BEST PRACTICE PRINCIPLES AND GUIDELINES

Impact of Clicks on Bricks:

Principles for VET facilities planning
in an information age

Prepared by:

Jan Whitaker,

JLWhitaker Associates

John Murphy,

John Murphy and Associates Pty Ltd

Alex Caldwell,

Domain Consulting Pty Ltd

Phoebe Palmieri,

Phoebe Palmieri Pty Ltd

January, 2002

In partial fulfilment of Engagement Number: 0101599

Department of Public Works and Services , PMG/Programs/Education Facilities Research Group for NSW Department of Education and Training (TAFE)

Principles and Guidelines for the Best Practice Incorporation of New Learning Technologies in the Physical Facilities of VET

An educational facility was built for using new learning technologies. The designers incorporated skylights and west facing sloping glass walls. Students had to wear hats inside the building to avoid the sun coming in through all the glass.

Background

The information presented in this document is the result of two major activities conducted in the ANTA Flexible Learning Project Clicks on Bricks: (1) a series of search conferences conducted throughout Australia in the vocational education and training sector to discover the issues and strategies the professionals involved in facilities design and management and those in new learning technology implementation perceive to be of the highest importance to their work and (2) an extensive review of the literature about the impact of new learning technologies in educational facilities design and management.

The challengeable assumptions were developed to identify commonly held beliefs with regard to information communications and technology (ICT) and facilities management. The search conference groups were asked to identify those assumptions that should be challenged as to there accuracy and validity. They are presented in this document to stimulate the reader to consider their own assumptions with regard to these areas and perhaps proceed with caution before acting as if they are accurate and valid assumptions. Similarly, each session identified the key trends they saw for ICT and facilities management. These are presented for further consideration by the reader.

The principles state a theoretical position about best practice in the area of facilities and their design and management in general and are supported by guidelines or strategies that will lead to better outcomes. The self-check questions are provided to assist the practitioner when developing or evaluating a project.

In addition to the general principles, the project has also examined four specific settings which may involve specific circumstances and different strategies: metropolitan, rural/regional, workplace, and community centre based delivery. During the search conferences each of these scenarios was examined at least three times, with the exception of workplace training which was discussed only once. Further work may be required on the workplace training strategies. Issues were identified, and strategies to approach best practice in facilities design and management were developed.

These principles, guidelines and self-check questions are yet to be tested in a real design project. These lists are not exhaustive and the reader is advised to add to the list based on their own circumstances. As with any development, the results of any application of these principles and guidelines should be reported to the project staff for modification and updating of the document as new information comes to light.

Throughout the document we have inserted stories shared during the search conferences that illustrate what could happen if best practices are not employed. To avoid embarrassment, the stories will remain anonymous.

Challengeable Assumptions about ICT and Facilities Management

Assuming that ICT was the accepted new way to provide learning support, a VET institute designed their new library with totally electronic information. Few came. Books were added to the library. People came.

Each search conference group was asked, from their experience and knowledge, to identify assumptions generally held regarding ICT and Facilities. These assumptions were then further selected as those which need to be challenged and examined for validity. The reader may wish to use these ‘challengeable assumptions' in their own organisations as they pursue planning of their facilities and ICT infrastructure.

ICT Challengeable Assumptions

Access and adequacy

· Equity of access, need to still have central ICT access area of some type at the institute

· Differences in regional/rural areas

· ICT are accessible to all and easy to use

· Communications infrastructure is adequate

· All regions have access to similar bandwidths

Attitude and Choice

· Consultation is done with the right people

· People will embrace ICT, everyone can & wants to use it mindset

· People will make appropriate choices and develop ICT based services to match them

· Developers are learning to be more selective of ICT

· ICT viewed as a separate not integrated delivery tool

Change

· Speed of change of ICT & keeping up - technology change + teaching & learning change rates

· Fear of change, how change effects individuals, workload impact, impact on job future - comfort levels may not be what is needed by current students and teachers

· Impact on adults facing new technology

· Nature of change - understanding of impact of technology, & ability to plan in a rational predictable way

· Issues of convergence

Cost

· ICT is cheaper delivery & more cost effective for teaching

· Cost is an administrative overhead to be minimised

· Ongoing funding will be available for maintenance and updating after the initial implementation

· Cost savings

· ICT is expensive

· Cost of professional development

· Resources will be continued

· Budgets are adequate to support recycling assets for reuse

Effectiveness

· ICT will enhance learning outcomes, particularly for off-campus students

· ICT is easier and better

· Time impacts

· Focus on learning as the driver

· Reliability & service backup - technology will do whatever we want it to do

Learners

· Are self-managing

· All have access to computers and networks

· Want to use technology for learning

· Have adequate computer literacy

Skills

· Teachers and students have the necessary computer skills

· Teachers and students are computer literate & comfortable with ict - current generations and environments lacking in basics and skills

Social Contact

· Not important

· Not add value to learning

· Can be replicated online

· Must be addressed in technology ways or face to face combinations

Teaching Staff

· New skills set needed in working with learners & ICT

· Time invested in skills development

· Time availability for ICT enabled teaching (ir issues)

· Transfer of 'good teaching' into new environment / tools

· Part time teachers, non teaching backgrounds

· Have time to do on-line teaching e.g. Chat and e-mail

· What it means to be a teacher, reskilling, age factor - old hard, young easy - what teaching & learning means / is

Support

· ICT will be well serviced and supported

· National strategy - why?

· On-line delivery is separate from traditional delivery and will require high-level ICT support

Facilities Challengeable Assumptions

Attitude and Choices

· Judgment by different set of values - age group - paradigms

· The ‘unknowns' of transitioning bricks to new paradigms

· Bricks competing with clicks vs integration

· ICT is more important than the bricks / buildings - not unique to ICT, what is the core business?

Cost

· Managing, procuring, ICT within buildings, sharing costs

· More funds are shifted from bricks to clicks

· Costs & funding, sources, & timeframes

Design

· Consideration given to ecological/ environmental factors

· One size fitting all - ‘right answer' through use of formulas

· Changing functionality of learning spaces (including libraries) – computer access everywhere

Flexibility

· Flexibility & adaptability of bricks

· What has been built is easy to change - adaptability at little cost

· Increasing flexible learning spaces – retro fitted, refurbished to accommodate ICT and flexible learning

· Transfer can happen ‘now', immediately

ICT

· Consideration given to ICT in planning new facilities – network connectivity essential

· Shift to wireless and laptop

Planning

· As global competitors increase - need for buildings decreases

· Inability to plan for new future

· Buildings & planning are integrated - databases, where done & who, whole of organisation approach to planning

· Adequate timeframes

· Diversity of use- rigid, inflexible, short term, non strategic, non collaborative

· Political agendas

· Sufficient consultation

Socialisation and Culture

· Bricks foster social aspect - 'families' vs ICT dehumanising ie social contact - isolation aspect

· Organisational culture impacted by devolution through ICT

Use

· Sharing, common ownership of facilities

· Buildings and infrastructure are put up & fully utilised, will continue to next 10 years

· Better utilisation of facilities

· Focus on access and use – 24/7, Friday & weekends

· Utilisation - where is data , evidence

· Building use - buildings evolve

Trends in ICT and Facilities Management

In addition to assumptions about ICT and facilities management, search conference participants were asked to identify the trends they are observing in these two areas.

ICT Related Trends

Access

· ICT infrastructure - enabler, learner focused, all students have access

· ICT available in all learning spaces – workplace, learning centres, libraries

· Learners accessing content from wide range of sources – specific items rather than full courses

· Growing demand for access

· Workplace learning becoming more accessible through ICT

· More portals to help with finding those learning activities wanted

· Globalisation, overseas competition

Acquisition and Management Options

· Content - develop/build and source/buy; multimedia

· Digital assets - procure and manage

· Purchasing learning resources from elsewhere

· Accessing learning from other educational institutions

· Employers using in-house ICT learning solutions

· Flood of learning materials from US

Blending and Hybrids

· Multiple methods - blended, ICT integration, seamless

· Hybrid delivery models are evolving

· On-line as part of multiple mode, multi media environment, flexible delivery from anywhere, any time – self paced, lifelong learning; collaborative learning

· Shift to hybrid: on-line & classroom

Change

· Pace of change increasing

Collaboration

· Partnerships, professional knowledge spaces, in a competitive environment

Connectivity

· Remote learning, accessibility impact, regional issues

· Bandwidth is becoming more important

· Access via and wider use of the Internet

· Wireless technology

Content

· Learning objects that are reusable

· Knowledge management

· Blended learning

· IP rights management

· Online resources

· Development through collaboration

· Learner centred - industry influenced which wants/needs good basic skills

Convergent technologies

· Internet, mobile phones, palm pilots, email etc; tv, radio

Costs

· Institutions looking for ways to devolve ICT costs to users

· Cheaper learning management systems

· Budget - underestimating costs

· Greater need for it resources- greater reliance on ICT

· Equipment - privately owned, shared assets, who pays?

