Some cricket purists lament Twenty20 cricket, I love test match cricket but I reckon T20 has a huge future. Test cricket is the ultimate test of bat and ball, a team has to build a total and bowl the opposition team out twice, the five allotted days of a test match requires patience and skill, this is a test with teams seeking to win each of the three sessions per day.

Domestic T20 has huge potential, sure international players are brought in to add big player appeal, they also bring expertise that fringe players in the team are exposed to. This brings opportunity, possibly some fringe players who had lacked opportunity are given the chance to play in front of the big crowds that the big bash league provides.

The MCG recently hosted 80,000 in front of a Melbourne Stars v Melbourne Renegades inter-city rivalry, the women played first game early in the day that provided us viewers with a last over victory. At the beginning of their innings, the stands were close to empty, that changed as the game progressed. By the time Renegades came to bat, the crowd had swelled to nearly 15,000 in anticipation of the men’s game later in the evening. This was a great double header that provides exposure to not only the women’s BBL teams, the men’s team benefits by the franchise system.

My working life is somewhat mixed in terms of employers, I have worked either directly or indirectly for a number of large business enterprises. I have also been employed both part time and full time intermittently by small business, I have owned and operated a couple of small business enterprises working as a sub-contractor on most occasions. This is a less stable form of employment offering flexible working arrangements and greater potential for short term remuneration. 

All in all, I would consider myself a skilled company worker, that is, in all respects an employee. To do this, I needed to not only gain entry level skills and knowledge, I needed to constantly learn on-the-job updating skills and knowledge vital to my employer’s needs. When I look at an entrepreneur, I see a person not only willing to take risks, I see the generation of new ideas, products, processes and ultimately the creation of employment driving the economy. Entrepreneurial activity must be encouraged by government to attract both small and medium enterprises and their benefit to economic development.

Many people are scornful of small business owners in respect to the success they have gained, my personal views are they deserve any financial success they may have achieved. Entrepreneurial activity drives the economy, small to medium business enterprises are a major employer of people driving the economy.

That being said, most entrepreneurs tend to make lousy employees, I know this because working for a number of entrepreneurial types, they tended to be the ideas type while I looked at operational issues. They would come up with an idea sketched out on a scrap of paper or drawn up on a white board, I would then throw a costing together to see if the idea is viable, an operational plan, logistics and any other foreseeable issues.

From what I have noticed, the entrepreneurial types seem to be big picture strategic types whilst I tend to concentrate on the mechanics of the proposal. I have very much an operational mindset, this can be a very good partnership, a creative thinker teaming up with a functional thinker covering a broad spectrum.

But why do entrepreneurial types tend to not work well in existing companies? It is my belief the creative mind does not work well in a contemporary setting as the creative person seeks to expand the scope of the job, not working well in existing boundaries or tied down by group norms or established principles of operation. In short, the creative person tends to push the frontiers to exceed the limits of job or project.

Ms Elizabeth Holmes in my opinion was wrong in her address to Stanford University, you really do need a back-up plan as contingency planning works. Elizabeth once stated “The minute you admit you have a back-up plan, you’ve admitted you’re not going to succeed.”

Elizabeth, a darling of the Silicon Valley biotech start-up brigade is suddenly under intense pressure to perform and release details of the technology. After dropping out of Stanford University as a 19 year old and founding Theranos, a manufacturer of finger pricking vials that perform a range of blood tests without the need for a nurse to collect a sample, the venture capitalists are concerned.

Wall Street financiers are now reeling after the nanotainer collection devices with 261 of the 262 claimed tests temporarily halted after a Wall Street Journal investigation claimed the nanotainer technology is flawed. Elizabeth may need a back-up plan after all, this doesn’t mean she has not succeeded, it just means that the business needs to change its trajectory to reconnect with financiers and keep the market informed of technological advances including set-backs.

I couldn’t believe they were still for sale in department stores; the 70s classic tennis shoe, the Dunlop Volley is still for sale in Australia and seems to be making somewhat of a fashion comeback.

