bench marking skill standards

8/10/2019 Bench Marking Skill Standards

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Bench Marking Skill

Standards

Reaching out to Best HR

Practices


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To What Skill Standards ?


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AT&T- HR Departments performance tracking economic value ( people value )

added by measuring financial results such as cash flow, profitability and margins, and

customer value added by doing continual surveys of both internal and external

customers, which focuses on two processes - leadership and diversity. The data

tracks how employees perceive the leadership and diversity processes within their

business collected annually for each business unit or division.

The scores are calculated as part of a manager's balanced scorecard and are used in

calculating salary increases.

Values dealt with the ways in which the manager behaved under the GE Leadership

Effectiveness Survey . A manager is evaluated on both counts.

HR development processes are now getting quantified. RoI on Skilling is also being

worked out.

Challenge:

Low labour productivity harming manufacturing in India: Boston Consulting Group

Lets Discuss on Skill Standards for various of Job Occupations. Electricians Case will

be taken up here for an example.


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Human Capital Calhlenges in the Indian Power

Sector,IEMR Report


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Current Profile Requirements

End-to-end business implications of operations

Level %Requirem

ent

Education Experience Skill Requirements

Operato

r

85-90%ITIs and below,1-3 years of

experience

In-depth trade knowledge and skill Professional skills and work attitude

On the job learning

Supervisor

8-9%

Diploma and

above , 3-5

years ofexperience

Understanding of latest technologies

Ability to meet daily production targets

Troubleshooting skills and understandingbusiness implications of errors in

operations

Good team management and

communication skills

Manager

1-2%

Diploma/Engineering

degree or

above

>5-10 years

experience

Ability to map business requirements intoproduction process

Project and team management

Provide inputs to training needs of

supervisors/ operators

Typical Operator- SupervisorManager Requirements


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Machinist / Operator as a common Industry Requirement

Welder / Operator Level :Specialized welding depending on product

requirement

Operator for robotic material handling - Wherever Automation is involved

Quality controller Operator / Supervisor Maintenance Operator / Supervisor

Heat Treatment at Operator & Supervisor Level

Foundry at Operator & Supervisor Level

Specialist (Erectn.&Commg. Engineer) Supervisor for Subcontracts

Paint Booth Operator / Supervisor Electrician / Supervisor Level Deployed in QC and assembly

Instrument & Controls / Supervisor Level Deployed in assembly &

Integration

Tool & Die Maker / Supervisor Level

Machinist for precision machining - Supervisor / Experienced machinistwith specific training

Hard To find Profiles : For Site Work Safety, NDT, High Pr. Welder,

Riggers, Mill Write Fitter, Gas Cutter, Driver, Earth Moving Operator.


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What Are Skill Standards?

Skill standards are performance specifications

that identify the knowledge, skills and abilities

an individual needs to succeed in the workplace.

Critical to improving workforce skills, raising

living standards, and improving the

competitiveness of the economy.

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What Are Skill Standards?.... contd

Industry based skill standards should be:

Responsive to changing work organizations, technologies and market

structure.

Benchmarked to world-class levels of industry performance and free

from gender, racial, or other forms of bias.

Tied to measurable, competency-based outcomes that can be readily

assessed.

Inclusive of basic reading, writing, and critical thinking skills. Useful for qualifying new hires and continuously upgrading employees

skills.

Applicable to a wide variety of education and training providers, both

work and school-based.

Based on a relatively simple structure to make the system user-friendly.

A cooperative effort among all stakeholders.

Developed independently of any single training/education provider or

type of education/training provider.15


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Why Are Skill Standards Important?In todays work environment,

Continuous Change is constant

Todays Jobs require high performance work processes and enhancedskills for cost Competiveness.

Skill standards reflect changing workplace realities.

Skill Standards - a tool for various stake holders.

Nationally recogned skill standards in Vocational fields is a common basisfor certifying achievement benchmarked to these standards, allowing

portability ( even across Industry Sectors) of skills across geographic areas,

companies and careers and also Internationally.

Skill and knowledge Updation is a lifelong endeavor, forcing employers

and employees to spend more effort, time /money on education andtraining.

Skill standards are benchmarks for deciding education and training ,

shaping curricullam, and directing moneytoward highest value education

and training investments 16


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Match employee skills to the work needed.

More easily document employee skills, training needs, andperformance criteria.

Improve consumer satisfaction and confidence through

better developed evaluation skills for customer contactpersonnel.

Improve employee satisfaction and morale by clarifyingexpectations.

Improve quality, productivity, time-to-market and

competitiveness. Achieve business goals.

Partner with education and labor in developing school-to-work initiatives

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Skill Standards -Benefit to Employers Contd


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Skill Standards to Benefit Labor Unions

Labor unions can use skill standards to gain support for company-

sponsored worker training programs and to identify career paths for

workers within companies and industries.

