The Vocational Apprenticeship Training Model (2008)

The Vocational Apprenticeship Training Model (2008) seeks to utilise behavioural learning processes built on the research foundations of BF Skinner (1958) blended with cognitive influences espoused by Gagné (1975). Mastery learning processes utilising the research of Bloom (1968) formed the basis of the initial model with further refinements to improve instructional outcomes.

Noe (2008) describes learning as a relatively permanent change in capabilities not resulting from growth processes. Furthermore, Mager weighs in with preparing learning objectives for criterion referenced instruction (1997) further supporting the value of instructional objectives as the foundation of instructional design.

The required outcome is to develop diagnostic and trouble-shooting techniques in engineering apprentices to utilise diagnostic abilities in the workplace. The humanistic approach to learning is generally not undertaken at the apprenticeship level; alternately, it is usually reserved for post-trade training utilising on-the-job learning methodologies. Tovey and Lawler (2008) suggest the humanist approach is suited for highly engaged learners and generally not suited for apprentice training.

Problem based learning (PBL) supplements the cognitive learning process aiding diagnosis and trouble-shooting techniques for third and fourth year apprentices and is not utilised for first year apprentices as they hold insufficient workplace experience and workplace knowledge. As the training progresses, the behavioural approach reduces and cognitive approaches are more prevalent and utilised with greater effect. PBL is a student-centred andragogical strategy where trainees undertake a project learning the content through the facilitated experience of solving an open-ended problem.

The Vocational Apprenticeship Training Model (2008) has been revised (2016) to reflect the complex training environment undertaken in modern engineering workplaces with a distinct targeted approach to heavy duty diesel and plant mechanics. A greater emphasis has been placed on mastery learning techniques ensuring immediate performance feedback during the formative assessment stage allowing greater opportunities to achieve mastery learning during the learning intervention and relying less on the summative assessment method.

An engineering apprentice indentured to an employer in Western Australia engages in an on-the-job training contract between the apprentice, the host employer and the Department of Training and Workforce Development undertaking workplace based training for a duration of four years. As a competency based training model is utilised, the apprentice may complete their training program earlier than the listed date should they be deemed competent by both the independent assessor and employer. Regardless, a time-served model of 48 months is considered the indentured period.

Notwithstanding, should not all performance measures be met, a training extension may be granted by the Department of Training and Workforce Development after being requested by the host employer should the apprentice require further workplace skills development. The workplace training is supplemented by face-to-face learning interventions generally undertaken off-the-job at a training institute although it is considered approximately 70% of learning takes place on-the-job with the assessment phase undertaken off-the-job due to financial constraints.

As learning is now considered an active process where the brain assimilates and synthesises information, a trainee-centred approach requires small chunks of information with retention enhanced with repetition via a multi-media approach to instruction with Brylake feeling the facilitator should prioritise course material emphasis on material only of primary importance (1995).

Aligned to the Australian Qualifications Framework (2011) is the Certificate III, a qualification awarded by a Registered Training Organisation (RTO) for meeting the endorsed assessment requirements. However, when an Australian Apprenticeship is undertaken, a trade certificate is also awarded by the Department of Training and Workforce Development, a state based authority recognising the successful completion of an indentured trade incorporating on-the-job training.

In a somewhat contradictory situation, an apprentice must complete units of competency (UoC) and a volume of learning requirement based on allotted hours that align more to a diploma level qualification than a Certificate III qualification. The funded component of the qualification requires 864 hours of funded delivery to award an A class Certificate III trade qualification and is partly funded by the state government to boost workplace productivity and development although 892 hours is more common.

The training delivery and assessment pyramids provide a sequenced foundation building on a series of distinctive steps to achieve competence based on a bottom up approach building on the foundations of the stepped process. The training pyramids were designed to develop a base to build knowledge and skills in a sequential manner moving from the known to the unknown as skills are developed.

