HOW DOES TRAINING FIT IN? Training and skills development, which are included in the government initiatives mentioned previously, are key components of programs for employees affected by the industry closures as they search for work. The inclusion of training and skills development in programs for displaced workers has implications for the workers and the providers of training. Many of the workers in the car manufacturing industry have no formal post- school qualifications. In addition, many are mature-aged workers with the Productivity Commission (2014) noting that in 2011 40% of workers in the automotive industry were aged 45 years or older. Moreover, some workers in this industry have poor English language skills (Australian Workplace and Productivity Agency 2014). Given this, foundation-level courses may be an initial requirement. The qualifications of some workers may also require upgrading. For some experienced workers with existing skills recognition of prior learning (RPL) is an option, whereby their existing skills are recognised. Other options include the provision of short courses, training in recognised skill sets to ‘top up’ or broaden existing skills, and generic skills training to help workers to change in the industry. This will assist with skills transferability for workers affected by the closures. There are also implications for training providers in terms of: • the types of courses required — foundation courses, full qualifications, short courses and skill sets in appropriate subject areas • course delivery — at a training institution, in the workplace, apprenticeships, recognition of learning • capacity — to deliver the volume of training needed and the ability to provide training in the particular regions affected. Australia has previously witnessed the closure of car manufacturing plants, with Renault in 1981, Nissan in 1992 and Mitsubishi Motors Australia Limited (Mitsubishi) in 2008 (Bradley 2015). It is likely that these earlier car plant closures have useful lessons to inform the development of programs for displaced workers following the closures over the next couple of years. A study from the closures of the Mitsubishi plant in Australia and MG Rover in England, the latter considered a relatively successful example of a plant closure in a region, offer useful examples. The role of training in mitigating the effects of these closures on affected workers is a particular focus of these case studies. are various training options to assist with skills transferability for workers affected by the impending car plant closures.
BROADER IMPLICATIONS FOR TRAINING PROVIDERS The needs of the local community must be considered when developing education and training plans. The UK National Audit Office (2006) highlighted the challenges for the former Learning and Skills Council and, by extension training providers, in developing their response for the provision of effective training for redundant employees. Firstly, they had to have the capacity to provide advice to the of MG Rover. To achieve this they established a pool of 120 skills advisers, on secondment from relevant organisations such as further education colleges. The council also set up a centre close to a key Jobcentre Plus office to provide advice. Secondly, they worked with colleges and other local providers to increase the range and number of training courses, and ensured that colleges had the staff and other capacity to deliver them. However, due to the broad range of courses wanting to be undertaken by the redundant employees and the large number of workers seeking training, the Learning and Skills Council was not always able to establish the courses as quickly as required. While the training response from the Learning and Skills Council was extensive, for some workers it came too early. Because of the sudden nature of the closure, some employees did not have the opportunity to consider future occupations, and were still in shock (UK National Audit Office 2006). The MG Rover case study highlighted the need to ensure that skills advice is targeted in terms of timing and the level of information provided to ensure the worker gets the greatest benefit from it (UK National Audit Office 2006). A further implication for providers relates to the extent and types of courses available for displaced workers. The partnership between the Learning and Skills Council and Jobcentre Plus was seen to provide a mechanism for delivering a range and generally sufficient volume of training courses, including work-based learning courses. are also implications for training at the local community level; for example, Bailey et al. (2008) noted that the specific types of education and training options that were taken up provided skills that were of use to the local community. This implies that an assessment of the types of skills of use to a local community would be a worthwhile strategy. The needs of the local community were further considered through the availability of training to the spouses/partners of redundant employees and supply-chain employees.