Presentations for the 17 th UPDEA Congress Sub-theme:

Presentations for the 17th UPDEA Congress Sub-theme: Human Resources and Development of the African Skills in the Power Sector - South-South Cooperation

CONTENTS • Introduction • I) Concept Review • II) Human Resources • 1)Definition • 2) Human Resources Function • 3) Human Resources Management • III) Skills Development • 1)Definition • 2) Skills Reference Guide • 3) Skills Assessment • 4) Evolution of Performances • IV) Human Resources and Skills Development • 1) Assessment • 2) Training • 3) Mobility • V) South – South Cooperation • 1) Donor-Funded Training Projects • European Union : • Training EDM, SENELEC and SONABEL Staff members • b) WAPP • Training staff from West African French and Spanish-Speaking Countries • 2) Partnership between Electric Power Companies • a) Case of SENELEC–SONICHAR: Companionship and Exchange • b) Case of SENELEC–EDM: Skill Transfer • c) Case of SENELEC-SOMELEC • 3) Benefits • a) Cost Reduction • b) Exchanges • c) Integration • Conclusion

Introduction: In a context of internationalization and globalization characterized by tough challenges and sustained competition, the current situation requires skill development and call for to train qualified staff in order to minimize accidents during interventions on the different power grids. To that end, African utilities must join forces to come up together with solutions to problems they are faced with. There is no doubt that all key African business managers must engage in a bilateral or multilateral cooperation for the development of the electricity sector. They must resort to several levers including training to obtain skilled and competent staff. In this presentation, we will highlight some examples of cooperation that will enable the development of skills and provide the various African power utilities quality human resources. Training will be an essential lever for South-South cooperation between different companies involved the electricity sector. First, we consider it important to review the various concepts for everyone to be on the page.

Concept Review: • Policy: it is a vision underpinned by means to materialize. It is the strategy used to circumvent obstacles in order to carry out all the activities within a given timeline. • Missions: These are the long-term goals, anything that helps to make the center profitable. It is a responsibility assigned to someone to discharge a given task. • Position: The position is a space or place assigned to a specific purpose, a place where someone or a group discharges a determined function. It is impersonal and includes a floor and a ceiling. • Function: it's all the tasks, duties and responsibilities assigned to the incumbent of a position. For a function, there is a job. • Role: it is related to the structure. Indeed, depending to the organizational chart, the role of a center differs. It is the function of an element within a group. • Sector: it is the weight of a position. It is a succession of levels to cross, requirements to meet before reaching a certain result. For example, the sector goes from the apprentice to the engineer. • Task: it is a person’s job. • Activity: it is a piece of work. Example: the mechanic is tasked to repair the car in the day. The activities related to this task consist of electrical, mechanical and sheet metal components. • Occupation: The occupation is a regular activity carried out for a living. It also refers to a group of people having the same occupation. It is the prerequisite for an occupation. • Duties: These are the values and principles. • Responsibility: It is the conformity with the contract. • Operative: Refers to the person working in the field. • Employee: Designates the person working in an office. • Strategy: it is the art of taking appropriate measures with objectives, means, an action plan, consensus for the achievement or materialization of objectives. • Competence: A competence is any measurable or observable know-how, skill, knowledge or behavioral characteristic contributing to productivity at work. It means doing the work properly.

Each competence has two main components: definition and scale. The definition explains the meaning of the competence. It provides a common language that everyone within the organization can use. Each competence is linked to levels described by a scale. • Performance: In management, performance is the ultimate result of all the efforts of a company or an organization. These efforts consist in doing the right things the right way, quickly, at the right time, at the lowest cost to produce the right results that meet clients’ needs and expectations, satisfy them and meet the targets set by the organization. • Workstation: It's all the tasks, activities, duties, responsibilities that require the use of an agent in his/her workplace. • Job: The job is a set of positions or work situations for which there is a close community of activities and skills; this enables a comprehensive and unique study and processing. With an equal level of competence, workers who do the same job may hold the different positions related to a job within a short time. Unlike the position, the job is not directly related to the structure of a service. • Client (or Owner): The client is a natural person or corporate entity on whose behalf a session or a set of training sessions is organized. • Main contractor: The principal contractor is a person or organization that runs one or more training sessions (a job site) after developing training plans. He/she is responsible for organizing and conducting training sessions. • Implementer: The implementer may be a training center, a business, a school, a group of individuals or an expert engaged in targeted areas. • Trainer: The trainer can be part of a training center or he can act alone in providing training. He can be directly contacted by the principal contractor or implementer. • Employment: Employment is the performance of a compensated work. It is a group of workstations and the labor situation of one or more people doing the same activities against payment of a salary.

