Bergzicht Training: A Formative Evaluation

1. Bergzicht Training: A Formative Evaluation Wynand Louw Ilse Eigelaar –Meets 18 November 2014

2. Aims and objectives for the Study Aims: • To explore areas of uncertainty regarding the relevance of Bergzicht Training’s current focus • To identify possible gaps in training programmes offered. Objectives: • To establish current training needs by exploring the following focus areas; • expectations and preferences of employers of Bergzicht Training graduates, • the evaluation and needs of students regarding programme content, and • expectations and attitudes prevailing within the donor community.

3. Research Methodology- How did we conduct the research? • A qualitative research design was applied. This approach is typically used in studies of this nature and scope as it allows for; • In depth analysis which allows for a nuanced and thick descriptions of phenomena. • An insider perspective of respondents’ social behaviour, attitudes and opinions, thus allowing for an accurate and comprehensive understanding of behaviour and responses. • The methodological techniques (research instruments) used in the study for data collection were in-depth face to face interviews and focus groups.

4. Who did we speak to? The selection of participants was informed by the defined focus areas of the research and included the following broad categories; • Employers of Bergzicht training graduates, • Both current and past students of Bergzicht Training, • Representatives of the donor community, and • Stakeholders that has either a direct or indirect association with the training centre.

5. Number of interviews completed

6. Employers This respondent group included representatives of; • Organized commerce (e.g. Tourism and Hospitality Industry) • Agriculture in Stellenbosch • Strategically important local institutions (e.g. University of Stellenbosch, Municipality and Corporate sector).

7. Past and Current Students • Focus group sessions were conducted with both current and past students of Bergzicht. • The full spectrum of courses on offer at Bergzicht Training was covered. • The primary aim of collecting information within this response groups was to; • ascertain to what extent the current offering of courses meet (or had met) student’s expectations and needs (indicative from their current working environment) • ascertain strengths and weaknesses of existing programmes • assess the possible need for new or advanced courses/programmes.

8. Donors A selection of current donors was individually interviewed. Issues dealt with included; • Donors’ perception/evaluation of appropriateness / relevance of programmes considering the national and local market requirements and needs, • Possible developments in the market that brings about a need for new training programme initiatives. • The intention of donors to continue their funding or support of Bergzicht Training was also tested.

9. FindingsWhat Donors say…. Funders interviewed are highly appreciative of the work done by Bergzicht Training for the wider community of Stellenbosch. The following aspects where highlighted; • The contribution of Bergzicht training in transforming the life chances of vulnerable young people. One funder articulated it as follows… “Bergzicht is ideally positioned as it concentrate on empowering those that are often below the formal educational radar.” • Funders were complimentary aboutthe direct and immediate impact this NGO has on its target groupboth in terms of the relevance and quality of the different course offered. • The direct impact Bergzicht has on poverty alleviation facilitated by the high success rate of the NGO in securing employment after their training.

10. What Donors say…. (cont.) • The practice of keeping in touch with both the employer and employed once the training is completed was lauded as; • Follow -up contacts are invaluable insofar as it helps to smooth over the relationship between the two parties and thus keep conflict to a minimum. • This practice sets Bergzicht apart from its competitors and it should be strengthen, if possible. • Interestingly though, this aspect was highlighted as a current shortcoming of Bergzicht by other respondents • The need for a partial paradigm shift was expressed - the focus of all programmes must move from currently primarily preparing students to become good employers to assist them to develop into successful entrepreneurs – core business skills should be transferred

11. What Donors say about future Development at BZ • Changes in the market place requiring an expanding of the skill-sets of students - expansion of existing courses could instil • Adjacent or associated competencies alongside the basic - or core skills – sets taught in the present courses. • E.g. domestic workers and frail care workers are faced with new technical- IT commodities and changing sociological environment in middleclass households that begs for new skills sets • Examples included basic computer skills and driver licence courses. • In the tourism sector new and different standards are continuously set that have a direct impact on Bergzicht programmes insofar that a need now exists to • Improve the so called soft - life skills dimension of all programmes – e.g. improved communication skills and an enhanced awareness of and sensitivity towards cultural diversity. • Need for focus on the Youth cohort and refresher courses to react to the need to handle new in-services challenges • Need for stronger links with Alumni and revisit its current funding model

