simulators are said to be ideal for training pressroom staff in realistic situations without losing machinery production time and materials or jeopardising safety
The simulators also enable educational institutions that have only small format presses to offer “hands-on” press training on larger format presses
GATF distributes training simulator software to printing companies and schools and conducts a two day training program on how to use the software
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Companies Using the Simulators Have Reported the Following Benefits:
Increased confidence and skill levels of current personnel
Decreased average make ready times
Increased percentage of good copies in the pressruns
Apprentices can experiment with the variables such as paper formats, weights and thickness to see how these changes impact on the end product
Experienced press operators can sharpen their skills and extend their existing knowledge by choosing the problem solving mode
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Advanced Education & Training
There is an extensive network of formal or tertiary courses in graphic communications being offered by technical schools, colleges and universities
The following provide an example of a few of the courses being offered in the United States: Advertising Multi-media Digital imaging Print management New media printing and publishing Printing marketing Graphic Arts technology management Graphic communications sales and marketing Electronic publishing
There is also an extensive network of formal and short management courses covering: Leadership General Management Marketing for Managers Finance for Managers Strategic Management Etc.
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Appendix A3.4
Summaries of Education & Training Provided
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New Zealand – Summary of Education & Training Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes • Employed by firms first then engage in apprenticeships
• Digital printing apprenticeship introduced recently
Other Yes Yes Yes Done on the job
Management Yes – print diploma involving print and management units
Higher uptake than expected
Short courses • Yes covering areas such as screen printing, media with emphasis on design and art
• Workshops ranging from two to five days have replaced lengthy off-job block courses
• Suppliers offer training and advice on estimating
Equipment suppliers offer limited training
• Ink suppliers provide informal courses
• NZ system of training is workplace based with trainees not going to nay schools or institutions. Theoretical classes are limited to several days
• Printing school (equivalent of TAFE) closed down 18 months ago. Some of the polytechnic schools do offer printing related courses
• Industry promotion is confined to promotional materials which are distributed to secondary schools. Regular contacts with career teachers take the form of breakfast meetings and visits to the workplace
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United Kingdom – Summary of Education & Training Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes Mix of on and off the ob training
Other Yes Yes Yes • National Vocational Qualifications are the modern way of providing practical, vocational training focussed on satisfying business needs
• Public and private training providers offering programs from short courses through trades to higher level
• Investors in People program centres on training and development to achieve real business outcomes
• Courses also cover up skilling
Management Yes – Loughborough university offers the Professional Certificate in Print ManagementOther educational institutions offer degree and higher programs in printing with many offering graphic design
Short courses Yes Yes Yes One to four days courses
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United States – Summary of Education & Training Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships No No No Use the term apprenticeship in more general terms for a workplace mentoring relationship
Other Yes -Courses covering pre press and multimedia
Yes -Press room simulators covering sheet-fed and web applications on CD-ROMs distributed widely for training purposes
Yes • Competency of trainees evaluated by tests rather the existence of proper competency standards which detail expected levels of performance
• Well accepted by the industry
• Industry bodies/ associations supply good quality training resources
Management Yes – dozens of higher education institutions offering industry specific qualifications ranging from graphic design and multi-media to print management, and electronic imaging and printing
Short courses Yes Yes Yes Courses range from two to five days
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Netherlands – Summary of Education & Training Provided
Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes • Middle technical school for four years following Lover Technical School (13 – 17years of age)
• Incorporates about six months practical training in a production company. Program covers both technical and administrative directions
Other
Management One university offers a graphic arts program. Focus is on business administration and general management skills with some link to graphics processes.
Short courses
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Pre-press Press Post-press Management General comments
Formal VET Apprenticeships Yes Yes Yes • Apprenticeships and part time education in vocational schools
• Education system provides education and training for the printing and graphic arts from lower secondary school to post graduate degrees.
