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?. How can I help you? . What is your mental map?. ‘You can not Talk yourself out of something you Behave your self into!!’ Career paths – credibility & “Status”

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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

The Challenge of Skills Development & Retention in the P&P Industry Mike Truelock - Sappi


Were are we going as an industry

Were are we going as an Industry?


The challenge of skills development retention in the pp industry mike truelock sappi

How can I help you?

What is your mental map?

  • ‘You can not Talk yourself out of something you Behave your self into!!’

    • Career paths – credibility & “Status”

    • A stable or growing industry


What do they see and hear

What do they see and hear?

Where

To

Now?


Macro view imperatives

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

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

Legislation; are we leveraging change

Crises or Opportunity

  • 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


The challenge of skills development retention in the pp industry mike truelock sappi

Drivers of Change

DoL

DoHET

NSDS II

NSDS III

  • 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


The challenge of skills development retention in the pp industry mike truelock sappi

THE HIGHER EDUCATION AND TRAINING SYSTEMWITHIN THE HUMAN RESOURCE DEVELOPMENT SYSTEM AND THE LINKAGES BETWEEN THEHUMAN RESOURCE DEVELOPMENT STRATEGY ANDHUMAN RESOURCE DEVELOPMENT COUNCIL ON THE ONE HAND AND THE NATIONAL SKILLS DEVELOPMENT STRATEGYAND THE NATIONAL SKILLS AUTHORITY ON THE OTHER HANDPROJECTSFEBRUARY 2010

Complexity of change

9


The challenge of skills development retention in the pp industry mike truelock sappi

EMPLOYMENT

WORKPLACE SKILLS DEVELOPMENT TRAINING, EXPERIENCE

INSTITUTIONAL EDUCATION AND TRAINING

4+5

Increasing numbers and quality of workplace learning

Expand Access to Youth specifically and to all generally relevance of academic

professional technical and vocational learning – (PIVOT)

6

10

Promote employability and sustainable livelihoods

Institutional and System shape and capacity

7

3

Expand R&D and Innovation capacity for socio-economic development

Raise the learning base: for DHET: Second Chance opportunities for those who do not qualify for other post school learning

8

9

Improved institutional efficiencies, capability and strengthened alignment in information, finance, governance and management in the post school system

1

Understand Skills needs (2) manage, plan and provide for learning

Communicate Skills needs through reliable information system to inform, steer and guide learning choices and (2) manage, plan and provide for learning

2

ORDINARY

SCIENTIST

POST DOCTORAL

ENGINEER

UNIVERSITY

TECHNOLOGIST

TECHNICIAN

SHAPE THE FUTURE FOR SCIENCES AND TECHNOLGY

COLLEGE

RAISE THE LEARNING BASE

UNSKILLED AND SEMI SKILLED

OCCUPATIONS

QUALITY/LEVEL

SECTORS: LAW, EDUCATION, ENGINEERING, AGRICULTURE, FINANCE AND BANKING, SECURITY AND SAFETY, ETC

BASIC

Institutional/ Project Funding

Institutional support: ops sys, hrd, prog dev, student/learners support

International cooperation and migration

Partnerships

System planning and resourcing

Quality Assurance (SAQA, QCs)

Governance and Management

Policy Advisory bodies

Information

Research & M&E

QUANTITY


The challenge of skills development retention in the pp industry mike truelock sappi

LINKAGES BETWEEN THE HRDC, HRDS-SA, NSA AND NSDS

Human Resource Development Strategy

National Skills Development Strategy

Organised Labour

Human Resource Development Council

National Skills Authority

Organised Labour

Organised Business

Organised Business

Organised Community

Organised Community

Organised Providers

Organised Providers

SOEs, COHORT, Other councils

Inputs and outputs

Inputs and outputs

Government

Experts and Researchers

Special Role Players

Government

Special Role Players

Chair and EO of NSA

11


The challenge of skills development retention in the pp industry mike truelock sappi

PROJECTS THAT HAVE BEEN MIGRATED FROM JIPSA TO HRDS-SA

What happens with change

12


Engineers technicians and technologists

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

Artisans

Project: To train 50 000 artisans by 2010

Research:

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

14


Micro company view outlook

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

The World moves !!!


The challenge of skills development retention in the pp industry mike truelock sappi

SA HRD Strategy

National Skills Development Strategy;

II (2005-2010)

Vision;- Skills for sustainable growth, development & equity

With 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

NSDS 111

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

5.3.1.1. Information and career guidance

  • Success indicator:

  • 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.


Nsds 1111

NSDS 111

5.3. 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.


Nsds 1112

NSDS 111

5.3. Learning programmes for decent work: cont-

5.3.2. PIVOTAL occupational programmes

“Pivotal programmes are those ‘Professional, Vocational, Technical and

Academic Learning’ programmes that meet the critical needs for economic

growth 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.”

The DHET’s first Five Year Strategic Plan defines PIVOTAL programmes as follows:


Our p p industry value proposition

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

Process Planning is important….

…..but execution is what ultimately matters….


Sustainable

Bring back the FEEL -

Pasion & Energy

We work with living vibrant natural resources

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?


The challenge of skills development retention in the pp industry mike truelock sappi

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