Unions can provide this information to union members and developstrategies to improve career mobility and stability.

Improve member value to the company.

Provide a greater worker voice in the company.

Link skill standards to increased training and upward career mobility for

union members.

Assist employers to match employee skills to the work needed.

Develop skills-based training and certification initiatives that complement

union apprenticeship programs.

Communicate effectively with employers about worker training andretraining needs.

Cooperate with education and industry in developing school-to-work

initiatives.

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Skill Standards to Benefit Students and Workers

Skill standards assist students in making career choices by providing industry

expectations for success in the workplace.

Standards-based curriculum and assessments provide students with credentials

that certify work-readiness.

Work-ready students can anticipate being hired at higher rates of pay and can

experience faster advancement in their chosen fields.

Workers can accurately assess their skills against those required for career

advancement and plan effectively for their career pathways. Determine the skills and abilities needed for advancement or transfer within

industries, and determine the continuous learning and training they need to

upgrade their skills.

Achieve clarity regarding what they are expected to learn and how to prepare for

work. Enter and re-enter the workforce with better control of their choices of high paying

jobs requiring high skills.

Accurately assess business expectations of the skills needed for positions and

careers of their choice.

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Skill Standards to Benefit Students and Workers Contd..

Improve mobility and portability of their

credentials.

Obtain certification of competence of the

skills they gain through experience, school,

training, or self-study.

Enhance their performance and achievement

by self-evaluation against known standards.

Be active contributors

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Skill Standards to Benefit Government Governments Policies / Plans for Investment can ensure a better skill match

between workers and employers and initiate education reform to better educate

future members of the workforce.

Skill standards better enable agencies to provide options for career and job

mobility and link learning to the needs of the workplace.

Assist in the development of a highly skilled, high-quality, and competitiveworkforce and industry base.

Evaluate the effectiveness of publicly funded education and training.

Increase opportunities for under-represented populations by making public the

information that defines the skills required for success, and by facilitating the

national adoption of those definitions and their use.

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Support the creation of high performanceorganizations where they improve living standardsfor all members of the population.

Facilitate collaboration between educators andindustry.

Communicate the need and basis for education

reform to business, education, labor, and thecommunity-at-large on both local and nationallevels.

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Skill Standards to Benefit Government.. Contd.


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Skill Standards to Curriculum: A Continuous Development Process

Standards Documents to Keep update with a dynamically changing

workplace, standards need to be re-evaluated and updated on a regular

basis.

New technological developments impact the ways that workers organize

and apply their skills, including time management and interpersonal

relationships.

Increased technological complexity may simplify some of the job tasks (

automation) but make others more intricate. Workers are challenged to acquire a broader range of decision making and

customer service skills as well as keep current with emerging technologies.

Ongoing changes like these must be reflected in curriculum in order to meet

the needs of industry, where expectations for workers are evolving

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Skill Standards for continuous improvement in economic development

Step 1: Skill Standards Identification

Compile and research existing standards in related jobs and careers. Conduct focus groups to identify critical work functions and key activities,

define key activity performance indicators, and identify technicalknowledge, foundation skills, and personal qualities.

Conduct a survey of current workers to determine level of skills required for

each job. Develop work-related scenarios to place the skill standards in the context of

the work environment.

Verify the data gathered from focus groups.

Disseminate skill standards information to involved parties from industry,

education, and labor for their review and editing.

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Step 2: Assessment

Develop assessments through the collaboration of industry and education to reflect

competent performance as defined by the skill standards.

Collect evidence of a persons ability to perform at the levels determined by the

skill standards.

Determine present skill level through direct and indirect evidence by assessing a

student, trainee, apprentice, prospective worker, or worker seeking additional

training.

Use products and items produced by the person being assessed as direct evidence.

Gather supporting information to use as indirect evidence.

Assess results using the criteria of validity, currency, authenticity, and sufficiency.

Demonstrate validity using a tangible item or record of action. Demonstrate authenticity by having the individual being assessed produce the item

or specific piece of a team-effort.

Demonstrate sufficiency by providing enough evidence to match key tasks and

performance criteria of the skill standards.27

Skill Standards for continuous improvement in economic development,Contd.


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Step 3: Curriculum Development

o Identify necessary competencies based on the skillstandards information and assessments.

o Develop program outcomes for specific academic andtraining programs, including ITC , ITI , andapprenticeship programs.

o Perform gap analysis to determine changes oradditions to be made to curriculum.

o Revise existing curriculum to better meet the currentand future needs of the industry.

o Develop new curriculum and establish new programsbased on these competencies.

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Skill Standards for continuous improvement in economic development Contd.


