Organisation: Goldfields Institute of Technology
Job Title: Lecturer Retail, Management and Business
Word Limit: 4 pages
Location: Kalgoorlie
Criteria 1 – Evidence of current technical knowledge and competencies in retail and business
As I am presently employed in the role of Lecturer Retail, Management and Business, I have extensive current technical knowledge and competencies in retail and business, which I maintain and develop to ensure that students are provided with contemporary skills and knowledge. I commenced as a Lecturer of Retail and Management, then added Business to my portfolio to meet the needs of the Institute. I combine my skills and experience as a Lecturer with over twenty years of relevant industry experience to deliver units across retail, business and management to a diverse student body. My students include VET in School students, young adults in full time study, and those already engaged in the workforce studying part time, including distance learning, to improve or consolidate their skills, for example through recognition of prior learning (RPL).
In order to keep my knowledge current, I am a member of the Australian Retail Association, and through this I receive weekly email updates on store operations and improvements, product and industry developments, and other industry trends. In 2011 I attended an eBusiness conference in Sydney, which gave me excellent knowledge and information on online business, and ensured that I have access to a network and sources of current thinking. I incorporated this knowledge into a new e-learning unit, providing my students with contemporary eBusiness skills.
I also maintain my skills and knowledge in traditional high street retail, through strong links with local industry and retail. For example, I spend some of my free time at weekends in what is essentially an unpaid consulting role, visiting stores such as Rockmans and getting involved in sales and merchandising. This uses my links to local retail, formed through over twenty years of experience, and I also draw upon contacts formed through involvement with the Kalgoorlie Chamber of Commerce. I regularly attend the Chamber’s retail committee meetings, forging and maintaining links with a variety of industries, including fashion, jewellery, and real estate. Through this business liaison, I meet with local business owners and discuss RPL options, also new training and up skilling opportunities, and have in the past year increased the RPL side of training.
My success in applying and sharing my technical knowledge and competencies in retail and business is evidenced by take-up of courses and opportunities such as RPL, student assessments and results, and also by a recent TAC Audit of the Institute. Retail, Management and Business was one of the areas selected, involving scrutiny of each aspect of delivery and assessment, and we passed with flying colours.
Criteria 2 – High level communication and interpersonal skills with demonstrated ability to develop and maintain positive relationships with internal and external stakeholders
I have excellent communication and interpersonal skills, which I have used throughout my career to develop and maintain positive relationships with a broad range of internal and external stakeholders. This includes customer relationships during my time in the retail sector, leading teams, working with management colleagues, suppliers and other businesses. Currently, I liaise with a broad range of students, families, colleagues, management, and industry partners, and have the ability to tailor my communications to suit my audience.
For example, at the end of last year there was a decision taken by the Institute’s management team to remove retail from the scope and no longer offer it. I felt strongly that there was a demand from industry for the retail element, and I used my communication and interpersonal skills to put forward a reasoned argument for retaining retail. I firstly met extensively with the Program Manager and provided information and my view on how retail could remain a valuable offering of the Institute. This information then went to the higher management level, and after some time I was given the opportunity to work with the subject coordinator to have a small number of hours allocated to retail studies. Having negotiated with internal stakeholders, I then liaised with my industry contacts and communicated to employers the opportunities available for their staff in terms of up skilling, and recognition of prior learning. Through this avenue and also working with former colleagues from my years in retail, I was able to increase the numbers undertaking retail studies from 12 last year to approximately 70 this year.
In teaching, I use my communication and interpersonal skills to support students from diverse backgrounds and with varied needs. For example, I have recently begun teaching a group of female prisoners, contextualising training to their needs and to the environment that the classes are held in. I also teach a number of disabled students, through the VET in Schools program, over 50s, and young people who are referred via Centrelink through recruitment agencies, and who need additional support and encouragement to remain engaged in learning.
One of my recent VET in school students, whose school is 40 minutes away, had been having difficulties in maintaining interest and completing units. I used my interpersonal skills to work with the student, her parents and her school, giving one to one support and visiting the school in my own time to offer further support. As a result of my communications, her parents became more involved and encouraging, and the student successfully passed her course a month ago.
Overall, I use my interpersonal and communication skills to develop and maintain positive relationships with internal and external stakeholders from very diverse groups. I have achieved excellent results, both in business and as a lecturer, through understanding the needs of different audiences and tailoring my commutations accordingly.
Criteria 3 – Well-developed organisational skills, including the ability to prioritise workloads and act on own initiative
In my current role of Lecturer Retail, Management and Business, I teach a broad range of groups in varied settings, as outlined above. I am also a Grievance Officer, and President of the Social Club, so my well-developed organisational skills are vital in ensuring that I am able to successfully prioritise and balance my workload, to achieve results across all aspects of my job. I make use of technology, particularly calendar functions and my smartphone, utilising timetables, deadlines and reminders to schedule my work and allocate time to key tasks. My priority is teaching time, ensuring that I am well prepared and ready for my students, also that I have ample time for the necessary marking and assessment. Flowing on from this, is time spent in unit and program development, including coming up with innovative ideas to keep students engaged using a range of teaching methods and delivery modes. I also spend time developing and maintaining my linkages with industry, and have a target of undertaking at least one industry visit per week.
