Development Programs
Apprentice/Trainee Program
Regular consultation with the identified Registered Training Organisation [RTO] ensures comprehensive provision of training and development for the Apprentice/Trainee. This includes the provision of I.T. related or online training when the need requires it.
The Mead Con Management Team considers it vital to ensure that we produce a well-rounded individual at the conclusion of an Apprentice or Trainee’s Development. Consequently, we liaise regularly with RTO representatives and our Management and Supervisory staff to ensure that the correlation between On-the-Job and Off-the-Job training meets the needs of the Apprentice/Trainee and the business.
Testament
to this is our willingness to embrace the transfer from the previous
block-oriented training of apprentices through a multi-modal development
framework, including Off-the-Job, On-the-Job training together with
Assessment through Supervisor/Manager testimonials and On-the-Job
Assessment. We support the utilisation of the current practice of
Apprentice Log Book completion, Supervisor/Manager testimonial and
On-the-job assessment to gather evidence to support claims of
competence.
In addition to the above, all our Apprentices finish their Apprenticeship with additional qualifications or licences. Such as: Elevated Work Platform; Dogging and Rigging; Scaffolding to Advanced Level; Forklift; Asbestos Removal; and Working at Heights. Commencement of these qualifications/licenses occurs during the 3rd year of apprenticeship.
For
many young people, applying for, and working through traineeships and
Apprenticeships may be a daunting and overwhelming process, so we strive
to provide a reliable and supportive network in the workplace that they
can trust and rely on. Since January 2019, Mead Con has employed 4
female apprentices, two of whom are now retained tradespersons, and one
of whom is now part of the Leadership Program.
We have also identified through our Talent/HiPo Management process that certain Apprentices would gain from even further training in areas such as Design Drafting. Others are identified as having Leadership potential and subsequently scheduled to undertake our Mead Con Leadership Program, which is aligned to Cert IV Leadership & Management].
Apprentice Buddy Program
Each new apprentice is appointed a Buddy [usually a 3rd or 4th year apprentice] who is assigned to the same site as the apprentice for the first few weeks after commencement. The Buddy is tasked with introducing the apprentice to site workers and acquainting them with Mead Con processes, protocols and systems. This provides valuable on-the-ground orientation into what can be a daunting, unfamiliar workspace.
Mentor Program
Two Apprentice Mentors [usually fourth year apprentices] are appointed at the beginning of each year to provide a support network for all apprentices. Mentors play a vital role in the development of our apprentices, providing guidance and advice throughout the apprentice’s critical development phases. Careful consideration is given to the selection of Mentors to ensure the effectiveness the process, which is monitored by the HR Manager who supports both Mentors and apprentices.
Additional mentoring is assigned when required, each relationship designed to suit the needs of the mentee. An example of the Mentor Program successfully in action is the alignment of our Senior Project Manager/Estimator together with our Managing Director, who both acted as a mentor to a Trainee Estimator/Project Manager who has now become Mead Con's General Manager - Construction.
Personal Development Program
Health and wellbeing has always been a major focus and we have implemented many policies, systems and programs to facilitate the continued health and wellbeing of our people. Such as Fit for Work [that includes AOD protocols], Human Rights [that includes Anti-Discrimination & Harassment]; Employee Assistance Program, whole workforce workshops [such as Stay Chatty]. This program specifically targets Apprentices and Trainees to ensure their continual development through attainment of certain life skills and includes such topics as:
- Fitness for Work
- Drug and Alcohol Abuse
- Decision Making
- Negotiation Skills
- Budgeting
- Work/Leisure Balance
- Career Life Planning
Currently, Management works with Supervisors to identify if a need in a specific area is required. Should an Apprentice require assistance, an external provider is engaged to provide the training, counseling or development. Alternatively, if a group has been targeted for development they may receive training through the Workplace Coaching program.
Succession Planning
A regular agenda item during our scheduled Strategic Planning process, our Succession Plan objectives are continually analysed and updated.
Regular two-way communication occurs during year-round feedback discussions and annual performance evaluations where employees are encouraged to submit their career aspirations within the organisation. Managers foster an open-door policy and actively encourage open and transparent dialogue.
These goals are discussed and actions identified by Management. All outcomes are communicated to employees. Development Plans are modified if required.
Talent/HiPo Management
The development of High Potential [HiPo] employees, who through their performance, are identified as having potential for advancement is managed through our Strategic Planning Process and regular discussions with all stakeholders. Development Plans are modified and agreement gained from both parties.
External providers, such as TasTafe representatives are consulted in regard to future development of our HiPos. When requested, TasTafe provide testimonials for award submissions. By developing our talented employees, we ensure sustainability of our workforce, our business and the industry.
Leadership Program
The Mead Con Leadership Program is an integral component of the PDP and is structured around the developmental needs of those personnel who either already operate within a leadership role or are identified as possessing leadership potential for the future.
In 2006, a group of six Supervisors were identified as candidates to undertake Certificate IV in Business [Leadership Management]. Mead Con’s HR Manager, also a TasTafe Facilitator and qualified Workplace Trainer and Assessor, facilitated the training and assessment as TasTafe’s representative. Feedback and experiences gained prior to, during and post training influenced Mead Con Management’s decision to take the innovative step of developing a Program that specifically addressed the needs of both Mead Con Management and Supervisors while maintaining the alignment to the Leadership Management Certificate, against which participants could be assessed should they desire to acquire the Certificate.
