According to their job descriptions, lecturing staff are training facilitators - that is exactly their role and most perform it well given their lack of professional training. A Certificate IV in Training and Assessment is more than often awarded over the course of a weekend and does not constitute a professional qualification in any way shape or form.
Advanced Skills Lecturers are tertiary qualified academic leaders supporting rank and file lecturers; they undertake standard full-time facilitation roles as well as part-time academic leadership duties - a dual role.
Likewise, Principal Lecturers advise full-time lecturers on academic matters undertaking part-time curriculum development and part-time training delivery. The Head of Programs is a part-time academic role and part-time administrative role managing enrollments, student issues and timetabling.
A Head of Programs requires no academic qualifications and is essentially a supporting role as they hold no decision making capabilities whatsoever.
The Advanced Skills Lecturer, Head of Programs and Principal Lecturer are academic roles with both the Head of Programs and Principal Lecturer requiring reduced teaching times to perform their role, the Advanced Skills Lecturer is a full-time teaching role with extra duties attached.
All three positions require written applications meeting selection criteria adjudicated by an independent selection panel, should the applicant be successful in the written application process, they are invited to a face-to-face panel interview where they are required to perform a project to prove their suitability.
Naturally, should the selection panel not perform its role correctly, the process may be questioned and formal grievances lodged.
The pseudo promotion of people willing to perform these roles under the guise of mates promotions when selected staff fail to perform the roles what they are paid to do. This is an internal process that reaches far outside the formal structures in place - this is a stunning example of state government nepotism and wastage.
Furthermore, as these roles already have reduced teaching hours to perform the job, what are the incumbents doing? The unlikely scenario of the Head of Programs not performing any teaching duties now exists where they hand their timetabling duties off to lecturing staff.
These staff have been selected by virtue of friendship instead of competency who are supposed to be undertaking full-time teaching loads must stop. Naturally, they then receive reduced teaching loads to perform the duties essentially double dipping.
This all sounds good in a perfect academic world and is enshrined in formal job descriptions. At a strategic portfolio level this structure falls apart due to poor management practices that sees nobody performing their role as per their job description - this is where the nepotism creeps in.
Although a defined job structure is in place, many unscrupulous team leaders create special roles for the favoured few bypassing independent selection processes.
What really happens in an environment swimming with nepotism and dysfunction; the art of delegation sees everybody handing their paid role off to the next poor sap in the hope that someday they might get paid for their work so they can hand it off to the next unsuspecting fool.
In comparison, universities and private tertiary colleges employ instructional designers to develop in-house cutting edge learning materials. They fully understand their competitive advantage relies on top quality delivery via a variety of methodologies supported by top notch resource materials.
The pseudo promotion of people willing to perform these roles under the guise of mates promotions when selected staff fail to perform the roles what they are paid to do. This is an internal process that reaches far outside the formal structures in place - this is a stunning example of state government nepotism and wastage.
Furthermore, as these roles already have reduced teaching hours to perform the job, what are the incumbents doing? The unlikely scenario of the Head of Programs not performing any teaching duties now exists where they hand their timetabling duties off to lecturing staff.
These staff have been selected by virtue of friendship instead of competency who are supposed to be undertaking full-time teaching loads must stop. Naturally, they then receive reduced teaching loads to perform the duties essentially double dipping.
This all sounds good in a perfect academic world and is enshrined in formal job descriptions. At a strategic portfolio level this structure falls apart due to poor management practices that sees nobody performing their role as per their job description - this is where the nepotism creeps in.
Although a defined job structure is in place, many unscrupulous team leaders create special roles for the favoured few bypassing independent selection processes.
What really happens in an environment swimming with nepotism and dysfunction; the art of delegation sees everybody handing their paid role off to the next poor sap in the hope that someday they might get paid for their work so they can hand it off to the next unsuspecting fool.
In comparison, universities and private tertiary colleges employ instructional designers to develop in-house cutting edge learning materials. They fully understand their competitive advantage relies on top quality delivery via a variety of methodologies supported by top notch resource materials.
Naturally they invest in learning management systems and charge a premium for quality tuition. Universities and private tertiary colleges fully understand the ramifications of strategic planning and management and the need for differentiation in a highly competitive and increasingly global educational market.
In a contrasting style, the ramshackle approach of state government colleges sees untrained facilitators throw together a course that has not been professionally designed packed with resources littered with inaccuracies not tied to individual learning styles, adult learning strategies and are unfortunately of marginal educational value.
In a contrasting style, the ramshackle approach of state government colleges sees untrained facilitators throw together a course that has not been professionally designed packed with resources littered with inaccuracies not tied to individual learning styles, adult learning strategies and are unfortunately of marginal educational value.
This is due to no one performing their roles as set out in formal processes agreed under formal enterprise bargaining agreements lodged with the industrial relations commission.
The assessments are now so dumbed down and not aligned to course outcomes that are thrown together by people who are neither trained or experienced in such professional skills. They do not hold any academic value whatsoever - this is such a tragedy for the students and the industries they serve.
The assessments are now so dumbed down and not aligned to course outcomes that are thrown together by people who are neither trained or experienced in such professional skills. They do not hold any academic value whatsoever - this is such a tragedy for the students and the industries they serve.
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