Equipment

· Growth in quantity of hardware in the organisation

· Need for more flexible ICT facilities

· Portability and mobility

Skills

· Teacher/learner skills gap

· ICT skills training, online only option

· Teachers need (and are developing) new skills and knowledge for ICT delivery

Socialisation Aspects

· Need for continued socialisation

· E-learning is involving increased communication and interaction

· Sharing and collaboration in learning are increasing

· Collaborative tools between learners, not just content

· Social factor - reduced socialisation

· Learning factor from social interaction - changing social communication model

Facilities Trends

Design

· Design includes ICT integration

· Choices of re-use/refurbish

· More user friendly buildings - new populations of users [disabled students, culturally appropriate, etc.]

· Environmentally friendly

· Common, open spaces

· Sustainability - funding, maintenance costs, use as teaching resource, energy conserving systems

· Attention to aesthetics

Flexibility

· Place, space, time, simulations, online

· Flexible spaces to provide larger rooms for more students (lecture style delivery)

· Adaptable structures that are needed - gypsy approach

· Open learning, flexibility, multiple use, increased utilisation, community connections, less specified uses, sharing

Function

· Multi-purpose

· Campuses for social interaction rather than learning as prime purpose

Funding

· Funding - shift from bricks to clicks

· Demands increasing - funding reducing

ICT

· Accommodating technology

· Wireless

Management Issues

· Fuller utilisation - no time available for maintenance

· Fuller utilisation - need for better planning and timetabling

· Increasing standards – occupational health and safety implications

· National topdown emphasis on accountability and integration with other VET priorities

· Increasing complexity to manage - increased diversity, accountability, compliance and regulation, safety, do more with less

· Increased pressure, liability, skewing the planning process

· Increased accountability for resources use and application

· ICT needs to operate in context of implications to facilities management

· Increase pressures on facilities managers - competition for funding, reduced funding for facilities managment resulting; whole of environment issue, not just ICT

· Increasing influence and input by professional facilities managers - reliance on skills/knowledge, involvement in process, expectations high

Ownerships

· Facility sharing - using other facilities

· Collaboration - with community for commitment and ownership

· Sharing/access

Place

· More virtual operations, more use of workplaces for training - less need for buildings

· Small community centres rather than big buildings may be access points

Planning

· Consultation - wider, with users

· Emphasis on outcomes, value

· ICT involves a shorter term reactive planning versus the longer horizons of facilities planning

· Strategic planning - include external factors, integration, political agendas, equity and access, consultative

· Use of research and justification,

· Comprehensive planning

· Increased pressures on facilities managers will influence planning input, risk averse, competitive edge of the institution

· Market responsive - old and new

Principles, Guidelines and Self-check

Characteristics of an architectural award winning education building: exhaust and air conditioning blowers by offices, reception on second floor, and glass windows that couldn't be cleaned.