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Step 4: Articulation

o Develop models to support the articulation of

program outcomes and competencies between

academic and Skilling systems.

o Establish articulation agreements between

existing programs to ensure portability of skills.

o Connect competencies and Certificates ofCompetence with benchmark documentation to

build national portability systems.

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Skill Standards for continuous improvement in economic development Contd.


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A Continuous Updating Process

A continuous revision of curriculum and current skilling

methods & verification necessary in view of changingtechnologies.

Individual workers must have access to clearly statedcompetency goals and direct access to skill

development assistance. With cooperative effort on local and national levels, HR

can begin to resolve the workforce shortages in theindustry that face us today.

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The costs for industry to train a skilled workforce are considerable. It

would be impossible to total the costs to the energy industry of NOT

having a skilled workforce when you consider the huge investment ininfrastructure, the need for system reliability, the inherent safety hazards

of the work, and customer relations. Both labor and management have a

vested interest in maintaining the skills of the current workforce and in

preparing the future work force.

When developing effective training programs those responsible mustknow what the results of the training need to be. This generates

questions. Where do we start?

How deep do we teach the subject(s)? How will we measure success?

Skills Standards answer a multitude of questions. They clearly identify the

knowledge and skills required to perform the identified job. Skill standards needed for industry careers consistent with the current and

future needs of the public and business

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A Continuous Updating Process .. Contd..

Institutes Skilling Education & Employers : Need


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Achieving

High Skill

Eco

System

Institutes - Skilling, Education &

Training : Responsible for

delivery Employers / Employees

/ Industry feel

Employers: Need

Skilling & Business

Growth move

together

Policiesof the

Government : VET

employment and

Industry Policies

supporting High

Skill Strategy

Individuals- Invest time, effort & money for

enhancing employability

Skill Eco System


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Current Profile Requirements

End-to-end business implications of operations

Level %Requirem

ent

Education Experience Skill Requirements

Operator

85-90%

ITIs and below,

1-3 years of

experience

In-depth trade knowledge and skill

Professional skills and work attitude

On the job learning

Supervisor

8-9%

Diploma and

above , 3-5

years ofexperience

Understanding of latest technologies

Ability to meet daily production targets

Troubleshooting skills and understandingbusiness implications of errors in

operations

Good team management and

communication skills

Manager

1-2%

Diploma/Engineering

degree or

above

>5-10 years

experience

Ability to map business requirements intoproduction process

Project and team management

Provide inputs to training needs of

supervisors/ operators

Typical Operator- SupervisorManager Requirements

P S t Gl b l Skill Sh t


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Power SectorGlobal Skill Shortage

Singapore (16.01.2013Report of PMs Office) Main Findings

i. Attraction, Retention and Frame work to be developed targeted to youth

and mid career changers , extending outreach.ii. Branding the Power Sector Careers

iii. Coordinated approach to drive manpower efforts

The Median Age in Power Sector is 48 Yrs against Industry Median of 42 Yrs.

Australia calls: Skills to be a global currencyUSA:

The average age for workers in the energy industry is near 50, whereas the

average age of all U.S. workers is just above 40.2

At least half of electric utilities technical workforce may retire in the next5 to 10 years

Demand for 250,000 replacement workers in the energy utility field (2007-

2017) is projected to far exceed current supply -- not including thousands

more needed to fill related construction jobs.34

K W kf Ch ll F i h U S E S


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Key Workforce Challenges Facing the U.S. Energy Sector

Rising demand for well-educated and skilled workers Energy companies

are experiencing all of the workforce challenges faced by other U.S firms,

but the problems are more severe than in other sectors:

The average age for workers in the energy industry is near 50, whereas the

average age of all U.S. workers is just above 40.2 Years

At least half of electric utilities technical workforce may retire in the next

5 to 10 years.

Americas Energy Sector workers average 50 years in age. Half are likely to

retire by 2010. Retirements will occur at all skill levels from equipment

operators and truck drivers to scientists and engineers.

Demand for 250,000 replacement workers in the energy utility field (2007-

2017) is projected to far exceed current supply -- not including thousands

more needed to fill related construction jobs. 10,000 20% of the currentnumber working for utilities or outsourcing companies.

Insufficient supply of qualified workers

Energy production and distribution companies are concerned that younger

workers will not have the skills or experience needed to successfully

replace retiring workers:35


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Utility employers report that their pre-employment tests reveal dismal

performance by job applicants and an absence of skills essential to

understanding energy technology and innovation.

In a 2005 survey, U.S. power companies indicated that the leading skill

deficiencies among energy sector job applicants were Technical

Knowledge (56% of applicants), Math Ability (54%), and Communications

Skills 54%).

