the challenge of skills development & retention in the p&p industry mike truelock - sappi
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The Challenge of Skills Development & Retention in the P&P
Industry
Mike Truelock - Sappi
Were are we going as an Industry?
‘You can not Talk yourself out of something you Behave your self into!!’
Career paths – credibility & “Status” A stable or growing industry
How can I help you?
What do they see and hear?
Where ToNow?
Macro view / Imperatives
Huge confidence in SA and an Interest rate vs inflation rate which holds the rand strong in currency terms
SA sits on a socio -political nightmare 40% of population on the poverty line/ 6-8 million young people between 18-28yrs of age with no hope of a future job wise and a explosion of children as head of house holds.
Legislative and structural complexity linked to 5 yr term’s of Government & Skills legislation.
Industry view / Outlook
Definition of skills shortage by economists and government & Industry differs:- Economists link skills shortage to productivity Govt defines this as lack of scarce or critical skills but excludes effect on
productivity Industry interested in the right skill at the right time for the right job & (at the right
price)
Current Employee profiles and the effort to change vs risk of staying complacent (Operators vs Artisan career credibility)
Do we truly believe Technology changes will require new skill sets or will we just wait for natural experiential knowledge transfer?
My Question to you all is- do we act as though we believe that people are our competitive advantage; worth investing on every level from “Macro SA” through to “on the
job”? OR are they just an escalating cost pressure
Legislation; are we leveraging change
National Skills Development Strategy 3
National Skills Framework
King 3
BEE
• Priority focus areas for score cards and funding (Sector Skills Plans)
• Integrated education delivery (Funding Grants & Fiscus)
• Economic & Social stability with required growth of 7% for 20-30 yrs (Minister Pravin Gordhan’s warning) 40% population burgeoning poor
Crises or Opportunity
Drivers of Change
• Funding required to drive access to further education/skills for the school leavers • Compensate for Education failure;- repair the decision to close 100 Technical
colleges,14 tertiary institutions & amalgamation of Universities and Technikons in 2001
DoL DoHET
NSDS II NSDS III
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THE HIGHER EDUCATION AND TRAINING SYSTEMWITHIN
THE HUMAN RESOURCE DEVELOPMENT SYSTEM AND THE LINKAGES BETWEEN THE
HUMAN RESOURCE DEVELOPMENT STRATEGY AND
HUMAN RESOURCE DEVELOPMENT COUNCIL ON THE ONE HAND AND THE
NATIONAL SKILLS DEVELOPMENT STRATEGY AND THE
NATIONAL SKILLS AUTHORITY ON THE OTHER HAND
PROJECTS
FEBRUARY 2010
Complexity of change
SHAP
E THE F
UTURE
FOR
SCIE
NCES A
ND
TECH
NOLGY
RAISE TH
E LEAR
NIN
G BASE
ORDINARY
QUANTITY
QU
ALIT
Y/LE
VEL
POST DOCTORAL
UNIVERSITY
COLLEGE
BASIC
INSTITUTIONAL EDUCATION AND TRAINING
OCCU
PATION
S
EMPLOYMENT WORKPLACE SKILLS DEVELOPMENT TRAINING,
EXPERIENCE
SECTORS: LAW, EDUCATION, ENGINEERING, AGRICULTURE, FINANCE AND BANKING, SECURITY AND SAFETY,
ETC
ENGINEER
TECHNOLOGIST
SCIENTIST
TECHNICIAN
UNSKILLED AND SEMI SKILLED
2
Communicate Skills needs through reliable information system to inform,
steer and guide learning choices and (2) manage, plan and provide for learning
3Raise the learning base:
for DHET: Second Chance opportunities for those who do not qualify for other post
school learning
4+5Expand
Access to Youth
specifically and to all
generally relevance of
academicprofessional technical and
vocational learning –
(PIVOT)
6Increasing
numbers and quality of
workplace learning
8
Expand R&D and Innovation
capacity for socio-economic
development
System planning and resourcing
Policy Advisory bodies Information
Institutional/ Project Funding
Governance and Management
International cooperation and
migrationPartnerships
Research & M&E
Quality Assurance (SAQA, QCs)
Institutional support: ops sys, hrd, prog dev, student/learners
support
Understand Skills needs (2) manage, plan and provide
for learning
1
Promote employability and
sustainable livelihoods
7
Improved institutional efficiencies, capability and strengthened alignment in
information, finance, governance and management
in the post school system
9
Institutional and System shape and
capacity
10
Human Resource
Development Council
Organised Labour
Organised Business
Organised Community
Organised Providers
Government
SOEs, COHORT, Other councils
Experts and Researchers
Inputs and outputs
Special Role Players
National Skills
AuthorityInputs and outputs
Organised Community
Organised Business
Organised Labour
Organised Providers
Government
Special Role Players
National Skills
Development
Strategy
Human Resourc
e Develop
ment Strategy
Chair and EO of NSA
LINKAGES BETWEEN THE HRDC, HRDS-SA, NSA AND NSDS
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PROJECTS THAT HAVE BEEN MIGRATED FROM
JIPSA TO HRDS-SA
12
What happens with change
Engineers, Technicians and Technologists
Project: To produce 1000 additional engineers and 300 additional technicians per year starting in 2007 over a four year period
Research: Extent to which professional bodies impede the skills in scarce skills areas.