Planning Principles Summary for Best Practice Facilities Management

SC=Source Search Conference

Planning Area	Principle	Guidelines/Strategies	Self-Check Questions
Balance	Planning must include a balanced assessment of the facilities and the ICT components against the programmatic requirements
	Balance SC	Balance resource allocation in plans between clicks and bricks, putting each forward to the best advantage to meet program requirements. Avoid ‘either/or' thinking.	What are the drivers for facilities and ICT choices in your institution? Are resources adequately distributed to support each to an acceptable level to meet the program requirements or is one being starved at the expense of the other?
Benchmark	Plans must include quantifiable and/or qualitative measures to establish performance expectations
	Benchmark SC	Establish the benchmark for utilisation	What is your benchmark measure? What is the time frame for measurement? Are trends identifiable within programs? Are the cyclic usage patterns? What is your goal for facilities utilisation?
	Specifications SC	Prepare accurate and concise brief of requirements	Who has been involved in establishing the requirements for the brief? Are they realistic? Achievable? Can you afford them? Can they be reached over a staged implementation period?
	Review SC	Annually review facilities needs and utilisation	Who is responsible for doing the review? How will it be used in planning activities for the future?
Business Analysis	Planning must include analysis of the various components and recurrent costs as well as capital costs associated
	Budget analysis SC	Assess the recurrent costs for use and operation of the facilities and ICT components	What are your current operating costs per square metre? Would that figure change in any changed facilities due to changes in utilisation, utilities required, support needed? Are there consumables that will be added to your supplies budget in the new facility? Are there any specific security measures that will incur recurrent costs?
	Business Analysis SC	Assess value for money and reach before deciding between clicks and bricks or ratio of each	What is your return on investment measure? Are combinations of ICT and on site delivered programs going to give you more return on your investment while still meeting quality expectations of your learners and key stakeholders?
Consultation	The best plans are realised when the widest possible range of interests are included in determining the vision, commenting on methods to achieve the vision, and providing input on outcomes of the plan
	Consult users SC	Consult with primary and secondary users of facilities throughout the planning process	Who are the groups to be represented? How will you choose participants from among those groups? How frequently will you involve them in the planning process? Will they be advisory only or decision making? Will different groups have different participation levels? How will students be involved?
	Consult community SC	Community consultation; consult widely to gain insight into potential futures thereby potential facility requirements	What community groups are likely candidates to be involved in planning? Will they be volunteers or compensated in some way? How frequently and at what stages will you involve them? What characteristics of community participants would be valuable to you?
	Consult range of staff SC	Engage teaching as well as non-teaching staff in defining the future trends	What non-teaching staff will you involve? How will they be encouraged to be involved? Will they be expected to substitute this involvement for regular duties?
	Consult experts SC	Consult with and involve key stakeholders, including IT staff in planning processes with an open discussion of options	What level of IT staff will you include? Will there be working parties that they could be involved in at a specific part(s) of the process to reduce time away from key duties? In multi-site providers, how will representatives be selected to participate?
	Facilities managers role SC	Assist facilities managers to develop skills in consultative processes to meet the increased expectation of facility manager initiated consultative process	What are the current skills of facilities managers/staff? What skills do they lack and how can they be supported to develop them?
Creativity	Plans that allow for creative input can move an organisation further than normal expectations
	Creative opportunities and SC solutions	Encourage creative ideas during the consulting process - imagination, thinking outside the box	What opportunities can be provided for creative thinking - e.g. workshops, ‘focus days/sessions'? Will you want to use an external facilitator to lead the event? What will you do with the ideas that are generated?
Current Assets	Starting from review of the current asset base in planning can point out mistakes of the past, needs of the future, and opportunities to reuse rather than build new.
	Reuse SC	Examine potential reuse of existing buildings for different programs/services	What is the current program use of each facility? Are there needs that are based on expansion requirements hence more of the same? Or are there program changes that need a different structure/capability? Can previously used facilities be better used by other programs? What are the characteristics of programs that may continue to use this existing facility? Do they have additional ICT requirements that can be achieved?
	Refurbish SC	Refurbish in preference to new buildings if it makes sense to do so	What is lacking in the current facility to meet the program's needs? Will the cost of refurbishment be less than the cost of new construction? Will refurbishment allow for upgrading for a longer lifetime than a new construction with newest building design and ICT features?
External Influences	Plans that include a scan of what others have done or are doing can provide learning opportunities and reduced error
	External - overseas SC	Examine overseas trends in building design such as OECD special programs	What are specific areas of interest when examining overseas facilities, e.g. design, context, functionality, operation, etc?
	External - demographics SC	Consider changing labour markets and demographics	What are the demographic factors that drive your planning decisions? Where can they be found? What are the trends in each of these measures? How do these trends impact your program decision making and therefore your facilities and ICT needs?
	External - local models SC	Examine what models are available in the wider community which we can use - be really creative	What types of organisations face similar planning requirements? Do you have a relationship with any specific organisations of that type with whom you could build a further relationship on this topic?
Facilities management plan	Facilities management plans should be in place to attend to the ongoing support and operation of the facilities
	Management Plan SC	Develop a facilities and asset management plan, including maintenance and update planning; aligned with institutional and facilities strategic plans	What facilities and asset management plans are already in place? Are they adequate? Where have they fallen short and not given you the control or information you need for adequate decision making and future planning? Who is charged with maintaining the plans and seeing that they are carried out? Are they adequately supported? Has the plan been reviewed in conjunction with any new or changed strategic plans of your organisation?
	Avoid/Planned Obsolescence SC	Avoid obsolescence in design and maintenance, but plan for it as well	Does your facilities management plan include a life cycle measure of the facilities and assets? Does the maintenance plan include allowances for decommissioning as well as on going support, both repair and preventative actions?
Guidelines	Plans should attend to established guidelines and standards for ICT inclusion
	Guidelines/Standards SC	Develop local guidelines for incorporation of ICT in new buildings based on Standards documents where possible	Does the organisation have standards for ICT installation? Is it followed? Has the facility been audited for compliance with the standard? How recently? How is the standard made known to those who might do physical changes to the facilities? When changes are identified through planning processes or technological advancement/change, is the standards document updated to reflect these changes?
Integration	ICT and facilities planning should be integrated into a systemic whole
	ICT Vision SC	Incorporate clear ICT vision into facilities planning	Does the facilities plan have an ICT section or does the ICT plan have a facilities section? Are both incorporated into each where appropriate to do so?
	Educational Alignment SC	Detailed assessment of equipment requirements to ensure they are closely aligned with educational needs; plan ICT installation rather than retro fit	Have ICT and other audio/visual equipment been audited in relation to program needs? Does the equipment operate properly and is it adequately maintained? Are ICT and other teaching/learning support equipment part of ongoing institutional planning? Are ICT and A/V planning integrated?
Site Selection	Building or facilities location is based on many variables
	Location SC	Position TAFE buildings competitively, not necessarily on cheapest land	What location options are there when locating a new program in your service area? Is there room for expansion should the program grow and require more space? Is the location close to the primary users, both learners and teachers? What is the public transport availability? Parking? Security?
Needs Analysis	Facilities and ICT plans should be based on thorough needs analysis methodologies
	Outcomes and ICT SC	Focus on delivery outcomes and then the facilities and technology needed to assist achieving them	What are the educational outcomes and key performance indicators for your organisation? What are the factors that each present that could be supported by technology for efficient and effective achievement? Are there specific physical facilities requirements associated with them?
	Needs first SC	Establish needs first; built environments are subservient to needs	Given the outcomes desired, what needs are there for technology and physical facilities? What are already in place and what are missing?
	Curriculum Needs SC	Link curriculum with facilities planning	What curriculum offerings are in place and will continue? Are there new curriculum offerings being planned? What are the facilities and ICT requirements for the new offerings? Are these available in the form of current excess capacity or do new spaces and ICT services and equipment need to be added? When can they be reasonably be brought into use? Does that match the timeline of the program start?
	Learning and Teaching Styles SC	While discussing click and bricks, we must keep a focus on learning and teaching styles	What are the prevalent teaching and learning styles now in use? Are they changing to new forms, such as becoming more learner centred? Are there teaching and learning styles that require specialised spaces such as hands-on manufacturing processes or simulations? Are methods moving from lecture to group work? Will the groups use computer-based communication strategies? If yes, are the computer labs and classroom equipment in place to support this approach?
	Access SC	Convenient access centres rather than central campuses	What are the travelling patterns of your students and teachers? What are the balances for service delivery to students in distributed centres versus students travelling to a central campus? Are there benefits for community relationships to use distributed access centres? Would more students be able to access programs in remote centres? Are they viable?
	Planning Time SC	Spend time to find best solution	Have you allowed enough time to prepare a quality plan? Are participants assured that the time spent planning is seen by management as appropriate use of their time and effort? Is a range of solutions examined before making the final choice?
	Types of facilities needed SC	Consider staffing and service delivery patterns in relationship to space type needs	What are the adjustments in space needs for shifting staffing approaches? Under a clicks & bricks scenario, will more teachers require a ‘home' office or ‘hotdesk' options? Will teachers be teaching from their own homes? What number of offices or hotdesks will be needed for roaming teachers? Are there new support staff being added to support new approaches, such as ICT staff? What work space will be needed for them? Is there space available for ICT and network equipment? Will students be interacting with the organisation in different ways, requiring different arrangements for support, e.g. call centres?
Partnerships	Partner organisations can support planning efforts and open up new opportunities.
	Cross-deparmental Cooperation SC	Develop greater cooperation between ICT & facilities departments - shared vision	What initiating activities can be arranged to bring the people working in these areas together for planning? What on-going activities can be arranged to build on these relationships? Who are natural ‘allies' in terms of skills and job levels amongst the group? Are there opportunities for cross-training for increased knowledge and support backup?
	Cooperate SC	Consider Inter-sectoral projects when planning	What other education sector groups are in your service area? What opportunities are there for cooperative efforts? What schools are natural ‘feeders' of students to your organisation? What other tertiary institutions receive your students? What curriculum relationships do your teaching departments have in common with these other sector groups? Is common curriculum planning an opportunity for cooperation? ICT and facilities sharing?
Planning Cycles	Planning cycles should take into account near term, mid term and long term factors
	Planning Cycle SC	Plan long term rather than short term for buildings, but allow for the importance of short term training programs	What are the short term, midterm and long term planned uses for your facilities? What training programs are short term, midterm and long term in their anticipated lengths? What are the decision points in time for program start, continuance or closure? Do these fit with the facilities planning cycles?
	Cycle alignment SC	When mapping planning activities, consider that ICT product cycles are fast and changing, but building and facilities planning is much longer for plan, build and use	What are the normal planning periods for ICT and facilities? Do they align in any way or do they require adjustments to be mutually supportive as much as possible? Do your construction and/or maintenance staff in both ICT and facilities have a clear path for sequencing work amongst the different trades so that rework is avoided? Is there a plan for refitting requirements for ICT changes in the future in the planning process? What is the plan review timeline to be sure that these are still in alignment or may require adjustment?
Staff/HR Planning	Plans should address staffing needs as well as the physical and procedural aspects
	Staff/HR planning SC	Provide sufficient staff development and HR planning for programs and building/ICT operation and support	What are the staffing requirements associated with program service changes? Do the facilities and ICT plans provide required workspace and ICT support for them? Are there opportunities for staff to upgrade skills to continue to function appropriately in the changed environment?
Strategic Planning	Planning should address strategic issues of the organisation and be supported with action plans to achieve the vision through the selected strategies
	Systemic development SC	Emphasise systemic facilities development - collectively owned strategic plan & what it means to people	Are all areas of the organisation involved in the strategic planning activity? Are strategic plans distributed widely in the organisation to allow the common understanding amongst all staff and students and community? Do strategic plans incorporate the issues of all areas of the organisation, including facilities, ICT, HR, finance and most importantly core business activities: educational program delivery?
	Planning levels SC	Balance independent institute level planning with broader strategic direction articulation	What wider strategic planning efforts, e.g. state or national, are in place or being developed that influence your strategic planning activities? Are there parts of those plans that can support the efforts you wish to undertake, e.g. expansion of ICT services by federal government, Flexible Learning Framework from ANTA?