Significant demand for workers, at various skill levels, will occur in

traditional positions as experienced energy workers retire. These include:

Mechanics, installers, and repairers;

First and second line supervisors;

Plant maintenance staff;

Skilled laborers; Electrical, mechanical, and civil engineers;

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Global Scenario : Top 10 Jobs That Employers Find Difficult to Fill

1 Skilled Trade Workers2 Engineers

3 Sales Representatives

4 Technicians

5 IT Staff

6 Accounting & Finance Staff

7 Drivers

8 Management Executives

9 Labourers

10 Secretaries , PAs, Administrative Assistant & Office Support Staff


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33%

33%

24%

18%

13%

4%

4%

0% 5% 10% 15% 20% 25% 30% 35%

Lack of Applicants' Availability

ard Skills / Technical Skills Lacking

Experience- Lacking

Soft Skills - Lacking

Pay Packages not meeting

Requirements

Part Time / Temporary Jobs /Contigent Roles not accepatble

Job Location Geographically not

acceptable


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0% 5% 10% 15% 20%

Professional Qualifications Specific to

Industry

Skilled Trades Certification specific to

Industry

Operation of the Plant & Machine

IT & Computer Skills

Verbal Communication Soft Skills

Language Barriers

Global Skill Deficiency Level


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40

0% 1% 2% 3% 4% 5% 6% 7%

Skills Interpersonnel

Innovation Enthusiast

Team Work - Collabrative approach

Punctuality & Personal appearance

Flexibile Approach

Detailing

Dealing Ambiguous SituationsDecision Making for Solving Problem

Soft Skills Deficiency at

Global Level


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25%

12%

12%

9%

8%

7%

7%

7%

0% 10% 20% 30%

UP Skilling Existing Employees

Broadening Search from Outside Local Region

Developing Skills to Teachable Fit

Employee Retention on Hard to find Skills

Enhancing Start Salary

Benefits enhancement

Strenghtening Supply Pipe Line

Industry - Institution Curricullam allignment Skill Shortage Strategies

Employed Globally by

Employers


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How widespread is the skills gap today?

The demands of a global, technology-driven, data-intensive,

knowledge-based economy are creating skills gaps across entire

industries including the Power Sector.

The one-two punch of recent fresh entrants of the workforce who

are VET trained or Engineering Diploma Holders are unprepared for

current industry demands undermines the ability of businesses to

grow efficiently and compete.

What is the impact of the skills gap? A shortage of skilled workers

can put the brakes on innovation and growth. The reason: In todays

economy, the knowledge and skills of the workforce are the key togrowing and sustaining a competitive advantage. The

Manufacturing or the Construction cycle in India are longer in terms

of International benchmarks.

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Conclusions


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Conclusions

We should be moving towards building our own team in the

Organization

rather thanDepending on the subcontractors team.

We may think of Strategies to create employment opportunities for

youngers rather than extending the contracts of the existing work forceand train youngers well.

Think of plans for utilizing the existing experienced work force for

transfer of Skills.

Most of the Skilling Institutes are focused on Engineers, but very less onSupervisors & Technicians.

Recommendations: Lets begin interacting on developing our own

companys Skill Standards and then get it consolidated at regional and

national level

A wake up call for each of HR Manager to Bench Mark Skill


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A wake up call for each of HR Manager to Bench Mark Skill

Standards and then India Inc.

for Productivity Improvement

Tick Tick !!

Tick Tick !!

Video Clip

Well said in the Life of Pi
http://www.google.co.in/url?sa=i&source=images&cd=&cad=rja&docid=5lddJItP6jDbDM&tbnid=J2uW6uPI87Gg-M:&ved=0CAUQjRw&url=http://www.123rf.com/photo_14125375_cartoon-waking-up-illustration.html&ei=6rdBUeLGOYeCkwWJkoCgBQ&psig=AFQjCNG4xiET7t5rWsnsfToDBG0nJ7Uwpg&ust=1363347574767551


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f f

safr hO mauSa ik la

mauSa ik lao hI mauSa ik lao M hO .raho mainjala mao yahaMhaOsalao h I haOsalao h O A aj amaanao k o ilae

Lets all contribute to Bench Mark Skills

Before it is too late and any one says Indias

Glory days are over.

Aap saba kRt&ta ko pa~ h OM.YP Chawla 98107-08707 [email protected];

[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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0% 20% 40% 60% 80%

SNA on Perf. basis & needs

External Skilling

FacilitatorsCompetent

In house Skilling Competence

Skilling long lead process

Fixed no. of days for Skilling

needs leads to poor Skilling

Fixed no. of days for Skilling

needs - good culture Strongly

Disagree

Disagree

Neitheragree, nor-

disagree

Agree


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0%

10%

20%

30%40%

50%

60%

Skilling Innovation

existent in Industry

Skill improvement

measurement

Getting adequate

Return on Investment

on Skilling


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