12. What did Employersin the tourism, hospitality & fast food industries think? Responses varied from from fantastic to a great flop and a huge disappointment. The following aspects were highlighted; • Knowledge and skills displayed by workers as well as their work performance largely dependent upon the individual worker and less on the training received, although • satisfaction was expressed with the basic level of knowledge and skills displayed by students and their overall level of work performance was described as fair • General work ethic displayed by students (e.g. self motivated, efficiency and punctuality) ranged from satisfactory to fantastic • Specific shortcomings were specialist linen - room skills, working in high pressure environment and soft skills – e.g. to understand and adapt to the often punitive and negative group dynamics in work contexts • Overall, Bergzicht students bring with them higher competencies and especially some sense of reference and security and awareness of the importance of work ethics and labour legislation

13. Gaps and needs for new initiatives in the tourism and hospitality industry • Housekeeping programmes should be structured that are suitable for employment in the hotel and guesthouse industry – in training equal attention should be given and emphasis placed on technical, practical and so called soft skills. • Substantially stronger and prolonged practical component is needed as part of the general training. This will allow for a more diversified training modality which could include preparation for a diversity of work settings and different demands. • An urgent need exists to offer specialised courses, for example supervisory skills of housekeepers and ‘front of house’ staff. There is a great need in the hospitality industry for staff with these skills as at the moment no training institute is offering such training. • This initiative will create the possibility of upward mobility breaking the current tendency of workers being stuck in the same position in the employment hierarchy for prolonged periods.

14. Gaps and needs for new initiatives in the tourism and hospitality industry • Due to substantial and continuous changes in the hospitality and tourism industry a strong need exists for multi-skilled individuals • A need exists for refreshercourses that revisit the maintenance and internalisation of soft skills. Focus of such refresher course should be on; • work ethic (evident in a lack of urgency), • attitude and presentation of the self in the work place – cleaners lack an appreciation of the strategically important role they play, • also team building skills to offset the often toxic group dynamics amongst workers. • A need exists for the in-house training of existing staff. This could be an additional service offered and could include a support function guiding employers in the process of claiming training expenses from SETA. A dedicated well trained employee of Bergzicht should be available for this.

15. Gaps and needs for new initiatives in the tourism and hospitality industry Final recommendations; • Continuous close contact with the industry to evaluate the appropriateness and relevance of its course content against current needs of industry. • The up-keep of a database of available workers for the hospitality industry with the primary function to assist employers to accommodate seasonal fluctuations as well as availing student specific profiles. • An effective selection and screening system of prospective students is lacking. If implemented this could act as an effective marketing tool. • Industry needs highly trained waitresses and waiters with the requisite people- and communication skills (soft-skills).

16. Frail care In depth interviews were conducted with the senior management of one of the well established and reputable home for the aged in Stellenbosch. This home currently employs, and has employed a number of former Bergzicht students. Assessment of knowledge and skills • The respondents held a positive opinion of Bergzicht Training and pointed out that its recent temporary absence was felt. • Generally the management of the home experienced the level of required knowledge and skills as good. However, it was also acknowledged that ultimate work performance is more often than not dependant on the character and motivation of the individual employee. “Some land here running, while other take two weeks to become productive”.

17. Frail Care: Gaps in training • Strong need for training in soft-skills • Students need to be prepared for and empowered to work in a team context. • An insufficient level of practical proneness. For instance, frail care workers generally struggle to turn patients in the correct manner and need substantial re-training in this regard. • The ability to think out of the box, read and interpret the particular situation and take the appropriate action. Carers sometimes do not react appropriately to episodic or temporary immobility of the aged (for example due to an operation) and would rather doggedly stick to a well entrenched routine. • More attention to the importance of human resource aspects in the curricula. • Training needed to effectively and responsibly work with and maintain various (and expensive) cleaning and other domestic machines (e.g. dishwashers, washing machines and vacuum cleaners). This specifically applies to frail carers looking after patients at home.

18. Frail Care: Recommendations • Stronger emphasis should be placed on developing the soft skills of students, specifically concentrating on inculcating appropriate communication skills and a more professional work ethic. • The practical dimension of the frail care programmes should be extended and the methodologies presently used should be modified to better meet the demands of the real life challenges. • Students must be empowered to interpret specific contexts and situations in their work and to act beyond routine tasks if required. They must be sensitized to interpret situations that demand additional attention and subsequently act accordingly. • Refresher courses should be offered to address gaps and shortcomings in training as discussed above. Refresher courses can act as an incentive to quality members of staff to hone and improve their skills level.