• Students choose a career path and progress from one level to the next
Other A number of tertiary institutions prepare students for work in particular professions via courses of study lasting three years with a view toward applying what they have learned in a work setting. Courses cover every aspect of the printing industry
Management Printing management courses are offered by tertiary institutions
Short courses
Germany – Summary of Education & Training Provided
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Heidelberg Print Media Academics
The Print Media Academy in Heidelberg is the centre of a Global network. There are academies in Atlanta, United States; Sydney, Australia; Kuala Lumpur, Malaysia; Sao Paulo, Brazil; Cairo, Egypt; Shenzhen, Republic of China and Moscow, Russia
The Print Media Academy offers product training, seminars and workshops covering issues such as emerging technologies and managerial strategy, and offer a week long course covering technology and management trends in the print media industry
The courses offered by the network of academies vary from region to region taking into consideration regional differences and learning needs and priorities
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Key Observation and Learnings from Overseas Education & Training Arrangements
The emphasis of both education and training is on the practical aspects and less on theoretical considerations
The training is structured in such a way that it mostly takes place in the workplace
Off the job training is limited and confined to between two to five days
Training and education systems are responsive reflecting the current and evolving needs of the industry
Widespread industry input towards the development of the curriculum
Courses such as digital printing and multi-media are being offered to reflect changing industry skill requirements
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Key Observation and Learnings from Overseas Education & Training Arrangements
Training simulators are used to replicate pressroom conditions. They are a practical and inexpensive form of training people in sheet fed and web fed processes. They also help overcome the need for educational institutions to invest in new technology and keep up with changes in technology which for most has proven to be costly
Management area growing in importance and priority and is seen as being a key prerequisite in preparing the industry leaders of the future
The new thinking is that education and training should be considered to be an ongoing thing
Training emphasis seems to be on equipping people with appropriate skills that are required by industry. Upskilling and re-skilling of existing workforce are viewed as priority areas
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Key Observation and Learnings from Overseas Education & Training Arrangements
It is increasingly being acknowledged that vocational education and training should not be the exclusive domains of public educations providers and that private sector education providers also have an important role to play in delivering programs
To attract new people to the industry the common approaches adopted by industry counterparts overseas include the production and distribution to schools of short educational videos about careers and career paths in the industry
Career teachers get also invited to attend industry workshops and briefing sessions to familiarise themselves with the industry and its changing dynamics. Career teachers are also taken to workplaces to observe the application of the latest technology and processes
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Appendix A4
Listing of Registered Training Providers for the Printing and Graphic Arts