I actually love this canvas and rubber soled shoe; not for tennis though, I wear them sailing. As a cheap boat shoe that gets knocked around, exposed to the Western Australia sun during summer and immersed in salt water week in and week out, you just can’t beat them. Some members of the crew are getting around in $250 boat shoes to get grip on the deck, mine usually cost $10, but my last pair was $7 and on sale they can be picked up for $5.

When they start to smell after a race, I hose they off with fresh water and leave them in the back yard ready for duty next weekend. The flat rubber soles offer excellent grip on a wet and slippery deck, you have no fear getting them wet or knocking them around and they are not only robust, they are so easily replaceable and always see the season out. Ok, so you are making an anti-fashion statement showing up at the yacht club in time-warped 70s fashion. I prefer to view myself as anti-establishment; the epitome of retro-chic, but at that price, I won’t be replacing them anytime soon.

I love having an old man who speaks his mind, there are times he might make the odd inappropriate remark but his insights more than makes up for his indiscretions – he can certainly make a point when he needs to.

I had people living with me, on one trip at the last moment he told me his girlfriend was coming along too. This normally isn’t a problem but since he would be staying half a year, it could be uncomfortable if I didn’t get along with her, after all – it was sight unseen. It didn’t take me long to work out she was a pain in the arse, now it was time to count down until she left. So when we came home with me after being out for lunch and my place looked like a bomb had gone off, his first words out of his mouth were “what a mess!!!” 

It is really disrespectful to stay at someone’s house for no charge and make a mess of everything, I don’t want to work all day and come home to a mess caused by a person sitting around doing nothing all day. The second year she came back I was surprised to see she was quite pregnant; once again, I received no prior warning she would be having the baby when she was in Australia – great. Now I would have a new born baby living at my place, this is not what I wanted.

Still, that is what I ended up with so my place was left in a mess from a 22 year old who had spent her whole life sponging off people, she never had a real job and never earned a dollar in her life. She had done some baby sitting for people so she would argue she had worked, but then again I have done baby-sitting before and not earned a cent in income so I don’t see baby-sitting as a job when I do it for free.

Yes, there really was a Trump University. Now known as the Trump Entrepreneurship Initiative, this online learning business is not a university or college and does not award a bachelor degree.

The learning programs centre around real estate, well Donald made his money from real estate after all. There is also wealth creation, asset management and naturally entrepreneurship. I still have problems differentiating between a university and college in the United States. I know of the community college model running in the United States, that is a pretty good college model and more aligned to trade school.

From watching American movies, I have learned that all high school students aspire to a college education and then head off to a university so I guess this is more of a common usage issue. From what I have determined, a university offers full undergraduate and post graduate programs involving both coursework and research.

What I do know is the top US universities rank well in international rankings with many being household names. I am more interested in business schools as that has been my area and they rate highly. A college seems more closely aligned with the polytechnic model that would award a diploma or advanced diploma although that term in the United States is usually reserved for a high school graduate.

Ok, so quantitative easing is coming to an end, but what is this and what does it mean? Quantitative easing is a reasonably unconventional monetary policy tool as opposed to older style government policy where the central bank flooded the economy with newly printed money. But quantitative easing is still likened to printing money in some respects; however, this time a central bank purchases government debt securities from the bond market lowering interest rates and increasing money supply in the economy.

So, quantitative easing increases money supply by flooding bond markets and hence financial institutions with capital increasing liquidity promoting lending between institutions. When the GFC hit in 2007, institutions held onto their capital refusing to lend to other institutions drying up capital flows worldwide. We recently saw in Greece when banks stopped distributing money actually closing their doors for a week or so.

The GFC was a complex financial meltdown primarily caused by interest rates held too low for an extended period during periods of growth where interest rates should have risen to curtail economic activity. So instead, quantitative easing was created to counter periods when short-term interest rates are approaching zero to stimulate lending without the printing of new banknotes and all the problems associated with demand pull inflation.

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 troubleshooting 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 is offered 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).

 Practical Project Learning Pyramid

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. I really thought the opportunity had past Voges by, I never expected him to get a stint at his age, he turned out to be the right guy at the right time.

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 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.