Design Principles Summary for Best Practice Facilities Management

SC=Source Search Conference

Design Area	Principle	Guidelines/Strategies	Self-Check Questions
Access	Facilities and programs must be designed for easy access by all types of people
	Accessibility SC	Provide ICT access for those without ICT equipment at home or work; special needs, varying learner ability	What are the special needs students who will be coming to your facilities? What are the equal opportunity requirements for accessibility for these groups? What is the actual ICT access for the current population in your service area?
	Access Round the Clock SC	Areas should be suitable for 24 x 7 access	What areas will be required for 24X7 access in the near term? In the future? What security will be required? What utility services?
	Access to Resources SC	Support combined library and learning centres to give adequate access to resources	What learning centres are currently in place throughout the organisation in different teaching programs? What space would be needed in the library/learning centre combination to accommodate these programs as a central access service?
Driver	Facilities and ICT systems must be designed to support the educational program and associated services
	Program SC	Design facilities and ICT services with functionality at a minimum described by the educators, focus on delivery of learning with facilities and ICT linked to effective learning outcomes	See Planning Principles
Environment	Facilities and ICT systems must be environmentally ‘friendly', sustainable, and comfortable for users
	Reuse/Recycle SC	Reuse and recycle existing buildings where appropriate	What facilities can be recycled for other programs? Can they be modified in design to meet new needs?
	Energy SC	Consider environmental/ ecological issues – energy efficiency	What is the energy efficiency rating that will provide lower energy costs over the life of the building? What changes can be made to existing facilities to improve energy efficiency - e.g. window coverings, insulation, solar systems, landscaping
	Position SC	Position buildings for energy efficient alignments with the sun	What is the optimum position for buildings on your site, if it's a new site? Can external spaces be adjusted for access, e.g. car parking, street entries, to enable optimum positioning? If not, what architectural design decisions can be made to reduce the effects of the sun?
	Sustainable SC	Design for environmental soundness and sustainability	What are the ongoing operating costs for the facility - energy consumption, cleaning, consumable supplies? How can those be reduced and still maintain and operate the facilities appropriately?
	Environment sensitive SC	Design environmentally sensitive facilities that fit in the local external environment	What colours, building claddings, and landscaping decisions would complement the local external environment? What are the styles of other buildings in the area? Are there historic features that should be considered?
	Internal Environment SC	Provide internal environments that meet ICT requirements, e.g. climate, dust controls, power levels and cleanliness	What ICT systems will be commonly used now and in the future in various spaces of the building? What are the environmental requirements in those spaces - heating/cooling, dust controls, power levels, etc? Are there easy and safe ways to move equipment within and among buildings when necessary - e.g. smooth footpaths for carts, ramps and lifts
	Comfort SC	Design for comfort and pleasing aesthetics	What colours and textures are conducive to learning as well as easily maintained and pleasing to the eye?
	Safety and Security SC	Design buildings that are good places to be: Safe, secure and welcoming places	What are the main entry points to your organisation? What furnishings can be added to make it a comfortable space for newcomers? What signs can assist new comers to your facility to easily orient among services? What emergency alert systems will be provided in common spaces such as car parks and corridors? What emergency evacuation tools will be required - maps, meeting places, lifts that home to ground, alarms, etc.
Flexibility	Facilities and ICT systems must be flexible and adaptable for multiple purposes
	Adaptability SC	Design facilities and ICT systems that are adaptable over time to an identified range of needs where possible	What are reasonable expectations for adaptability in classrooms - e.g. furniture arrangement, teaching position, lighting variability, incorporation of external communications links on demand? Will some rooms be multiply adaptable and others be more basic? Will individual programs have some of each or will the adaptable facilities be open to any program?
	Shared uses SC	Design facilities and ICT systems that can be shared among multiple programs	Will all rooms be shared or will some be program specific? Are there programs that have installed, special purpose components such as machinery? Are their clusters of programs that make more sense to share facilities than others?
	Group size and learning styles SC	Design flexible spaces, configurations and modes that allow broad accommodation of differing learning groups, learning styles and teacher style	What are the various teaching/learning styles of the programs in your organisation? Are they found in all programs or just some specific ones? What are typical and atypical class sizes in programs? Will this change over time?
	Informal and formal with SC technology	Design informal and formal learning spaces with maximised networks and access to technology, including bandwidth	What formal learning spaces are required for programs? What informal learning spaces are needed for individual or all programs collectively? What level of technology will be needed in each sort?
	Speedy changing SC	Design facilities and ICT services that can be quickly changed to meet different needs multiple times within a day or class period	How often do current teachers wish to change their learning spaces? If they could change them more, would they? Which program areas can benefit from this level of multiple changes?
	Flexibility in furnishing SC	Design with modular furniture for variety of room arrangements	What are some common room arrangements that should be accommodated in the design choices? What are some atypical arrangements that would be beneficial to accommodate that aren't currently? What are the implications for ICT connections when modular furniture is chosen? How will the ICT be accommodated in those cases?
	Mobility SC	Design for mobility of teachers and other staff	Are teachers and staff working across multiple teaching and work areas? What types of mobility is needed: telephone, computing, resource access, etc.
	Workspaces SC	Design for flexible and adaptable workspaces as well as teaching/learning areas	How frequently do staff shift work areas? Is your group one of seemingly continual ‘reorganisation'? Are all staff who need network access provided with it to be functional in their work responsibilities?
	Multifunctional SC	Design facilities that are multifunctional - able to be used for a number of different things	What are the range of applications to which spaces may be put? Are their opportunities for new applications that may come from external users - community and business? How often will these applications change - daily, weekly, sporadically? For what periods of time - several hours, days, weeks, months?
	Multiple modes and group size SC	Cater for multiple delivery modes such as self-paced, group f2f and simulated workplace and prac sessions	What are the various delivery modes used in your institution? What are most common/least common? Is the change from one mode to another done within single class meetings, among different programs or subjects?
	Inviting SC	Design buildings that are inviting and encourage multiple uses by internal and external groups	What user groups will use the space being designed? Do they have different thoughts on what is inviting - youthful groups versus seniors, formal groups versus informal? Are you charging a fee that would imply a different level of quality of the facilities to external users? What services will you provide, as part of the normal service or for additional fees?
Future	Facilities and ICT systems should accommodate future changing needs
	Future proofing SC	Identify future anticipated needs and design to address those needs [Future proofing]	What are the visions of the future uses of the facilities in 5 or 10 years? What will new users need and expect to be provided? What types of ‘hooks' can be included in the design to enable these future needs - dark fibre network connections, water supplies and drainage, relocatable wall positions, etc.?
Layout	Facilities design should consider new forms of layout
	Layout SC	Forget 4 walls, consider other room shapes to meet different needs - break out spaces, individual learning spaces, full group spaces	What room layouts should be part of the options in your facilities? Can movable walls or partition provide a range of options within a room? What are the ICT relationships to these changing spaces within rooms? Is the room still safe for access to doors and windows in the case of an emergency?
Management	Systems supporting facilities and ICT scheduling must support the flexible uses and match the user needs to the facilities available
	Scheduling Systems SC	Develop systems to provide greater flexibility in allocating room, on the assumption that there will be more blended models of learning	What room allocation system do you currently have? What is the information you collect from teaching programs in order make room assignments so that the facility capability matches the needs of the learning outcomes? If blended learning is used, i.e. some in person and some out of class mixes, can the room allocation system flexibly schedule the space on a day to day basis rather than for a full term for example?
Technology	ICT systems can be designed into facilities to support safe, secure and flexible environments
	Technology outfitting SC	Design ‘Smart' buildings (ie data projectors/audio visual equipment in classrooms, wireless technologies, "friendly" learning environment that incorporates/supports both new and traditional methods of learning); wireless connectivity for mobility and learner flexibility	What will be the base ICT services available in all teaching and learning spaces? Workspaces? Will wireless be coming into the mix in the near or midterm future?
	Security and access control SC	Include security and access controls in design such as biometrics in all buildings; ensure community access at all times through smart card access	Where will security and access controls be centrally operated? What type of smart card system will you employ - what characteristics must it have? Will individual sections of a building or campus as a whole have different security and access? What are the options for these combinations of access?
	Functional environment SC	Design appropriate sound/acoustics controls and light controls for functional communication and use of ICT screens and sound systems	What sorts fo sound inputs and outputs will be needed in different learning spaces? Will sound and vision systems [video, film, recordings, etc.] be delivered from a central service or individually in teaching spaces? What types of learner controls for accessing sound and vision systems will be needed in libraries and learning centres? Will any external communication linkages be used amongst different campuses of the organisation or with outside groups [e.g. videoconferencing]? What window coverings and in room light controls will be provided? For electronic controls, will they be located in a teacher control station?
	Technology integration SC	Integrate ICT for electronically ‘friendly' buildings with network and cabling infrastructure available throughout the building	Will buildings use separate networks for security and teaching/learning services [cost versus operating security separation]? Where will communication closets be located? [see Technology Principles for more information]
	Building Technology SC	Use new building technologies	What building design tools are available for simulating engineering new facilities? What information can you get through architects and other planning services to assist with design decisions? For new building technologies chosen, perhaps new materials, are their installations in the local area that can be visited to see those technologies in use or are they so new that you group will be the pilot site?
Use	Facilities and ICT systems must meet the needs of the user community
	Community and business SC	Design facilities and ICT systems that fit community and business purposes	[See Planning Principles]
	Values SC	Design to the values of the organisation, e.g. egalitarian spaces - students and teachers together	What are the values of your organisation in relation to the programs and services on offer? In relation to your customer groups? How can those values be included in the design - formality versus informality of design for example?
Users	Facilities and ICT systems must address a variety of user types and characteristics appropriate to the VET environment
	Adults SC	Design learning environments for adults as the primary user audience	Are their other users besides adults who will be using any facilities - e.g. creche services, school children summer programs, senior adults?
	Student perspective SC	Design from the student perspective	What students can be involved in the designing process? When would their opinions and reactions be requested? Where would models and design simulations be displayed for comment? How will those comments be incorporated into final design decisions?