Training Package (consistent with the National Training Information Service)
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Listing of Registered Training Providers for the Printing and Graphic Arts Training Package
Continued…
Registering State/Territory Organisation Name Delivers In National
CodeACT Australian Army (Paddington, NSW) ACT, NSW, NT, QLD, SA, TAS, VIC, WA 0050ACT Australian Labour Market Services Pty Ltd (Amaroo, ACT) ACT, NSW, NT, QLD, SA, TAS,VIC 6617ACT Canberra Institute of Technology (Canberra, ACT) ACT 0101NSW The Computer Graphics College (East Sydney, NSW) NSW, VIC 3997NSW TAFE NSW - Hunter Institute (Tighes Hill, NSW) NSW 90002NSW TAFE NSW - New England Institute (Tamworth, NSW) NSW 90001NSW TAFE NSW - North Coast Institute (Port Macquarie, NSW) NSW 90010NSW TAFE NSW - Riverina Institute (Wagga Wagga, NSW) NSW 90005NSW TAFE NSW - South Western Sydney Institute (Granville, NSW) NSW 90008NSW TAFE NSW - Sydney Institute (Ultimo, NSW) NSW 90003NSW TAFE NSW - Western Institute (Orange, NSW) NSW 90009NSW TAFE NSW - Western Sydney Institute (Kingswood, NSW) NSW 90000NSW 313 Entertainment Media & Arts Development Centre (Wollongong, NSW) NSW 90308NSW 2 minor providers delivering competencies onlyNT Charles Darwin University (Casuarina, NT) NT 0373
QLD Manufacturing Industry Skills Training and Assessment Services (Brisbane, QLD) QLD 30941
QLD Axiom College Pty Ltd, Computer Learning Centre (Milton, QLD) QLD 1816QLD Southbank Institute of TAFE (South Brisbane, QLD) QLD 0275QLD Intech Australia Pty Ltd (Boondall, QLD) QLD 2881
QLD Martin College Pty Ltd, Embassy CES Language Training Pty Ltd, Taylors College (Brisbane, QLD) NSW, QLD, WA 5806
QLD 117 minor providers delivering competencies only
(Source: National Training Information System – www.ntis.gov.au)
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Listing of Registered Training Providers for the Printing and Graphic Arts Training Package
Registering State/Territory Organisation Name Delivers In National
CodeSA Humanagement/Print Training Australia/Humanagers (Unley, SA) ACT, NSW, QLD, SA,VIC 40122SA Interact Training (Adelaide, SA) SA 6174
TAS Elizabeth College (Hobart, TAS) TAS 0521TAS Institute of TAFE Tasmania (Hobart, TAS) TAS 4819TAS 3 minor providers delivering competencies onlyVIC East Gippsland Institute of TAFE (Bairnsdale, VIC) VIC 3070VIC Gordon Institute of TAFE (Geelong, VIC) VIC 3044VIC Goulburn Ovens Institute of TAFE (Shepparton, VIC) VIC 3094VIC The Computer Graphics School (Melbourne, VIC) VIC 20814VIC Holmesglen Institute of TAFE (Holmesglen, VIC) VIC 0416VIC Impact Creativity Centre (Glenforbes, VIC) VIC 20650
VIC Royal Melbourne Institute of Technology (RMIT) (TAFE Division) (Melbourne, VIC) VIC 3046
VIC South West Institute of TAFE (Warrnambool, VIC) VIC 3120VIC Sunraysia Institute of TAFE (Mildura, VIC) VIC 4693VIC 3 minor providers delivering competencies onlyWA Alexander Education Group (Perth, WA) WA 0057WA Central TAFE (Leederville, WA) WA 1988
WA Curtin University - Vocational Training and Education Centre (Kalgoorlie, WA) WA 2465
WA Industry Pty Ltd (Midland, WA) WA 50694WA Swan TAFE (Bentley, WA) WA 1979
WA Thornlie Senior High School (Department of Education and Training) (Thornlie, NSW) WA 50555
WA 8 minor providers delivering competencies only(Source: National Training Information System – www.ntis.gov.au)
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Appendix A5
Input/ Output Trade Employment Needs Analysis
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Input/ Output Model – Most Likely
