2Exploration Aging workforce
The exploration industry (at both a State and national level) is currently facing an aging workforce problem which is further intensified by an apparent inability to recruit new staff. While still recovering from a down period (where many people left the industry), the sectors most at risk include water well drilling and dewatering.
Recruitment
Employment agencies are the main source of recruitment, with little and or no usage of Group Training Organisations or New Apprenticeship Centres. Significant difficulties are being experienced recruiting blasting workers and underground drill operators at both a State and national level.
Attrition
The exploration industry (at both a State and national level) is experiencing difficulty in attracting, training and retaining staff. Drilling organisations across Australia are currently losing 36% of new recruits during the first three months of employment and 14% during the following three to six month period. This equates to a 50% attrition of new recruits during the first six months of employment. While blame is often attributed to the poaching of staff by competing organisations (common within the industry), 33% of those leaving the industry during their first six months of employment listed better remuneration and or better careers elsewhere as the contributing factors to their decision.
Public training system activity
The following chart portrays a decline in State-based public training in the exploration sector from 2002 onwards. Information provided by TAFE Tasmania indicates there have been two commencements in water well qualifications this year (not yet identified in the OPCET data).
Data informing the following chart only incorporates training activity relating to the Drilling Industry Training Package (DRT98) and does not include skill development initiatives undertaken outside the public training system. No commencements have yet been recorded into the reviewed Drilling Industry Training Package (DRT03).
The decline in State-based training activity from 2002 may reflect the allegiance between State-based drilling organisations and the Australian Drilling Industry Training Committee (ADITC) – a national RTO based in NSW with responsibility for the management of drilling competency standards and qualifications. Evidence suggests the drilling industry at a national level is struggling to implement traineeships, and that as a consequence, some State-based drilling organisations are considering withdrawing from the national training system and offering specialised training internally.
Source: Office of Post-Compulsory Education & Training (Data as at 28 July 2005)
Normal drivers of training demand in this industry group
Refer to comments in Operational (Mining & Processing) section.
Changes occurring in demand for training
Refer to comments in Operational (Mining & Processing) section.
Changes required to the nature of training
A perception currently exists within the industry that traineeships are practically impossible to implement because of AQTF/STA reporting requirements and ingrained close-to-RTO/close-to-base infrastructure. The traineeship system is seen as overly bureaucratic and not responsive to the needs of a mobile industry. As a consequence, drilling operators are not signing on trainees.
With this in mind (and noting the industry preference for competency-based training), there is a need to review the State-based implementation of the Drilling Industry Training Package (DRT03) to ensure flexible, responsive and effective work-based traineeships are made available to drilling operators in an attempt to address the current skill shortages of drillers, blasting workers and driller’s assistants.
Also refer to comments in Operational (Mining & Processing) section.
The target market for training
Unskilled workers are the main target market for training, and this is proving problematic for the industry. With such high attrition, drilling operators are being forced to employ staff that struggle to achieve required levels of competency.
Numbers of people that need to be trained
It is imperative the following figures (new entrants) be considered conditionally on growth forecasts being realised.
Occupation
|
Numbers
|
Region
|
Qualification/Units
|
Driller’s Assistant
|
6
|
West Coast
|
DRT20503 Certificate II in Drilling - Mineral Exploration
|
Drillers (Production & Underground
|
6
|
DRT30503 Certificate III in Drilling - Mineral Exploration
|
Senior Driller
|
6
|
DRT40503 Certificate IV in Drilling - Mineral Exploration
|
Comments on any government funded training provision in excess of local industry needs
There is no government funded training provision in excess of local industry needs.
Recommendations for the appropriate response by the training system
Refer to comments in Operational (Mining & Processing) section.
Information on training demand being met outside the Tasmanian public system
Examples of training currently being met outside the State’s public training system include:
-
Screening and gravel packing (needed by water well sector)
-
Mud techniques
-
Blow-out prevention
-
Contextualised maths
Also refer to comments in Operational (Mining & Processing) section.
Additional industry advice not directly related to industry demand for training
While outside the scope of this Profile, the following suggestions were made during industry consultations:
-
Investigate the feasibility of developing e-learning activities and or initiatives for remote learning.
-
Investigate the feasibility of developing an RPL Kit for the following qualification:
-
DRT30503 Certificate III in Drilling - Mineral Exploration
Part 4 Assessment of infrastructure needs The ability of the existing building, plant and equipment infrastructure (in the publicly funded training system) to meet current and anticipated needs
There is no doubt that the State’s mining and processing sector is very supportive and satisfied with TAFE Tasmania’s implementation of the Metalliferous Mining Training Package. With assessment services currently provided on-site for existing workers (and an industry preference for on-the-job training), there is no basis for the public training system to invest in specialised building, plant or equipment.
However, the public training system will need to consider the allocation of additional human and system resources (particularly trade-based trainers) if the mining and processing sector is to realise growth forecasts addressed in Part 1 of this Profile (refer page 9).
