computerisation, artificial intelligence (AI), data analytics, robotics .... Tandem's machine learning algorithm identif
Automation Implications for training packages
deakinco.com
DeakinCo. The research and analysis for this report and project has been completed by DeakinCo., a commercial entity backed by Deakin University. The work was commissioned by Skills Impact. Funding for the project is provided by the Commonwealth Government through the Department of Education and Training.
© Commonwealth of Australia, 2017. All rights reserved. About: Skills Impact is a national Skills Service Organisation (SSO) Address: 559A Queensberry St, North Melbourne VIC 3051. Web: http://www.skillsimpact.com.au
Author Professor Marcus Bowles is an adjunct at the Centre for Regional and Rural Futures, School of Engineering and Build Environment, Deakin University. Research Team Research for this report has been conducted by Marcus Bowles, Fran Corrigan, Chris Stanley and Asheley Jones.
Contents 1. Executive summary
1
2. Overview 2.1. Research insights 2.2. Three myths and three insights
2 2 2
3. What are the most important cross-sectorial, common automation competencies? 3.1. A basis for new automation common competencies 3.2. New competency standards and existing training packages 3.3. Insights from Australian and New Zealand Standard Classification of Occupations (ANZCO) occupational data
7 7 14 15
4. What are the implications for existing training packages and competencies? 4.1. Findings from training package analysis
17 17
5. What are the skill sets or qualifications? 5.1. Skill sets 5.2. Qualifications
21 21 23
6. Glossary
28
7. Appendix 7.1. Automation and existing units of competency
31 31
iStock.com/Just_Super
Automation: Implications for training packages
1. Executive summary This is the final report arising from the Automation Crosssectorial Project. This document aims to support national efforts to ensure we have training packages in place that can best sustain automation-enabled economic growth through development of skilled workers and a vocational education and training (VET) system that is able to prepare people for the jobs of the future.
The reality is that while automation will be ubiquitous across industries, businesses and occupations, deployment will not be consistent in either extent or speed. Machines may replace routine physical and cognitive tasks, but it is where machines and humans form powerful combinations that future business and employment opportunities will reside.
Historically, the productivity and progress of human society has depended on our most effective and versatile resource: our own human abilities. While new technologies have vastly changed what can be achieved and how, they have not escaped dependence on human labour, creativity and intelligence. Today, we have reached a point where technologies are going even further and are matching or surpassing many human abilities at a level not seen before. The nature of these technologies suggests we are entering a global period of economy-wide automation and, as a result, a labour market transformation.
This document provides a concise, evidence-based set of actions that will inform any efforts to develop a cross-sectorial training package, and the development of common automation competencies and resulting skill sets and qualifications; and a suggested list of competencies in existing training packages that should be revisited in later competency development cycles. It also argues that the future success of any national skills strategy to enhance the deployment of automation across Australia will require much richer, more accurate data to address some of the negative myths currently surrounding automation. Insights into overcoming these myths are offered, drawing on extensive research undertaken in the first part of this project.1
Automation can involve a range of technologies, such as computerisation, artificial intelligence (AI), data analytics, robotics and nanotechnology. However, automation is not just about technologies or technological disruption, or even the replacement of human workers in certain jobs. Rather, it is one of the major factors contributing to the transformation of work and employment.
1
Bowles, M & Corrigan, F 2017, Automation skills: preliminary research paper, 10 August, accessed October 2017, https://www. deakinco.com/uploads/REP.AutomationPreliminaryResearchPaper. pdf; Bowles, M 2017, ‘Automation survey response: research report on findings from the 2017 study into automation and skills in Australia’, unpublished report, DeakinCo. and Skills Impact, Melbourne, 14 September. 1
Automation: Implications for training packages
2. Overview 2.1. Research insights
2.2. Three myths and three insights
Grounded on earlier research findings, this document presents recommendations against three questions: 1. What are the most important cross-sectorial, common automation competencies? 2. What are the implications for existing training packages and competencies? 3. What are the skill sets or qualifications?
The current public narrative surrounding automation is being driven by three myths. Insights are offered to counter each myth. This consolidated wisdom should inform national effort and actions to update training packages.
An informed response to each question is made in the following sections. Firstly, however, the overall research can be summarised in terms of three myths that seem to distract and guide national dialogue; they will impact future reform if left unaddressed. Against each myth, insights are offered that support recommendations made in later sections.
Investigation of automation and the role of VET in this project occur against a contemporary backdrop of often dire predictions relating to the job losses that automation will trigger in Australia and across the globe. When the well-respected Committee for Economic Development of Australia (CEDA) reported in 2015 that 40 per cent of Australia’s workforce, or more than five million people, could be replaced by automation within the next 10–20 years, the topic attracted attention.2 Unfortunately, the context for such statistics, the assumptions used to guide the possible scenarios and the wider research derived from the Frey and Osborne predictions were ignored.
Myth one: Automation drives economic growth and improves human productivity, but at the cost of jobs.
The effect has been that automation is a ‘bad news story’ that few stakeholders wish to discuss while the public perception and prevailing data is so negative. To address automation with a skilling strategy and reform to training packages, all levels of government need more accurate messages that confirm exactly how automation will affect existing workers and those entering the workforce.
2
iStock.com/RicAguiar 2
This is the number reported by CEDA. It was reported in the public press without wider reference to the context nor the global data models and studies being used as a foundation. See CEDA 2015, Australia’s future workforce?, CEDA, Melbourne; Frey, CB & Osborne, MA 2013, The future of employment: how susceptible are jobs to computerisation?, September 17, accessed October 2017, http://www.oxfordmartin.ox.ac.uk/downloads/academic/ The_Future_of_Employment.pdf.
Automation: Implications for training packages
Our research and commissioned analysis by the most sophisticated platform available today suggest the data on job losses and gains need greater resolution. More recently, the CEDA 40 per cent of job losses was later challenged by the OECD, which argued that while over 60 per cent of jobs may be affected by automation, only 9 per cent of jobs in the existing workforce will actually be fully automated in the next decade.3 Given 5 per cent of job disappear from the Australian labour market every five years the suggested quantum aligns with natural attrition. The world-leading Tandem model, developed by Australian research and development firm Faethm, predicts the risk of automation using a job’s underlying skills. Tandem’s machine learning algorithm identifies the skills that are most at risk to automation, and the skills that are more important in a new world where humans and machines work together. Their unpublished analysis of Australian companies has shown that 49 per cent of jobs are at risk of automation or augmentation over the next 15 years, but 27 per cent of job roles are at risk of having more than 85 per cent—the threshold for ‘job replacement’—of tasks and activities automated.4 While much higher than the OECD and Productivity Commission projections, it is not as high as the CEDA scenario. Given the more refined insight, the real issue is not the loss of jobs but the fact that they will be concentrated in specific occupations and will occur across all regions and industries in Australia. Another issue is that we do not have accurate data on the ‘good news’ of: (a) what the cost will be to Australia of not automating in terms of loss of competitiveness and GDP stagnation, and (b) the number of additional jobs created through automation.
3
4
Insight one A successful VET strategy must promote training packages and competencies that alleviate public anxiety by encouraging constructive thinking about the future workforce skills that Australia must develop to remain competitive in a global economy. The focus has to shift to future employability and growing industry competitiveness, not just ensuring a person is competent to perform in a current job role. To support deployment of VET and re-skilling the workforce to automate, we need data that more accurately predicts where jobs will be created and the socio-economic cost if Australian industries lag behind other nations that are automating to improve their global competitiveness.
iStock.com/danchooalex
Arntz, M, Gregory, T & Zierahn, U 2016, The risk of automation for jobs in OECD countries: a comparative analysis, OECD Social, Employment and Migration Working Papers, No. 189, accessed October 2017, http://dx.doi.org/10.1787/5jlz9h56dvq7-en; Productivity Commission 2016, Digital disruption: what do governments need to do?, Productivity Commission Research Paper, accessed October 2017, http://www.pc.gov.au/research/ completed/digital-disruption/digital-disruption-research-paper. pdf. Unpublished analysis by Faethm using the Tandem platform, September 2017. 3
Automation: Implications for training packages
Myth two: Automation is reshaping and changing the skills required to work. There seems to be a prevailing belief that requirements for future jobs that are reshaped by automation will cause a more significant discontinuity between the supply and demand for skills. The survey of industry stakeholders in particular uncovered scepticism that VET providers could respond with the flexibility required to play a significant role in satisfying skill demand caused by automation. Respondents outside the government and education sector seem to be very strongly in agreement that publicly funded qualifications and the accredited tertiary providers (registered training organisations (RTOs) and universities) are not ready to support the skills transformation being driven by automation. More than three out of every four people surveyed were not convinced that existing accredited VET providers have the courses required to help them develop the skills to automate processes and activities. While discussions had occurred with existing providers regarding automation training, respondents indicated that the larger the organisation, the more likely the organisation would be to use expensive vendor or commercial providers to source the training they need.