Reference guide:The reference guide is the result of an analytical approach to work that allows to draw up, at some point, an inventory of employment, an inventory of activities and their evolution, and an inventory of skills related to these activities. The reference guide is a tool which permits not only to control the management of jobs, but also to assess and validate skills, or to develop and prescribe training products and services. • Training reference guide:The training reference guide is a tool in the form of a document and which covers, for a given business sector, the division of the competences in learning outcomes and training program. • Professional frame of reference:It is the description of a profession with its specificities. The professional frame of reference allows recruiters or decision makers to have accurate information on the jobs existing in the company. • Skill development:It is the acquisition or retention of a function or employment and the development of achievements. • Expression of needs:It is the difference between current and target situations. • Specifications:It is the contract between the implementer and the contractor highlighting the financial and technical proposals. • Objectives: They are the results that are proposed to be achieved at a given date. • Progress of training activity:It is the unfolding of the training activity through the agency of the trainer once the conditions are met. The trainer must provide training material called “participant’s document” and prepare adequate teaching materials. • Professional development:It is the professional adjustment in a situation of employment (see promotion – job reassignment in a given sector, promotion potential - quality conversion) and this involves training capitalization (career management and plan) • Pedagogical file:The pedagogical file is a document that meets the specifications and the expression of needs and must mandatorily specify the precise content of the main components of a training activity.

Activity implementation:The trainer starts the facilitation of the theme with various participants in line with the terms. He must master the content, practice the job and show listening, dialogue and communication skills. • Assessment (Stufflebeam’s definition)•To assess is to help in decision making.• Assessment is a process (ongoing activity) whereby we define (identify relevant information), obtain (collect, analyze, measure data) and provide (disseminate those data) useful (compliant with relevance criteria) information (facts to be interpreted) for judging possible decisions (education, guidance actions). • StaffThe staff refers to all personnel complement within the organization (company) • Self-education:It is a single adjustment project for professional and personal development (It may be supported by the company). • Training Policy:1) A human resources development policy 2) One of the essential dimensions of human resources management.3) Acceptable and approved intents with goals, means, attitude, behavior in terms of (training) adjustment of human resources in order to improve results.4) It is a prevailing vision, a science to be enforced and applied in the short, medium and long term (with all resources required for its achievement). • Training system:It is the whole set of elements that help run successfully the training activities (training policy, procedures, standards and tools) • Personal development: 1) Process, actions which demonstrate an employee, an individual’s exposure.2) Personal transformation with a view of improving one’s qualities, values, managerial skills.3) Having the skills (see the three (3) skills) that make it possible to be situational, in progress, with a good frame of mind (being positive in front of any situation).4) (Internal, external) self-realization and self-fulfillment

II) Human Resources • 1) Definition • HR = set of Material and Immaterial Aspects controlling Man. • 2) Human Resources Functiona) HR Function:It is all the tasks, activities, duties and responsibilities of the holder of the position, who does a job or is involved in a profession. It is the assignment of responsibilities within the company.b) Human Resources Function: All operational and energetic activities using resources (all the resources) to provide the organization with available, productive, satisfactory and relatively stable human resources and all the activities that help to optimize human means, production factors , potentialities, that is to say human resources, for improving results.c) “Personnel “ function : It is all the tasks, activities, duties and responsibilities of supervisors (N+1, N+2 hierarchical levels) to ensure employee supervision. • 3)Human Resources ManagementHRM is defined as a set of activities relating to the acquisition, retention and development of human resources which a working organization (company) needs to achieve its objectives, improve its results.Human resources management organizes, in line with the objective of the enterprise and over time, the various categories of personnel within the business structure, starting from the established planning. Human resources management involves legal dimensions, administrative aspects and the mastery of specific techniques.It involves taking into account the company’s human means in their operational and energetic dimensions in order to enhance the company’s productivity, results, the satisfaction of workers. It is also involves taking into account the duration, timelines for adjustment and individual and collective regularizations. • a) HRM objectives Optimization of Human resources and their professional development based on results, development of a culture of human resources and based on productivity results, and consideration of employees’ aspirations. • b)Goals: They are often expressed in the form of cycle with social scorecards.