One example of my ability to prioritise and balance a busy workload is teaching VET in School students, where I may be covering materials for multiple certificates within one class. Currently I am delivering Certificates II and III in Business, Certificates II and III in Retail, and Certificate II in Retail Beauty, supporting a group of 30 students towards achieving five different certificates. I am successfully balancing the needs of the group, through good time management, using a variety of delivery methods to ensure that all students are covering the materials they need, and working with individual students as necessary. In another example, at the start of this year one of the Esperance based lecturers resigned suddenly and I was asked to take over a group of six Tourism students, supporting them through completion of their Tourism Certificates. I worked with the students through online and distance learning platforms, ensuring that I factored their needs into my overall workload, and supported them in successfully completing their studies.
An area where I have used my initiative to improve student outcomes is in finding ways to maximise contact hours, particularly for flex students. I have offered students the opportunity to attend any timetabled classes which suit them, for example I have flex students who attend some of the VET in School classes which I run on Tuesdays and Wednesdays. This gives them additional opportunities to access the units and information I deliver, and also to ask their own questions or to learn through hearing questions and discussion from other students. I have now been using this system for two years, and have found through both feedback, and improved student outcomes, that it is offering benefits. For example, one student who commenced in the Certificate II in Retail and is now completing her Certificate IV has greatly improved the quality of her work. As a student from a Non-English speaking background, I feel that the additional contact has been particularly beneficial for her in accessing, interpreting and understanding the materials presented.
Criteria 4 – Demonstrated ability to facilitate and encourage learning using several modes of delivery
Through the broad range of settings and groups where I currently teach Retail, Management and Business studies, I have demonstrated the ability to facilitate and encourage learning using multiple modes of delivery. Much of my role involves face to face delivery, across different sites. For example I recently took over the work of teaching in the local female prison, following on from a Business lecturer who left the Institute. I considered how best to deliver something appropriate to this group, and found that many had retail experience, so put together four units which I felt would work well in the prison environment, and form a foundation to build up the women’s’ skills. I use a lot of group discussions, scenarios and role plays to engage the group and carry out assessments, which have demonstrated learning and progress. This year has been an introduction to the subject, and next year the group will be building on the success of this year, undertaking more units leading to a Certificate in Retail.
I also teach students with varied physical and intellectual disabilities, and use one on one delivery focused on contextualising the training to best meet individual needs and abilities. For a time, the Institute was not using the one on one mentoring program for this group, so during this period I had to balance the needs of mixed groups of students, recognising that those with intellectual disabilities required additional assistance which was difficult to provide in a large class. To support one student who enjoys her studies and is progressing well towards completing her course, I get her to attend the regular Tuesday class and also to attend additional timeslots when I can work with her one on one. This involves working with the student’s parents to coordinate schedules, so they can bring her to campus, and the student benefits from varied modes of delivery and training.
As outlined in my response to criteria 3, I have skills and experience in flexi and online delivery, and stepped in to support a group of Tourism students to complete their course using these methods. With my regular groups of online and flexi students, I have very little face to face contact except for practical assessments, so my focus is on ensuring that they have all the necessary materials, links and information to work independently, while having access to support as needed.
To carry out RPL or deliver work based training, I attend workplaces and have the ability to work in various locations, tailoring my content and delivery to the needs of the particular group. Overall, I have extensive skills and ability in facilitating and encouraging learning using a range of delivery modes, plus experience in tailoring sessions to meet the needs of individuals and groups of students.
Criteria 5 – Ability to demonstrate an understanding of Equal Opportunity principles and develop appropriate strategies to incorporate these into the learning environment
As a current employee of Goldfields Institute of Technology, I have undertaken Code of Conduct, Equal Opportunities, and other relevant training which has given me an understanding of Equal Opportunity principles. I am a Grievance Officer, offering support and advice to colleagues, and have found this role has broadened my understanding of people’s varied views and perspectives. In order to carry out this role effectively, I have received additional Equal Opportunities training which I apply across all situations.
Having students from varied backgrounds and with varied learning needs and abilities, I have extensive experience in developing appropriate strategies to support all students to access learning opportunities. For example, for many students from Non-English speaking backgrounds and some disabled students, the time required to read and understand large amounts of material is an issue. To support these students I recommend the Read and Write Gold program, where students wear headphones and the program highlights and reads the text at a speed which they can adjust to suit their needs.
I have a great deal of experience in working with Indigenous students, particularly through the VET in School program in Coolgardie where a high percentage of Aboriginal students attend my Wednesday course as part of the school curriculum. I appreciate that many of these students learn differently, and have different attitudes to time and attendance, so I tailor my delivery accordingly. For example, I teach in twenty minute blocks and then have a gap where students can have a break, and find that they are more engaged through working in these shorter blocks.
In addition to the diversity offered through my work with VET students, disabled students, older students already in employment, and my prison group, I teach a group of ladies in the over 50 age range, who are seeking to up skill and return to the workforce. I have found that many of this group are very unfamiliar with computers and point of sale technology, and I therefore have scheduled their course so that they do an IT unit at the start. This gives them the IT skills and confidence to complete the rest of the course, and gradually build up their IT abilities.
With all of my student groups I endeavour to use appropriate tools and exercises such as lots of role play, creating portfolios, and undertaking in-class assessment with a mix of verbal and written assessments. This helps to keep a range of students engaged by covering varied learning styles, and offers students different ways to demonstrate their learning.
In conclusion, I have extensive knowledge and experience in retail and business, and the ability to share this knowledge with students from diverse backgrounds, supporting learning through tailored lessons using varied delivery modes. In my career to date in industry, and as a Lecturer, I have used my communication and interpersonal skills to develop and maintain positive relationships with diverse stakeholders. I use many teaching approaches with my students, using my initiative to offer engaging units and classes, supporting students to achieve results.
