Skill Development & Capacity Building in Energy Sector

Veena Swarup Former Director HR Engineers India Ltd

10th world petrocoal Congress

16.02.2020

Changing Energy Mix

We are in an era of Dramatic, Unprecedented Change & Challenge in the Industry.

Impacted by:

Changing Geopolitical Relationships

Increased Competitors

Changes in supply and demand dynamics

Social and environmental pressure

Demographic shifts

2

Changing Nature of Work

Change the New Normal

Forces Steering Transformation of Our Economy

-Globalisation

-Exponential Technology

-Demographic Shifts

4th Industrial Revolution currently on

Defined as New Age Automation

Driven by unprecedented technologies advances

Changing nature of work

ENERGY BUSINESS – SOME REALITIES

The Energy industry is at heart a peoples business

Energy resources are in focus on the world stage

Urgent need to develop technologies and new ways of thinking

Globally, the industry employs the best engineering and technical experts and specialists

Years of experience of specialists & technicians is harnessed to boost productivity and develop new resources

This sector needs to essentially maintain skill level and attract new talent-shotage of engg,science,mgt,leadership

4

CREATING AN ECOSYSTEM

Build workforce for future – Agile.

Ensure Teams can handle any changes.

Multiple Work Models to prevail.

Data Analytics for decision making.

Create new jobs, Industries.

Change work style - Collaborate, Fragment.

5

Focus AREAS Agility of work force – Talent Fungibility the need

of the hour.

Industry academia interface be increased

Up Skilling be focused- Multiple skills, integration

of Disciplines,Mobility between Sectors

Ensure Rotational Training

Mentoring & Coaching

Global Collaboration be given impetus

Training for High End Equipments and

Infrastucture be encouraged

.

Contd..

6

COLLABORATION-CAPACITY BUILDING INITIATIVES

Development of a Global Training Strategy (G20) for skilled workforce for strong, sustainable and balanced growth - ILO’s global knowledge sharing platform.

Greater reliance on local skilled workforces: TOTAL’s Training Centre in Luanda (Angola) trains

Angolans for Oil & Gas Industry.

Strengthening the Vocational & Educational Training Avenues:- The Mobil Technical School in Shell Nigeria offering

vocational & educational training for Nigerians.

Contd…

7

Contd.. Saudi Aramco offers professional onboarding program

for young Engineers. BP Implementing 5 year program with technology,

education, culture projects for Skills in Oil & Gas in Russian Federation.

SDI’s set up by Oil Cos in India Hydrocarbon Sector Skill Council promoting

Collaboration

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Collaboration--Industry - Academia Interface

An Interactive & Collaborative arrangement between

Academic Institutions and Business Corporations for

achievement of mutually Inclusive Goals & Objectives.

Result of Collaborations

• Increased Discoveries

• Transfer of Technology– Research put to use

• Endeavour to find solutions to complex Social, Environmental, Economic Challenges ( Energy, Health, Environment, security)

Few Organisations have capacity ,the where with all to declare Results on their own

Industry expectations

Academia expectations

Importance of Collaborations

• Urgent Need Of Present Times

• Present Scenario—

• Rise of Exponential Technology

• Change at a very high pace

• Students need to be theoretically & practically equipped

• Focus on Industry Needs & Requirements essential

• Insight into Co specifications & Skills for future - to make students Industry Ready

EIL Perspective

• Role analysis on a KSA framework

• Identify the critical roles

• Align roles to the organization’s mission, vision, values, and business strategy

• Interaction with experts to know which competencies are most critical for success in different contexts

• Identify key stakeholders to participate in the development of critical role profiles

• Design future-oriented role profiles

• Link leadership competencies to technical/functional competency models

BUILDING THE FOUNDATION

Competency Layers

Proficiency Levels

• Core Competencies

• Technical / Professional Competencies

• Leadership Competencies

• Allow for comparisons to occur across jobs, roles and levels

COMPETENCY DIRECTORY / DICTIONARY

• 10 weeks Cross Functional Training

at Head Office

• 12 weeks Site Training – Structure

program at Construction Sites

• Visit to Sites by Training Teams for

review of learning

• Based on weightage &

Performance :

Recruitment (20%) ,

First 6 months training

performance(30%) &

On the job training (50%) • Structured classroom training

• On the job training in various departments

related to discipline of MTs.

• Criteria : Performance in year

long learning

• MTs allotted Mentor during

training period

• Online Induction Familiarization Prg (5 days)

• Campus to Corporate (3 days)

Rotational &

Site Training

Mentoring

On the Job

Training

Department

Allocation

Absorption

Training

Structure of

Management

Trainees (MTs)

Induction

at HO

TRAINING FOR MANAGEMENT TRAINEES – 1 YEAR

Collaboration – The EIL & ONGC Story

• Signed MoU with Educational Institutions– eg: IIT Delhi, IIT Gauhati,

ISM Dhanbad, Deen Dayal Upadhayay Institute of Petroleum Engg.

• Instituting Chairs

• Joint setting of Course Curriculum

• Industry Domain Specialists deputed to take Classes

• Joint Research

• Funding of Incubators

• Special Start Up Fund

• Opportunity to Interns

Initiatives-Some Examples

• IIP- Industry Institute Partnership Cell - Interactions, Joint Venture partners to plan & conduct Academic Events eg: Conferences, Workshops, Seminars etc.

• EDC- Entrepreneurial Development Cell- Help young & budding Entrepreneurs execute their ideas

• MDP- Management Dev Projects to train students as per Co specifications & Requirements

• Structured Internship

Govt Skilling Initiatives

• At University level– BVOC, PMKVY, DDU Kaushal Kendras, NATS, BOAT

• At the below Graduation & School Drop out PMKVY, DDUGKY, NULM(National urban livelihood mission), NAPS, etc

“Systematic long-term training for a recognised occupation that takes place substantially within an undertaking, or under an independent craftsman, and should be subjected to established standards”

Michael Axmann and Christine Hofmann by ILO

Apprenticeship Defined

As per recent guidelines for implementation of NAPS there are five categories of Apprentices

*Note: In addition to above qualifications, trainees who have completed any NSQF aligned Short Term Course including PMKVY/DDUGKY/MES who are not covered under any of the above listed categories but meet the Education/Technical Qualifications as specified in the course curriculum- are also qualified to be apprentices.

Schemes on Apprenticeship under various Ministries

*NEEM is not a part of Apprenticeship Act 1961

Duration of Apprenticeship Training under NAPS

*Exemption is only in case the candidate opts for Apprenticeship training in a course related to his qualification as specified in the curriculum of each courses separately. It is expected that candidates exempted from Basic Training have enough knowledge to enable them to undertake OJT, without the need to go through the Basic Training. Also, for designated trades the duration of a few courses are notified up to 36 months

RECOMENDATIONS

GOVERNMENT

• Develop National Integrated Data System- E to E Stack

• Review Schemes –Integrate Multiple Schemes

• Simplification and Single Point availability of all Guidelines

• Advocacy- Effective promotion & outreach of Schemes

• Review and Upgrade of existing Infrastructure & Resources

Contd….

• Sharing Of Infrastructure By Large CO’s with MSME’s

• Pooling Of Infrastructure for Exponential Technologies

• Incentivise MSME’s & Start UP’s

• Framework of Apprenticeship Implementation for Informal Sector & Franchise Business

• Productivity Study for impact on ROI

Contd…..

• Formalise Informal Apprenticeship in Traditional Sectors

ACADMEIA

• Introduce Pre Apprenticeship at School

• Apprenticeship be aligned with Education

- Additional Credits

- Be linked to BVOC or Diploma

• Celebrate Apprenticeship Day at schools & Colleges

Contd…..

INDUSTRY

• Apprentices as Learners be distinctly differentiated from Work Force

• ITI’s be adopted by larger CO’s –Support in upgrading them

• MSME Clusters to dev linkage with larger CO’s –Create Pathway between Training & Hiring

• Infrastructure be pooled & Shared

• CO’s to study impact on ROI

• Stipend be Standardised qualification & level wise

Vocational Education

• Dual VET & TVET– German Model

• 70% of VET in Co—30% in Vocational School

• Co provides Real Working Conditions

• Vocational School – lessons in vocational & General education

• Duration - 1 year

• Exam Board– Reps of Employers, Employees, Vocational School Teachers

Contd…

• DUAL VET—Key to Professional Career

• Opening to Labour Market OR Further Education

• TVET –After Secondary Education –2 to 3 yrs

• At Lower secondary introduction to World of Work Compulsory

• At Tertiary Education Level opportunity for University or Polytechnic

FICCI’s National Knowledge Functional Hub (NKFH)

NKFH : “Hub-&-Spoke” Framework

National Knowledge Functional Hubs are envisaged to be a collaborative framework of Academia and Industry, focusing on specific Industry verticals

Leading industries and academic institutions in a region will come together as a “Hub” to facilitate mutually beneficial linkages

The “Hub” will create and sustain a network of “Spokes” with other industries and institutes in the region

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Executive Committee at Hub

Siddharth Institute of Engg & Tech

RVR&JC College of Engineering

International Institute of Digital

Technologies Spoke Institute #4

Spoke Institute #5

Spoke Institute #6

Spoke Institute #7

Carl Zeiss India

DMG Mori

Company#3

Company#4

Company#5 SVUniv. Tirupati

Thermax, Festo India

Hub and Spoke Framework for AP

NKFH Governing Council FICCI Champion Industries Patron Institution

Patron Institution

Champion Industries

Spokes institutions

Spoke Companies

FICCI and SV University, Tirupati NKFH CoE

Enhance employability of engineering graduates in Manufacturing , capital goods etc.

Improve Quality of engineering education in the state

Create an ecosystem for collaborative research and entrepreneurship in the HE Institutions in the state

Create knowledge network of Engineering Colleges and Local MSMEs in State

Hands on professional exposure to the fresh engineering graduates

Sustained industry—institute engagement through well connected industry and university clusters

Industry ready employable graduates

Growth of local industry and entrepreneurship in the state

Dedicated Think Tank in the area of higher and vocational education

Solution development for the local industry through collaborative research activities

Key Objectives Outcomes

CoE

FICCI-SVU NKFH Center: CoE

Key Activities Sharing of Best

Practices

Mentoring by

Industry Experts

Effective Internship/

Apprenticeship Programmes

Industry oriented

curriculum development

Knowledge sharing through,

seminars and workshops

Exposure visits for

industries & institutions

FICCI

• Set up a PMU to facilitate the day to day activities

• Facilitate mobilisation of the champion companies and institutions

• Facilitate the CoE with any form of research grants/funds by the central govt./ international org.

• Facilitate revenue generation through services to spokes

SVU/AP Govt.

• Set up a Society with Thermax, Festo, FICCI & few other identified organizations as members

• Provide infrastructure to set up at the center

• Identify and mobilize spoke institutions and companies

• Provide seed funding and operational funding for 5 yrs.

• Review after completion of 5 yrs

Champion Industry

• Offer effective internship opportunities

• Facilitate gainful employment and entrepreneurship mentoring

• Provide support for collaborative research and development projects

• Offer opportunities for industry exposure visit

• Give inputs and time in developing industry oriented curriculum

• As endowment provide machinery, test rigs, prototypes, industry models for learning

FICCI-SVU NKFH CoE: Roles of Stakeholders

Thank You