Transcript Slide 1

The Challenge of
Skills Development &
Retention in the P&P
Industry
Mike Truelock - Sappi
Were are we going as an Industry?
‘You can not Talk yourself out of something you Behave your self into!!’
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Career paths – credibility & “Status”
A stable or growing industry
What do they see and hear?
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
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
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
Drivers of Change
DoL
NSDS II
DoHET
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
Complexity of change
THE HIGHER EDUCATION AND TRAINING SYSTEM
WITHIN
THE HUMAN RESOURCE DEVELOPMENT SYSTEM
AND THE LINKAGES BETWEEN THE
HUMAN RESOURCE DEVELOPMENT STRATEGY
AND
HUMAN RESOURCE DEVELOPMENT COUNCIL
ON THE ONE HAND AND THE
NATIONAL SKILLS DEVELOPMENT STRATEGY
AND THE
NATIONAL SKILLS AUTHORITY
ON THE OTHER HAND
PROJECTS
FEBRUARY 2010
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SCIENTIST
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ENGINEER
Increasing
numbers and
quality of
workplace learning
INSTITUTIONAL EDUCATION AND TRAINING
4+5
Expand
Access to
Youth
specifically
and to all
generally
relevance of
academic
professional
technical and
vocational
learning –
(PIVOT)
TECHNOLOGIST
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OCCUPATIONS
TECHNICIAN
UNSKILLED AND
SEMI SKILLED
SECTORS: LAW, EDUCATION,
ENGINEERING, AGRICULTURE, FINANCE
AND BANKING, SECURITY AND SAFETY,
ETC
Institutional/ Project
Funding
Promote
employability and
sustainable
livelihoods
ORDINA
RY
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Improved institutional
efficiencies, capability and
strengthened alignment in
information, finance,
governance and management
in the post school system
1
0
UNIVERSITY
Institutional and
System shape and
capacity
COLLEGE
3
Raise the learning base:
for DHET: Second
Chance opportunities
BASIC
for those who do not
qualify for other post
school learning
International
cooperation and
Partnerships
migration
Quality Assurance
Governance and
(SAQA, QCs)
Management
Expand R&D and
Innovation
capacity for
socio-economic
development
Institutional support: ops sys,
hrd, prog dev, student/learners
support
System planning and
resourcing
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POST DOCTORAL
Policy Advisory bodies
Information
1
Understand Skills needs (2)
manage, plan and provide
for learning
QUANTITY
2
QUALITY/LEVEL
WORKPLACE SKILLS
DEVELOPMENT TRAINING,
EXPERIENCE
EMPLOYMENT
Research & M&E
Communicate Skills needs through
reliable information system to inform,
steer and guide learning choices and (2)
manage, plan and provide for learning
LINKAGES BETWEEN THE HRDC, HRDS-SA, NSA AND NSDS
Organised Labour
Organised
Business
Organised
Community
Organised
Providers
SOEs, COHORT,
Other councils
Experts and
Researchers
Human
Resource
Developme
nt Council
Human
Resourc
e
Develop
ment
Strategy
Inputs and
outputs
Inputs and
outputs
Organised Labour
Organised Business
Organised
Community
National
Skills
Authority
Organised Providers
Government
Special Role Players
Government
Special Role Players
National
Skills
Develop
ment
Strategy
Chair and
EO of
NSA
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What happens with change
PROJECTS THAT HAVE
BEEN MIGRATED FROM
JIPSA TO HRDS-SA
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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
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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
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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 !!!
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
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:
1. 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 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 111
5.3. Learning programmes for decent work: cont5.3.2. PIVOTAL occupational programmes
The DHET’s first Five Year Strategic Plan defines PIVOTAL programmes
as follows:
“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.”
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….
…..but execution is what
ultimately matters….
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?
Bring back the FEEL We work with living vibrant natural resources
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