71% do not believe existing VET providers have relevant courses
The future workforce shifts demand beyond a sole focus on skills to do a job (technical competencies) to encompass the soft skills, emotions and mindsets required to continually learn and adapt. It is about preparing a person for the future, not a job role. It is about skills that go beyond the vertical movement within an occupational stream. As automation disrupts our sense of a vocation and the associated career pathways, employability will be determined more by competencies that enable an individual to undertake horizontal movement and transfer their skills into new jobs or converged jobs where technology is augmenting existing practice. Insight two
Our research indicates that no matter the industry, the number of employees, or the type of automation being considered or implemented, skills development remains a major challenge. While it is important to skill existing workers to use automated technologies or work with new technologies, the priority skilling task isn’t all about developing the technical skills.
Ongoing analysis of emerging and new job profiles and advertisements confirms 70 per cent of the job profiles for future workers are composed of non-technical skills. Irrespective of the degree of automation, some competencies will be essential for future employability and endure longer than the expected 2.5 year shelf life for technology use or technical competencies.5
Research in this project tends to support the emphasis on competencies that enable the workforce and employers to prepare for automation. The common competency requirements include the ability to discover, analyse and select the best options; optimise existing processes and performance; engage the workforce in the associated change process; and continually review trends and seek opportunities to improve existing processes and activities (automated or non-automated).
A cross-sectorial training package with common competencies, and resulting skills sets and qualifications can be developed to prepare all Australian industries to better adopt automation and respond to other technological disruptions. This requires a focus on developing common competencies potentially required by all industries and organisations, and most occupations. 5
4
World Economic Forum 2016, The future of jobs: employment, skills and workforce strategy for the Fourth Industrial Revolution, accessed October 2017, http://www3.weforum.org/docs/WEF_ Future_of_Jobs.pdf.
Automation: Implications for training packages
Myth three: Automation is occurring at a speed and breadth that is too fast for the existing cumbersome training package development cycles. There is a perception, validated by the research undertaken in this project, that employers in all industries lack confidence in the ability of industryspecific training packages and competency development and revision cycles to keep pace with specific automation technologies and how they will be used in specific vocations. Data collected from the industry survey confirms what the initial review of global research has suggested: it is not possible for a national skilling strategy to use available data to accurately predict—even five years ahead—which specific automation technologies will reshape specific future job roles and the associated technical skills.6 Deployment of even known automation technologies will vary across each industry, and even by organisation in an industry. Furthermore, technologies will continue to evolve rapidly. New options will emerge as technologies listed under automation converge (e.g. cloud with computerisation, AI with robotics) and, on a wider scale, as these specific automation technologies converge with developments in other fields such as Internet of Things, big data (probably more correctly titled as data science and advanced analytics), augmented and virtual reality, intelligent apps, and blockchain and distributed ledgers. Two different skillsets are required: skills to develop automation; skills to apply automation [sic]. While the above findings strongly mitigate against any national skilling strategy, or competency development agenda trying to focus on a specific automation technology or a specific job impacted by the automation technology, it does not mean a strategy cannot usefully target competencies relating to the deployment of automation in an industry. Effort is required to more accurately determine how to prioritise the development of the competencies required to use certain types of automation technologies, or to work with automated activities and processes.
6
Two different skillsets are required: skills to develop automation; skills to apply automation [sic].
To facilitate the proactive development and review of training packages, it is possible to prioritise effort to where existing automation technology developments will impact future clusters of work. This means we could predict where specific automation technologies will be more likely to impact certain clusters of related job roles. It also means we can prioritise effort to where most of a job role can be fully automated. For instance, we can already predict with a high degree of reliability that in the next five years voice automation technologies could replace most of a contact call centre service role; or machine learning and cognitive computing could replace the financial planning role associated with preparing statements of advice. Many other examples also exist. Insight three Existing training packages, competencies and qualifications should be revisited to remove overlap, remove prescriptive approaches tied to a manual activity or task sequences, and address obsolete practices that ignore technology enablement. This will enable all Skills Service Organisations (SSOs) and training package owners to be more responsive when configuring the skills required to support improved responses to digital disruption within their jurisdiction. To be more effective at the national level, owners of training packages must also become users of data and automated processes. To respond in a timely manner, the training system—and indeed all levels of government—need to know how jobs will be reshaped through three activities: 1. automation 2. augmentation (merging, grafting or converging activities and job roles) 3. addition (emerging and new jobs).
A separate report is available that covers the survey results. See Bowles, M 2017, ‘Automation survey results’, unpublished report, DeakinCo. and Skills Impact, Melbourne, September. 5
Automation: Implications for training packages
Businesses and governments need to better prioritise jobs that are at high risk, and invest in the skills to improve the future employability of a workforce. Through algorithms and analysis based on ‘job clusters’7 or ‘job neighbourhoods’8, decision-makers can obtain the data that show the skill needs for a future cluster and then prioritise gaps. This will inform an industry or national view on the competencies required to use automation technologies, work in automated processes, or secure work in the new jobs created by automation. Use of clusters instead of job roles could improve the targeting of investment in skills that will raise the future employability of individuals and accelerate business adoption of automation.
7
8
6
One analysis based on job clusters is DeakinCo.’s professional capabilities of the future analysis with IBM Watson; see also AlphaBeta 2017, The new work mindset: 7 new job clusters to help young people navigate the new work order, New Work Order series, Foundation for Young Australians, accessed October 2017, https://www.fya.org.au/wp-content/uploads/2016/11/The-NewWork-Mindset.pdf. ‘Job neighbourhood’ is a term and approach used by the Australian company Faethm.
With effort, the national system could also use predicative analysis to generate the data necessary to anticipate, prioritise and proactively respond to competencies required when certain types of automation technologies affect a future job cluster in an industry. This means we could, for instance, anticipate where existing workers will be displaced from specific job roles and act pre-emptively to augment their existing skills with new competencies and skill sets that prepare them for roles that will endure. For instance, moving contact call centre staff to a service role assisting customers with adopting digital technologies (a digital service cluster).
iStock.com/zoranm
Automation: Implications for training packages
3. What are the most important cross-sectorial, common automation competencies? There exists an immediate and pressing need to develop competencies that enable industries and businesses to automate. Data supports the original research that suggests skilling the workforce to use automated technologies may be a high priority in some areas of the labour market, but many industries and employers first need the skills to: 1. assess the business opportunity 2. optimise business outcomes through automation 3. plan deployment, including managing the transformation or change 4. design the skills strategy 5. manage deployment, including maintenance and evaluation.
3.1. A basis for new automation common competencies Based on feedback and review of existing international competency frameworks,9 Table 1 provides an indicative basis for a later competency development phase. The units of competency aren’t intended to be comprehensive nor are they validated. Table 1 sorts the competency domains uncovered by research and the possible headings for units of competency at a broad range of levels on the Australian Qualifications Framework (AQF).
The update to existing training packages and addition of new competencies must allow a more coordinated, effective and prioritised approach to the stimulation of skills development. Funding cannot take a shotgun approach nor seek to choose a few technology ‘winners’ that all industries may adopt. The research is compelling. It shows that the speed, breadth and depth of change being driven by automation is such that the diversity of technologies and how they are being used will not reward a national skills strategy or training policy agenda that tries to target the use of certain technologies in defined vocations. In line with the direction of the Council of Australian Governments’ (COAG) VET Reform Agenda, a national approach must remove duplication in units of competency, prevent siloed development of any future training packages, and isolate the common competencies and skill sets that will promote a truly cross-sectorial approach to skilling the workforce to analyse, adopt and deploy automation technologies and processes.