A training needs analysis is required to develop the learning objectives, the learning objectives provide the base foundation of the learning and assessment process. The Goldstein Systematic Training and Development model is the preferred process for customised training analysis; however, the Schiffman model (1995) is less complex for apprentice training insofar as pre-testing of trainees is not required and the needs and task assessment is two separate events.

When undertaking generic group based training, the nationally recognised and endorsed UoC provides the TNA as the industry skills councils (ISC) has developed the assessment requirements in wide consultation with industry. In such a case, undertaking a narrow TNA would defeat the advantages of undertaking industry wide consultation; in such a case, learning objectives are developed from the UoC utilising the elements, performance criteria, required skills and required knowledge.

The analysis process undertaken for contextualised training requires a set of seven distinctive steps following the Rothwell and Benkowski model (2002); these are:

1. Performance analysis.            
2. Learner analysis.        
3. Work setting analysis.            
4. Instructional setting analysis.
5. Job analysis.   
6. Task analysis.
7. Training needs analysis.         

The instructional design process seeks to:

1. Identify the performance problem.    
2. Determine the learner characteristics and preferred learning styles.  
3. Provide a task analysis.          
4. Formalise instructional objectives.     
5. Design the content and sequence.     
6. Implement instructional strategies.    
7. Evaluate the instruments.       

The training needs analysis aids the identification and development of clear and precise learning outcomes that are linked to measurable performance outcomes with a transfer of learning that is monitored and evaluated. Wohlers (1995) believes individualised instruction techniques require objectives clearly stated in terms of performance.

The workbook (and accompanying electronic presentations) utilises programmed learning techniques built on the foundations of BF Skinner (1958) listing the assessments, sequence and structure targeting adult learning principles of andragogy as identified by Knowles (1980).

Preferred learning styles in the model are addressed utilising the Felder-Silvermann model (1987) with five preferred learning style groups and two sub-groups embedded within each of the five groups. Cole (2006) identifies the availability of numerous learning models, Kolb's learning styles support reflective observation, abstract conceptualisation, active experimentation and concrete experience. Buckley and Caple (2004) suggest the Honey and Mumford experience model where learning through experimental learning as a transformational experience.

The workbook design process, as illustrated in the appendix utilises a linear process to:

1. Determine learning objectives. 
2. Sequentially link the content to the learning objectives. 
3. The summary linked sequentially to learning objectives/content to aid. 
4. Review questions are linked to learning objectives to measure retention.

The learning objectives inform the learner of performance requirements, as the vocational education and training (VET) sector is build on assessment, the performance requirements builds the foundations of the cognitive function of learning. Selecting the training methodology for the delivery requires careful selection where blended learning strategies are preferred to address learning styles utilising formal and informal methods (Rowen, 2007). Armstrong (2009) supports blended learning methodologies for improved outcomes for trainees, this supports learning styles theory.

The learning outcomes are a three-part statement precisely specifying:

1. Performance.
2. Standard.
3. Conditions.

The learning outcome statement lists:

1. What a learner is expected to be able to do as a result of the learning experience (performance).
2. The level of performance in terms of time, accuracy and completeness of the tasks involved (standard).
3. The facilities and constraints under which the assessments are to be conducted (conditions).

The learning outcomes are statements that precisely specify to the trainee the measurable outcome that must be achieved by the end of the training session. The learning objective must be a verb precisely stating in observable and measurable terms the learning or performance outcome.

A trainee should know before training commences four important issues, these are:

1. What required knowledge is the trainee required to have to perform the task.         
2. What the trainee is expected to do to perform the task.        
3. Under what conditions is the trainee required to perform this task.
4. What standard is the trainee required to perform the task.   

The practical assessments are linked to the learning objectives; the practical assessments must be original equipment manufacturer inspection, testing, adjusting, repair, overhaul and reporting procedures. The practical assessments must be actual workplace tasks that are undertaken by qualified and competent staff in the workplace. Practical assessments gather direct evidence allowing the assessor to base a judgement of competence

The required knowledge assessments are linked to the practical assessments and must follow the guidelines of:

1. Name the components.          
2. State the operation.    
3. Reading specifications/reading drawings/writing reports.     
4. Embedding occupational health and safety (OH&S) processes.       
5. Diagnosis.

