HOW DOES TRAINING FIT IN? (Mitsubishi) in 2008 Training and skills development, which are included in the government (Bradley 2015). It is likely initiatives mentioned previously, are key components of programs for that these earlier car plant employees affected by the industry closures as they search for work. The closures have useful inclusion of training and skills development in programs for displaced lessons to inform the workers has implications for the workers and the providers of training. development of programs Many of the workers in the car manufacturing industry have no formal for displaced workers post- school qualifications. In addition, many are mature-aged workers following the closures over with the Productivity Commission (2014) noting that in 2011 40% of the next couple of years. A workers in the automotive industry were aged 45 years or older. study from the closures of Moreover, some workers in this industry have poor English language skills the Mitsubishi plant in (Australian Workplace and Productivity Agency 2014). Given this, Australia and MG Rover in foundation-level courses may be an initial requirement. The England, the latter qualifications of some workers may also require upgrading. For some considered a relatively experienced workers with existing skills recognition of successful example of a prior learning (RPL) is an option, whereby their existing skills are plant closure in a region, recognised. Other options include the provision of short courses, training in offer useful examples. The recognised skill sets to up’ or broaden existing skills, and generic skills ‘top role of training in training mitigating the effects of to help workers to change in the industry. This will assist with these closures on affected skills transferability for workers affected by the closures. workers is a particular There are also implications for training providers in terms of: focus of these case studies. the types of courses required foundation courses, full qualifications, • — short courses and skill sets in appropriate subject areas are various course delivery at a training institution, in the • — training options to workplace, apprenticeships, recognition of learning assist with skills capacity to deliver the volume of training needed and the ability • — transferability for to provide training in the particular regions affected. workers affected Australia has previously witnessed the closure of car manufacturing plants, by the impending with Renault in 1981, Nissan in 1992 and Mitsubishi Motors Australia Limited car plant closures.
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.
end-of-car-manufacturing-synthesis.docx