EDUCATION & TRAINING IN THE AGRICULTURE-SECTOR: THE NEED FOR LEARNING

1. EDUCATION & TRAINING IN THE AGRICULTURE-SECTOR:THE NEED FOR LEARNING BY NATIONAL TRAINING INSTITUTE 16 SEPTEMBER 2010

2. AGENDA • Introduction • Training vs. Learning • Research Results • How does Learning work? • Challenges • Conclusion & Recommendations

3. INTRODUCTION • AgriSETA asked us to conduct research on the following two (2) issues: • The impact made by learnership training over the last five (5) years • The impact made by integrated learning (i.e. OD, management development, supervisory training and skills development) over the last thirty (30) years • This assignment of AgriSETA gave us the fantastic opportunity to document the work that we have been doing in the agricultural sector and we are eager to share it with you

4. INTRODUCTION • NTI established in 1981 • Work extensively in primary – and secondary agriculture sectors • We utilise the principles, concepts, etc. of Best Leadership and Management Practices (Management Sciences) • Best Leadership and Management Principles, concepts, etc. form the foundation of our Research (and application)

5. TRAINING vs. LEARNING • We distinguish between training and learning

6. TRAINING vs. LEARNING Trainees participating in isolated training does not experience growth. In general they become frustrated.

7. RESEARCH RESULTS Our research findings proof, amongst other, the following: A. Isolated Training (Traditional Training): • Employers etc. see limited if any improvement in the performance of people who attend ‘isolated’ once-off training programmes • Isolated training courses only equip people to perform at a minimum expected performance level (not more) • People who participate in ‘isolated’ training programmes will not necessarily accept more responsibility • Money invested in isolated training programmes does not yield results expected (poor investment)

8. RESEARCH RESULTS Our research findings proof, amongst other, the following: A. Isolated Training (Traditional Training): • Some employers are prepared to do training because it is ‘free’ • These employers do not take training seriously; the free training is mainly abused to boost their BEE scorecard • One traditional training course followed by another does not mean learning is taking place • Integrated learning is 360° opposite of traditional training

9. RESEARCH RESULTS(Hard evidence to proof) B. Integrated Learning: Organisations and people involved in an integrated Learning process experience, amongst other, the following: • Growth in confidence of people • Upward mobility (Three or four levels) • Job security • Sense of self worth • Leadership positions in the community • Sustainable BEE P E O P L E

10. RESEARCH RESULTS(Hard evidence to proof) B. Integrated Learning: Organisations and people involved in an integrated Learning process experience, amongst other, the following: • Dramatic productivity improvement • Effective utilisation of capacity • Ability to meet ever increasing quality regulations from overseas markets • Flexibility and ability to adapt to the ever changing requests of markets & customers • Ability to compete successfully on the overseas market (cost effectiveness) O R G A N I S A T I O N

11. RESEARCH RESULTS(Hard evidence to proof) B. Integrated Learning: Organisations and people involved in an integrated Learning process experience, amongst other, the following: • Generating foreign exchange • Job creation (cost effective) • Creating infrastructure in Rural areas • Social upliftment O T H E R

12. Top Management Senior Management Middle Management Line Management Supervisor Level Team Leader Level Labour Level HOW DOES LEARNING WORK? (a) ? ? ? ? ?

13. Top Management Senior Management Middle Management Line Management Supervisor Level Team Leader Level Labour Level HOW DOES LEARNING WORK? (b) ? ? ? ?

14. Top Management Senior Management Middle Management Line Management Supervisor Level Team Leader Level Labour Level HOW DOES LEARNING WORK? (c) ? ? ?

15. HOW DOES LEARNING WORK? (d) • A person or level will only grow or improve if the level or people above him grows or develop WHY…? HOW…? • Job outputs need to become progressively more challenging WHY…? HOW…? • People grow (and add value) if they are challenged and are ‘allowed’ to take more ownership and responsibility WHY…? HOW…? • The organisation only grow or improve if people, systems and processes develop WHY…? HOW…? • Organisation and people grow as a result of Learning – not training only WHY…? HOW…?

16. HOW DOES LEARNING WORK? (e) • People need to acquire the knowledge, skills and confidence to be able to accept more responsibility and add more value WHY…? HOW…? • The “way” in which a person or learner is managed (led) will determine how effective the person will become (more than his knowledge or skills) WHY…? HOW…?

17. Top Management Senior Management Middle Management Line Management Supervisor Level Team Leader Level Labour Level HOW DOES LEARNING WORK? (f) ORGANISATION & PEOPLE GROW Top Management Senior Management Middle Management Line Management Supervisor Level Team Leader Level Labour Level ORGANISATION & PEOPLE ADAPT

18. HOW DOES LEARNING WORK? (g) • Effective learning, i.e.assisting employees to perform their job/task more effectively, leads to, amongst other, the following results: DASHBOARD

19. HOW DOES LEARNING WORK? (h) The development strategy (process of continuous improvement) has to deal with both the MECHANICS and DYNAMICS of the organisation, i.e. hard – and software (Balanced Scorecard) WHY…? HOW…?

20. CHALLENGES • Service Providers • Limited understanding of how both mechanics and dynamics of organisation function • Limited understanding of learning organisations - What it entails and - How to facilitate in or towards it • SETAs • Funding models encouraging isolated training rather than learning • Free Training • Service providers who sell ‘free training’

21. CONCLUSION & RECOMMENDATIONS We have hard evidence to support the following: • We need to ‘rethink’ the funding model currently utilised by SETAs (Funds not effectively utilised in most cases) • Fund integrated learning not training courses • Develop service providers’ capacity to create and maintain integrated learning • Develop service providers’ understanding of the mechanics and dynamics of an organisation

22. CONCLUSION & RECOMMENDATIONS We have hard evidence to support the following: • Support and fund learning processes when and if: • Organisations also invest an agreed % of own funds/budget in learning at middle and senior management levels • Organisations can proof that learning process is integrated • Organisations can proof that learning is needs based and serve the best interest of all the stakeholders

23. CONTACT DETAILS Loudie Groenewald loudie@ntitraining.co.za Cell: 083 458 2400 Tel: 021 930 9031 Fax: 021 930 9035 Nicholaas Singleton nicholaas@ntitraining.co.za Cell: 072 770 6950 Tel: 021 930 9031 Fax: 021 930 9035