Gagné 's Nine Events of Instruction is a model well suited to the mechanical trades training apprentice, insofar as adult instructional systems were initially designed during World War II during periods of skills shortages to efficiently undertake effective training. Gagné 's instructional model is enhanced when presenting the stimulus to the learner utilising the Felder-Silverman learning styles model as a complimentary tool enhancing training delivery. Utilising Gagné 's conditions of learning (2005), the emphasis on creating learning interventions for effective instruction revolve around creating a inclusive learning environment.

Gagné 's Nine Events of Instruction (1992):

1. Gain attention.
2. Inform learners of the objectives.
3. Build on prior knowledge.
4. Present the stimulus.
5. Provide guidance.
6. Elicit performance.
7. Provide feedback.
8. Assess performance.
9. Enhance retention and transfer.

The instructional design model used to design the learning programs includes a workbook for verbal learners; the graphics in the workbooks cater for the visual learners with the aid of PowerPoint presentations and the lecturer reinforcing the content for sensing learners. Intuitive learners prefer the diagnostic guides and projects while the group based practical projects assist active learners prefer to work in team, reflective learners tend to work more efficiently alone.

The learning objectives and summary sections assist the global learners while the content is presented in small sections and a sequential manner for sequential learners. Information is then presented from general to the specific catering for deductive learners while inductive learners prefer the practical projects. Audio, visual and kinaesthetic learners develop the knowledge and skills through the workbook, face-to-face presentations and practical projects that are linked to their actual working environments.

Furthermore, programs where no workbook exists where learners are required to take notes receives an inordinate volume of complaints. It may be argued that learners have grown used to student workbooks; however, this tends to provide anecdotal evidence supporting programs utilising adult learning principles supplemented with targeted support materials.

The technical aspects of training are introduced during the third phase of delivery; the course overview is a one off event at the beginning of the course. Should a course be conducted over a number of days, there is no need to revisit the overview. The learning objectives should be broken down into smaller segments using chunking to break the content into sub-tasks. Miller (1956) advocates the use of chunking to improve the overall retention of information; the presentation of information in small chunks allows learning objectives, a description and a graphic, drawing, specifications or a table.

Occupational health and safety procedures are introduced within the content of each task, this is to embed OH&S within each task to prevent a general apathy to OH&S issues forming. As such, it is encouraged embed OH&S requirements into each task instead of attempting to undertake a general procedure.

The task procedures for practical projects and assessments are discussed in the training room before undertaking simulated workshop training, it is encouraged for instructors to take trainees into the workshop environment to undertake explanations on actual working components and machines.

The review questions linked to the learning objectives are answered by the instructor and may be completed before or after workshop practice to reinforce learning. It is encouraged that the review questions are answered after the trainee has been given the opportunity to practice on the component or machine allowing the trainee to physically engage in learning activities. Reinforcement theory is encouraged during the feedback stage as the workshop practice is being undertaken to provide high quality and instantaneous feedback.

The practical project learning pyramid begins with the lecturer explaining the scope of the project, the trainees then plan the task utilising employability skills embedded into the project. The trainees research manufacturer specifications, charts, schematics, diagnostic guides, tables, manuals and/or computer programs to undertake the project. This includes all OH&S requirements including a Take 5, JSA or a specific company or site requirement.

The lecturer demonstrates the task using manufacturer procedures, special service tools and techniques. The trainees then undertake the task under the supervision of the lecturer providing immediate and concise feedback on performance.

The training manual, Assist in the provision of on the job training (2008) listed the training process of tell, show, do as an instructional event. Amendments to the original process saw review added to the instructional sequence to embed learning through immediate reinforcement.

The EVOK method relies on four steps for describing a task to be carried out, the method is:

            E Explain the task.