iStock.com/PhonlamaiPhoto
9
Employment and Training Administration 2014, Automation competency model, United States Department of Labor, accessed October 2017, http://www.flowcontrols.com/files/ AutomationCompetencyModel.pdf; Trevathan, VL (ed.) 2006, A guide to the automation body of knowledge, 2nd edn, International Society of Automation, Durham. 7
Automation: Implications for training packages
Table 1: Indicative competency domains and headings by AQF level
Domain/theme
AQF 1/3
AQF 4
AQF 5/6
AQF 7/8
• Identify future trends and likely role and impact of automation on existing processes and technologies
• Plan and integrate automation in various manufacturing, process, supply chain or technical applications
• Manage automation plans and projects within specific operational, process or areas of business practice
• Identify major application areas for automation technology and calculate the business benefit for specific automation options
• Research and analyse the benefit of adopting emerging and future automation technologies
• Develop metrics and means to accurately report organisational benefits from automation
• Assemble, set up and prepare a prototype or simulation for specific automation technologies or tools
• Design measurement control systems (e.g. accuracy, repeatability, linearity, turndown and speed of response) • Design, specify and support the integration of automation systems with other systems
• Design systems and infrastructure to support automation projects and requirements
Assess the business opportunity Research and discovery
Benefits analysis
• Identify the role and impact of automation on work
Design and test Design tests/ simulations
8
Automation: Implications for training packages
Domain/theme
AQF 1/3
AQF 4
AQF 5/6
AQF 7/8
• Analyse, design and develop solutions to automate and control the production and delivery of goods and services
• Design and sponsor technology improvements that optimise business processes or customer outcomes
• Complete routine testing of sensing, communication, measurement or actuation devices
• Calibrate, troubleshoot, and test sensing, communication, measurement and actuation devices
• Specify and design the installation and testing of sensing, communication, measurement and actuation devices necessary for automation • Manage the testing and outcomes reporting of major automation projects
• Identify relevant data sources required to measure the effectiveness of an automation project • Assure automation data accuracy, reliability, validity and integrity
• Communicate and build stakeholder commitment to an automation project
• Analyse, document and collect data to assure automated processes and technologies meet all operational requirements
Design improvements
Prototyping and testing relating to automation technologies, measurement, sensors and actuation
Communication, data reporting and data integration
• Present and visualise data supporting an automation initiative
9
Automation: Implications for training packages
Domain/theme
AQF 1/3
AQF 4
AQF 5/6
AQF 7/8
• Develop predictable, stable and consistent operational targets
• Develop continuous data reporting and process controls
• Establish control monitoring and reporting systems
• Analyse and assess ways to optimise processes using RPA tools • Identify appropriate RPA software • Map processes for software to automate • Set up an RPA build, test and deployment environment • Use RPA to automate routine, well-defined activities
• Identify and quantify opportunities to use RPA to optimise performance or revenues • Build and rewrite scripts for the RPA tool • Test and assess proposed RPA improvements • Identify alternative RPA tools or methods for analysing and visualising process improvements • Assist others to automate established processes using RPA
• Coordinate and manage the operationalisation of RPA • Isolate priority processes for RPA • Evaluate and advocate for prioritised needs and benefits that justify RPA investment • Oversee RPA activities • Align RPA deployment with business outcomes • Integrate RPA activities into the wider automation strategy
Optimise business outcomes through automation Automation equipment and technology control
Robotic process automation (RPA)
10
• Select suitable processes for RPA use
Automation: Implications for training packages
Domain/theme
AQF 1/3
AQF 4
AQF 5/6
AQF 7/8
Process improvement
• Identify factors within a work area that are a constraint to work efficiency, customer outcomes or productivity
• Assess and collaborate with others to proactively identify ways to automate and improve operational efficiency and processes
• Coordinate implementation of an automation improvement project plan against agreed targets • Communicate and effectively engage with others to execute an improvement project
• Champion major automation change and transformation projects • Foster a culture of continuous learning and improvement • Use evidencebased methods and statistical measurement to evaluate the impact of improvement projects
• Manage automated material handling and distribution systems • Facilitate execution and measurement of automation improvements across value chain partners
• Integrate supply chain information and data sharing and reporting • Use technology to optimise stock or freight control, movement and inventory management
• Map and quantify opportunities for automation to improve business outcomes across all partners in a supply chain
• Facilitate and monitor progress against the change goals
• Translate change strategies and objectives into an operational reality
• Drive and report strategic outcomes from change processes or projects
Supply chain
Plan change and automation deployment Change strategy
• Engage effectively in change processes
11
Automation: Implications for training packages
Domain/theme
AQF 1/3
AQF 4
Change readiness
AQF 5/6
AQF 7/8
• Assess the workforce capability and readiness to execute required changes
• Assess organisational maturity and responsiveness to technological disruption
Stakeholder engagement
• Cooperate with others to clarify and address change issues or facilitate change initiatives
• Identify and influence stakeholders’ expectations for a welldefined change initiative
• BSBINN601 Lead and manage organisational change
• Maintain strong relationships with internal and external stakeholders throughout a change initiative
Proactive
• MSS402010 Manage the impact of change on own work
• MSS407001 Prepare for and implement change
• Champion change and establish the means to resolve or escalate change issues
• BSBLDR805 Lead and influence change
Manage deployment, including maintenance and evaluation Deploy
• Use automation technology and equipment • Maintain automation equipment, tools and systems
• Analyse and determine the need for additional infrastructure or training to support automated processes or activities
• Assure automated systems and infrastructure adhere to established standards, procedures and requirements
• Manage automated processes and technologies throughout their lifecycle
Maintenance and repair
• Identify, diagnose, and/or repair automation equipment and technologies
• Organise and document maintenance and repair of automation equipment and technologies
• Collaborate with others to ensure maintenance, repairs and related documentation meets operational needs
• Review automation equipment, systems and infrastructure initiatives against strategic requirements
12
Automation: Implications for training packages
Domain/theme
AQF 1/3
AQF 4
AQF 5/6
AQF 7/8
Installation, safety and quality assurance
• Complete routine set up or calibration of automation equipment or technologies • Use automation processes and technologies in a safe and compliant manner
• Maintain and optimise equipment and technology reliability • Assure adherence to safety requirements and specification
• Establish documentation and procedures to install and support the integration of automation systems with other systems • Monitor, control and improve automation processes, technology and devices to meet customer and operational requirements • Assure the safe and reliable installation and operation of automation processes and technologies
• Review deployment of technology and devices throughout the automation project lifecycle
13
Automation: Implications for training packages
3.2. New competency standards and existing training packages Given the broad indications as to what a cross-sectorial training package may include with regard to common automation competencies, the following training packages will likely be most directly impacted.
Training package
Implications
MSS Sustainability
The MSS training package could include many of the automation competencies and qualifications, if they do not reside in another training package. For instance, inclusions could encompass the use of techniques such as RPA to improve process efficiency, and those competencies relating to building a culture of commitment to continuous improvement, change and collaboration with stakeholders.
UEE Electrotechnology Training Package
This training package could include electronic control and reporting aspects of possible common automation competencies.
TLI Transport and Logistics Training Package
Impact on this training package can be expected as research indicates possible common competencies should be developed in freight movement and automation. While common to many industries, the focus on a value chain or a supply chain is currently restricted mainly to this training package.
ICT Information and Communications Technology
Impact on this training package can be expected as technology implementation, data analysis and requirements analysis are covered in the possible common competencies.
BSB Business Services Training Package
Impact on this training package can be expected as activities such as change, innovation, project management and leadership of transformation overlap or suggest BSB can provide useful electives for the proposed automation qualifications.
14
Automation: Implications for training packages
Future competencies The following are areas of technology development and any ongoing competency development that should occur parallel to the development of any cross-sectorial training package: • cybersecurity • mobile technologies • Internet of Things • data analysis • cognitive computing • machine learning • sensors • augmented reality and virtual reality • geospatial • nano- and biotechnologies.
3.3. Insights from Australian and New Zealand Standard Classification of Occupations (ANZCO) occupational data As disruptive business models emerge to compete in a global market, the pace of automation will increase. It can be expected that economic imperatives will break down some of the more entrenched ways nations and professional bodies classify occupational boundaries. Based on the analysis of occupational data and findings from this research, the following jobs will be most exposed to loss and dissipation as their role is shared or diluted into new roles and occupations: • drivers (truck, taxi, courier etc.) • bankers (in particular, routing administrators, clerks, financial advisers, market analysts and investment brokers) • miners • agricultural labourers • contact/call centre and data processing workers • health care primary providers • freight handlers (logistics, stevedores, waterfront and warehouse workers) • marine engineers • educators (assessors, vocational lecturers, administration and general tertiary education staff) • retail sales and service workers (especially in computers, real estate, supermarkets, liquor etc.) • manufacturing workers.10
iStock.com/ktsimage
10 Based on analysis and data from Bowles, M 2015, State of the nation: ICT trends—Australia, Institute for Working Futures, Melbourne, September. 15
Automation: Implications for training packages
Despite the overwhelming focus on the negative consequences, automation and workforce transformation also create opportunities. They also consolidate opportunities in roles that cannot be automated. The following job roles would represent opportunities for workers—particularly those exposed to the negative impact of automation on employment or employability—to transition to areas of predicted high growth: • agribusiness farmers with IT and mechatronic skill sets • care workers (e.g. aged, home or personal services) • medical professionals (e.g. general practitioners, surgeons, diagnostic and pathology professionals, and nurses) • information and communication technology professionals (e.g. cybersecurity specialists, enterprise architects, telecommunications engineers, business intelligence/data analysts, programmers and applications developers) • advanced science, engineering and technology professionals (e.g. biological scientists, biochemists, geoscientists, design engineers, structural engineers, digital and special surveyors, and sustainable energy engineers) • ships officers • specialist logisticians and supply chain managers • business development and financial managers • business services/consultants • construction trades and managers • electrical-mechanical trades • specialist machine operators and technicians (advanced manufacturing workers) • protective services and security managers • digital media and creative workers • project managers • data-driven marketers • specialist teachers and digital educators • online/virtual trainers, coaches and assessors.