Technology Principles Summary for Best Practice Facilities Management

SC=Source Search Conference

Technology Area	Principle	Guideline/strategy	Self-check questions
Adequacy	IT structures must be adequate to meet the needs identified in the business plan of the organisation
	Adequacy SC	Provide adequate IT structure to suit the business plan	Does your business plan identify the ICT needs for accomplishing its objectives? Have these then developed into specifications and performance benchmarks?
Functionality	The ICT solutions determined must function to support the activities and needs of the users of the facility
	Plug in Functionality SC	Provide for plugin functionality, IT infrastructure that allows students and staff to plug in their own laptops when onsite,	What is the current level of laptop ownership by teachers, students and staff? Are there network security issues for allowing roaming plugin? Is there adequate electrical power near the network connections to reduce battery use? What network cards will be required for the user to provide for connection?
	Wireless Functionality SC	Provide for wireless functionality, ability to reconfigure and network within a space or building without physical addition of network connection points	Is the wireless technology well enough developed to meet the needs of the program? Will the addition of wireless reduce the demand for network points? What software/hardware requirements will result for connecting end equipment? Is that equipment of an age to support these additions?
	Number of Points SC	Over design number of network points, plan for more points of access even if kept dark	Is the organisation going to remain wired or move to wireless at some point? What are the advantages/disadvantages of either? What is ‘enough' in a room? In a lecture theatre? In the library? Ina social space? In an office? What about peripherals such as printers and storage devices?
	Realistic SC	Examine the realities of the ICT capabilities in the area for which the access is desired. Understanding and discussing the risks associated with ict initiatives in a regional and rural context provides real rather than political feeling in terms of developing these strategies	What are the network options in your community? What are the costs of the various options? Is there more than one service provider in your area? What are the comparative prices of services between them? Are there emerging services that should be accounted for in longer term plans?
Integration	ICT capabilities must be part of any facilities design planning
	Building Status SC	Make ICT design and functionality a component part of new buildings and refurbishment project plans	Who will be providing initial specifications - internal or external staff? What is the review process for adequacy and appropriateness of environmentals in the various spaces - e.g. light, sound, climate, dust? Do you need a short term, midterm and long term view of ICT needs in light of any program growth or reduction planning? What are the architectural barriers that will impact the ICT installation? Where will communication closets and hubs be housed? Is climate control required separate from the general building climate controls? How will these spaces be kept secure yet accessible when required?
Priority	ICT must be considered in its rightful level of consideration in planning; no more, no less
	Program Support SC	Address ICT planning as supportive to the educational program not a driving role	Does the educational program planning include an ICT component analysis? Has this been discussed with ICT support staff and planners? With facilities staff?
	Deployment SC	Deploy technology according to needs first, wants second, experimentation last	Does the budget address needs, wants, and experimental programs? Is adequate technical staff support available to cover these various levels of deployment? How will ICT in experimental programs be supported - through specialist project staff or general ICT support staff?
Reliability	ICT must be reliable in order to be acceptable for program delivery
	Back up SC	Ensure good infrastructure backup - including network connections where feasible, desktop or other end user components, power supply on mission critical activities, and data storage options	What is the hardware spare parts strategy? Is there a possibility of backup network paths through dark fibre or dual coax cable pulls at time of installation? Are these alternatives inventoried on a common plan for easy transfer in case of failures? What is the time of the backup power supply and what procedures are in place to recover from a cutover in order to not lose data in progress? What are the mission critical activities that require power backup? What are the data storage procedures - frequency, recoverability, safe storage in fireproof vaults or off-site? Where do you keep your licensed software masters?
	Redundancy and Upgrade SC	Include redundancy of access and upgrade strategies in ICT planning	What components should be made redundant? How critical is communication outside of and between building sites? What is your upgrade path over the next 2, 5, 10 years? What will be done with decommissioned hardware - secondary market, scavenge parts, hand-me-down to other programs
Skills/ Knowledge	Both ICT and Facilities Management are specialised fields of expertise
	Skill Development/Exchange SC	Provide opportunities for facilities and ICT staff to work together in design and problem solving	What working groups and committees exist without ICT and facilities manager representation?
Value Adding	ICT is a valuable asset for program delivery and community development
	Learning value SC	Include technology as an enriching value added component to physical spaces for better learning outcomes aligned with program needs	What programs are using ICT successfully and could be models for others in the organisation? What programs are not using ICT but could benefit from it?
	Community development enabler SC	Enable the access of community groups to provider ICT facilities	What community accessible areas have access to ICT services? Is there a charge? What instructions are required to ensure safe usage of the equipment? Are the legal impediments to allowing community access to your network services such as the Telecommunications Act of 1997?

Business Principles Summary for Best Practice Facilities Management

SC=Source Search Conference

Business Area	Principle	Guidelines/Strategies	Self-Check Questions
Asset Management	Complex assets and facilities management must be professionally performed incorporating standard good practice in maintenance, acquisition plans and disposal plans
	Purpose/ SC Solutions	Make facilities and assets decisions to solve strategic program/service problems	What is the purpose to the facility or asset change?
	Management SC Levels	Recognise different levels of facilities management - levels of responsibility, levels of knowledge and skills, areas of expertise	What are the roles and responsibilities to be fulfilled in your organisation? Are all areas adequately addressed?
	Intellectual SC Property/Knowledge	Capture intellectual property as an asset to the organisation as well as physical materials	What procedures are in place for collecting, organising, and making accessible the needed corporate knowledge about your facilities and other assets and how they are managed, their history, etc? Is the information updated and accurate?
	Management SC Relationships	Establish a relationship for specialist areas such as ICT in the whole of facilities and asset management	What is the relationship between the traditional facilities management and ICT areas in the organisation? Who makes final decisions?
	Charter SC	Develop an operational charter	Do you have an operational charter for your facilities? Is it publicised and understood by staff and others who may be using your facilities? Is it regularly updated?
	Life cycle management SC	Avoid obsolescence in design and maintenance	What safe-guards are in your planning procedures to balance the risk of obsolescence? What measures are in place for decommissioning old equipment no longer easily or viably maintained? What are the program delivery implications of this decommissioning?
	Life cycle Management SC	Incorporate "Whole of life”, life-cycle management strategies	Are the facilities and assets expected life-time use documented and tracked? What replacement strategies do you have for equipment and facilities reaching use-by dates?
Contracts	Arrangements for leasing, buying or selling facilities and assets by the VET provider require clear, agreed, and achievable contracts
	Contracts SC	Negotiate memorandum of understanding with facilities owners when leasing	Do you have a pro forma memorandum of understanding that meets the legal and regulatory obligations of your organisation? Are MOU's with other organisations regularly reviewed and updated?
	Performance SC Agreements	Use performance agreements when buying, leasing or selling facilities and assets	Do you have a clear understanding of the performance requirements of your suppliers, particularly in ICT areas? In areas where performance is not met, do you have acceptable compensation agreements for non-performance? When you are leasing or selling facilities or assets to others, have you identified performance expectations to your customer and can you meet them?
	Whole of SC Government Contracts	Get rid of whole of government contracts to allow for local needs and customisation of requirements - e.g. Ict equipment purchase, network service purchase	Are you able to opt-out of whole of government contracts? Do you know when a whole of government contract is beneficial to you and when you should negotiate other options?
Control	Control of facilities and assets is a shared activity involving new players
	Teachers SC and Students	To overcome access issues, teachers and students need to take a share in control over resources, with teachers taking on a greater role in facilities and learning environment management	What processes are in place to determine teacher and student input to use of facilities and assets? What input opportunities are there for teachers and students in budget development and spending? What are the expectations for teacher control of their facilities? Are there limits? Do they know they have this responsibility? Is it identified in their working conditions statements?
	Involvement SC	Facility managers have to be more involved in influencing organisational outcomes	What processes are in place to involve facilities managers in organisational decision making? How frequent is this involvement sought? Are facilities manager input taken seriously and used for executive decision making?
	Systems SC Integration	Integration of student management and building management systems	Are data systems for student, program and building management integrated in any way? What information is important for linking between these systems? Who should be able to access this information? What form - summative or detail - is needed by whom?
Coordination	Facilities and asset management can benefit through sharing of experiences across wider sectors
	Statewide SC	Statewide network strategies to benefit the student population, rather than just the local interests of provider management; movement from a hierarchical system to a network of common interest system	What state bodies are charged with facilities and assets planning and management? Is your organisation involved? Do you express the needs of your area of responsibility to those bodies? Do you listen to the experiences of other participants and build on their contributions? In what areas might you coordinate efforts?
	Professional SC Meetings	1 or 2 yearly facility managers' planning meeting to enhance communications & collaboration	What professional organisations exist in your state addressing facilities and ICT management? Are staff members of your organisation encouraged and supported to attend? To take on leadership roles? To share information with colleagues?
Funding/ Finance	Funding and financing for facilities and assets must be strategic, flexible and evolving to meet the changing circumstances in the environment
	Funding Sources SC	Government funding seen as necessity for positive outcomes, but pursue more industry contribution	What are the proportional sources of income to your organisation? Can ‘user pays' be incorporated in your income strategies? What industries or community groups are benefiting from your services and may be able to contribute to your funding?
	Funding Allocation SC	Strategic investment of limited resources rather than oiling squeaky wheels	Is your budgeting programmatic or crisis based? What is your budgeting cycle? Do you have discretionary or contingency funds to address unforeseen opportunities or problems?
	Funding/Finance SC	Review and develop new funding models - capital v consumables; accrual accounting for assets; better use of existing funds	What funding model are you using now? What are your options regarding accounting methods and do you use the one most beneficial to your circumstances? How do you know? Do you have annual indicators of poor budget planning: patterns of underspending in particular accounts or programs, patterns of overspending in particular accounts or programs? Will your current approaches function for the next 2 years, 5 years, 10 years? How do you know?
	Funding/Finance SC	Realign the budget to long term planning for new ways of teaching and learning and move from recurrent costs and annual plans	Is your financial management process flexible enough to meet the needs of changes in teaching and learning? How do you know? What are the main changes that will be required in your funding and expenses over the next 2 years, 5 years, and 10 years to address programmatic direction changes?
	Commercial income SC	Consider sub leasing surplus facilities , especially outside normal hours	Is sub-leasing an option in your area? What local, state or national organisations may be in need of space for program delivery? Do you have a person on staff with marketing skills to develop these relationships? What is the impact on your facilities and assets management area? Are costings for external users realistic to cover your operating costs of the facilities and depreciation due to wear and tear on assets?
Ownership	Facilities and assets may be acquired through a variety of options
	Leasing SC	Consider leased versus owned space and infrastructure	Are there unused facilities in your area that may be available for lease? Are the facilities suited for your program needs? Can the facilities be modified to suit needs? What are the long-term access terms of the facility? Would buying the facility provide you with a strategic advantage over the long term? What options do you have for building, buying or leasing infrastructure such as communications networks? Are there existing communications networks in your area, e.g. universities, that have excess capacity that you could purchase from them? Are their opportunities for joint ventures with other public or private groups in your area to ‘bulk buy' services from service providers? Are lease options available for your ICT assets, such as desktop computers, servers, etc? Do you have experience with leasing of other infrastructure items that can be a model for expansion of this idea to other assets?
	Sharing SC	Share space with others including industry and general community	Are there groups with similar space needs with which you could pursue a joint ownership or lease/purchase option?
	Viability SC	Consider the viability of Buy/lease before build, leasing may be more viable option	What factor prioritisation process do you have in place to decide the viability? What risks would you be taking with either option? Do you have short term needs that would benefit from a quick installation through a lease without a longterm commitment?
	Existing in Area SC	Consider access to other facilities in the area prior to building something new	Have you done a facilities audit in your community or service area? Do you have a relationship with commercial estate agents who can identify facilities that may suit the needs of your organisation? Do you review this audit against your facilities inventory regularly to optimise your mix of facilities?
	Workplaces SC	Encourage use of workplaces for high cost training so resources can be directed to other areas	When deciding on a new course, do you discuss delivery location with the group which might be requesting the program? For existing programs, what industries or employers may have excess space available for program delivery?
	Capital Investment SC	Don't over capitalise	What is your capitalisation ratio? Are you within the range for your overall financial planning? Is it viable for the next 2 years, 5 years, 10 years?
Partnerships	Partnerships in facilities can extend and improve the use of investments and distribute the responsibilities over a wider range of organisations
	Public/Private SC	Examine partnership opportunities with public and private sector groups	What groups in your service area are potential partners? For what programs or services? What would each gain from a partnership or sharing relationship?
	Maintenance SC	Share maintenance responsibilities of physical facilities and ICT assets	What groups you have identified have needs or offerings in ICT and facilities maintenance? Are they able to work with you to maximise through cost sharing or staff sharing? Can staff between the organisations assist with skill upgrading for the other?
	Relevant SC Use of Resources and Program Planning	Partnerships to get resources together as well as to ensure suitable courses and learning environments by incorporating remote access, community involvement and collaborative development	What programs or services planning is being considered with your existing community relationships? What processes do you use to exchange ideas of program or service exchange? How frequently are these reviewed for meeting expectations and relevance to the other party?
Staffing	Proper staff selection and professional development support can lead to better program outcomes, including facilities and asset management
	Staff Skills SC	Consider staff learning and development needs re new technology; provide good learning environment and opportunities for staff as well as students	What professional development opportunities do you have in place to address ICT skills? Is the environment supportive for staff and student participation? Is the professional development part of annual performance review? Is funding available for back-filling time away and costs of training for off-site program access for upskilling? Is the program open to teaching and non-teaching staff as well as managers? Are staff able to identify appropriate professional development opportunities in their area of responsibility?
	Staff Information SC	Keep staff informed of changes in the organisation for improved decision making	What communications procedures are in place to keep staff informed in your organisation? Is the information easily accessible and clear? Is it timely to enable staff time to respond and incorporate any changes relevant to their area of responsibility?
	Support staff SC	Ensure high quality skilled support staff.	Are hiring processes of support staff clear with regard to current and short-term future needs with regard to organisational directions with regard to facilities, ICT and flexible programming?
Utilisation	Maximum utilisation of existing facilities and assets reduces the need for additional investment
	Access and equity SC	Access and equity for all students to ensure inclusive and effective learning	Are facilities open and accessible to all students? Do your facilities, both physical and electronic, meet accessibility requirements for students and staff with disabilities?
	Extended Use SC Times	Greater use outside core time (3 days/week); Maximise utilisation through round the clock access. Consider security implications of 24X7 availability	What is the usage pattern for your various facilities on a time of day, day of week, month of year basis? What other uses could these facilities be put to - either though expanded programming or on-selling? What are the benefits that can be identified through greater use, what are the downsides? Can this be managed to greater benefit? What are the security implications of greater facilities use? Is this included in the cost of operations? What are the risks associated and how might they be managed? Is this affordable?
	Open Access SC	Develop a truly open learning system, with buildings available for hire by others, and available to community	What are the times that facilities may be used by outside groups? What prioritisation processes would you use for determining which groups would be provided first access in conflict demands times, e.g. partners have first call over non-partners; public groups over private?
	Program SC Ownership	Encourage culture change to optimise facility usage - reduce culture of program specific ‘ownership' of space	What strategies will you use to break down local ownership attitudes? Who will be involved in making these policy decisions? How will they be communicated to staff? Will there be benefits accrued to those who give up some local autonomy or authority? How does this change fit with an expectation of greater teacher and student ‘control' of their facilities?

Scenario Specific Issues and Strategies

Each search conference group focussed their analysis work on one or more of four scenarios. The scenarios are presented in Appendix A of this report. The four scenarios were: Metropolitan, Rural/Regional, Community Centre and Workplace Delivery settings. Although the Issues and Strategies were developed to address these particular scenarios, the reader may consider the generalisable nature of the issues and strategies to similar VET delivery in their own experiences, regardless of the setting or scenario.

Metropolitan Delivery

Metropolitan Scenario Issues

The issues identified by the search conference participants applying to this scenario were concerns about:

Building/Facilities Issues

· The choice of building new or refitting existing buildings

· Age and suitability of ICT, facilities and buildings - how to ensure content design & facilities appropriateness

· Maintenance - current assessment, recurrent costs

· Range of buildings, large variety, evolved over time, parking

· Use - utilisation & viability of campuses

Business/Institute Issues

· Organisational - vision, lack of motivation, fragmented campuses

· Capability - Does the institute know what capability it has ?

· Consult - is there consultation & evaluation ?- assess need

· Planning - planning & direction - strategic, capture educational needs

· Curriculum - flexibility of the courses to be delivered - online or face to face ?

· Delivery - the need for innovation

· Funding - budget issues

Market/Student Issues

· Competitive market - budget / funding issue, impact of level of collaboration between institutes

· The need to link to the market, particularly the local business community

· Access & equity

· Wide ranging needs - range of age of students

· Changing student demographics

Technology Issues

· The level of the technology in place

· Partnerships for leverage

· Strategy, planning, and coordination of ICT in the institute

· Networks between campuses

· Resources available - human and physical

Metropolitan Scenario Strategies

Business Strategies

· Develop and implement a change management strategy, identify educational drivers of change

· Examine the institute environment and conduct a business analysis

· Collaborative planning with staff and IR areas to create shared vision and buy-in

· Entrepreneurial emphasis

Curriculum Strategies

· Develop learning objects, multiple applications (especially after picking big industry partner)

· Web based tourism course and web based student global communication system

Delivery Strategies

· On-line access to services, e.g. Library and student services

· Develop vision of on-line/ distributed learning, making use of local strengths and facilities

Facilities Strategies

· Flexible use of facilities, e.g. Workplaces, open learning centres, ICT-equipped libraries, flexible building design, flexible equipment

· Deploy infrastructure

· High technology centre with high bandwidth

· Rationalise programs and campuses – find out which campuses have low usage and develop strategy to close them

· Make entrepreneurial connection with local strengths, e.g. Tourism; incorporate this in facilities development, e.g. Purchase hotel

Market Strategies

· Undertake market research, lobby industry groups

· Exploit competitive advantage

· Increase understanding of local industry/ employers and their training needs

· Ask students what they want

Partnership Strategies

· Partnerships and mergers to target market segments; could be one significant partner in Woolworths on-line; or partnerships with local businesses, unions

· Talk to local computer companies about sponsorship

· Obtain Microsoft sponsorship, cadetships

· Network with other institutes

· Institute partnerships, including whole of government, e.g. others in sector or other parts of government/public service

Staff Strategies

· Renegotiate enterprise agreements

· Provide flexible work arrangements for staff

· Support staff in change

· Survey and identify skills gaps and provide professional development

· Improve IR arrangements so as to be the employer of choice

· Provide adequate IT access

· Strategic HR planning – recruitment, succession planning, leveraging current institute capability and integrating new skills

· Recruit new teachers for high tech education and training

Technology Strategies

· Affordable ICT for students, e.g. through leasing at reasonable prices

· Institute learning management systems

· Upgrade the IT network

Rural and Regional Delivery

Rural and Regional Issues

Curriculum - relevance to local economy, student interest and future needs, match to the community

· Distance - between the various centres of the institute, difficulty to support from the main campus, effect on cost of service provision

· Employment - declining employment opportunities, non-high-tech jobs, focussing outside the region for employment opportunity

· Community and Environment - lifestyle by choice or by default, socialisation, and sharing of resources

· Facilities - building age, quality and suitability; number of locations being supported; lack of transport among sites

· Funding - political influences, access to current budgets, economic impacts, sinking resource base, viability and sustainability of programs

· Isolation - lack of external influences and exposure to new trends both rural and urban

· Learners - cultural issues of indigenous students, non-technical exposure, small class numbers, learners anticipate moving away for work, widely dispersed learner population, range of motivation levels and interest in education

· Teachers and Staff - age influences for learning new technologies, professional development access, currency of skills and knowledge in teaching area, surplus teachers in declining enrolment areas

· Technology - cost and quality of communications between campuses, lack of specialised ICT facilities, lack of skilled IT support, need for planned upgrades of ICT facilities, lack of urban equivalent infrastructure, lack of access to informed input to assist with "new" strategic planning issues related to ICT, e.g. expertise to make informed decisions; erratic network connections; ability to provide skills upgrades to staff

Rural and Regional Strategies

To address the issues identified, the search conference participants developed the following strategies:

Community Relationship Strategies

· Establish a community management team to develop strategic directions

· Become a catalyst to encourage a learning environment for a Regional vision

· Involve whole of community for corporate development

· Conduct extensive community liaison and workshopping

Economic Development Strategies

· Link to community development initiatives

· Provide training that is relevant to growth of local industry and to establish new employment opportunities in alternative business areas

· Offer industry incentives, bringing in expertise in new and emerging industries to diversity the industry base

Facility Development Strategies

· Construct a community centre to house education, health, and local government to share all infrastructure costs and services and recreation area

· After re-evaluating the existing facilities, consider options that may involve more mobile teaching facilities focussing on regional needs

· Provide flexible satellite campuses that can be used by all educational providers with ultimate in adaptability on demand

· Upgrade and expand current facilities, leasing out space

Become the preferred learning provider for remote aboriginal communities

Partnership Strategies

· Partner with a telecommunications carrier and media organisation to become expert provider in off site training

· Create alliances and partnerships with other communities in similar situations

· Partner with other VET providers

Professional Development Strategy

· Support multiskilling in staff

Program and Curriculum Strategies

· Provide programs not easily delivered in a city environment

· Focus programs on strategically important areas

· Create a market through extreme specialisation

· Create an environment that offers maximum choice in modes of learning

Technology Strategies

· Invest in expanded bandwidth technologies such as satellite

· Develop business models to "commodify" bandwidth access. Shared community/sector ownership of key fibre infrastructure to remove recurrent costs of growth/expansion

Community Centre Delivery

Community Centre Issues

The scenario for a Community Centre was a public library facility. The issues that were identified by the search conference participants applying to this scenario were concerns about:

· Client base skills and socioeconomic levels

· Control of the facility between the institute and the library management

· Funding levels

· Infrastructure suitability

· Lack of equipment

· Lack of relationships with the local community

· Lack of local support and perception of the centre

· Program - lack of range, identification of need

· Purpose of facilities - lack of focus

· Lack of support from the institute

· Lack of technology support

· Transport to the centre

· Viability of the centre as a VET facility over time

· Lack of business partnerships

Community Centre Strategies

To address the issues above, the search conference participants determined the following strategies:

Advertising, Promotion and Marketing Strategies

· Involve local, state and federal politicians in special events and launches for recognition of achievement in building ICT enabled services.

· Financially support public transport services to get more people to the centre.

· Sponsor local activities such as fetes and agriculture shows.

· Vouchers for local fast food shops to get more people aware of the centre.

· Market a new image depicting the transformation of the centre from its original local purpose to a knowledge worker learning environment.

Enhancement Strategies

· Extend the current space to allow for more hardware and programs.

· Extend the programs and services provided to meet the changing needs of the community, including identified niche markets.

· Provide wireless connectivity to extend the learning spaces beyond the current physical space - e.g. outdoor al fresco areas.

· Upgrade the telecommunications systems.

· If housed in an information centre such as a library, provide an expert ‘search' service to the community.

· Extend the print materials available in the library to meet program needs. Implement a staff development plan to upskill staff.

Integration Strategies

· Station institute staff at the community centre for part of the week.

· Promote to the central institute that the community centre is another access point for program delivery.

Partnering and Cooperation Strategies

· Develop relationships with local business, industry and community groups.

· Include opportunities for cooperation in internet café access, train the trainers programs, matching grants from local councils, based on a community needs analysis.

· Extend the partnership through the establishment of a statewide network of similar efforts and facilities.

· Provide job search and employment matching with local employers and learners.

· Maximise utilisation of the facilities through fee paying programs of other organisations.

· Survey community to see what other programs or services they want, including fee for service programs/services

· Build strong industry/community links based on a clear vision for the Centre and an understanding of their needs

· Build strong partnership with sponsoring Institute, perhaps based on a service agreement

· Develop partnership with bank

· Negotiate with local ISP about Internet access

· Build articulation possibilitieas

· Become involved with University of the Third Age

Entrepreneurial Strategies

· Take an entrepreneurial approach with local businesses, leveraging the investment in the ICT infrastructure to support local development, technically and through training programs.

· Provide ‘office' services in the centre for learners and the community - faxes, secretarial services, meeting rooms, video conferencing and email.

· Increase economic development through the capitalisation of the ICT initiatives.

Technology Strategies

· Create a local network that is integrated to a wider network, introducing wireless within the new infrastructure. Make this available for the local community.

· Integrate voice, video and data solutions in the network.

· Become a gateway to the region through this new technology design.

· Link local business in as well.

· Voice over the network would provide all phone calls for local call cost.

· Get IT support from Institute campus or identify community members/ students who could help

· Use VET in schools students to maintain IT systems as part of their on the job training

· Use the new government funding for immediate fix to simple problems, e.g. phone and printing

· Train some locals as a user network

· Use laptops for flexibility

Staffing Skills Development Strategies

· Bring in a new staff member to give pd to the others

· Use grant funds for pd for committed staff

· Send staff to internships with other organisations to broaden their understanding of developments with IT

· Run a LearnScope project to improve staff skills

Workplace Delivery

Workplace Issues

The workplace delivery scenario was set in a manufacturing plant. The issues identified by participants were:

· Curriculum - the use of simulation training materials; programs specific to this company, determining level of certificates; intellectual property of the training content - proprietary or shared, match of institute curriculum to the objectives of this particular program specific need, lifespan of this particular program

· Contract relationships - ongoing support needs, budget and purchasing responsibilities, who holds the liability for what happens in the facility

· Place/access - time: length and time of day, offsite to the institute, location of delivery: all in workplace or some at institute, appropriateness of training centre to the program requirements

· Policy/organisational culture - industrial relations aspects of training staff and the learners, hours spent learning versus working, is this a learning organisation - support for learning/training in the workplace

· Learners - age profile, entry skills, access by non-company persons, attitude toward learning in an ‘old' industry, number of potential students

· Logistics - timing/scheduling, acquisition of support materials

· Skills - life span of what is being taught, computer literacy of learners and lecturers, knowledge base fragility - risk, quality; transferability

· Technology - adequacy of infrastructure, level of company IT support, availability of the real machine for skills development

Workplace Strategies

To address the issue identified above, the group developed the following strategies:

Stakeholder Involvement -

· Discuss with all stakeholders and future stakeholders.

· Support for development of training plan to enhance productivity linked to employee incentives

· help to establish other partnerships in similar industries using the same equipment

Facilities

· Assume a minimum core of fixed facilities with satellites as needed

· Mobile training units.

· Opportunities to learn anywhere anytime - coursework set out on web

Development of a knowledge management system -

· Developed R&D plan to produce training system for future needs of company; focus on processes - recipe not the cake; once you eat the cake it is gone!

· Work with the learners - how do we develop the training model

· Provide access to the knowledge management system

· Provide simple access to training course - small details rather than whole course, ability to review in own time

· Learning consultants provide templates/models to support training

· Allow for reuse of information

· Customised, blended approach to resource development via a consultancy to support the ongoing training needs

· Develop training material on factory floor

Appendix A - Scenarios

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Scenario: Metropolitan VET Provider

Geographic	Metropolitan
Facility size	Multicampus
Age of facilities	1946-2000
Age of student population	60% 12-22, 30% 22-50, 10% >50
Student interest types	Broad range, business and management courses, traditional trade skills interest, info tech interests, retraining adults, leisure interest ; wide gap in have/have not access
Building type	Mix, some permanent old, new, some modular, some leased, some houses not purpose built ed facilities
Business /economic relationships	Pockets of strong information economy growth, stable manufacture, strong service, business partnerships developed
Funding Issues	High competition with other Institutes and providers for funding, facing retirement of 30% of teaching staff, fees are at the limit of raising
Curriculum offerings	Adult migrant education, bridging skills, hair dressing, hospitality, etc etc etc - one of each, standard TAFE range, sees itself as a leader in tourism
Technology development	Mix. Some institute campuses are well progressed, state of the art facilities; some are struggling to keep the doors open financially and physically locked for security; some are just starting and have reviewed their plans for net connection; major locations are networked, some have drop in access, smaller centres with scheduled access times; teaching departments have shared computers in staff work areas
Staff factors	Older teaching staff, some young people on casual contracts, losing IT staff to business due to low wages, sessional staff in key curricular areas who work in industry
Transport access	Bus, train service reasonably plentiful, parking limited for students but enough for staff, community must use metres

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Scenario: Rural/Regional VET Provider

Geographic	Rural/Regional
Facility size	Single main campus, 3 remote outreach cemtres
Age of facilities	Age of facilities: 1969-1998
Age of student population	75% 18-22, 20% 22-50, 5% >50
Student interest types	High tech interests, looking for a start, retraining adults retrenched, ag properties, high indigenous
Building type	Mix, mostly permanent, some modulars
Business /economic relationships	Declining economy, agriculture and some service, business struggling to survive
Funding Issues	Strong federal grants program, strong state funding emphasis, special programs money
Curriculum offerings	Accountancy, small business, farm management, welding, machinery maintenance, wool classing, computer skills, leisure, basic ed, commercial arts/crafts
Technology development	Some investment in computer lab, phone service is costly (STD), low bandwidth for Internet, some students have computer access at home; major videoconference centre, some sites with erratic copper wire service; bookable labs on main campus, some computers in library
Staff factors	Young committed teaching staff, young low skill IT staff - self taught, teachers widely dispersed in region, IT staff central campus
Transport access	Main campus roads sealed on major road, one remote on main highway, one on dirt road impassible in bad weather, one in small country town, furthest 250k from main campus

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Scenario: Community Centre VET Provider

Geographic	Community Centre
Facility size	Main library in regional centre
Age of facilities	15 y.o. Library
Age of student population	10% < 18-22, 70% 22-50%, 30% >50
Student interest types	Work prep, information sector skills development, VET in schools, retrenched adults, single mums
Building type	Permanent owned
Business /economic relationships	Small business, local service industry, library is seen as info source, business is indifferent to this location
Funding Issues	No extra money from library, relying on the institute for investment in the programs held there; Institute has a grant from the state
Curriculum offerings	Word processing, small business development, returning to the workforce, retiring productively, financial planning, child care
Technology development	Full internet access stations in open library setting. No phone service for the public except pay phone in lobby. No printing, no disk copy. Computers available during open hours, some reserved for class activity on a booking basis
Staff factors	Committed community education staff, eager to learn what is available for better teaching, low IT support on site but OK at institute campus
Transport access	Bus service twice a day; car access adequate parking

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Scenario: Workplace Training VET Provider

Geographic	Workplace Training
Facility size	Global/National, local plant in suburban industrial park
Age of facilities	New facilities
Age of student population	5% <22, 60% 22-50, 35% >50
Student interest types	New computer-assisting manufacturing tools, mgt info systems
Building type	Leased
Business /economic relationships	Automotive manufacturing company, 2500 employees, 80% floor workers, 20% admin/mgt; two shifts running currently with capacity for 24/7 operations on demand
Funding Issues	Company pays for services on contract partnership with local VET provider; some company training staff, company provides the technology infrastructure and equipment needed
Curriculum offerings	Automotive manufacturing, welding machine operation, management information systems, supervision
Technology development	High tech investment for company to connect to their other offices; strong firewalls in place; new computerised manufacturing equipment with one highly trained operator; training centre reasonably well equipped and accessible during working hours
Staff factors	Teaching staff new to this specific machine, they work for the company and casual contract with institute, IT supported by company
Transport access	Car access for work, ample parking, bus when necessary

Access and adequacy

Attitude and Choice

Attitude and Choices

Socialisation and Culture

Trends in ICT and Facilities Management

Acquisition and Management Options

Blending and Hybrids

Socialisation Aspects

Management Issues

Principles, Guidelines and Self-check

Planning Principles Summary for Best Practice Facilities Management

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Business Analysis

Planning Cycles

Staff/HR Planning

Design Principles Summary for Best Practice Facilities Management

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Business
Analysis

Planning
Cycles