III) Skill development • 1) Definition: • Skill development starts from assessment and leads to developments. It is the ultimate purpose of human resource management. Skill development means acquiring (a function, a job), retaining (preventing luring away) and building capacities (enhance skills) • 2) Skill framework: • The skill framework permits to assess the level of competence acquired and mastered by a person in order to be able to assign and entrust him the responsibilities attached to a position (RA Becker). The skills framework is a directory including the official list of skills and the skill levels required for a company to achieve its objectives and provide services to various clients. • The directory includes two categories of skills: • Behavioral skills relate to essential interpersonal and personal attributes that are needed for specific jobs in the organization. The scale, in terms of behavioral skills, is descriptive in that it shows a behavioral model underlying each level. It is also progressive and cumulative since it includes all the elements of each of the preceding levels. For example, level 3 of a skill also includes the behaviors described in levels 1 and 2. The rating scale for a particular behavioral skill describes how level 1 reactive behavior becomes strategic at level 4.Technical skills relate to knowledge, know-how and skills relevant to specific jobs within the organization.A generic five-level scale is used for technical skills. The progression of this scale ranges from basic knowledge at level 1 to a demonstrated expert capability at level 5. • 3) Skill assessment: • Skill assessment is both the analysis and evaluation of professional and personal skills and of a person’s aptitudes and motivations. It leads to the definition of a professional project that is realistic and adapted to the labor market and, where appropriate, to the definition of a continuing and additional training project. • There are many motivations underlying the inventory of skills: career shift, completion of training for a degree, internal or external evolution, ensuring the validation of prior experience ... • Skill assessment includes: • The high-performing worker • The competent worker • The acceptable skill • The low-performing worker

Evolution in the notion of performance The quest for performance makes the inclusion of competence (which means that one is interested in human beings and especially in a professional context) necessary at the core of the training activity. Training should be a tool to provide answers to a need for skills.The notion of performance has changed over time. • The need for skills translates into low performance in the following cases: • the job requires more qualifications than the individual has, we may consider the following options: • the individual has more qualification than the job requires, we may consider the following options: • -Remark: • The frantic search for performance may lead to resistance among actors (stressful environment, competition, increased absenteeism, lack of motivation (we do the minimum), which may even sometimes lead to sabotage...). This paradoxically leads to a decrease in this performance because of the so-called “perverse effect". • The analysis of the position provides answers to three questions: •  What do we do at the specific position? • This question corresponds to the content; therefore, you should define all the activities related to the position and create position cards. • Which qualification is needed for the position? • This aspect is related to a set made up of initial training, further training and practice. • Which assessment is needed for the position? • It is the comparison with same reporting level positions.

IV) Human Resources and Skill Development1) Assessmenta) Functions of assessment-Diagnosis: analysis of situations, needs and preliminary qualifications of participants- Prospects: development of a project, initial test- Formative-diagnostic: support for learning, remedial education-Summative-certificative: through final tests, diplomasb) Forms of assessment: • Diagnostic assessment: before the training in order to select competences and jobs. • Hot assessment : • -formative with criteria during the training (an improvement of learning with a feedback)-summative with criteria or normative used for making decisions with a final judgment at the end of the training. • A cold or deferred assessment: • A collective assessment must be cold at a minimum, conducted at mid-course and by the end of the process, to ascertain that the training plan has been an effective tool for Management. After undertaking a quantitative assessment, a qualitative evaluation is conducted to measure the training skills acquired, identify the expected impact on the labor collective and the achievement of objectives set by management.c) Assessment of the Training Action : Why? To care about the quality of the training. To rediscover the import of the training. To ensure feedback. To ensure the achievement of instructional objectives.For whom? The client, the contractor, the implementer (trainer), the trainees, the company (effects of the training)When? Before, during, at the end, after the training, in the field.With whom?Project group, experts, line managers, trainers, trainees.What? Pedagogical set up, trainees’ satisfaction, achievement of objectives (background knowledge), transfers on the ground, effects on the organization.How? Tests, questionnaires, analytical sequence, observations, syntheses.Where? Outside work place (prerequisite test before training), in the training situation (during and at the end of the training), on the workplace (assessment of transfers and effects).For which decision? Change the prerequisites or take them into account or the training (objectives, methods, duration) or stop the training.

