ASkillsDevelopmentCaseStudyintheSteelSectorApplica8onoflearningstotheFoundryIndustry

Presenta8onto:7thBRICSFoundryForumPresentedby:PreggyCheCy14March2017

Contents

•  BackgroundandOverview•  CaseStudy:PilotProduc9onProfessionalDevelopmentProgrammeintheSteelManufacturingSector

•  KeyFeaturesoftheProgramme•  DesignandDelivery•  Learnings,ConclusionsandWayForward

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Background and Overview •  Business compe99veness in the Foundry industry is impacted by

educa9onandskillsdevelopmentofit’sworkforce:-•  appropriateness•  standardsofeduca9on•  skillslevels•  produc9vityoflabouroftheworkforce•  qualityorienta9onoftheworkforce

•  Thismustbeaddressedthroughcollabora8onbetweentheprivateandpublicsectorsbyjointlyshapingcurriculatodeliverqualitywithinthevoca9onaleduca9on&trainingtodevelopskilled&produc9veworkforce.

•  Par9cularlyimportanttofocusonshopfloorteams.•  This is an occupa9onal category with the biggest poten9al for

improvement•  Entrylevelemployeeswithbasic,intermediateandmid-levelskills.

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Pilot Production Professional Development Programme in the Steel ManufacturingSector

CaseStudyApilotproduc9onprofessionaldevelopmentprogrammeinthesteelmanufacturingsector(2015):-•  Provideworld-classtechnicaleduca9onandtraining

•  Develophighlyskilled,work-readyprofessionalshop-floorproduc9onemployees

•  Advanceemployeesthroughstructuredcareerprogressionpaths.

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Purpose of Case Study

•  Highlightkeyelementsofthemodelusedinthecasestudy•  Providelearningsforthedevelopmentofaneffec9ve

technicalvoca9onalskillsdevelopmentmodel,relevanttotheneedsofthefoundryindustry.

•  Proposeaframeworkforcollabora8onbetweenpublicandprivatesectorsthatwillservetoclosethegapsinthequalityoftechnicalvoca8onalskillsdevelopmentinthecountry.

•  Reviewkeyelementsoftheprogrammeforsuitabilityfor,customisa8on-todeliverskilledproduc9onprofessionalworkersasrequiredbythefoundryindustry.

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WorldClassProduc8on&Servicesfor

SustainableLocalandGlobalCompe88veness

SustainableCapability

Cri8calandCore

CompetencyCapacity

Effective Skills Development “Begin with the end in Mind”

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Rationale for this Pilot Initiative

Promotesustainablecompe9venessintheindustry:•  Pioneeringskillsdevelopmentini9a9vesthataddresskeyindustryworkforceskillschallenges

•  Professionaliseproduc8onasanaCrac8vecareerop9onfortheyoungpeople

•  DevelopaSchoolofProduc8onExcellencethatoffersProduc8onProfessionalDevelopmentProgrammesforthesector.

•  Developapipelineofhighstandard–highcalibreproduc9onprofessionalworkers

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Programme Deliverables

•  Fulfiltheindustryskillspipelineneedsthroughfitforpurposeeduca8on,skills,andcareerdevelopmentofshop-floorproduc9onemployees.

•  Preparelearnerstobecomeappropriately&holis8callyskilledproduc9onprofessionals

•  Enablelearnerstoprogressfromshopflooroperatorstoseniorproduc9on&technicalstaff&managers–structuredcareerladders

•  Supportthegoaloflocal&globalcompe88venessfortheindustry

•  Enablesustainablehighqualityandefficientoutputinthesector

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Qualification Outcome

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•  SuccessfullearnersexittheprogrammewithaNa9onalCer9ficateinProduc9onTechnology-NQFLevel3(MetalsProduc9onSpecialisa9on).

•  Thisqualifica9onisSAQA(SouthAfricanQualifica9onAuthority)registeredandMerSETAaccredited.

Holistic Development

• StretchedDevelopment

• AcceleratedDevelopment

• On-goingCoaching&Mentoring

• SelfdirectedLearning

• Assessment-Development-

• Assessment

Skills Mind-set

KnowledgeExperience

APPLIEDTaci

t Explicit

Adtudes,Values,Beliefs

Key Features of Programme

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•  Ituniquelyintegratesthefollowingcomponentstodeliverholis8c&fitforpurposeskillsdevelopmentforshop-flooroperators&supportemployees:–  Bridgesfundamentalskillsofnumeracyand

literacy–workbased–  Lifeandsuccessskillsofpersonalleadership

mastery–  Worldclassmanufacturingbestprac8ces,and–  Basictechnicalskillsforshop-flooropera8ons.

•  Theprogrammeprovidersacustomisedcurriculumwhichisrootedintheindustryenvironmentintowhichthelearnersenter.

•  Learnersgainasoundunderstandingofindustryprocesses,opera8onsandproductsupfront.

