inseta western cape stakeholder forum workshop – 4 october 2005 fsc learnership implementation...
TRANSCRIPT
INSETA Western Cape Stakeholder Forum Workshop – 4 October 2005
FSC Learnership Implementation
Lessons Learnt
Workshop Agenda
FSC Criteria (Guidelines) 9.00 Lessons 9.15
Planning and Joint VenturesLearningOther Learnership Infrastructures
Tea Break 10.45 INSETA Session on New Grant Policies
11.00-13.00
Financial
Sector Charter
When, where, who & why? In August 2002, at the Nedlac Financial
Sector summit, the Financial Sector committed itself to the development of a BEE charter.
The parties committed themselves to actively promote a transformed, vibrant and globally competitive financial sector that reflects the demographics of SA and contribute to the establishment of an equitable society by effectively providing accessible financial services to black people and by directing investment into targeted sectors of the economy.
What is the FSC?
Voluntarily developed by the sector Transformation charter as contemplated in the BBBEE
legislation Framework - establishes the principles upon which
BEE will be implemented in the Financial sector Partnership programme as outlined in the
Government’s strategy for BBBEE Basis for the sector’s engagement with other
stakeholders, including Government Targets and unquantified responsibilities in respect of
each principle Processes for implementing the charter and
mechanisms to monitor and report on progress
Application of FSC Targets applied from 01 January 2004 (effective
date) – 31 December 2014.
2009 – FSC Council to review charter and make decisions re. implementation in 2nd term.
2015 FSC Council to review charter to establish impact & further steps to address short comings.
Exemptions from HRD provisions - companies less than 50 employees exempt from 5, 11.3 and 11.4.
Exemption from all provisions - companies less than 50 ee’s and less than R10 m designated investments.
Targets regarding HRDBy 2008:
Senior management (R501,126.58 plus p.a.):20 – 25% black people 4% black women
Middle management (R278,482 – R501,126.58 p.a.):30% black people10% black women
Junior management (R167,088.60 – R278,481 p.a.):40 – 50% black people15% black women
By 2014 – 33% black women representation across all levels.
Human Resource DevelopmentParagraph 5 (5.7)
“The financial sector undertakes to implement a Learnership Pogramme in terms of which, over one learning cycle of three intakes, each financial institution will employ up to 4.5% of its total staff in the form of black matriculants, or the NQF Level 4 equivalent, in registered learnerships. Direct spending in excess of that recovered from the Seta’s or Government will form part of the skills development targets of 5.5. The sector commits to review its matriculant learnership programme after the first cycle in consultation with the department of labour, with a view to implementing a second cycle. This commitment is subject to satisfactory resolution of the principles and funding of matriculant learnerships with Government and the relevant Seta’s.”
Paragraph 5.5
“Over and above any skills levies payable by a financial institution , each financial institution will, from the effective date of the charter to 2008, spend 1.5% of total basic payroll per annum on training of black employees.”
Impact on industry
Implementation of learnership programmes – restrictive / other initiatives less costly?
Learning cycles 4.5% (calculated when?) Black matriculants (advantaged / Employed) NQF level 4 (address right level in industry?) Prescriptive list of learnerships? Review after 1st cycle (who to facilitate the
process and when – Dec 2007?) Commitment subject to funding & principles …
Charter Council Chairperson = Cas Coowadia
Operations committee (Ops Co)
Sub-committees: HRD/SME/access/procurement/etc.
Reone Kerr – Chairperson HR sub-committee
2 weekly progress/status report to Ops Co:-issues being addressed by committee-’dummies’ guide to understand HRD component
(clear definitions, practical issues, scorecard – early 2006)
Issues being addressed by the FSC Committees
Human Resources sub-committee
– Verification of baseline data and targets– Definition of employees– Reporting periods between DOL, INSETA and
FSC– Increase to the salary bands– Definition on package– Clarity on Learnerships– Clarity on training spend
“HR Sub-com status report”
Inseta’s role regarding FSC
Quality Assurance regarding: Qualifications Providers Learnership implementation Certification Upload onto NLRD
Facilitation of NSF application process on behalf of industry
Planning and Joint Ventures
Planning Process Funding Joint Venture Recruitment Provider Procurement
Planning Process
Workplace readiness established upfront Senior management and Finance managers must have a
clear understanding of funding of learnerships as well as the direct and indirect costs involved to implement a learnership– Must enable senior managers to make informed decisions (about
the implementation of learnerships within the organisation and on where learners will be placed in the business
Compressed time lines Return on Investment and Employment strategy thinking
must be moved forward to planning stage and not at end of learnership
Planning (Continued…) B/U need to provide details on:
- number of Learners required- Job Profile- Areas that learners will be placed in
Work/Job Streams of learner identified and additional training requirements identified
Reconciliation to be done on number of Learners required per qualification-Training requirements discussed with training provider
Regional structures must exist for National implementation
Planning (Continued…)
Problems / Recommendations:-LS Co-ordinator’s must provide information to LM’s on an ongoing basis and on time
The Question on who is accountable for taking decisions on placement of learners must be clarified- accepted targets to be signed off senior Stakeholders
Funding
FSC Grants (R25 000 per learner per LS) Tax Rebates
– based on Learner Allowance (average rebate on allowance of R18 000 PA = R10 000)
– Not direct income– Difficult to factor into income budgets of large companies
Direct and Indirect Costs– Direct cost (Recruitment cost, Training provision, cost of co-
ordination etc)– Indirect Costs (Technical Training, Cost of accommodating
the learner in the workplace) Actual Expenditure vs Income
– Real full costs are much higher than Grants + Tax Rebates
Joint Venture
Very good organisational partnerships Economies of Scale
- Training Provision - Recruitment
Learnings- Group Dynamic (not possible to have mixed groups of learners)
Consistencies with Learner allowance Sharing experiences on implementation processes