            V Value – give the task a value relevant to workplace performance.

            O Objective – state the objective.

            K Key points.

1. Explain – the task so that the trainee is in no doubt what they are required to do. 
2. Value – adult learners need to know why they are performing a task, explain how it fits into the context of the whole job and why they need to know this. 
3. Objective – state the objective in a single sentence. 
4. Key points – break the task down into sub-tasks linking the sub-tasks together beginning at the most simple and moving to the most complex.   

Key points are anything in the sub-task that might:

1. Affect the safety of the task.
2. Affect quality of the output or process.        
3. Cause injury or damage.        
4. Make the task easier to perform.        
5. Provide special information.  

 The updated instructional sequence has been updated to:

1. Tell.
2. Show.
3. Do.
4. Review.

Tell – explain to the trainee the task they are expected to perform, the conditions under which they have to perform the task and the standard of performance expected using the EVOK method.

Show – demonstrate the task to the trainee using a logical sequence, outlining the steps as you go showing the key points and using the training plan using correct methods and tools.

Do – Allow the trainee to practise the skills they has been demonstrated by the instructor.

The personal feedback to each individual and team undertaking workshop practice

Review – providing the trainee with feedback during and after the training session is an important method of reinforcement theory.

Providing the trainee with immediate feedback whilst undertaking the task is a paramount aspect of an effective feedback strategy. Following up with further feedback at the completion of the training session is an important aspect of reinforcement theory.

The PISOV method is used to reinforce the EVOK method to summarise the session:

            P Positive reinforcement – state what went right during the session.

            I  Identify – identify problems encountered during the session.

            S Solve – solve the problems identified during the session

            O Objective – restate the objective.

            V Value – give the task a value relevant to workplace performance.

After completing a training session it is important to reflect on the effectiveness of the session or program. Training is generally aimed at achieving results, so how do you know the training was relevant, effective and targeted at meeting the trainee’s needs?

Competence is assessed when the trainee is able to perform the task to an element level including all performance criteria including all required knowledge and skills with employability skills embedded into the task, these are:

1. Task skills – the ability to perform individual tasks.
2. Task management skills – the ability to manage a number of different tasks within a job.  
3. Contingency management – the ability to respond to irregularities and breakdown in a routine.  
4. Role environment – the ability to deal with the responsibilities and expectations of the working environment and to be able to work with other people.     

 Ask the following questions:

1. What was the purpose of the training?          
2. Did the session meet the performance requirements?            
3. Was there a transfer of knowledge, skills or attitude?          
4. Could the trainee perform the task in a different environment?       

Training evaluation must focus on:

1. Training delivery methods.    
2. Training content.        
3. Training environment.            
4. Transference of knowledge, skill and attitudes.        
5. Key performance indicators.  

The definition of quality is based on the customer‘s perceptions of the product/service design and how well the design matches the original specifications with the ability of a product/service to satisfy the implied needs and is achieved by conforming to established requirements within the organisation (Apply quality procedures, 2007).

References

Australian Qualifications Quality Council. (2011). Australian Qualifications Framework – first edition. Department of Education, Employment and Workplace Relations.

Armstrong, M. (2009). Armstrong's Handbook of Human Resource Management Practice - 11^th edition. Kogan Page, 120 Pentonville Road, London N1 9JN, UK.

Buckley, R., Caple, J. (2004). The Theory & Practice of Training - 5^th edition. Kogan Page, 120 Pentonville Road, London N1 9JN, UK.

Cole, K. (2006). Management: Theory and Practice – 3^rd edition. Pearson Education Australia, Unit 4, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW, 2086.

Felder, R. (2010). Are Learning Styles Valid? North Carolina State University.

Gagné, R., Briggs, L. Wager, W. (1992). Principles of Instructional Design – fourth edition. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.

Gagné, R., Wagner, W., Golas, K., Keller. (2005). Principles of Instructional Design – fifth edition. Wadsworth, Cengage Learning, 10 Davis Drive, Belmont, CA, 94002-3098.