The vision for the Leadership Program was to create a forum where all Mead Con personnel, within a leadership role, including potential leaders, would be empowered via the skills and knowledge gained to operate effectively not only within their roles but also on behalf of Management when required. The HR Manager was again appointed to develop the program and facilitate the training workshops.
The end result was a Leadership Program facilitated over 18-24 months, comprising six levels, each aligned to levels within the Mead Con Wage Structure. If they desired it, participants undertaking Levels 6 – 3 inclusive, could apply for assessment against Cert IV in Business [Leadership Management]. Additionally, opportunities for assessment against specific units within Cert IV in Training and Assessment, Certs IV and V within the Human Resources and Business Management qualifications, as well as Cert V in Leadership Management.
Delivery methods comprise a combination of:
- facilitator presentation coupled with group discussion
- individual exercises
- group discussions/exercises
- practical activities [both indoor and outdoor].
Action Learning opportunities are identified pre-, during and post training, ensuring that participants are able to apply skills and knowledge learned to real situations within their workplace, further consolidating their learning. Participants are encouraged to identify problems, tasks and situations specific to their own situations. Time is allowed where methods and strategies learned may be practiced under the guidance of the facilitator both within the workshop and in their own working environments into the future. They are encouraged to seek advice and guidance from the facilitator and their Department Managers and Supervisors to assist in this process.
The Management team is committed to providing this assistance as well as allowing for time spent on post workshop learning. These combined approaches ensure that:
- individual learning styles are taken into account
- individuals’ LLN [Language, Literacy and Numeracy] levels are accommodated
- participants are focused and engaged through the use of appropriate learning techniques
- participants recognise the relevance of the training and are able to apply it immediately
- the facilitator is able to assess progress and modify future training session plans as needed.
Throughout all processes, we consider participants’ learning styles; age; level of experience, and LLN requirements when determining the most appropriate training. Learning styles are particularly important when delivering training to larger groups.
We are currently running our third Leadership Program to 8 current and emerging leaders in our business.
Workplace Coaching
Training can only be effective if an individual is able to apply it in the workplace. Often, post training opportunities for meaningful application occur infrequently. Therefore, development of the Workplace Coaching program has occurred to complement external training, and provide a forum for initial and continued company-specific training.
Employees maintain their skills levels and knowledge of company requirements, conditions and methods. The program is entirely vocational, with our own experts facilitating the coaching of over fifty identified topics. All personnel within a Leadership role beyond a specific level within the Wage Structure are required to participate as coaches. However, other identified experts also perform coaching tasks.
No employees, including Management, are exempt from participation within the Program. All coaches receive training in Coaching/Mentoring, Competency Based Training and Evidence Based Assessment from the HR Manager. This includes the development of Training Session Plans and Assessment Tools where applicable, allowing coaches to report specific or additional training requirements to the Training Coordinator. They will receive refresher training to maintain/update their skills through the Workplace Coaching program.
Where possible, topics are aligned to Nationally Accredited Units of Competence components [Performance Criteria, Underpinning Skills and Knowledge and employability skills levels] to ensure relevance of training and the possibility of future assessment for formal competency. Each topic has a Session Plan and Resource Kit, which is retained at the Depot for easy access. The session plans and kits are created by the workplace coaches in collaboration with each other and under the guidance of the HR Manager.
The program was devised so Workplace Coaches could use each other’s training plans and resources [if similarly skilled] thus alleviating availability issues. Primarily designed to be implemented on wet and low work days, other topics are scheduled regularly with varied frequency dependent on importance and priority. All employees are acquainted with the concept of the Workplace Coaching Programs objectives at induction and encouraged to submit suggestions on additional topics and improvements.
Monitoring and Reporting Processes
It is vital to ensure the effectiveness of training events so that we can continue to provide meaningful and relevant development for our employees. To assess that effectiveness, the Management Team continually monitors all aspects of the People Development Program through:
- Regular discussions with participants and other stakeholders such as Project Managers, Supervisors to determine relevance, timeliness, successful application etc.
- The use of evaluation forms to gain participant feedback.
- Post-project evaluation meetings.
- Analysis of training providers to ensure ROI, relevance of content to the business and individual requirements.
- Reporting and analysis to monthly Strategic Planning meetings.
- Regular discussion with RTO representatives gaining feedback on participant participation as well as giving return feedback following other monitoring processes.
- Producing reports regularly and on request.
Development Discussions
As well as discussing an employee’s progress against Key Performance Areas [behavioural] and attainment of pre-agreed objectives [task/workmanship], the third component of the development discussion process is agreement around development plans.
Formal development discussions are conducted annually, but our Development Management Process does not restrict developmental goals and discussions to the annual event but rather enforces a continual, progressive and consultative process where employees have significant input into their own development all year round. There is a strong focus on continued learning and development to give our people that optimal edge – comprising formal and informal discussions combined with internal and external training, with an emphasis on mutually beneficial and long-term growth.
There is a realised connection between effective training and the sustainability of our business. Consequently, our aim is to provide the most cost-effective, beneficial training through a combination of internal and external experiences and opportunities to all our employees enabling them to develop to their full potential.