Recommendations -
Investigate the feasibility of allocating additional mining-specific training/assessment staff within the public training system.
-
Investigate the feasibility of increasing support for mining-specific on-the-job training (Supervisors are off-line when training and this impacts our short-term productivity).
Additional information on human and systems aspects of training infrastructure
It should be noted that a National Mining and Metals Production TAFE Teachers e-Network has been established (through the Australian Flexible Learning Framework) to:
-
Promote the role of TAFE providers in the provision of training for the broader mining industry
-
Collaborate with each other in order to achieve positive outcomes through resource sharing and knowledge transfer
-
Act as a lobby group with industry, government and the community
-
Act as a conduit for information from providers to key industry bodies, educational institutions and associated parties
-
Facilitate minor research to support the development of broader valid information about training options and outcomes
-
Share personal and institutional knowledge to strengthen the quality and status of mining training delivered by TAFE across Australia.
Contact details: -
Ray Tolhurst (Director of Studies, TAFE NSW – Illawarra Institute)
02 4222 2904 or ray.tolhurst@det.nsw.edu.au
-
Marcus Taylor (Mining Co-ordinator, TAFE Tasmania)
03 6434 5789 or marcus.taylor@tafe.tas.edu.au
Part 5 Information on VET in schools, including school based new apprenticeships Qualifications and pathways appropriate for delivery through a VET in Schools program including school based new apprenticeships
The mining/processing and exploration sectors cannot support VET in Schools programs or school-based new apprenticeships due to the age restriction (18 years) for entering a mine site.
Development and support for VET in Schools programs including school based new apprenticeships Mining and Minerals Education Centre
While not directly supporting VET in Schools programs or school-based new apprenticeships, the Tasmanian Minerals Council operates a Mining and Minerals Education Centre that offers interactive activities to classes from Kindergarten to Year 12, including:
-
School speaker programs (information sessions on basic geology, minerals, mining & the environment, minerals processing, careers and mining heritage)
-
Mine site visits (facilitated excursions to mine sites and other mineral industry sites)
-
Resource library (loanable resources including teacher resource kits, books, videos, interactive CD's, slide sets and rock/mineral collections).
Emerging opportunities Adopt a school
In an attempt to promote the industry to prospective employees, some mining operations are piloting Adopt A School programs, where school students are selected to spend a week on-site (during which time they are positively introduced to career options within the industry). Achieving only limited success, these programs require improved planning and implementation procedures. A PDF version of the Adopt A School toolbox is available from www.getatrade.gov.au The Office of Post-Compulsory Education and Training (OPCET) is developing a generic Partnerships for Productivity Kit that may also address this need.
Skill sets for school delivery
While the technical skills required by the mining/processing and exploration sectors cannot be met by VET in Schools programs, the following skill sets may be met through school-based delivery:
-
Industry-specific maths & basic physics (e.g. pressure, torque, volume, calculation)
-
Machinery maintenance (basic)
-
Hand and power tool use (basic)
-
Fire fighting (basic)
-
Confined space awareness.
While outside the scope of this Profile, it is worth noting that there is a widespread perception within the State’s minerals industry that the recently implemented Essential Learnings Curriculum (Department of Education) does not adequately promote critical subject areas that would attract school-aged students to the minerals sector, such as earth science, technology/materials, chemistry, physics, maths and environmental science.
Issues in implementing VET in Schools including school based new apprenticeships
As mentioned above, the industry cannot support VET in Schools programs or school-based new apprenticeships due to the age restriction (18 years) for entering a mine site. Other barriers to implementation include:
-
Restrictions of entering a worksite without full training and induction
-
Impracticality of taking school-aged students into a mobile work environment (where daily work tasks can involve multiple locations or isolated camps)
-
Prohibitive cost of insurance.
Part 6 Industry’s top priorities for the public training system 1Promote and market careers in the minerals industry
(system priority)
Investigate the feasibility of initiating a more aggressive marketing and promotional campaign that targets professional and trade-based careers in the State’s minerals industry. The campaign’s audience would include primary/secondary/senior secondary school students, careers advisors, appropriate teaching staff, principals and parents. The campaign’s focus would be to improve the image of the industry by promoting attractive careers and opportunities and dispelling negative perceptions/myths.
How many people require training and when (if relevant)?
N/A
What will meeting this priority achieve?
While long-term in its approach (and definitely not short-term in its focus), this priority will eventually assist mining/processing operations to attract and retain professional and trade-based staff from local communities.
What current action is in place to address this priority?
Current national and State strategies to address this priority are listed on pages 17 and 18.
What further action is required and what are the consequences of not taking it?
While there are a number of strategies currently in place to address this priority (at both a State and national level), they are not achieving the success hoped for/required by industry. With this in mind, there is a need to investigate the feasibility of initiating a more aggressive marketing and promotional campaign that specifically targets young Tasmanians.
If this action is not taken, mining/processing operations across the State will:
-
Continue to experience difficulty in attracting and retaining a local workforce
-
Fail to realise forecast growth potential due to a lack of professional/trade-based staff.