19. Frail Care: Recommendations • The capacity of the frail care programme needs to be expanded due to a continuous increase in the local greying population. This will increase the demand for available professionally trained frail carers to assist the elderly. It is imperative for all concerned that the independence of the elderly is prolonged as far as possible. The availability of local frail carers will ensure this. • Students must develop greater understanding and respect for the operation of cleaning apparatus of clients . • Of paramount importance is a strong emphasis on the safety and security aspects relating to the selection of prospective students that will enrol in the frail care course . • Finally but most importantly for this course is the accreditation of the frail care course. This recommendation stems from a legal requirement set by current legislation for the accreditation of all frail care workers.

20. Past and current students From student responses it is clear the Bergzicht training offers a unique opportunity for economically vulnerable persons who would otherwise not have been able to complete any kind of training due to the associated cost involved. • Why did you come to Bergzicht? Responses centred around 3 themes; • The need to better their own circumstances by completing some kind of training that would allow them a qualification and assist them to be (better) employable and thus enter the economy. • to follow a passion to work in a specific field. • respondents chose Bergzicht due to its reputation for the successful placement of students following the completion of their course. • Knowledge about Bergzicht and the training offered • Awareness of Bergzicht as a training facility and the courses it offers seems to be mostly spread via word of mouth

21. Past and current students (cont.) • Do courses meet the expectations of students? • Responses were overwhelmingly positive. Not only did students report to learn much more than they expected, they also reported to have gained much more than just mere training.

22. Past and current students (cont.) Some course specific recommendations The comments here related primarily to the practical component of the courses, specifically the placing of students for their practical training, and how this links with the theoretical part. • Frail care students • felt somewhat ill prepared for their practical placing and that this could be addressed by incorporating more practical sessions in their theoretical training • Do not know how to deal with staff that are not following protocol (during practical and when entering work environment as employee) • Disjuncture and malalignment between what is trained at Bergzicht and the practices and work methods followed at the institutions where they are placed. • Cater care students • Disjuncture with theoretical training and practical placing due to a ‘mismatch’ in placing versus training (i.e. Trained as a restaurant chef and then placed in fast food industry). • Extend the period of practical component of training

23. Past and current students (cont.) General recommendations • To decrease the waiting period between the different modules. Students indicated that they would like to complete the respective modules applicable to a specific course in close succession of each other and not have protracted waiting periods, which is currently the case. • Present modules for both language groups (Afrikaans and English) simultaneously – this could also reduce the waiting time between modules. • There is a need for courses that are more focussed on males such as electrician, plumbing or carpentry courses. • Allowing older people to also attend the training (currently only students up to the age of 35 is accepted) • The introduction of advanced courses that would allow students who are employed to do their work better but also that would give them an opportunity for promotion.

24. Core finding and recommendations • Current programmes are relevant and should in actual fact be expanded • The basic skills levels of students are acceptable, however, there is a definite need in the diversification of training including both theoretical and practical components. • Recent changes in specifically the tourism and hospitality industries increasingly demand employees that possess a multitude of relevant skills. In addition, employees must exhibit a preparedness to perform different functions, i.e. cleaning, cooking and interacting with guests. • The need for much more intensive investment in and training of so-called soft skills in all programmes offered was unequivocally established. • The practical dimension of courses should be fortified, both in terms of their depth and alignment with current practices followed in the different sectors of the market that typically employ students from Bergzicht Training. This was mentioned by both students and employers.

25. Core finding and recommendations (cont.) • Another aspect mentioned by nearly all respondents was the issue of screening of students. Such screening includes history of substance abuse and criminality. Given the increasing reality of crime in the Winelands, prospective employers are increasingly demanding such clearance and assurance. • Towards the aim of continuous programme evaluation and monitoring, Bergzicht Training needs to follow up with employers of students that have been placed enquiring about their work performance. Such a system will allow Bergzicht to evaluate the sustainability of employment placements as well as detecting of needs and short comings in their training. • Finally and probably most importantly the research established a serious under-selling of this training centre. What is required is an aggressive and well targeted marketing campaign. Such an initiative should not necessarily focus on recruitment of students, but rather concentrate on informing the broader Cape Winelands Community and beyond of its presence and functions. Such an initiative must also include a focus on the many undoubted success stories of Bergzicht. This could facilitate the process of ownership of this valuable NGO by the broader Stellenbosch community.