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!!’

Career paths – credibility & “Status” A stable or growing industry

How can I help you?

What do they see and hear?

Where ToNow?

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

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

Crises or Opportunity

Drivers of Change

• 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

DoL DoHET

NSDS II NSDS III

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THE HIGHER EDUCATION AND TRAINING SYSTEMWITHIN

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

Complexity of change

SHAP

E THE F

UTURE

FOR

SCIE

NCES A

ND

TECH

NOLGY

RAISE TH

E LEAR

NIN

G BASE

ORDINARY

QUANTITY

QU

ALIT

Y/LE

VEL

POST DOCTORAL

UNIVERSITY

COLLEGE

BASIC

INSTITUTIONAL EDUCATION AND TRAINING

OCCU

PATION

S

EMPLOYMENT WORKPLACE SKILLS DEVELOPMENT TRAINING,

EXPERIENCE

SECTORS: LAW, EDUCATION, ENGINEERING, AGRICULTURE, FINANCE AND BANKING, SECURITY AND SAFETY,

ETC

ENGINEER

TECHNOLOGIST

SCIENTIST

TECHNICIAN

UNSKILLED AND SEMI SKILLED

2

Communicate Skills needs through reliable information system to inform,

steer and guide learning choices and (2) manage, plan and provide for learning

3Raise the learning base:

for DHET: Second Chance opportunities for those who do not qualify for other post

school learning

4+5Expand

Access to Youth

specifically and to all

generally relevance of

academicprofessional technical and

vocational learning –

(PIVOT)

6Increasing

numbers and quality of

workplace learning

8

Expand R&D and Innovation

capacity for socio-economic

development

System planning and resourcing

Policy Advisory bodies Information

Institutional/ Project Funding

Governance and Management

International cooperation and

migrationPartnerships

Research & M&E

Quality Assurance (SAQA, QCs)

Institutional support: ops sys, hrd, prog dev, student/learners

support

Understand Skills needs (2) manage, plan and provide

for learning

1

Promote employability and

sustainable livelihoods

7

Improved institutional efficiencies, capability and strengthened alignment in

information, finance, governance and management

in the post school system

9

Institutional and System shape and

capacity

10

Human Resource

Development Council

Organised Labour

Organised Business

Organised Community

Organised Providers

Government

SOEs, COHORT, Other councils

Experts and Researchers

Inputs and outputs

Special Role Players

National Skills

AuthorityInputs and outputs

Organised Community

Organised Business

Organised Labour

Organised Providers

Government

Special Role Players

National Skills

Development

Strategy

Human Resourc

e Develop

ment Strategy

Chair and EO of NSA

LINKAGES BETWEEN THE HRDC, HRDS-SA, NSA AND NSDS

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PROJECTS THAT HAVE BEEN MIGRATED FROM

JIPSA TO HRDS-SA

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What happens with change

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 2010Research:

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 & equityWith 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

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.

5.3.1.1. Information and career guidance

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

NSDS 1115.3. 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.

“Pivotal programmes are those ‘Professional, Vocational, Technical andAcademic Learning’ programmes that meet the critical needs for economicgrowth 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.”

5.3.2. PIVOTAL occupational programmes

NSDS 1115.3. Learning programmes for decent work: cont-

The DHET’s first Five Year Strategic Plan defines PIVOTAL programmes as follows:

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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