2Pilot a pre-employment program for operational staff
(competency priority) How many people require training and when (if relevant)?
While there is no direct evidence of existing skill shortages in mining and processing staff, there is ample evidence to suggest a shortage looms in the future if proposed developments are all realised (a combined possibility of 400 new jobs across the State). The need to build the capacity of the existing local labour pool – from which mining and processing workers are drawn when required – is a critical issue, as this labour pool will be substantially depleted over the next 24 month period.
The program should be piloted on the West Coast and involve no more than 20 to 30 people in the first instance. Units of competency should be selected from the Metalliferous Mining Training Package. Further detail is provided on pages 24.
What will meeting this priority achieve?
If successful, meeting this priority will ensure the West Coast’s local labour pool isn’t depleted during the forecast boom in productivity growth.
What current action is in place to address this priority?
Nil.
What further action is required and what are the consequences of not taking it?
Establish a partnership between industry, unions, local government, RTOs, community organizations and schools/colleges to facilitate an industry-based (not classroom-based) skills development initiative for unskilled mining and processing workers in an attempt to reinforce the existing local labour pool on the West Coast. The initiative (promoted as a pre-employment program) should target women, young Tasmanians, disadvantaged workers and mature aged workers. It should address key industry skill needs including First Aid, OHS, hazard identification and risk identification. Further detail is provided on pages 24.
If this action is not taken, mining/processing operations on the West Coast will:
-
Experience difficulty drawing from a depleted local labour pool
-
Fail to realise forecast growth potential due to the unavailability of appropriately skilled staff.
3Review State-based implementation of the Drilling Industry Training Package (system priority) How many people require training and when (if relevant)?
A perception currently exists within the exploration industry that traineeships are practically impossible to implement because of AQTF/STA reporting requirements and ingrained close-to-RTO/close-to-base infrastructure. The traineeship system is seen as overly bureaucratic and not responsive to the needs of a mobile industry. As a consequence, drilling operations are not signing on trainees.
What will meeting this priority achieve?
If successful, meeting this priority will increase the exploration sector’s confidence in the traineeship system, which may result in a resurgence of trainees being employed by drilling operators to meet the current revival in exploration.
What current action is in place to address this priority?
Nil.
What further action is required and what are the consequences of not taking it?
There is a need to review the State-based implementation of the Drilling Industry Training Package (DRT03) to ensure flexible, responsive and effective work-based traineeships are made available to drilling operators in an attempt to address the current skill shortages of drillers, blasting workers and driller’s assistants.
If this action is not taken, drilling operations across the State will:
-
Continue to experience difficulty in attracting and retaining a local workforce
-
Fail to realise forecast growth potential due to the unavailability of appropriately skilled staff.
Part 7 Higher education Information on demand by industry for skills that is being met by higher education
The tertiary education sector currently meets a substantial demand for higher level skills within the minerals industry. A diverse range of professional/semi-professional careers is highlighted on pages 2 to 5 of this Profile. The following faculties within the University of Tasmania are actively involved in meeting the training needs of the industry:
The Centre for Ore Deposit Research (CODES) -
In an attempt to address the ongoing shortage of graduates and researchers (particularly geologists), the Centre has:
-
Established a postdoctoral strategy which involves joint appointments with partners and embedding researchers with industry
-
Established a PhD Program focusing on national/international recruitment
-
Established two Masters programs (in partnership with the Minerals Tertiary Education Council, or MTEC) specifically aimed at the next generation of explorers and geometallurgists.
-
Refer http://www.codes.utas.edu.au/
School of Earth Sciences -
Bachelor/Master/PhD courses in geology, geophysics, geochemistry, economic geology and environmental geology
http://fcms.its.utas.edu.au/scieng/earthsci/
School of Engineering Centre for Spatial Information Science -
Bachelor/Graduate Diploma/Graduate Certificate courses in surveying
http://www.geog.utas.edu.au/censis/
School of Human Life Sciences -
Bachelor course in Health Science (occupational health focus)
http://fcms.its.utas.edu.au/healthsci/hls/index.asp
Information on demand by industry for skills that could be, but is not being met by higher education Mining Engineering
Mining engineering is not available in Tasmania. However, under a Mining Transfer program, students enrolled in a Bachelor of Engineering degree are able to complete their final two years at the School of Mining Engineering (University of New South Wales).
http://www.mining.unsw.edu.au/
Information on existing, likely or possible articulation from VET to higher education
There is likely articulation between the following MNM05/DRT03 qualifications and Tasmania’s higher education sector:
-
DRT50103 Diploma of Drilling - Environmental
-
DRT50503 Diploma of Drilling - Mineral Exploration
-
DRT51103 Diploma of Drilling - Water Well
-
DRT60103 Advanced Diploma of Drilling Management
-
MNM50105 Diploma of Metalliferous Mining - Open Cut and Underground
-
MNM50205 Diploma of Mining - Processing
-
MNM60105 Advanced Diploma of Metalliferous Mining
Updated July 2005
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