Knowles, M. (1980). The Modern Practice of Adult Education: From pedagogy to andragogy. Cambridge: The adult education company. 888 Seventh Avenue, New York, 10106.

Lockee, B., Moore, D., Burton, J. (2004). Foundations of Programmed Instruction. Charter 20, Handbook of Research on Educational Communications and Technology, pp.545-569.

Mager, (1997). Preparing Instructional Objectives: A critical tool in the development of effective performance - 3^rd edition. The Center for Effective Performance, Atlanta, Georgia.

Miller, G. (1956). The Magical Number Seven, Plus or Minus Two: Some limits on our capacity for processing information. Psychological Review, 63 (0) pp. 81-97.

Noe, R. (2008). Employee Training & Development – fourth edition. McGraw-Hill Companies Inc, 1221 Avenue of the Americas, New York, NY 10020.

OHalloran, J. (2007). Apply Quality Procedures. Swan TAFE, Burslem Drive, Thornlie.

OHalloran, J. (2008). Assist in the provision of on the job training. Swan TAFE, Burslem Drive, Thornlie.

PADI International. (1995). The Best of the Undersea Journal. Santa Ana, CA, 92799-5011

Rothwell, W., Benkowski, J. (2002). Building Effective Technical Training: How to develop hard skills within organizations. Jossey-Bass/Pfeiffer, a Wiley Company, 989 Market Street, San Francisco, CA, 94103-1741.

Rowen, R. (2007). Workplace Learning: Principles and Practice. Krieger Publishing Company, Malabar, Florida.

Tovey, M., Lawler, D. (2008). Training in Australia - 3^rd edition. Pearson Education Australia, Unit 4, Level 2, 14 Aquatic Drive, Frenchs Forest, NSW, 2086.

Appendix:

Workbook learning pyramid

  

 Practical project learning pyramid

The slow ascension of Adam Voges to cricket immortality

West Australian batsman followed former team mates Mike Hussey and Chris Rogers into the Australian team as a mature player lacking opportunity. There is vast experience and a strong desire driving Voges' amazing returns in test cricket as an ultra reliable middle order batsman. 

Making his first class debut for Western Australia in the 2002/03 season, Voges showed plenty of promise, he was appointed captain of the state side a decade later after former test player Marcus North resigned in 2012. He made his Australian One Day International debut in 2007 but with only 31 matches to his name, he hasn't played a lot of ODI cricket. 

Nonetheless, Voges has scored 870 runs at a reasonable 45.78 average. On a first class level, Voges has a wealth of experience with 179 matches and a handy average of 48.12 runs with stints in English county cricket, the Indian T20 IPL, the Caribbean Premier League and Perth Scorchers.

Voges was called up for maiden Australian test duties against the West Indies  for the touring test series on the 3rd of June 2015. Adam immediately fired posting his maiden test century on debut in Dominica becoming the oldest player to score a century on debut, he also picked up man of the match - a reasonable debut. 

His batting return on his 14 test matches has yielded 1267 runs at a Bradman like average of 95.50 runs; Adam has a highest score of 269 not out with five centuries and three half centuries. What is truly amazing is his five centuries include two double centuries. At 36 years of age when most international players have already retired, the question is, how long can Adam Voges continue to play international test cricket for?

The lost decade of capital growth

The Australian sharemarket is entering a bear market, they are now describing this period as the lost decade as the S&P200 index is in decline after peaking in early 2015. The residential property market around Australia has been pretty hot absorbing plenty of capital over that period; however, that market also is looking somewhat unstable.

The 2007 peak was under threat, yet based on the growth trend, the index needed to maintain current growth rates throughout 2016 to act as a base to exceed the 2007 high in 2017 - that isn't going to happen now. The real question is, where will the index bottom out? 

My guess is the S&P200 will be around the 4000 point mark when it hits it's bottom, the Australian financial year ends June 30 so we expect tax loss selling to drag the index down mid year - the second half of 2016 isn't looking that good either.  

The Dive House - Antique

Having made the early two and a half hour bus trip up from Iloilo City, I was ready for breakfast and to then set my equipment up for a couple of afternoon dives. I loved the hand built facilities, speaking to the resort manager who lives there with his family, I learned that he designed and built the whole resort himself.

The owner lives in Iloilo City and heads up to the resort for the weekends, this place is very much his personal weekend retreat. As I stayed at this resort during the week, I never met the owner in person but I am told by the resort manager this place is growing every year and expanding.

The kitchen is a provincial outside facility, you eat your meals under the cover of the awning and is especially brilliant in the afternoon as the sun sets over the water. As my stay was mid-week, I had the place to myself, this is pretty much standard in the Philippines in smaller dive resorts.

The locals come down to Antique to dive during the weekends and the facilities are very quiet during the week. I plan my Philippine dive holidays this way so I can avoid the crowds, The whole week, I dived only with the dive guide with an exception of one morning dive - not bad at all.

A bank security analyst had driven up from Iloilo City and had an afternoon appointment with the bank manager, he decided to have a dive before the meeting and I was pretty happy with that, I had someone else to chat to that morning apart from the divemaster. Who can complain about now diving in a group of two for the morning? At any rate, he would be gone in the afternoon and we would be back to our usual routine.

Some days the resort manager's daughter would come for a ride out on the banca, she was super cute and very lively. I embarrassed myself by completely underestimating her age, I thought she was about six, I found out she was closer to eleven and I guess I didn't make a friend there.

The meals were fantastic, the resort manager would come and he would ask me every day to agree on a menu for breakfast, lunch and dinner. The volume of food he and his wife cooked for me was embarrassing, there was no way I could eat this much food, it was not just the amount, the quality of these home cooked meals was exceptionally good - I loved eating here.

The construction of the resort was all his own work, he designed and hand built every building over the period of a decade. He was very proud of his work and I can see why, every opportunity he would show me something he had built and the way he constructed each building.

This was great as I was pretty interested how he went about building in the provinces with somewhat limited equipment and materials. What I do know is I will be returning to dive at The Dive House once again in the future.

Will George Soros take on the Chinese Yuan?

Legendary currency speculator George Soros has raised the ire of the Chinese government citing the slowdown in Chinese economic activity and Yuan devaluation as the major factors in weighing down global markets. Soros is warning 2016 could be just as bad as 2008, a situation we never really recovered from. 

According to Soros, the Chinese government is struggling to transition to a new growth model after spending up big on ghost cities and other building projects that are not currently adding to growth and GDP. It would now appear financiers on Wall Street and hedge fund managers are lining up to short sell the Chinese Yuan and one imagines the Hong Kong dollar as well, much to the chagrin to the Chinese government. So the question is, will Soros sell Chinese Yuan short to drive the price lower to reap a financial benefit?

Make a Wish - Iron Boy saves Sydney

The Make-a-Wish Foundation is a stunning organisation granting wishes for seriously sick children, I have supported them in the past and if they ever needed to highlight their great work, it was on display for all to see. One hopes this recent adventure with assistance from the New South Wales Police Service brings donations flooding in - I know I will be calling them up to get onboard again.

Sydney is gripped by fear as the evil Ultron and his henchmen have taken control of the city after kidnapping Make-a-Wish reporter Hope Joy. The New South Wales police commissioner has made a desperate plea for help sending out Polair to collect Domenic Pace, a seriously sick kid with cystic fibrosis to transform into a super hero, save Hope Joy and free Sydney from this terrible threat. Iron Boy needed full use of police resources including a police escort to the rigid hull inflatable boats to get to Clark island when Hope Joy was being held hostage before heading over to the Opera house to take on the ringleader himself.

