“Training and Education Needs of the Printing Industry Now and Into the Future” Appendices

L:// IIGF Project/ 031216 IIGF E&T Needs Project

APIS Business Services

“Training and Education Needs of the Printing Industry Now and Into the Future”

Appendices

IIGF Printing Industry Association Project

Appendices



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



Appendix A1

Industry Stakeholder Interviews



Contents for Appendix A1

A1.1 Summary of Interview Numbers by Stakeholder Grouping

A1.2 Individual Interviews Documented in ‘Gap Analysis’ Format



Appendix A1.1

Summary of Interview Numbers by Stakeholder

Grouping



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



Appendix A1.2

Individual Interviews Documented in ‘Gap

Analysis’ Format



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)



Appendix A1.2.1

Printer Interviews (P)



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


• 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 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 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





• 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


• 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





• 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


• 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





• 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


• 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 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





• 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


• 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




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


• As for supervisors above plus • Financial appreciation for managers

• As for supervisors aboveManager• General reading


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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.


• 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.





• 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


• 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





• 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


• 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





• 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





• 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


• 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


• 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





• 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


• 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





• Education and training that also covers the important areas of colour, chemistry, the printing process and trouble shooting


• 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


• Education and training that also covers the important areas of colour, chemistry, the printing process and trouble shooting


• 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





• 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


• 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





• 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


• 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






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



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





• 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)





• 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


• 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





• 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


• 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





• 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


• 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





• 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





• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





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





• 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


• 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




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


• 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


• 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


• 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





• 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


• 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





• 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




• 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


• 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





• 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


• 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





• 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


• 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





• 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:


• 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:


• 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:


• 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



Appendix A1.2.2

Industry Expert Interviews (E)



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


• 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





• 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


• 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





• 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




• 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


• 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





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


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





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


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



TAFES [8]– Provide industry perspective– Differentiate delivery needs

between large and small employers

TAFES [8]• Method of recognition of prior learning



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







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


• 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



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


• 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


• 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




• 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




• 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


• 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





• 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


• 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




Appendix A1.2.3

Government/ Agencies Interviews (G)



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


• ITAB’s – Support to establish training




• Government– Increase in apprenticeship/

trainee numbers– Industry investment

• Training • Business growth

• Employers (printers)– Increased role



• Unions– To secure their membership

base


• 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





• 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


• 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





• ITAB’s– Support to establish training




• Government– Increase in apprenticeships/

trainee numbers

• Employers– Training that is cognisant of their

needs



• 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


• ITAB’s– Support to establish training




• Government– Increase in apprenticeships/

trainee numbers

• Employers– Training that is cognisant of their

needs



• 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





• 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


• 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





• 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


• 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


PrintersGovts

Unions



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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





Government/ Agencies Interview – G12 (continued)


• 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


• 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


Board members (x12)




• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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






• 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


• 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




Appendix A1.2.4

Training/ Education Providers Interviews (TP)



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


• 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


• 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


• 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


• Promotional program that demonstrates strong returns to supporting companies



• 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


• 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/ 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


• 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


* Compiled over two interviews




• 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




• 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




• 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


• 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





• 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


• 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





• 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


• 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





• 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


• 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





• 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




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


• 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





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


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







• 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


• 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






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






– 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


– 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






• 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


• 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





• 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



• 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


• 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



• 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







• 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


• 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




Appendix A1.2.5

Association Interviews (A)



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


• 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





• 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


• 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




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


• 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





• 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




• 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


• 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




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


• 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




Appendix A2

Key Industry Reports Learnings



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




Appendix A2.1

Print21 – Print Industries Action Agenda, March 2001



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



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




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




Appendix A2.2

Ad Rem Report – The Australian Book Industry,

Challenges and Opportunities, by Accenture, 2001



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



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




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




Appendix A2.3

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



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.




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




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




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




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.




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




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




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.




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




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




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.




Appendix A2.4

C-2-C Project – Book4, Developing Knowledge

Workers in the Printing and Publishing Industries



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



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




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.




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




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




Appendix A2.5

The WA Information, Electrotechnology and Utilities

Industry Training Council - Industry Training Plan 2002 -

2004



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



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”




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




Appendix A2.6

Review of the Printing and Graphic Arts Industry and

Training Provisions, Prepared by Callan Consulting Group, 28

October 2002



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



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



Appendix A2.7

Report for the PIAA on a Performance Benchmarking

Study, April 2003



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



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



Appendix A3

Overseas Training Review



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




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



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



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



Appendix A3.1

New Zealand Industry Education & Training



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.



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



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



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.



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



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.



Appendix A3.2

United Kingdom Industry Education & Training



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



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



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



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



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.



Appendix A3.3

United States Industry Education & Training



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



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



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



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



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



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



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



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



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.



Appendix A3.4

Summaries of Education & Training Provided



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



United Kingdom – Summary of Education & Training Provided


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



United States – Summary of Education & Training Provided


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



Netherlands – Summary of Education & Training Provided


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




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



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



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




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




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



Appendix A4

Listing of Registered Training Providers for the Printing and Graphic Arts

Training Package (consistent with the National Training Information Service)



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)



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)



Appendix A5

Input/ Output Trade Employment Needs Analysis



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



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



Input/ Output Model – Optimistic


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%



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



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%




Input/ Output Model – Pessimistic











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%




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



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



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

20032013

“Training and Education Needs of the Printing Industry Now and Into the Future” Appendices

Documents

Transcript of “Training and Education Needs of the Printing Industry Now and Into the Future” Appendices