16
Using ANZSCO we can provide a suggested ‘ball park’ sense of where occupations will be covered by any new cross-sectorial training package or common automation competencies. While the nature of automation will result in the blurring of vocational careers (occupations and job roles), a cross-sectorial training package or a defined set of competencies and qualifications addressing automation could specifically assist: • 132311 Human Resource Manager • 133411 Manufacturer • 133512 Production Manager (Manufacturing) • 133513 Production Manager (Mining) • 133611 Supply and Distribution Manager • 134499 Education Managers nec • 135111 Chief Information Officer • 135112 ICT Project Manager • 149211 Call or Contact Centre Manager • 149914 Financial Institution Branch Manager • 221212 Corporate Treasurer • 223111 Human Resource Adviser • 223112 Recruitment Consultant • 224712 Organisation and Methods Analyst • 261111 ICT Business Analyst.
Automation: Implications for training packages
4. What are the implications for existing training packages and competencies? This section provides insights from an analysis of current training packages. The analysis identifies which units of competency and training packages will be impacted by automation. Analysis of this information confirms the urgency and substantial task required to ensure the VET system can respond to the skilling challenges triggered by automation. To conduct the training package scan, researchers manually sorted, classified and formed topics and keywords. Consistent with methods in similar studies, humans were used to review face validity to cross-validate findings across 67 training packages. This analysis reviewed training packages at unit of competency level for evidence of automation activity. For a unit to be identified as containing automation, it had to contain some development or active human engagement with technology, or activities that could be automated. For example, many units were disqualified as the only interaction was observation of performance or following a set of instructions. Automation was viewed as active engagement, such as manipulation of computer programs, process improvement using technology, or the streamlining of an operation or activity through deployment of technology. The method of grouping and capturing the results mirrored the types of automation identified in this research paper. Using ANZSCO, the areas of potential automation were derived and matched with the training packages identified as containing units of competency impacted by automation. The data is presented in Table 2 below, with the industry represented in the left column, the unit of competency in the second column and the training packages represented by the unit in the third column.
4.1. Findings from training package analysis It is important to note that no competency standards were found that directly or indirectly cover how the discovery, review, testing or execution of automation is undertaken. This implies that no formal vocational skills training, vocational education qualifications or skill sets exist to enable the workforce and businesses to meet future challenges identified in this report. As with jobs, the study of the impact of automation on units of competency and training packages has found that neither the extent nor the speed will be consistent across all industries. Unsurprisingly, many areas within the training packages contained little or no coverage of automation where research confirms it has already occurred (coverage of RPA and use of drones for imaging and surveying, to name but two of many such examples). Excluding defence and some older training packages remaining in use, 280 units were identified as containing an activity or component that could involve automation. Those packages with the highest levels of automation were transport (46), construction (40), property services (31—based on the available older package, CPP07), information technology (28) and manufacturing (17). While the police training package (21) and some part of the defence package (62) appeared to involve activities that can or are being automated; this was not investigated further due to the absence of public detail on some units. In some cases, where automation is already evident in jobs within the sectors, no units impacted by automation could be reported (e.g. in such industry categories as wholesale, fishing, recruitment and cleaning). The absence of units impacted by automation does not mean that automation will not affect jobs in the relevant sector or industry. Rather, it means that existing units do not reflect job roles, activities, contemporary processes or ways of working that can be automated. Table 2 indicates the level of exposure that training packages have to the impact of automation on units of competency. This is an initial, indicative analysis based on the number of units identified as containing automation components or human activities that were being automated at the time of this report. 17
Automation: Implications for training packages
The rating scale used is as follows. Low (15 units)
For instance, a Low rating indicates no immediate impact on existing units of competency. An Extreme rating indicates immediate impact on a high number of units relative to other training packages, and high exposure of jobs in the relevant sector to immediate automation trends. The rating is not a conclusive indication of either the speed or the extent to which this impact will occur. The analysis also excluded any units where the wording was ambiguous or researchers could not agree on the inclusion of the unit. Table 2: List of SSOs and Industry Reference Committees (IRCs)
SSO
IRCs
Training packages
SkillsIQ
• Community Sector and Development IRC • Client Services IRC • Direct Client Care and Support IRC • Children’s and Youth Services IRC
CHC Community Services
• Aboriginal and Torres Strait Islander Health Worker IRC • Ambulance and Paramedic IRC • Complementary and Alternative Health IRC • Dental IRC • Enrolled Nursing IRC • First Aid IRC • Joint IRC • Technicians Support Services IRC
HLT Health
• Local Government IRC
LGA04 Local Government
• Public Sector IRC
PSP12 Public Sector
• Wholesale, Retail and Personal Services IRC
SFL Floristry SHB Hairdressing and Beauty Services SIB10 Beauty SIF Funeral Services SIH11 Hairdressing SIR07 Retail Services
18
• Sport and Recreation IRC
SIS Sport, Fitness and Recreation
• Tourism, Travel and Hospitality IRC
SIT12 Tourism, Travel and Hospitality
Impact
Automation: Implications for training packages
SSO
IRCs
Training packages
Artibus Innovation
• Construction IRC
CPC Construction, Plumbing and Services
• Property Services IRC
CPP Property Services
• Rural and Related IRC
AGF07 Agri-Food
Skills Impact
Impact
AHC Agriculture, Horticulture and Conservation and Land Management ACM10 Animal Care and Management
PwC’s Skills for Australia
• Meat IRC
AMP Australian Meat Processing
• Food Beverage and Pharmaceutical IRC
FDF10 Food Processing
• Forest Management and Harvesting IRC • Timber and Wood Processing IRC • Timber Building Solutions IRC
FWP Forest and Forest Products Training Package
• Pulp and Paper Manufacturing IRC
FPP10 Pulp and Paper Manufacturing Industry
• Racing IRC
RGR08 Racing
• Seafood IRC
SFI11 Seafood Industry
• Business Services IRC
BSB Business Services
• Culture and Related Industries IRC
CUA Creative Arts and Culture
SUG02 Sugar Milling
CUS09 Music • Financial Services IRC
FNS Financial Services
• Printing and Graphic Arts IRC
ICP Printing and Graphic Arts
• Information and Communications Technology IRC
ICT Information and Communications Technology ICT10 Integrated Telecommunications
• Education IRC
FSK Foundation Skills TAE Training and Education
• Automotive Heavy Vehicle IRC • Automotive Light Vehicle IRC • Automotive Strategic IRC
AUM Automotive Manufacturing
19
Automation: Implications for training packages
SSO
Australian Industry Standards
IRCs
Training packages
• Automotive Heavy Vehicle IRC • Automotive Light Vehicle IRC • Automotive Strategic IRC
AUR Automotive Retail, Service and Repair
• • • • •
RII Resources and Infrastructure Industry
Civil Construction/Infrastructure IRC Coal IRC Drilling IRC Extractive IRC Metalliferous Mining IRC
• Aviation IRC
AVI Aviation
• Corrections IRC
CSC Correctional Services
• Public Safety IRC
DEF Defence POL Police PUA12 Public Safety
IBSA Manufacturing
• Maritime IRC
MAR Maritime
• Water IRC
NWP National Water
• Rail IRC • Transport and Logistics IRC
TLI Transport and Logistics
• Gas IRC
UEG11 Gas Industry
• Electrotechnology IRC
UEE11 Electrotechnology
• Electricity Supply Industry Generation IRC
UEP12 Electricity Supply Industry— Generation Sector
• Electricity Supply Industry Transmission Distribution and Rail IRC
UET12 Transmission, Distribution and Rail Sector
• Textile Clothing and Footwear IRC
MST Textiles, Clothing and Footwear Training Package
• Aerospace Education and Training IRC
MEA Aeroskills
• Furnishing IRC
MSF Furnishing
• Manufacturing and Engineering IRC
MEM Manufacturing and Engineering
• Manufacturing Skills Australia Strategic IRC
MSS11 Sustainability
• Process Manufacturing, Recreational Vehicle and Laboratory IRC
MSL Laboratory Operations Training Package
TLI10 Transport and Logistics
MSM Manufacturing PMA Chemical, Hydrocarbons and Refining PMB Plastics, Rubber and Cablemaking PMC Manufactured Mineral Products Appendix 1 contains the list of units identified through the training package scan. 20
Impact
Automation: Implications for training packages
5. What are the skill sets or qualifications? The research and direct consultation with industry confirms the importance of any future competency development or changes to promote flexibility. This is measurable in terms of: • allowing packaging to meet contextual industry and business needs • accelerating the cycle time to competency attainment through workers adopting and using new technologies • enabling specific organisations, in particular smaller firms, to improve their ability to assess and adopt automation.
5.1. Skill sets The logical skill sets emerging from the common automation competencies would be in areas such as follows. Competencies with codes listed suggest they are already endorsed and available.