Fortunately the Tactical Response Group was on hand to arrest Ultron after Iron Boy bravely took on and defeated the bad guys. Clearly the TRG was too fearful of Ultron to take him on without assistance and Iron Boy came to the rescue. The Walt Disney Company stepped up as well allowing their intellectual property to be used - great stuff. For his brave efforts, Domenic was awarded a Medal of Valour on the steps of the Sydney Opera House for not only defeating Ulton but beating cystic fibrosis for the day - all in a day's work for the young superhero.

Where is Malaysian Airlines headed?

The twin 2014 aircraft losses and subsequent loss of life tragically befallen on Malaysian Airlines and its passengers looked like it may bankrupt the airline. They have rebounded only to lurch to another disaster by not allowing checked-in baggage carried to Europe citing unseasonably strong headwinds on the routes.

Full fare airlines, already under increasing pressure from price conscious passengers patronising budget carriers are struggling. Malaysian Airlines was already a marginal business, this comes at the expense of a number of national airlines; this is a shame as I had always liked Malaysian Airlines service.

With passengers, corporate clients and staff abandoning the airline, where to from here? While Malaysian Airlines kept flying, it did so with empty planes for some time, no doubt they were carrying a fair amount of freight during that time to cover costs.

Corporate level decision making, the failure to immediately fully inform the families of MH370 passengers what was happening and the fateful decision to allow the MH17 flight path over hostile territory when leading competitors had chosen alternate routes all points to systematic management failure.

What the management now can't afford to do is allow empty aircraft to continuity take to the skies. They need to ditch uneconomical routes, scale back operations and concentrate only on profitable services, they need to contract and survive.

Maybe it is time for the Malaysian government to liquidate their holdings forcing the airline into bankruptcy and allow budget airlines to fill the void. The other alternate is re-nationalise the airline - this is probably not the best option.

A Perth heatwave - so what?

Perth is a hot city in summer; I like it, but plenty don't - that's unfortunate for them. Our recent run of hot weather has seen the issue discussed extensively but we all know February is the hottest month is the hottest month of the year - so why is this news? People were complaining about the heat on Sunday, I headed down to the Swan River for the afternoon with the gentle breeze coming off the water refreshing me, I spent the time with a book sitting on the grass in the shade; I brought my computer down to and worked on an educational paper.

The evening lows are pretty good too with mid 20s at night, but by the way the media is carrying on, it's like we are the hottest place in the world. Perth is located on the south-west coast and usually protected from the extreme heat, the climate is Mediterranean with a fresh breeze usually floating across the Indian Ocean - this week it isn't.

A series of high pressure systems are sitting in the Great Australian Bight forcing hot winds back over the west coast from the desert. The hot winds are cancelling out the sea breeze and temperatures are rising, I think about my friends in the northern hemisphere trapped in the the freezing conditions of ice and snow - give me the sun any day.

My first dives after being certified

Chatting to well known dive author and Asia-Pacific technical diving pioneer Simon Pridmore about my first dives out of my open water course, I was surprised to find that my first two dives were to 22 metres.

I had always remembered my first non-training dive lasted for a duration of 35 minutes and the second dive was 40 minutes. I was told during the course to breathe normally, I soon learned that was bad advice and I learned to skip breathe to increase my time under water.

Author of Scuba Confidential, Scuba Professional and co-author of the Diving and Snorkeling Guide to Bali, we were discussing training standards as I also thought the safety stops I did after these dives were decompression stops as I had never performed any safety stops on my training dives.

Fortunately I was talked into undertaking an Advanced Open Water course directly after my entry-level course, I told my instructor I wanted to go out and gain some experience before undertaking a series of courses.

I am glad I did as I had plenty to learn and I am a believer in experimental learning methodologies. I learned ascent rates, buoyancy control, dive computer use and finally stopped my carbon dioxide headaches after learning improved breathing techniques from fellow divers.

The Swan Bell Tower

The Swan Bell Tower is now an iconic landmark on the Perth foreshore, once decried by the local newspaper, public opinion was shaped by newspaper editorial opinion based on political point scoring. Now enveloped in the Elizabeth Quay construction, the Bell Tower structure sits along side the artificial inlet of the development and will soon be dwarfed by the surrounding hi-rise structures that will line the inlet.  