  

MINDSETUnderstanding21stcenturyworldofworkTeamleadershipPersonalmasteryEntrepreneurialskillsResilienceandEnduranceEnergyTeamplayerCandoa]tude–WinnersMindsetWorkplaceReady

TECHNICALWorkbasednumeracy&literacybridgingAnaly8calthinkingComputerskillsProduc8onProcessesopera8onsEnsuringQualityinproduc8onopera8ons

WORLDCLASSMANUFACTURING5SValuestreamunderstandingProduc8vityprinciples&conceptsPrinciples&toolsofleanmanufacturingRootcauseskillsProblemsolving

MANDATORYSKILLSANDLEGALCOMPLIANCERiskmanagementA1-A3SHERepresenta8veFirstAID,Firefigh8ngLockisola8onWorkingatheightsErec8ngScaffoldingConfinedspaces,Craneandforklif&Medicalfitness

Holis8cDevelopmentModelMasteryForSustainableSuccess

WORLD AND WORK READY YOUNG EMPLOYEES “From a Burden to a Valued Workplace Contributor”

Possible Operator Career Ladder Framework

OperatorLevel2TraineeOperatorProgram(forexternalcandidates)

OperatorLevel3CompetentOperator

OperatorLevel4ExperiencedOperator

OperatorLevel5MasterOperator

FirstLineManager

Produc9onManager

Professionaliza;onofShopfloorProduc;onCareer

ForWorldClassCompe;;veness

•  NQFlevel3accredited–Na8onalCer8ficateinProduc8onTechnology

•  RootCauseAnalysis,ProblemSolving,LeanYellowBeltConcepts

•  NQFlevel4accredited–Na8onalCer8ficatein

Produc8onTechnology

•  Con8nuousimprovement

cer8ficate

•  AccreditedModuleProgram

•  NQFlevel4–Na8onalCer8ficateinmanagement

•  LeanGreenBeltConcepts

•  Partneringwithbusinessschools

•  Highperforminggeneralistmanagerswithareasofspecialistexper8se

•  LeanBlackBeltConcepts

•  NQF/NCVlevel2accredited–Na8onalCer8ficateinProduc8on

•  5S,ValueStreamMapping

Technical Career Path to Senior Management

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Design and Delivery

  

KNOWLEDGE COMPETENCE CAPACITY OUTPUTS

ABILITY

Lies with the individual could be thought of as potential i.e. able to be developed as a skill

When ability & knowledge is given expression in performance

When skill/s are applied & performed in a work context to set standards

When personal commitment is made using personal competences, attributes & values in application - Harnessing the whole person

When competence, capacity & expertise are used and supported in, a managed work environment, to achieve outcomes and results

SKILLS APPLIED EXPERTISE

PERFORMANCE OUTPUTS OUTCOMES RESULTS CONTRIBUTIONS

Transfer of theory & information including process, procedures, models and all other related information

Applied Expertise Framework

Focus on Careful Selection

•  Resilientandini9a9vedrivenadtude•  Atenaciousapproachtoworkand

life•  Acuriousmind-setandeagernessto

learnandtakeonmore•  Arela9onshipbuildingapproach•  Abilitytodiagnoseaproblemandsee

rootcauses•  Abilitytoworkindependently•  Abilitytoadheretorules,especially

healthandsafety•  Logicalreasoninginappropriatework

context,suchaspreparingandevalua9ngproduc9onplans.

•  Targetdriven•  Havingawinnersmind-set

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•  Qualifyingcandidatesareshortlistedonthebasisofqualifica9onresults.

•  Theshortlistedcandidatesundergopsychometricandnumeracyassessments.

•  Thebestperformingcandidatesareselectedforinterview

•  SuccessfulcandidatesareenrolledontotheProduc9onProfessionalDevelopmentProgramme.

Work Readiness Scorecard Measurements

Par9cipantsarealsosupportedthrough:•  DisciplineIndicators:

§  Afendance§  Punctuality

•  Masteryofskills:§  Analy9calandconceptualskillstraining

§  Applied/func9onalnumeracy§  Businesswri9ng§  Computertraining§  Technicalimmersion

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•  Thebehaviouralmeasurementofcandidatesisdonebyobserva9onofbehavioursusingamatrixofindicators.Keycharactertraits:

•  Curiosity•  Energy•  Posi8veA]tude•  Resilience•  Endurance

•  Theendurancecharactertraitismeasuredbyafitnesstrainerwhosimulatesthephysicaldemandsoftheworkthatthecandidateswillbeexpectedtoperform.Candidatesaregivendailyandweeklyfitnesstargetsinordertoimprovetheirbase-linefitnessscores.

(Harambee2015)

Work Readiness

•  Encouragesdesiredbehaviours,suchas,discipline,commitment,posi8vea]tude,resilienceandabilitytodealwithdifficultsitua8ons

•  Heightensawarenessandtocreatenewhabitsthroughprac8ceandmeasurementofkeyworkplacebehaviours.