Recommendations: Conditional grants to HE linked to specific outcomes
13
Artisans
Project: To train 50 000 artisans by 2010Research:
Key aspects of current artisan training Strategy to increase number and quality of trainers and
assessors Recapacitate state in providing training capacity
Recommendations: Incentivize artisan development and training through NSF, track and Monitor initiatives, alleviate backlog at INDLELA, improve SOE capacity to train artisans
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Micro Company view / Outlook
Is it true that;- We react on a project based approach or do we have industry vision? We defend our current mindset or are we conversing robustly about
our realities We have boring business strategy and goals; is it possible to make this
sector “Sexy” for new work entrants? We are at the mercy of the skill set that comes from education
institutions or can we do something about our future? We can poach from other industries when we need skills ie buy rather
than develop Our retiring workforce can be used ‘on contract’ for a number of years
to come. The development ‘Rules” are just too complex to embrace
The World moves !!!
SA HRD Strategy
National Skills Development Strategy;II (2005-2010) Vision;- Skills for sustainable growth, development & equityWith 5 key objectives Extended to March 2011 Objectives extended to include focus on FET integration and creating opportunities for access to further education for school leavers
National Skills Development Strategy;III (2011- 2016)Will we use this 5 year opportunity?
NSDS 111
Success indicator:1. SETAs submit a comprehensive occupational profile of their sector and
guide to employment opportunities in their sector in the format prepared by DHET by March 2013. Such a profile and guide to be updated by March 2016.
2. SETAs provide information on the steps taken to expose prospective learners to work in their sector.
5.3.1.1. Information and career guidance
5.3. Learning programmes for decent work:
• Programmes to facilitate access, success and progression;• PIVOTAL programmes• Skills Programmes and other non-accredited short courses and• Programmes that build the academic profession and engender innovation.
5.3.1. Programmes to facilitate access, success and progression
NSDS 1115.3. Learning programmes for decent work: cont-
• Programmes to facilitate access, success and progression;• PIVOTAL programmes• Skills Programmes and other non-accredited short courses and
• Programmes that build the academic profession and engender innovation.
5.3.1. Programmes to facilitate access, success and progression
5.3.1.2. Recognition of Prior Learning
Success indicator: All principal sectoral and national programmes to include RPL access routes by 2016. Number of learners assisted to access further learning to be counted against programmes entered.
5.3.1.3. Raising the base
Success indicator:Where sectoral or national programmes specify an entry requirement of NQF Level 4 or above, these programmes must be complimented by the provision of either Adult Education and Training or Foundational Learning Programmes which enable those who do not meet these requirements to have the opportunity of doing so. Number of learners assisted to access further learning to be counted against programmes entered.
“Pivotal programmes are those ‘Professional, Vocational, Technical andAcademic Learning’ programmes that meet the critical needs for economicgrowth and social development. They are also programmes that generally combine course work at universities, universities of technology and colleges with structured learning at work.
This is achieved by means of professional placements, work-integrated learning, apprenticeships, learnerships, internships and the like.
To achieve this goal, there must not only be improved access to, and success at post-school learning sites, such as universities and colleges, but there must also be structured bridges to the world of work and quality learning upon arrival there.”
5.3.2. PIVOTAL occupational programmes
NSDS 1115.3. Learning programmes for decent work: cont-
The DHET’s first Five Year Strategic Plan defines PIVOTAL programmes as follows:
Our P&P Industry value proposition
We provide an experience for people to do interesting and diverse jobs that bring meaning to life. (equipment, process and innovation)
We have the opportunity for people to develop in the most holistic and integrated way possible
We have the collaborative mindset, agreements and framework to leverage both funding and delivery of development.
We have the ‘Old Bulls’ who have a lifetime of knowledge to share.
The Fibre & Paper industry is a sustainable player in the world economy
Do you have the WILL to make the difference?
Process Planning is important….
…..but execution is what ultimately matters….
Sustainable
Dinga asked
Is the paper industry in South Africa sustainable?
My response is;- YES - we will be different but we are not going to fade into the sun set.
A “SEXY” Industry?
Bring back the FEEL -
We work with living vibrant natural resources
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