Printing Machinists & Small Offset Printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 10,278 10,135 9,998 9,866 9,739 9,618 9,310 9,016 8,735 8,466 8,211 7,967 7,734 7,513 Growth in tradespeople % pa -0.98% -1.39% -1.35% -1.32% -1.28% -1.24% -3.20% -3.16% -3.12% -3.07% -3.02% -2.97% -2.92% -2.86%
No. pa -143 -137 -132 -127 -121 -308 -294 -281 -268 -256 -244 -233 -221 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 385 380 375 370 365 361 349 338 328 317 308 299 290 Replacements required No. pa 243 243 243 243 244 52 55 57 59 62 64 66 69Apprentice intake 4 yrs prior No. 384 369 356 329 382 356 356 356 356 356 356 356 356 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 249 239 231 213 248 231 231 231 231 231 231 231 231 Shortfall No. -6 3 12 30 -4 -178 -176 -174 -171 -169 -167 -165 -162 Cumulative shortfall No. -6 -3 9 39 35 -143 -319 -493 -665 -834 -1001 -1165 -1327
Printing Machinists (excludes small offset printers)ye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 9,230 9,045 8,864 8,687 8,513 8,343 8,009 7,689 7,381 7,086 6,803 6,531 6,269 6,019 Growth in tradespeople % pa -1.61% -2.00% -2.00% -2.00% -2.00% -2.00% -4.00% -4.00% -4.00% -4.00% -4.00% -4.00% -4.00% -4.00%
No. pa -185 -181 -177 -174 -170 -334 -320 -308 -295 -283 -272 -261 -251 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 346 339 332 326 319 313 300 288 277 266 255 245 235 Replacements required No. pa 162 158 155 152 149 -21 -20 -19 -18 -18 -17 -16 -16 Apprentice intake 4 yrs prior No. 382 367 354 327 380 354 354 354 354 354 354 354 354 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 248 239 230 213 247 230 230 230 230 230 230 230 230 Shortfall No. -87 -80 -75 -61 -98 -251 -250 -249 -248 -248 -247 -246 -246 Cumulative shortfall No. -87 -167 -242 -303 -401 -651 -901 -1150 -1399 -1646 -1893 -2139 -2385
Small offset printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 1,048 1,090 1,134 1,179 1,226 1,275 1,301 1,327 1,353 1,380 1,408 1,436 1,465 1,494 Growth in tradespeople % pa 6.19% 4.00% 4.00% 4.00% 4.00% 4.00% 2.00% 2.00% 2.00% 2.00% 2.00% 2.00% 2.00% 2.00%
No. pa 42 44 45 47 49 26 26 27 27 28 28 29 29 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 39 41 43 44 46 48 49 50 51 52 53 54 55 Replacements required No. pa 81 84 88 91 95 73 75 76 78 79 81 83 84Apprentice intake 4 yrs prior No. 3 3 3 3 3 3 3 3 3 3 3 3 3 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 2 2 2 2 2 2 2 2 2 2 2 2 2 Shortfall No. 79 83 86 89 93 71 73 74 76 77 79 81 82Cumulative shortfall No. 79 162 248 337 430 502 574 649 725 802 881 962 1044
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Input/ Output Model – Optimistic
Printing Machinists & Small Offset Printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 10,278 10,330 10,385 10,443 10,504 10,567 10,436 10,311 10,192 10,078 9,970 9,869 9,773 9,683 Growth in tradespeople % pa -0.98% 0.51% 0.53% 0.56% 0.58% 0.61% -1.24% -1.20% -1.16% -1.11% -1.07% -1.02% -0.97% -0.92%
No. pa 52 55 58 61 64 -131 -125 -119 -114 -108 -102 -96 -90 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 385 387 389 392 394 396 391 387 382 378 374 370 366 Replacements required No. pa 438 442 447 452 458 265 266 267 269 270 272 274 277Apprentice intake 4 yrs prior No. 384 369 356 329 382 356 356 356 356 356 356 356 356 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 249 239 231 213 248 231 231 231 231 231 231 231 231 Shortfall No. 189 203 216 239 210 34 35 36 38 39 41 43 46Cumulative shortfall No. 189 392 608 847 1056 1091 1126 1163 1200 1240 1281 1325 1370
Printing Machinists (excludes small offset printers)ye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 9,230 9,230 9,230 9,230 9,230 9,230 9,045 8,864 8,687 8,513 8,343 8,176 8,013 7,852 Growth in tradespeople % pa -1.61% 0.00% 0.00% 0.00% 0.00% 0.00% -2.00% -2.00% -2.00% -2.00% -2.00% -2.00% -2.00% -2.00%
No. pa 0 0 0 0 0 -185 -181 -177 -174 -170 -167 -164 -160 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 346 346 346 346 346 346 339 332 326 319 313 307 300 Replacements required No. pa 346 346 346 346 346 162 158 155 152 149 146 143 140Apprentice intake 4 yrs prior No. 382 367 354 327 380 354 354 354 354 354 354 354 354 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 248 239 230 213 247 230 230 230 230 230 230 230 230 Shortfall No. 98 108 116 134 99 -68 -72 -75 -78 -81 -84 -87 -90 Cumulative shortfall No. 98 205 321 455 554 486 414 339 262 181 97 10 -80
Small offset printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 1,048 1,100 1,155 1,213 1,274 1,338 1,391 1,447 1,505 1,565 1,627 1,693 1,760 1,831 Growth in tradespeople % pa 6.19% 5.00% 5.00% 5.00% 5.00% 5.00% 4.00% 4.00% 4.00% 4.00% 4.00% 4.00% 4.00% 4.00%
No. pa 52 55 58 61 64 54 56 58 60 63 65 68 70 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 39 41 43 45 48 50 52 54 56 59 61 63 66 Replacements required No. pa 92 96 101 106 111 104 108 112 117 121 126 131 136Apprentice intake 4 yrs prior No. 3 3 3 3 3 3 3 3 3 3 3 3 3 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 2 2 2 2 2 2 2 2 2 2 2 2 2 Shortfall No. 90 94 99 104 110 102 106 110 115 119 124 129 134Cumulative shortfall No. 90 184 283 387 497 599 705 815 929 1049 1173 1302 1437
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Input/ Output Model – Pessimistic
Printing Machinists & Small Offset Printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 10,278 10,022 9,775 9,536 9,306 9,083 8,608 8,161 7,740 7,345 6,974 6,625 6,297 5,989 Growth in tradespeople % pa -0.98% -2.49% -2.47% -2.44% -2.42% -2.39% -5.24% -5.19% -5.15% -5.10% -5.05% -5.00% -4.95% -4.90%
No. pa -256 -247 -239 -230 -222 -476 -447 -420 -395 -371 -349 -328 -308 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 385 376 367 358 349 341 323 306 290 275 262 248 236 Replacements required No. pa 129 129 128 127 127 -135 -124 -114 -105 -96 -87 -80 -72 Apprentice intake 4 yrs prior No. 384 369 356 329 382 356 356 356 356 356 356 356 356 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 249 239 231 213 248 231 231 231 231 231 231 231 231 Shortfall No. -120 -111 -103 -86 -121 -366 -355 -345 -336 -327 -318 -310 -303 Cumulative shortfall No. -120 -231 -334 -420 -541 -907 -1262 -1607 -1943 -2269 -2588 -2898 -3201
Printing Machinists (excludes small offset printers)ye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 9,230 8,953 8,684 8,424 8,171 7,926 7,450 7,003 6,583 6,188 5,817 5,468 5,140 4,831 Growth in tradespeople % pa -1.61% -3.00% -3.00% -3.00% -3.00% -3.00% -6.00% -6.00% -6.00% -6.00% -6.00% -6.00% -6.00% -6.00%
No. pa -277 -269 -261 -253 -245 -476 -447 -420 -395 -371 -349 -328 -308 Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 346 336 326 316 306 297 279 263 247 232 218 205 193 Replacements required No. pa 69 67 65 63 61 -178 -168 -158 -148 -139 -131 -123 -116 Apprentice intake 4 yrs prior No. 382 367 354 327 380 354 354 354 354 354 354 354 354 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 248 239 230 213 247 230 230 230 230 230 230 230 230 Shortfall No. -179 -171 -165 -149 -186 -408 -398 -387 -378 -369 -361 -353 -346 Cumulative shortfall No. -179 -350 -515 -665 -851 -1259 -1656 -2044 -2422 -2791 -3152 -3505 -3850
Small offset printersye June 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Tradespeople No. 1,048 1,069 1,090 1,112 1,134 1,157 1,157 1,157 1,157 1,157 1,157 1,157 1,157 1,157 Growth in tradespeople % pa 6.19% 2.00% 2.00% 2.00% 2.00% 2.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
No. pa 21 21 22 22 23 - - - - - - - - Attrition from trade % pa 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75% 3.75%
