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What is 'good practice' in introducing workplace English language and literacy training? How can you be sure that the English language and literacy training program you introduce meets the needs of the company and of those who will be undertaking the training? How can you gain commitment to the training program from all stakeholders in the workplace - management, supervisors, unions and employees? This resource addresses these and many other questions, using examples of workplace English language and literacy programs currently in place in workplaces within a range of industries. In a series of workplace interviews the resource examines the four stages of action necessary for a successful training program - preparation, design, implementation and evaluation.

This resource is a practical aid for use by all those involved in introducing workplace language and literacy training - managers, supervisors, union delegates and training providers. It is also a tool for training organisations (such as TAFE colleges) and industry training advisory bodies.

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The curriculum document for the course Certificate in Arid Lands Vegetation Management. The course incorporates the Certificate in Arid Lands Horticulture (stream 3100). Show less

This resource package was developed to assist staff who have not previously taught Textiles 1. The package includes a suggested programme for Textiles 1 and equipment required for the classes. Additional references and resources to assist staff in the delivery of the course is also provided. The package contains extensive programme notes for both theory and practicals. Appendix 1 contains occupational health and safety resources of hazardous chemicals. Show less

The curriculum document for the course Graduate certificate in quality packaging (stream 4400). Show less

The curriculum document for the course Certificate in Community Services (Community Development). Show less

The curriculum document for the Advanced Certificate in Refrigeration and Air Conditioning. Show less

Business education tends to reinforce the neo-liberal view that the best, perhaps the only desirable model of organization is the managed corporation. Furthermore, in competing to attract students, business schools frequently stress that lucrative careers and personal success can be achieved through management qualifications. All this arguably encourages the competitive and individualistic pursuit of wealth, status and power that reflects the dominant values underpinning much of contemporary western society. Our article suggests an antidote to these developments by proposing the more prominent study of ‘alternative organizations’ within business schools. Alternative organizations pursue very different ends, in different ways from mainstream business corporations, so studying them has the potential to stimulate debate and raise questions about the individualistic and instrumental attitudes implicit in much business education and research. Importantly, the study of alternative organization also suggests a range of possibilities for radically rethinking organization(s) - including business schools - and the place of managers, along with others, within them.

Published abstract reprinted by permission of the copyright owner. Show less