The Bell Tower is a stunning building, housing the Bells of St Martin in the Fields, donated by the City of London during Australia's bicentennial celebrations in 1988, the Bell Tower was a tourist attraction in its own right.

I am constantly told by supporters of the Australian Labor Party, the political party of trade unions that the Swan Bell Tower was a waste of taxpayer's money. I always reply, at $5.5 million dollars, the Bell Tower was designed, built and opened on time and on budget and is still open. This is an unusual situation for a state government project, possibly because it may have been a non-union site with no strikes, work to rule, stoppages and union graft payments.

I always ask these same people what WA Inc cost Western Australia? $877 million of tax payer's money was lost to money heaven. That could purchase a further 159 Bell Towers around the state, that is of course purely academic as WA Inc delivered absolutely no physical structures or outcomes. Just the Royal Commission inquiry into the workings WA Inc cost over 30 million dollars taking losses to over 900 million dollars. How many hospitals, schools and government programs could that finance?

Yahoo! still on a downward trajectory

Marissa Mayer was brought into Yahoo! to turn the fast failing internet business around; the monumental task requires Yahoo! to take on rivals Twitter, Google and Facebook to restore both market share and profitability.

Marissa, a former Google vice president defected to former rival Yahoo! after the business plunged to serious depths of despair; unfortunately, the business hasn't performed since Mayer's 2012 appointment.

Yahoo! has three main divisions of search, mail and Tumblr and may soon be realigned into four divisions of news, sport, lifestyle and finance. Under Mayer, the business has engaged in high profile acquisitions that have failed to increase shareholder value.

The board is considering the sale of patents, real estate and a number of programs as earning decrease again. Jobs are at risk with 1600 or more employees shown the door with more probable job losses pending.

The board is seeking strategic partnerships but one expects Amazon, Google, eBay, Facebook or Apple to launch a takeover and break the company up and sell the divisions individually in a move that might increase shareholder value.

Software company Microsoft's acquisition of Nokia's handset division might indicate a change of strategic direction of the software only business. A move into the internet business after spinning off unwanted divisions with Tumblr possibly providing a great ready-made solution into social media to diversify the business.

Yahoo!'s $32 billion stake in Alibaba was to be spun off but that looks unlikely now; the $8.6 billion Yahoo! Japan stake may be divested but may significant taxation issues and may prove to be a negative equity business.

Movie and rock stars lecturing us plebs on the horrors of capitalism

The recent World Economic Forum in the alpine town of Davos Switzerland brings together political and business leaders to discuss contemporary economic issues. Lending glamour to the conference is movie star Leonardo DiCaprio who later met with the Pope to discuss issues with capitalism and environmental issues. 

DiCaprio, who was reportedly paid $20 million for The Great Gatsby and $10 million for The Wolf of Wall Street; DiCaprio is blessed with a current net worth estimated between $220 - $245 million. The business of motion pictures has been pretty good to Leonardo; as they say, there is no business like show business.

Just as before when U2 frontman, Bono addressed the conference we all raised a smile. We have ultra rich rock stars avoiding tax in their own countries, then lecturing the world on the need for clamping down on corporate tax avoidance - whoa. The hypocrisy is startling, after being exposed for his own irregular tax affairs, that is tax avoidance in any other terms.

He is happy to espouse Ireland's tax policies that, according to him have “brought our country the only prosperity we’ve known.” In essence, Ireland's lax tax laws attract corporations seeking to reduce their tax and social burden. These corporations are predominately tech and pharmaceuticals avoid paying tax in the countries they earned that revenue.     

I fully believe corporations have a social responsibility to enrich the communities from where they derive their wealth. Movie stars and rock stars should be addressing finance managers and accountants on the details of their extensive tax avoidance schemes leaving the symbolic gestures alone.