Overwhelmingly, the research supports the critical importance of skill sets that can rapidly upskill an existing workforce by responding to automation, augmentation (work enabled with addition of technology) and addition of new jobs.
iStock.com/gorodenkoff
21
Automation: Implications for training packages
Skill set title
Possible competency inclusions
A. Work with automated technologies or processes (AQF 3/4)
• • • •
B. Enable business adoption of automation (AQF 4)
• Identify future trends, and likely role and impact of automation on existing processes and technologies • Identify major application areas for automation technology and calculate the business benefit for specific automation options • Assess and collaborate with others to proactively identify ways to automate and improve operational efficiency and processes
C. RPA (AQF 4)
• Analyse and assess ways to optimise processes using RPA tools • Identify appropriate RPA software • Map processes for software to automate • Set up an RPA build, test and deployment environment
D. Drive business adoption of automation (AQF 5/6)
• Plan and integrate automation in various manufacturing, process, supply chain or technical applications • Research and analyse the benefit of adopting emerging and future automation technologies • Design, specify and support the integration of automation systems with other systems
E. Lead business adoption of automation (AQF 8)
• Manage automation plans and projects within specific operational, process or areas of business practice • BSBLDR805 Lead and influence change
22
Identify the role and impact of automation on work Use automation technology and equipment Maintain automation equipment, tools and systems Use automation processes and technologies in a safe and compliant manner
Automation: Implications for training packages
5.2. Qualifications The following represents the initial considerations regarding how units of competency could be packaged into qualifications. As with the unit of competencies, it is expected the titles for all qualifications must be refined through validation and applied research. Units recommended to be core to the qualification are indicated with a (C).
Qualification
Possible competency inclusions
Certificate 3 in Automation
1. Use automation processes and technologies in a safe and compliant manner (C) 2. Use automation technology and equipment (C) 3. Maintain automation equipment, tools and systems (C) Plus seven electives from other new competencies or another nominated source 4. MSS402010 Manage the impact of change on own work 5. Select suitable processes for RPA use 6. Engage effectively in change processes 7. Cooperate with others to clarify and address change issues or facilitate change initiatives 8. Identify factors within a work area that are a constraint to work efficiency, customer outcomes or productivity 9. Present and visualise data supporting an automation initiative 10. Identify, diagnose, and/or repair automation equipment and technologies 11. Complete routine set up or calibration of automation equipment or technologies
Certificate 4 in Automation
1. Identify future trends and likely role and impact of automation on existing processes and technologies (C) 2. Identify major application areas for automation technology and calculate the business benefit for specific automation options (C) 3. Identify relevant data sources required to measure the effectiveness of an automation project (C) 4. Analyse and determine the need for additional infrastructure or training to support automated processes or activities (C) Plus eight electives from other new competencies or another nominated source 5. Assemble, set up and prepare prototype or simulation for specific automation technologies or tools under supervision 6. Complete routine testing of sensing, communication, measurement or actuation devices 7. Assure automation data accuracy, reliability, validity and integrity 8. Develop predictable, stable and consistent operational targets 9. Analyse and assess ways to optimise processes using RPA tools 10. Assess and collaborate with others to proactively identify ways to automate and improve operational efficiency and processes (C) 11. Manage automated material handling and distribution systems 12. Facilitate execution and measurement of automation improvements across a value chain partners 23
Automation: Implications for training packages
Qualification
Possible competency inclusions 13. 14. 15. 16.
Facilitate and monitor progress against the change goals Identify and influence stakeholders’ expectations for a well-defined change initiative MSS407001 Prepare for and implement change Organise and document maintenance and repair of automation equipment and technologies 17. Maintain and optimise equipment and technology reliability 18. Assure adherence to safety requirements and specification Certificate 4 in Robotic Process Automation
1. 2. 3. 4. 5.
Analyse and assess ways to optimise processes using RPA tools (C) Identify appropriate RPA software (C) Map processes for software to automate (C) Set up an RPA build, test and deployment environment (C) Use RPA to automate routine, well-defined activities (C)
Plus eight electives from other new competencies at this level, or one from another level or Training Package. Diploma of Automation
1. Plan and integrate automation in various manufacturing, process, supply chain or technical applications (C) 2. Research and analyse the benefit of adopting emerging and future automation technologies (C) 3. Design, specify and support the integration of automation systems with other systems (C) 4. Communicate and build stakeholder commitment to an automation project (C) 5. Monitor, control and improve automation processes, technology and devices to meet customer and operational requirements (C) Plus seven electives from other new competencies or another nominated source 6. Analyse, design and develop solutions to automate and control the production and delivery of goods and services 7. Calibrate, troubleshoot, and test sensing, communication, measurement and actuation devices 8. Design measurement control systems (e.g. accuracy, repeatability, linearity, turndown and speed of response) 9. Develop continuous data reporting and process controls 10. Identify and quantify opportunities to use RPA to optimise performance or revenues 11. Identify alternative RPA tools or methods for analysing and visualising process improvements 12. Coordinate implementation of an automation improvement project plan against agreed targets 13. Communicate and effectively engage with others to execute an improvement project 14. Integrate supply chain information and data sharing and reporting
24
Automation: Implications for training packages
Qualification
Possible competency inclusions 15. Use technology to optimise stock or freight control, movement and inventory management 16. Translate change strategies and objectives into an operational reality 17. Assess the workforce capability and readiness to execute required changes 18. Influence and engage critical stakeholders to support a change initiative 19. Champion change and establish the means to resolve or escalate change issues 20. Assure automated systems and infrastructure adhere to established standards, procedures and requirements 21. Collaborate with others to ensure maintenance, repairs and related documentation meet operational needs 22. Establish documentation and procedures to install and support the integration of automation systems with other systems 23. Assure the safe and reliable installation and operation of automation processes and technologies
Diploma of Robotic Process Automation
1. 2. 3. 4.
Identify and quantify opportunities to use RPA to optimise performance or revenues (C) Build and rewrite scripts for the RPA tool (C) Test and assess proposed RPA improvements (C) Identify alternative RPA tools or methods for analysing and visualising process improvements (C) 5. Assist others to automate established processes using RPA (C) Plus seven electives from other new competencies or another nominated sources.
Graduate Certificate in Leading business automation (AQF 8)
1. Manage automation plans and projects within specific operational, process or areas of business practice (C) 2. Develop metrics and means to accurately report organisational benefits from automation (C) Plus two electives from other new competencies or another nominated sources. 3. BSBLDR805 Lead and influence change 4. Design systems and infrastructure to support automation projects and requirements 5. Design and sponsor technology improvements that optimise business processes or customer outcomes 6. Specify and design the installation and testing of sensing, communication, measurement and actuation devices necessary for automation 7. Manage the testing and outcomes reporting of major automation projects 8. Analyse, document and collect data to assure automated processes and technologies meet all operational requirements 9. Establish control monitoring and reporting systems 10. Evaluate and advocate for prioritised needs and benefits that justify RPA investment
25
Automation: Implications for training packages
Qualification
Possible competency inclusions 11. Oversee RPA activities 12. Foster a culture of continuous learning and improvement 13. Use evidence-based methods and statistical measurement to evaluate the impact of improvement projects 14. Map and quantify opportunities for automation to improve business outcomes across all partners in a supply chain 15. Drive and report strategic outcomes from change processes or projects 16. Assess organisational maturity and responsiveness to technological disruption 17. Maintain strong relationships with internal and external stakeholders throughout a change initiative 18. Sponsors change and supports others responding to emerging operational challenges and risks 19. Manage automated processes and technologies throughout their lifecycle 20. Review automation equipment, systems and infrastructure initiatives against strategic requirements 21. Review deployment of technology and devices throughout the automation project lifecycle
Graduate Diploma in Automation (AQF 8)
26
1. Manage automation plans and projects within specific operational, process or areas of business practice (C) 2. Develop metrics and means to accurately report organisational benefits from automation (C) 3. Design and sponsor technology improvements that optimise business processes or customer outcomes (C) 4. Design systems and infrastructure to support automation projects and requirements (C) Plus four electives from other new competencies or another nominated sources. 5. Specify and design the installation and testing of sensing, communication, measurement and actuation devices necessary for automation 6. Manage the testing and outcomes reporting of major automation projects 7. Analyse, document and collect data to assure automated processes and technologies meet all operational requirements 8. Establish control monitoring and reporting systems 9. Evaluate and advocate for prioritised needs and benefits that justify RPA investment 10. Oversee RPA activities 11. Foster a culture of continuous learning and improvement 12. Use evidence-based methods and statistical measurement to evaluate the impact of improvement projects 13. Map and quantify opportunities for automation to improve business outcomes across all partners in a supply chain 14. Drive and report strategic outcomes from change processes or projects
Automation: Implications for training packages
Qualification
Possible competency inclusions 15. Assess organisational maturity and responsiveness to technological disruption 16. Maintain strong relationships with internal and external stakeholders throughout a change initiative 17. BSBLDR805 Lead and influence change 18. Manage automated processes and technologies throughout their lifecycle 19. Review automation equipment, systems and infrastructure initiatives against strategic requirements 20. Review deployment of technology and devices throughout the automation project lifecycle
Graduate Certificate in Leading Robotic Process Automation (AQF 8)
1. Coordinate and manage the operationalisation of RPA (C) 2. Isolate priority processes for RPA (C)
Graduate Certificate in Leading Change (AQF 8)
1. Drive and report strategic outcomes from change processes or projects 2. Assess organisational maturity and responsiveness to technological disruption
Plus two other electives from new competencies or from nominated sources. 3. Evaluate and advocate for prioritised needs and benefits that justify RPA investment 4. Oversee RPA activities 5. Align RPA deployment with business outcomes 6. Integrate RPA activities into the wider automation strategy
Plus two other electives from new competencies or from nominated sources. 3. Maintain strong relationships with internal and external stakeholders throughout a change initiative 4. BSBLDR805 Lead and influence change
27
Automation: Implications for training packages
6. Glossary The following is a glossary of key automation technologies and techniques sourced from the McKinsey Global Institute.