2) Training:a) Definition:Training is a process leading to the appearance of something that did not exist before, an investment which is therefore a value-adding process ; moreover, it improves the potential, professional culture, the permanent and continued quest for gender balance in order to improve the quality of services, the productivity of the company and provide professional development (promotion - career plan) is consists in training others, training oneself. Training is a human resources development policy, especially in its including its energy dimension.TO TRAIN: To create, to build something which does not exist To mould for education, skills To train oneself/To become more skilled, to educate oneselfb)Types of training: • Initial training is defined as the first training received after a seminar.Continuing education: training sector for those who have left initial education. It can take different forms: - The resumption of studies due to a desire to find a job or set up a business.- Validation of acquired knowledge: procedure consisting in restoring a kind of balance between the achievements of classical education and those resulting from parallel courses or self-education, among others. • Popular education is a school of thought that advocates the dissemination of knowledge to the largest number of people with a view to allow each to blossom and find the place he/she deserves as a citizen. It is generally defined as a supplement to formal educational activities. • Continuing vocational training is probably the best known form to date. • Self-education (or self-teaching) is a way of learning tool using based on the capacities of the learner to be autonomous. • Andragogy: adult education. • Initial vocational training (learning) takes place either in a vocational school or in a dual mode (in a professional school and in a company). • Recurrent training: it aims to encourage the return of adult learners to school. • Alternate training means a training system that integrates work experience where the individual concerned - the alternant or apprentice - will work simultaneously in a company and in a school that may be an apprentice training center, a rural family home or certain universities. • Training in the company: • Adjustment training • Follow-up training

3) Careermobility • Definition:Career mobility is considered as a change of company, or business or, in a more limited scope, it is a succession of jobs or a change in assignment within an organizational structure.It is the ability of individuals to change jobs, grade, in the same professional branch or another.Synonyms: career advancement, career ladder, occupational scales, clinical levels, career opportunities, career development plan, career plan, clinical career plan. • Type:- upward career mobility- downward career mobility- horizontal or socially stable mobility (change of job but preservation of skill level).Professional stabilityProfessional stability is a notion that is a measure of the number of people that have not left their occupational family over the years.Attractive occupational familiesThe analysis at this level is limited to a measure of attractiveness among people who have been working for two consecutive years and does not especially include young people entering the labor market. There are:-Attractive occupational families if there are more people entering than are leaving that family (jobs where internal promotion in the company is an important access way to the trade, such as public service executives and public work and civil engineering executives). - Unattractive occupational family (Corporate administrative officers and research and development staff are also unattractive occupational families because young people from the training system are not included in the appreciation of mobility).- Some families are unstable (many recruitments and departures) like the employees working in general services department and computer technicians: the high number of recruitments is due to the low stability of individuals in the trade and can make up for the departures.-The less attractive occupational families: many occupations for industrial workers, low paid, in job-losing sectors.Consequences of mobilityThe mobility of employees within an enterprise often leads to training needs (The officer's request for a variety of reasons, family reunification, career progression , unattractiveness of the function, weak pay, contact with another entity within the company, decision of the hierarchical authority, advancement (promotion), sanction, replacement and skills assessment).

South-South cooperationValuing learning as vital lever for South-South cooperation on a large scale and shared by all utilities with cost reduction, experience sharing and exchanges through the implementation of partnership mechanisms, bilateral relations and the revitalization of vocational or training centers.1) Training projects funded by donorsa) European Union: a project called Energy facility funded by the EU up to 75% and 25% by other donors for a two-year training of executives and senior technicians from EDM, SENELEC and SONABEL in collaboration with 2ie.b) WAPP: conducting capacity building for member utilities.Training of 18 EDG and 19 EAGB agents between February and April 2011 and of 12 SBEE officers and 11 CEET officers on 17-31 July 2011.2) Partnership between power companies • Case of SENELEC-SONICHAR: Companionship and Exchange • Tutoring: theoretical and practical parts (Companionship with their counterparts). • Training to enter the practice school for technicians: it lasts twelve months; • Case of SENELEC-EDM: transfer of skills21-day training of nine EDM SA officers on the operation and maintenance of diesel thermal power plant using WARTSILA generators from October 20 to November 11, 2010 at CFPP. • Case of SENELEC-SOMELEC: 12 SOMELEC officers will be trained in early 2012 at CFPP3) Benefits: • Cost reductionLocal training is much cheaper than training in Europe or elsewhere. Example: € 1,660/person for 3 days in Paris against francs 50,000/person and per day at CFPP. • ExchangesExchange of best practices, experience sharing and skill transfer in many areas. Some became trainers at home. • IntegrationThe training activities conducted in South-South partnership are an integrating factor for the staff of each of the companies involved.

Conclusion: African companies must join forces for integral development of skills in the electricity sector. Indeed, bilateral cooperation, benchmarking (best practices) and partnership should be favored. As an organization, UPDEA must play a key role in the development of the skills of its member countries and companies. To do so, it must first establish a partnership and exchange framework in terms of training on the one hand and, on the other, participate in the financing and implementation of training activities launched by one of its organs, member countries or companies. African power companies that own training or trades centers in the power sector shall have to revitalize them in order to produce skilled staff that can meet the needs. As an organization, UPDEA should think more about helping its member companies in terms of training by establishing vocational and training centers and granting funding for training.

Presentations for the 17 th UPDEA Congress Sub-theme: