Gizelle Mc Intyre Director Institute of People Development

1. Further Education and Training: Making graduates employable, creating a diverse work force and meeting the needs of the country’s economy Gizelle Mc Intyre Director Institute of People Development

2. Institute of People Development (IPD) The Institute of People Development (IPD) is committed to an ongoing process of achieving and maintaining its status as a "centre for learning excellence". • Primary Aim • To enhance the quality of workplace learning provision through the development of managers, supervisors and learning development practitioners. • The Institute strives to be a "change agent" by • Providing qualifications to managers, supervisors and learning & development practitioners • Offering recognition of prior learning (RPL) services to experienced learning & development practitioners • Conducting research projects designed to generate best practice products and processes through a continuous professional development (CPD) programme • Expanding the field of learning & development practices to the wider public through seminars, media releases, on-line resources and communities of practice workshops and consulting • Making available its learning facilities and resources in Midrand to its clients and stakeholders for the purposes of high quality learning provision

3. Agenda • Making graduates employable: Work readiness vs a qualification • Harnessing a diverse work force to create awesome productivity • Meeting the needs of the country’s economy – Academic snobbism vs actual employability

4. 4th Industrial Revolution: The era of disruptive technology • Our world is getting more complex as everything gets connected. • Complex problems require more implicit knowledge and analytical thinking. • Implicit knowledge can only be shared through conversations & observation. • Collaborative and distributed work is the norm. • Knowledge-sharing and narration of work make implicit knowledge more visible. • Transparent work processes foster innovation. • Learning is part of work, not separate from it. • Taking care of business means taking care of learning.

5. Our present future • The first Millennial graduates entered the workforce in the summer of 2004. They will continue to do so, in large numbers, until around 2022. • To some, they are the next ‘‘Greatest Generation,’’ armed with the tools and inclination to drive toward a better future in a world facing economic, geopolitical, and environmental crises. • To others, they are ‘‘Generation Whine or Entitlement,’’ young people who have been so over-indulged and protected that they are incapable of handling the most mundane task without guidance or handholding. • Still others wonder if they are really very different from other generations, or if the generational moniker and all the media hype it has generated have simply created a self-fulfilling prophecy.

6. Work Readiness VS qualifications

7. Work Readiness • Africa’s young people are much more likely to have passed through the continent’s formal education systems than their predecessors. • With that comes a challenge for leaders of business and government to provide them with the opportunities to apply their skills. • More than that, to ensure their skills can help them thrive in the changing world of work. • http://m.ewn.co.za/2017/05/04/here-s-what-s-happening-to-african-jobs-in-5-charts

9. Qualifications in South Africa

12. Academic Route (CHE) Occupational Route (QCTO) Post School Arena

13. Remember…

14. Appropriately employed vs underemployed graduates Skills • Written communication • Verbal Communication • IT skills • Team work • Leadership • Autonomous Learning • Independence • Critical analysis • Business problem solving • Research • Reflection • Time Management • Planning • Initiative • Self-awareness • Adaptability • Listening • Negotiating

15. How to Train these Skills • Learn by having fun; • Small bite size chunks of learning; • Safe environment for learning; • Learning and growth mind-set; • Allow time to focus; • Provide appropriate challenges; • Clear learning objectives; • Hands on approach; • Apply what I learn; • WIIfm

16. Graduate Programmes • The need for higher education to continue to strengthen its links with industry and commerce is evident, not only to give graduates the skills which employers value but also to make sure that students are aware of what is happening in the labour market and what employers are seeking. • Employers need to consider how best they can help in this and take steps to better inform universities and students of their needs. • They also need to evaluate their learning and development processes for graduate recruits not just to ensure they are meeting the needs of the business for a work ready graduate but also fulfilling graduate expectations as well.

17. Why is critical thinking important? • Critical thinking is critical to employers • Can you analyze situations? • Can you solve problems? • Can you communicate your position logically? • Can you make good decisions (based on data, not feelings)?

18. Workplace Integrated Learning

19. Classroom Based Learning Stretch Assignments Coaching/mentoring E- Learning Job Rotation Reading targeted books and articles Project work Shadowing Volunteeringactivities Leadership & Management development Professional development Soft skills Business and functional knowledge Learning Solutions at Work

20. Workplace Learning: 70-20-10 model

21. Harnessing Diversity

22. Diversity Management at Work • Diversity management is a process intended to create and maintain a positive work environment where the similarities and differences of individuals are valued. • The biggest driver for higher level diversity strategy is the need to tap the creative, cultural, and communicative skills of a variety of employees and to use those skills to improve company policies, products, and customer experiences.

23. Harness each other’s Strengths

24. Organisational strategies to increase inclusiveness • By learning about cultural difference and the way business is conducted in the country where the • overseas assignment is • By training employees to learn about and be sensitive to cross-cultural differences • By encouraging employees to accept overseas assignments • By offering language training to employees • By accepting overseas assignment whenever given an opportunity • By examining employee practices to ensure that the company is not intentionally or unintentionally discriminating against anyone to his or her religion or ethnicity • By adapting to customs of the new country and getting to know the local residents, while on an • overseas assignment • By providing transition counselling to employees and their families both before and after an overseas • assignment • By learning other languages

25. Strategies to increase awareness about workplace diversity (a) By reducing prejudices and use of stereotypes: • Admit to one’s own biases and prejudices and commit to reducing them • Recognize that diversity exists and learn to value and respect fundamental differences • Dismiss myths about diverse others when in a group of friends or associates (b) By minimizing miscommunication with diverse others: • Communicate effectively by listening attentively and asking questions about what one did not understand • Educate oneself about differences by reading, listening, and broadening one’s experience base about diverse people • Avoid terms that spotlight certain groups and imply the individual is an exception • Avoid valuing one’s message based on dress, mannerisms, accent, or eye contact (c) By building relationships with diverse others: • Work with diverse others to achieve mutual goals • Encourage one’s peers to be open in discussing their personal opinions, feelings, and reactions with oneself • Seeking feedback from diverse others about how well one are communicating respect for them and valuing their diversity • Treating diverse others as invited guests by showing interest in them rather than treating them as strangers

26. Diversity at Work • Workplace diversity increases the available pool of resources-networks, perspectives, styles, knowledge, and insights-that people can bring to bear on complex problems. • Diversity is: • Communication Style • Conflict style • Age • Education • Gender • Race • Background • Learning Style • Thinking Style

27. Qualification vs Experience What makes you employable?

28. Unemployment • The newest unemployment statistic is 27.7% • More than 60% of the graduates in South Africa are unemployed or employed in a career not linked to what they studied

29. The Future • The World Economic Forum (WEF) recently revealed the results of a study into the Future of Jobs, which considered the employment, skills and workforce strategies of the future. They canvassed chief HR and strategy officials from the world's top companies, across industries and geographies, to determine what they will require of future recruits. • A summary list of the top ten skills identified for both 2015 and 2020 was compiled and what needed to be taught. While some countries have made significant strides in implementing programmes to empower their young people in this regard, others, including South Africa, are falling dangerously behind.

30. All schools, higher education institutions and universities, whether public or private, must take note of the WEF guidelines or risk having our country's learners left behind in the Fourth Industrial Revolution. These core skills are not an addition to existing curricula, but a change in approach to career choices, teaching and learning.

31. Is the higher education system producing too many graduates?

32. What is the real Picture? • A study by the SA Qualifications Authority and Higher Education SA found that there was a huge gap between what employers expected and what they got after hiring a graduate straight from tertiary studies - Employers regarded competence in “English, ICT skills and an understanding of the world of work” as the most important attributes. (2009) • A study by Dr Haroon Bhorat from the Development Policy Research Unit of the University of Cape Town found that those who have a tertiary qualification but not a degree have a 50% chance of finding a job, while those with a degree have a 17% chance of being unemployed. Early school leavers make up the bulk of the jobless. • The highest increase was among the unemployed with tertiary qualifications. • Inappropriate fields of study mean that a university degree is not a sound condition for employment.” Bhorat says this is further aggravated by a “malfunctioning” labour market information system which means young people find it difficult to access information about jobs and careers. “There is very little communication between client and consumer,” Bhorat says. “A broad dialogue is needed between employers and learning institutions.”

33. StatsSA

34. And Last but not Least…

35. Contact Details Institute of People Development 011 315 2913 www.peopledev.co.za gizellem@peopledev.co.za www.peopledevelopment.co.za