Technologies and techniques Artificial intelligence
Neural networks
28
Description/examples Field of computer science specializing in developing systems that exhibit “intelligence.” Often abbreviated as AI, the term was coined by John McCarthy at the Dartmouth Conference in 1956, the first conference devoted to this topic Machine learning
Subfield of artificial intelligence developing systems that “learn,” i.e., practitioners “train” these systems rather than “programming” them
Supervised learning
Machine learning techniques that train a system to respond appropriately to stimuli by providing a training set of sample input and desired output pairs. Supervised learning has been used for email spam detection by training systems on a large number of emails, each of which has been manually labelled as either being spam or not
Transfer learning
Subfield of machine learning developing systems that store knowledge gained while solving one problem and applying it to a different but related problem. Often used when the training set for one problem is small, but the training data for a related problem is plentiful, e.g., repurposing a deep learning system trained on a large nonmedical image data set to recognize tumours in radiology scans
Reinforcement learning
Subfield of machine learning developing systems that are trained by receiving virtual “rewards” or “punishments” for behaviours rather than supervised learning on correct input-output pairs. In February 2015, DeepMind described a reinforcement learning system that learned how to play a variety of Atari computer games. In March 2016, DeepMind’s AlphaGo system defeated the world champion in the game of Go
Cognitive computing
Synonym for artificial intelligence
Artificial neural network
AI systems based on simulating connected “neural units,” loosely modelling the way that neurons interact in the brain. Computational models inspired by neural connections have been studied since the 1940s
Deep learning
Use of neural networks that have many layers (“deep”) of a large number (millions) of artificial neurons. Prior to deep learning, artificial neural networks often only had three layers and dozens of neurons; deep learning networks often have seven to ten or more layers. The term was first used in 2000
Automation: Implications for training packages
Technologies and techniques
Robotics
Description/examples Convolutional neural network
Artificial neural networks in which the connections between neural layers are inspired by the organization of the animal visual cortex, the portion of the brain that processes images, well suited for perceptual tasks. In 2012, the only entry using a convolutional neural network achieved an 84% correct score in the ImageNet visual recognition contest, vs. a winning score of 75% the year prior. Since then, convolutional neural networks have won all subsequent ImageNet contests, exceeding human performance in 2015, above 90%
Recurrent neural network
Artificial neural networks whose connections between neurons include loops, well-suited for processing sequences of inputs. In November 2016, Oxford University researchers reported that a system based on recurrent neural networks (and convolutional neural networks) had achieved 95% accuracy in reading lips, outperforming experienced human lip readers, who tested at 52% accuracy.
Soft robotics
Non-rigid robots constructed with soft and deformable materials that can manipulate items of varying size, shape and weight with a single device. Soft Robotics Inc. grippers can adaptively pick up soft foods (e.g., baked goods, tomatoes) without damaging them.
Swarm robotics
Coordinated multi-robot systems, often involving large numbers of mostly physical robots
Tactile/touch robotics
Robotic body parts (often biologically inspired hands) with capability to sense, touch, exhibit dexterity, and perform variety of tasks
Serpentine robots
Serpentine looking robots with many internal degrees of freedom to thread through tightly packed spaces
Humanoid robots
Robots physical similar to human beings (often bi-pedal) that integrate variety of AI and robotics technologies and are capable of performing variety of human tasks (including movement across terrains, object recognition, speech, emotion sensing, etc.). Aldebaran Robotics and Softbank’s humanoid Pepper robot is being used to provide customer service in more than 140 Softbank Mobile stores in Japan
29
Automation: Implications for training packages
Technologies and techniques
Description/examples
Automation product categories
Autonomous cars and trucks
Wheeled vehicles capable of operating without a human driver. In July 2016, Tesla reported that its cars had driven over 130 million miles while on “Autopilot.” In December 2016, Rio Tinto had a fleet of 73 driverless trucks hauling iron ore 24 hours/day in mines in Western Australia
Unmanned aerial vehicles
Flying vehicles capable of operating without a human pilot. The unarmed General Atomics Predator XP UAV, with roughly half the wingspan of a Boeing 737, can fly autonomously for up to 35 hours from take-off to landing
Chatbots
AI systems designed to simulate conversation with human users, particularly those integrated into messaging apps. In December 2015, the General Services Administration of the US Government described how it uses a chatbot named Mrs. Landingham (a character from the television show The West Wing) to help onboard new employees
Robotic process automation
Class of software “robots” that replicates the actions of a human being interacting with the user interfaces of other software systems. Enables the automation of many “backoffice” (e.g., finance, human resources) workflows without requiring expensive IT integration. For example, many workflows simply require data to be transferred from one system to another
Source:
30
cKinsey Global Institute 2017, ‘Glossary of automation technologies and techniques’, Exhibit 1, in A future that works: automation, M employment, and productivity, McKinsey Global Institute, Brussels, pp. 24–5. Exhibit from A future that works: automation, employment, and productivity, January 2017, McKinsey Global Institute, www.mckinsey.com. © 2017 McKinsey & Company. All rights reserved. Reprinted by permission.
Automation: Implications for training packages
7. Appendix 7.1. Automation and existing units of competency Training package
Unit code
Unit title
Release
MEM16008A
Interact with computing technology
1
MEMPE001A
Use engineering workshop machines
1
MEM30031A
Operate computer-aided design (CAD) system to produce basic drawing elements
1
MSFFM3009
Produce manual and computer-aided production drawings
1
PMBPROD375
Vulcanise products using an autoclave
1
PMBPROD265
Operate portable vulcanising equipment
1
MEM30033A
Use computer-aided design (CAD) to create and display 3-D models
1
MEM23122A
Evaluate computer integrated manufacturing systems
1
MEM23126A
Evaluate industrial robotic applications
1
MEA271A
Lay out avionic flight management systems
2
MEM30033A
Use computer-aided design (CAD) to create and display 3-D models
1
MEM23122A
Evaluate computer integrated manufacturing systems
1
CUFDIG507A
Design digital simulations
1
MEM30033A
Use computer-aided design (CAD) to create and display 3-D models
1
FWPCOT6205
Prepare an enterprise carbon management report
1
FWPCOT6209
Manage forest and wood products industry research
1
MEM30033A
Use computer-aided design (CAD) to create and display 3-D models
1
CPPSIS5032A
Capture new spatial data
1
CPPSIS5036A
Integrate spatial datasets
1
RIICWD530D
Prepare detailed design of surface drainage
2
Manufacturing MSM/MSA07 Manufacturing Training Package
MEM05 Metal and Engineering Training Package
MSF Furnishing Training Package PPM Pulp and Paper Manufacturing
MST Textile, Clothing and Footwear Mining RII Resources and Infrastructure Services
31
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
RIIMEX602D
Establish and maintain surface mining ground control and slope stability systems
2
RIIMEX603D
Establish and maintain underground mining ground control and stable mining systems
2
RIIMEX604D
Establish and maintain surface product haulage and transport systems
2
RIISTD201D
Read and interpret maps
3
RIISTD302D
Process data and maintain accurate records
2
RIIUND501D
Implement the ventilation management plan
2
RIIUND601D
Establish and maintain the ventilation management system
2
RIIUND603D
Manage, operate and maintain the mine ventilation system
2
FDFGR4001A
Control power and automation for milling processes
1
FDFOP2060A
Operate an automated cutting process
FDFFST4003A
Apply digital technology in food processing
2
AMPMGT502
Manage new product or process development
1
AMPMGT504
Develop, manage and maintain quality systems
1
FDFOP2060A
Operate an automated cutting process
SUG02 Sugar Milling Training Package
SUGZPC2A
Operate a process control interface
1
Tourism, Travel and Hospitality
SITXICT401
Build and launch a small business website
1
BSBEBU501
Investigate and design e-business solutions
1
BSBFIA302
Process payroll
1
SITHGAM005
Analyse and report on gaming machine data
1
SITHGAM014
Manage gaming activities
1
SITHGAM015
Attend casino gaming machines
1
SITHKOP008
Select catering systems
1
Accommodation and food services FDF10 Food Processing
AMP Australian Meat Processing Training Package
32
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
SITTPPD007
Research and analyse tourism data
1
SITTTSL002
Access and interpret product information
1
SITTTSL010
Use a computerised reservations or operations system
1
SITXEBS002
Develop, implement and monitor the use of social media in a business
1
SITXINV005
Establish stock and purchasing and control systems
1
SITXMPR005
Participate in cooperative online marketing initiatives
1
SITXMPR007
Develop and implement marketing strategies
1
CPCPCM4013A
Produce 2-D architectural drawings using CAD software
1
CPCPCM5010A
Design complex sanitary plumbing and drainage systems
1
CPCPCM5011A
Design complex cold water systems
1
CPCPCM5012A
Design complex stormwater and roof drainage systems
1
CPCPPS5030A
Design pump systems
1
CPCPPS5032A
Design siphonic stormwater drainage systems
1
CPCPPS5033A
Design vacuum sewerage systems
1
CPPBDN4004
Set up BIM-capable software and files for building design drafting projects
1
CPPBDN4009
Analyse building design drawings and review findings
1
CPPSIS3011
Produce basic maps
1
CPPSIS4022
Store and retrieve spatial data
1
CPPSIS4024
Source and assess spatial data
1
CPPSIS4025
Collect spatial data using GNSS
1
CPPSIS4026
Digitally enhance and process image data
1
CPPSIS4034
Maintain spatial data
1
Construction CPC08 Construction, Plumbing and Services
CPP07 Property Services
33
Automation: Implications for training packages
Training package
34
Unit code
Unit title
Release
CPPSIS4035
Apply GIS software to solve spatial data problems
1
CPPSIS4037
Produce computer-aided drawings
1
CPPSIS4039
Design and produce maps
1
CPPSIS5032
Capture new spatial data
1
CPPSIS5035
Obtain and validate spatial data
1
CPPSIS5036
Integrate spatial datasets
1
CPPSIS5037
Maintain spatial data systems
1
CPPSIS5038
Develop spatial databases
1
CPPSIS5039
Plan and implement spatial projects
1
PPSIS5040
Interpret and collate spatial data
1
CPPSIS5043
Design spatial data storage systems
1
CPPSIS5047
Conduct GNSS surveys
1
CPPSIS5048
Conduct engineering surveys
1
CPPSIS5053
Perform advanced surveying computations
1
CPPSIS5054
Perform geodetic surveying computations
1
CPPSIS5060
Develop spreadsheets for spatial data
1
CPPSIS5064
Coordinate GIS data manipulation and analysis
1
CPPSIS5065
Design basic engineering structures
1
CPPSIS6022
Produce mine drawings
1
CPPSIS6036
Monitor engineering structures
1
CPPSIS6037
Conduct advanced remote sensing analysis
1
CPPSIS6040
Develop 2-D and 3-D terrain visualisations
1
CPPSIS5064
Coordinate GIS data manipulation and analysis
1
CPPSIS5065
Design basic engineering structures
1
CPPSIS6022
Produce mine drawings
1
CPPSIS6036
Monitor engineering structures
1
CPPSIS6037
Conduct advanced remote sensing analysis
1
Automation: Implications for training packages
Training package
RII Resources and Infrastructure Industry Training Package
Unit code
Unit title
Release
CPPSIS6040
Develop 2-D and 3-D terrain visualisations
1
CPPSIS6041
Compile mine survey plans
1
RIIMPG301D
Control and monitor automated plant/machinery
2
RIICRC321D
Use automated paving guidance systems
2
Electrical, gas, water and waste services UEP12 Electricity Supply Industry - Generation Sector
EENEEI150A
Develop, enter and verify discrete control programs for programmable controllers
2
CPC08 Construction, Plumbing and Services
CPCPCM4013A
Produce 2-D architectural drawings using CAD software (Release 1)
1
CPCPCM5010A
Design complex sanitary plumbing and drainage systems (Release 1)
1
CPCPCM5011A
Design complex cold water systems(Release 1)
1
CPCPCM5012A
Design complex stormwater and roof drainage systems (Release 1)
1
CPCPPS5030A
Design pump systems (Release 1)
CPCPPS5032A
Design siphonic stormwater drainage systems (Release 1)
1
CPCPPS5033A
Design vacuum sewerage systems(Release 1)
1
UEENEEE077B
Write specifications for automated systems projects
2
UEENEEI123A
Design electronic control systems
3
UEENEEI130A
Set up electronically controlled robotically operated complex systems
3
UEENEEI113A
Setup and configure Human-Machine Interface (HMI) and industrial networks
3
UEENEEI136A
Manage automated control systems projects
2
UEENEEI137A
Plan automated and control systems projects
2
UEENEEI157A
Configure and maintain industrial control system networks
2
UEENEEI153A
Design and configure Human-Machine Interface (HMI) networks
2
UEE11 Electrotechnology Training Package
35
Automation: Implications for training packages
Training package
NWP National Water Training Package
UEG11 Gas Industry
36
Unit code
Unit title
Release
UEENEEI151A
Develop, enter and verify word and analogue control programs for programmable logic controllers
2
UEENEEI128A
Set up and configure controls on complex fluid systems
3
UEENEEI129A
Set up electronically controlled mechanically operated complex systems
3
UEENEEI152A
Develop, enter and verify programs in Supervisory Control and Data Acquisition systems
2
UEENEEI154A
Design and use advanced programming tools PC networks and HMI Interfacing
2
UEENEEI155A
Develop structured programs to control external devices
2
UEENEEI156A
Develop and test code for microcontroller devices
2
UEENEEI155A
Develop structured programs to control external devices
2
UEENEEI150A
Develop, enter and verify discrete control programs for programmable controllers
2
NWPIRR033
Coordinate and monitor the operation of irrigation delivery systems
1
NWPIRR032
Monitor and control rural water distribution operations
1
NWPNET004
Monitor and operate network systems
1
NWPNET005
Optimise network systems
1
NWPSOU053
Coordinate and monitor groundwater system usage
1
NWPSOU054
Monitor and operate pump stations
1
NWPTRT044
Operate and control desalination processes
1
NWPTRT045
Assess and improve desalination processes
1
UEGNSG117B
Plan and implement the data acquisition and metering requirements of a gas system
1
UEGNSG121B
Prepare safe design specifications of a gas system
1
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
UEGNSG131A
Compile a gas industry technical report
1
CPPSPS4012A
Design, install and service automated systems for swimming pools and spas
1
BSBITS401
Maintain business technology
2
CPPDSM3015B
Use and maintain property and client information databases
1
FWP Forest and Wood Products Training Package
BSBITS401
Maintain business technology
2
AHC Agriculture, Horticulture and Conservation and Land Management
AHCAGB402
Analyse and interpret production data
1
AHCAGB506
Manage application technology
1
AHCAGB50
Select and implement a Geographic Information System (GIS) for sustainable agricultural systems
1
AHCAGB501
Develop climate risk management strategies
1
AHCAGB507
Select and use agricultural technology
1
AHCAGB509
Select and implement a Geographic Information System (GIS) for sustainable agricultural systems
1
AHCAGB510
Implement the introduction of biotechnology into the production system
1
AHCARB405
Perform geospatial data collection
1
AHCARB603
Interpret diagnostic test results
1
AHCASW306
Use technology in Aboriginal sites work
1
AHCBUS405
Participate in an e-business supply chain
1
AHCIRG503
Design irrigation, drainage and water treatment systems
1
AHCLPW405
Monitor biodiversity
1
AHCNRM507
Manipulate and analyse data within geographic information systems
1
Rental, hiring and real estate services CPP07 Property Services Training Package
Agriculture, forestry and fishing
37
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
CUAACD503
Select and refine a specialised drawing technique
1
CUAACD506
Refine 2-D design ideas and processes
1
CUAACD502
Create observational drawings
1
CUAACD512
Work with photomedia in creative practice
1
CUADIG401
Author interactive media
1
CUADIG402
Design user interfaces
1
CUADIG403
Create user interfaces
1
CUADIG405
Produce innovative digital images
1
CUADIG502
Design digital applications
1
CUADIG508
Refine digital art techniques
1
CUADIG509
Investigate technologies for the creation of digital art
1
ICPRP484C
Set up and operate automated workflow
1
CUFDIG507A
Design digital simulations
1
CUADIG506
Design interaction
1
ICTICT306
Migrate to new technology
1
CUAANM303
Create 3D digital models
1
CUAANM302
Create 3D digital animations
1
CUAANM301
Create 2D digital animations
1
CUSMCP501A
Compose music using electronic media
2
CUSMPF409A
Perform music using digital media
2
HLTADM001
Administer and coordinate Telehealth services
2
HLTADM002
Manage Telehealth technology
3
HLTAHA025
Contribute to client flow and client information management in medical imaging
1
HLTAHW063