No. pa 39 40 41 42 43 43 43 43 43 43 43 43 43 Replacements required No. pa 60 61 63 64 65 43 43 43 43 43 43 43 43Apprentice intake 4 yrs prior No. 3 3 3 3 3 3 3 3 3 3 3 3 3 Apprentice Attrition % over 4 yrs 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35% 35%Replacements available No. 2 2 2 2 2 2 2 2 2 2 2 2 2 Shortfall No. 58 60 61 62 63 41 41 41 41 41 41 41 41Cumulative shortfall No. 58 118 179 241 304 345 387 428 470 511 553 594 635
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Age Profile Model
Age Profile Model - Printing Machinists
Input Data: Present Age Profile of Printing Machinists & Small Offset Printers (Ref: NPITC VET Plan 2002-05 pg49)
Age Groups Age ProfileProfile Exc. Apprentices
2001 200115-19 2.7% Assumed to be apprenticces20-24 8.5% Assumed to be apprenticces25-29 14.5% 16.3%30-34 18.5% 20.8%35-39 14.5% 16.3%40-44 10.0% 11.3%45-49 4.7% 5.3%50-54 12.1% 13.6%55-59 7.8% 8.8%60-64 4.7% 5.3%65-69 2.0% 2.3%Total 100.0% 100.0%Average Age 39 41
Assumptions: this age profile applies to Printing Machinists Age Groups 15-24 are apprentices
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Age Profile Model
Printing Machinists - Age Distribution & Average Age
ProfileAge 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 201325-29 16.3% 14.9% 13.8% 12.8% 12.0% 11.4% 9.3% 7.5% 6.0% 4.8% 3.8% 2.9% 2.2%30-34 20.8% 20.1% 19.2% 18.2% 17.2% 16.3% 15.7% 14.7% 13.5% 12.3% 10.9% 9.6% 8.4%35-39 16.3% 17.3% 18.0% 18.3% 18.4% 18.3% 18.4% 18.3% 18.0% 17.6% 16.9% 16.1% 15.1%40-44 11.3% 12.3% 13.3% 14.3% 15.1% 15.9% 16.8% 17.5% 18.1% 18.6% 18.9% 19.0% 18.9%45-49 5.3% 6.4% 7.4% 8.5% 9.6% 10.7% 11.9% 13.2% 14.3% 15.4% 16.5% 17.4% 18.2%50-54 13.6% 11.9% 10.8% 10.1% 9.7% 9.6% 10.0% 10.5% 11.2% 12.1% 13.0% 14.0% 15.0%55-59 8.8% 9.4% 9.6% 9.5% 9.3% 9.0% 9.0% 9.0% 9.2% 9.5% 9.9% 10.5% 11.2%60-64 5.3% 5.5% 5.8% 6.1% 6.3% 6.5% 6.6% 6.8% 6.9% 7.1% 7.3% 7.7% 8.1%65-69 2.3% 2.1% 2.1% 2.1% 2.2% 2.3% 2.4% 2.5% 2.6% 2.7% 2.8% 2.9% 3.0%Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%Average Age 41 41 42 42 42 42 43 44 44 45 45 46 47
NumbersAge 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 201325-29 1,507 1,349 1,219 1,113 1,025 952 744 578 446 341 258 192 139 30-34 1,923 1,817 1,700 1,582 1,466 1,357 1,254 1,130 999 869 744 629 524 35-39 1,507 1,567 1,594 1,594 1,570 1,528 1,471 1,406 1,331 1,245 1,151 1,051 949 40-44 1,039 1,110 1,179 1,240 1,289 1,324 1,342 1,347 1,338 1,317 1,284 1,239 1,184 45-49 489 576 660 741 819 892 956 1,012 1,058 1,095 1,120 1,135 1,138 50-54 1,258 1,081 957 876 827 804 799 809 829 856 884 913 940 55-59 811 854 852 826 790 754 718 692 676 671 674 685 702 60-64 489 501 518 531 539 540 531 521 511 504 500 500 505 65-59 208 191 185 185 189 192 194 194 192 190 188 187 187 Total 9,230 9,045 8,864 8,687 8,513 8,343 8,009 7,689 7,381 7,086 6,803 6,531 6,269 Reduction in pr mach 185 181 177 174 170 334 320 308 295 283 272 261
Normal Attrition 346 339 332 326 319 313 300 288 277 266 255 245Exits 346 339 332 326 319 334 320 308 295 283 272 261 Retirement 208 204 199 195 192 200 192 185 177 170 163 157 Other 138 136 133 130 128 133 128 123 118 113 109 104
Entries 162 158 155 152 149 - - - - - - -
Assumptions 60% of exits evenly from age groups 25 - 54 Equal % from each group40% of exits by retirement from age groups 55-69 50% of 65-69 + equal quantity from 55-59 and 60-65
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Age Profile Chart
Printing Machinists - Age Profile
13.8%
19.2%18.0%
13.3%
7.4%
10.8%
9.6%
5.8%
2.1%2.2%
8.4%
15.1%
18.9%18.2%
15.0%
11.2%
8.1%
3.0%
0%
5%
10%
15%
20%
25%
25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69Age Group
% o
f Tra
de
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