Recruitment
Standard pricing for recruitment costs In general high caliber learner (intellectual
capacity) Selection of the learners with the right attitude Profile testing must be based on qualification Profile testing also as an additional business need
– to be included before appointment During recruitment learners were assessed for
“Job Fit”
Recruitment (Continued…)
When selecting a Recruitment Agency ensure that:- Criteria is clear- Infrastructure is sufficient to handle mass- National Footprint- Community links- Minor errors are eliminated (application form, Telephone line, Fax line problems)
Provider Procurement Standard Pricing Standard Process for Implementation Flexibility Learners Support Administration
- Learnership Agreements- Progress Reports- Closure Reports- Updating of Learner Records onto NLRD
Briefing sessions for LM’s Assessment and Internal Moderation
Learning
Academic Learning Workplace Learning and Training Coaching, Mentorship and Management Experiences of Learners Learner Support
Academic Learning Not more or less important than workplace learning Learnership implementation partnership established with
provider – not only responsible for training Invaluable role of Student counselor Line Managers need to ensure that they remain informed on
learner academic progress and problems whilst with training provider
Methodology – Lectures and Facilitated classroom training interventions
Academic learning content is generic and learners will not be immediately productive
Portfolio of evidence projects versus workplace production versus company specific training (ratio)
Manage expectations of line managers
Workplace learning and training
Induction - To include organisational Performance management processes (KPA)
Orientation and Induction - Importance of workplace commitment (and possible prospects of employability) management of learner expectations
Induction - To take place before attending first training block and not after training block
Orientation and Induction - Learners must see the “bigger picture” regarding learnerships
Good acceptance of learners in workplace by employed staff Consistency between workplace and training must be maintained Learners should form part of existing functional teams
– Learners should be placed between employed staff and not seen as separate individuals or teams
Learners need a workstation and access to a PC for workplace projects and production purposes
Learners need access to Internet for Qualification research purposes
Co-ordinated workplace schedule de-briefing and guidelines to Line Managers
– % time for workplace projects/learner portfolio of evidence– % time for Company specific training– % time for job shadowing and other activities
Workplace learning and training
Learner attendance reporting processes whilst in training needs to pull through to Line Manager (Business)
Reporting processes whilst in training– Role of facilitators vs Line Manager whilst in training
must be clarified While on Training the Learner is still an employee
and the contractual rules still apply
Workplace learning and training
Coaching, Mentorship and Management
The Learner as an Employee
Line Manager (Supervisor)
Coach (On Job Trainer)
Mentor (Role Model / Generic Support)
Line managers
1. To manage the day to day performance and production of the business unit
2. To expose learners to the work done in the business unit3. To help learners find opportunities for completion of projects4. To ensure learners have adequate coaching and support in
completing projects.5. To sign-off projects where appropriate6. To meet with learners regularly to see what activities they
have been provided with and to assist the learner to plan his/her progress.
7. Coordinate feedback on learner progress8. To assist with trouble-shooting if needed
Coach (focuses on technical support)
1. Responsible for on the job training
2. To provide technical help to learners in completing projects
3. Signing off projects completed by learners to confirm that:– It is the work of the learner– It meets the requirements of the unit standard
4. Giving feedback as needed
Mentor (focuses on personal support)
1. To provide support to learners in dealing with difficulties in:– Integrating into the business unit– Personal difficulties
2. Giving feedback as needed
Experiences of learners
High uptake of learners into business– Shifted paradigm in industry– Matriculants without experience now recruited
Employability increased Good resources for industry (brokers, other
industries) Allowances served as income and support for
families
Learner support
Remember the profile, age and diversity of the learner !
Corporate world of work a new and daunting experience
Channel to address personal problems– Diverse range of personal problems– E.g. Pregnancy, HIV/Aids, substance abuse etc.
Special support required for learners with disabilities
Other Learnership Infrastructure
Admin Grants Learnership Co-ordination Learning Record Data Base Exit Strategies
Admin
Labour and Admin intensive despite outsourcing of Admin to Lead Provider
Paper Based Rigid processes and requirements
Grants
Challenge to align funding criteria to implementation plans / timelines
Paper Based Template / Format driven Release of grants dependant on
individual learner reports
Learnership Co-ordination Establishing and managing relations with mentors, training
providers, learners & senior role players within the business Ensuring that learners commence training on dates as
communicated to them, investigating if there are problems Setting them up in worplace (conducting a company
orientation programme, supporting mentors on-going, dealing with problems as they arise)Single point of contact for business stakeholders
Management of the implementation plan Financial Management Change Management Marketing and Communication
Updating of Learner Records
Challenge experienced by providers to get information loaded onto National system
Manage learner expectations around certification - process (this includes internal and external Quality Assurance processes- and time-lines (aligning closure reports with project finalisation)- Graduation and Certificate allocation happens at different stages
Exit Strategy Managing expectations of learners for
employment post the learnership B/U’s abdicated responsibility to advise learners
of whether they were accepted or not Process to be defined of how learners will be
made available to the business- Make data available to the business for recruitment of the learner- Additional support to be defined on how learners not taken will be marketed- Link up with internal agencies, INSETA website, Other contacts