Implement office systems
2
Arts and recreation services CUA Creative Arts
CUS09 - Music Health care and social assistance HLT Health
38
Automation: Implications for training packages
Training package
Unit code
Unit title
BSBHRM502
Manage human resource management information systems
1
BSBINM501
Manage an information or knowledge management system
1
BSBRKG502
Manage and monitor business or records systems
1
HLTADM004
Manage health billing and accounting system
1
BSBWOR204
Use business technology
1
BSBRKG403
Set up a business or records system for a small business
1
BSBINM401
Implement workplace information system
1
CHCINF403D
Coordinate information systems
1
BSBITS401
Maintain business technology
2
DEF Defence Training Package
DEFFOR003
Gather and analyse electronic information
1
PUA12 Public Sector Training
PUACOM004B
Manage organisational communication strategies
2
PSPSEC006
Implement security risk treatments
1
PUAPOL028B
Manage investigation information processes
4
PUAECO004A
Operate computer aided dispatch system
2
PUAFIR409B
Develop air attack strategies
2
PSPBDR009
Analyse surveillance products
1
PSPSCI004
Undertake scientific/technological research
1
PSPSEC004
Undertake information technology security audits
1
PSPGSD012
Provide specialist technical service delivery
1
PSPREG016
Conduct data analysis
1
PSPSEC016
Define information systems framework
1
Introduce cloud computing into business operations
1
CHC Community Services
Release
Public administration and safety
Professional, scientific and technical services BSB07 Business Services
BSBSMB412A
39
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
BSB Business Service Training Package
BSBMGT802
Lead design and review of enterprise systems
1
MSL & MSL09 Laboratory Operations/Lab Ops Training Package
MSL905003A
Create or modify automated calibration procedures
1
PMA Chemical, Hydrocarbons and Refining
PMASUP341
Monitor and maintain instrument and control systems
1
PMC Manufactured Mineral Products
PMC556031
Design structural/mechanical components
1
MEA271A
Lay out avionic flight management systems
2
MEA718
Evaluate rotorcraft flight control systems
1
MEA717
Evaluate avionic digital systems
1
UEENEEI156A
Develop and test code for microcontroller devices
2
UEENEEI155A
Develop structured programs to control external devices
2
MAR13 Maritime Training Package
MARL5007A
Demonstrate basic knowledge of marine control systems and automation
1
AUM Automotive manufacturing
AUMABA002
Operate load shifting equipment (Release 1)
1
AUMAKM002
Produce computer-aided drawings (Release 1)
1
AUMATK011
Use technical data relating to plant, tools, equipment and systems (Release 1)
1
AUMATR002
Install and maintain motor vehicle instrumentation sensors and transmitters (Release 1)
1
AUMATW001
Test vehicle welds ultrasonically (Release 1)
1
AUMGTR001
Install and replace vehicle electrical units and assemblies (Release 1)
1
AVI Aviation Training Package
AVIW5013
Operate air traffic control equipment and workstations (Release 2)
2
TLI Transport and Logistics Training Package
TLISS00141
Ultrasonic Points and Crossings Testing Skill Set (Release 1)
1
TLIA5058
Manage facility and inventory requirements (Release 1)
1
Transport, postal and warehousing MEA11 Aeroskills Training Package
UET12 Transmission, Distribution and Rail Sector Training Package
40
Automation: Implications for training packages
Training package
UET12 Transmission, Distribution & Rail Sector
Unit code
Unit title
Release
TLIL5019
Implement and monitor transport logistics (Release 1)
1
TLIL5055
Manage a supply chain (Release 2)
2
BSBINM501A
Manage an information or knowledge management system (Release 1)
1
UEENEED104A
Use engineering applications software on personal computers (Release 1)
1
UEENEED117A
Install and configure network systems for internetworking (Release 1)
1
UEENEEE126A
Provide solutions to basic engineering computational problems (Release 2)
2
UEENEEI156A
Develop and test code for microcontroller devices (Release 2)
2
UETTDRDS35A
Design overhead distribution power systems (Release 1)
1
UETTDRDS36A
Design underground distribution power systems (Release 1)
1
UETTDRDS37A
Design power system distribution substations (Release 1)
1
UETTDRDS38A
Design power system public lighting systems (Release 1)
1
UETTDRDS43A
Develop high voltage and low voltage distribution protection systems (Release 1)
1
UETTDRDS44A
Design power system substations modifications (Release 1)
1
UETTDRDS46A
Develop planned power systems outage strategies (Release 1)
1
UETTDRDS49A
Establish and manage power system geographical information systems data (Release 1)
1
UETTDRDS50A
Design customer power system substations (Release 1)
1
UETTDRDS51A
Manage power system transmission and subtransmission design process (Release 1)
1
41
Automation: Implications for training packages
Training package
AUR Automotive Retail, Service and Repair Training Package
Unit code
Unit title
Release
UETTDRDS52A
Design power system transmission, subtransmission and zone substation buildings (Release 1)
1
UETTDRDS53A
Design power system transmission and sub-transmission substation primary plant (Release 1)
1
UETTDRDS54A
Design power system transmission and sub-transmission protection and control (Release 1)
1
UETTDRDS55A
Design power system transmission and subtransmission substation earthing (Release 1)
1
UETTDRDS56A
Design power system transmission, subtransmission and zone substation civil and structural components
1
UETTDRDS57A
Design power system overhead transmission systems (Release 1)
1
UETTDRDS58A
Design underground transmission systems (Release 1)
1
UETTDRSO36A
Develop low voltage distribution switching programs (Release 1)
1
UETTDRSO37A
Develop high voltage distribution and subtransmission switching programs (Release 1)
1
UETTDRSO38A
Develop and evaluate power systems transmission switching programs (Release 1)
1
UETTDRSO51A
Manage network systems power flows (Release 1)
1
UETTDRTS29A
Develop power systems secondary isolation instructional documents (Release 1)
1
BSBITS401
Maintain business technology
2
BSBLIB404
Use integrated library management systems
1
Education and training BSB Business Services Training Package
42
Automation: Implications for training packages
Training package
Unit code
Unit title
Release
Information media and telecommunications ICT10 Integrated Telecommunications Training Package
ICTITU7106B
Manage automated ICT system applications using unix
1
ICTCBL4099A
Remotely locate and identify cable network faults
1
ICT Information and Communications Technology
ICTICT815
Manage automated ICT system applications using enterprise wide operating system
1
ICTDMT402
Produce interactive animation
1
ICTGAM401
Produce an interactive game
1
ICTGAM402
Identify and apply principles of games design and game playing
1
ICTGAM404
Apply artificial intelligence in game development
1
ICTGAM410
Develop 3-D components for interactive games
1
ICTGAM412
Design interactive media
1
ICTPRG405
Automate processes
1
ICTWEB425
Apply structured query language to extract and manipulate data
1
ICTNWK411
Deploy software to networked computers
1
ICTPRG409
Develop mobile applications
1
ICTWEB417
Integrate social web technologies
1
ICTICT307
Customise packaged software applications for clients
1
ICTNWK306
Evaluate characteristics of cloud computing solutions and services
1
ICTNWK419
Identify and use current virtualisation technologies
1
ICTPRG604
Create cloud computing services
1
ICTICT814
Develop cloud computing strategies for a business
1
ICTICT423
Select cloud storage strategies
1
ICTGAM509
Design interactive 3-D applications for scientific and mathematical modelling
1
43
Automation: Implications for training packages
Training package
Unit code
Unit title
CUFDIG507A
Design digital simulations
1
ICTICT306
Migrate to new technology
1
CUAANM303
Create 3D digital models
1
CUAANM302
Create 3D digital animations
1
CUAANM301
Create 2D digital animations
1
ICPRP484C
Set up and operate automated workflow
1
CUAANM301
Create 2D digital animations
1
BSB07 Business Services
BSBSMB412A
Introduce cloud computing into business operations
1
FNS Financial Service
BSBMGT802
Lead design and review of enterprise systems
1
BSBMGT801
Direct the development of a knowledge management strategy for a business
1
BSBADM506
Manage business document design and development
1
BSBMKG525
Design effective web search responses
1
BSBMKG527
Plan social media engagement
1
BSBMKG530
Create distributed multiplatform digital advertisements
1
BSBDES403
Develop and extend design skills and practice
1
BSBEBU502
Implement e-business solutions
1
BSBMKG421
Optimise digital media impact
1
BSBITS401
Maintain business technology
2
ICP10 Printing and Graphics Arts
Release
Financial and insurance services
44
iStock.com/ktsimage
DeakinCo. Tower 2, Level 12, 727 Collins Street Melbourne, Victoria 3008, Australia T +61 3 9918 9000 DeakinCo. Copyright © 2017