•  Generatescompe88veenergywhichisoienthedrivingforceforchangeinyoungadults.

•  Par9cipantsareorganisedintoteam-basedsyndicatesthatcompeteonabehaviourscorecardthatisreportedonaweeklybasisandpubliclydisplayed.

•  Inthisway,func9onalcompe88onisdrivenatanindividual,intraand-inter-teamlevel.

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Integrated learning and teaching components

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•  Founda9onalfunc9onalskillsbridgingcomponent

•  Workplacereadinessorienta9onandskills•  Personalmasteryandself-leadership

component•  Blendedlearning,combininge-learningwith

classroomandworkplacebasedtraining•  Problem-basedlearning•  Project-basedlearning•  Experien9allybasedsimulatedproduc9on

environment

Integrating Multiple- Modes of Learning

Prac9calworkshoptrainingtoreinforcetheapplica9onofknowledgeandpreparethe

learnerfortheworkplace

Classroom-basedac9vityisprac9calinnature,usingproblem-basedlearning(PBL)approachLearnersworkinteamsandengageinapplica9onofnewlyacquired

knowledgeinsimulatedreal-worldproblemslinkedtoworkplace

reali9es

Theore9calaspectsdelivered

throughinterac9velearningthat

involvesguidedlearningandself

study

Problem Based & Self Directed Learning

•  Learnersacquireknowledgetotacklerealis8cproblems&aregivenindividual&teambasedrealis8cproblembasedtaskstoworkon.

•  Selfdirectedlearningthroughpre-workassignments-increaseslearnercontroloverlearning.

•  Trainersserveascoachesandfacilitators-workshopmoderatherthanteachingmode.

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Simulated Production Environment •  Learnersareassignedproduc9on

tasks,projectsandoutputs.•  Learnersarerequiredtoprepareand

planforthetasks,checkonavailability&qualityofrawmaterials&equipment,performtasksbasedonproduc9onspecifica9ons.

•  Learnersarerequiredtomeasureinputcosts,wastage,produc9vityandresourceu9lisa9on

•  Ensurethattheyproducehighqualitycosteffec9vework.

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Learnings, Conclusions and Way Forward

Evaluation Project to Determine Programme Success

•  During a plant shutdown, 40 produc9on school learners wereexposedtotheplantfor4weeks.

•  This was a trial plant introduc9on before formally doing theirprac9caltrainingintheplant.

•  Learners received plant induc9on and full personal protec9onequipment(PPE).

•  Theywerebriefed toapproach thisassignment in accordance totheleanmanufacturingprinciplestheylearnedontheprogramme.

•  Responsibili9esincluded:–  Assis9ngtheplantwithshut-downprocesses–  CleaningandPain9ng–  Generalhousekeeping–  Assis9ngtheplantforproduc9onstartup

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Evaluation Outcomes

•  Learnerswerehighlymo9vated,produc9ve,well-preparedandself-disciplined,resul9nginasmoothrunningproject

•  Learnersmanagedtodotheworkinamuchshorter9methanwasnormallyachieved

•  All40learnerscompletedtheproject,exceptfor2whodroppedoutofthetraining

•  17womenwereincludedintheshutdownprojectforthefirst9meandcopedverywellincomple9ngallocatedtasksmee9ngtargets

•  Learnersperformedbeyondexpecta9ons;theymeteverytargetineverytask,whichisa1st9meachievement

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Education & skills development of the workforce

Qualityvoca9onaleduca9on&trainingoftheworkforcewithinanyeconomicsectorenvironmentiskey.Thiscanbebestachievedthroughcollabora9on&alignmentbetweentheprivateandpublicsectors•  Noduplica9on•  Sharedcosts

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A Well Structured Production Worker Development Programme for New Entrants

Phase1PreSelec9on• PsychometricAssessments• Values&Ethics• UnderlyingAbili9es• Competencies• StructuredInterviews

Phase2BridgingProgrammeWorkBased• Numeracy• Literacy

Phase3BasicFundamentals• BasicHandTools• TechnicalSkills

Phase4Subject/DisciplineTrainingIns9tu9onalTrainingandAssessment• Theory–CoreandElec9ves• Simula9ons• Trainingcentrebaseassessments

Phase5Workplaceexperien9altrainingandassessment• Theory• Simula9ons• Workplacebasedassessments• Summa9veassessments

Phase6WorkplaceReadinessProgramme• Mind-set

Phase7Entrepreneurship• NewVentureSkillsProgramme• Incuba9on

Eachphasewillhaveabaselineassessment,whichwillalsoserveasaRPLassessmentAttheendofeachphasetherewillbeapostphasecompetencyassessmentsAccreditedtrainersandassessorswillpar9cipate,superviseandassessineachofthephases

Summary & Conclusion

Insummary,thepilotprogrammehascontributedtothedevelopmentofafitforpurpose&partnershipbasedvoca9onaltrainingmodelthat:•  Reducesthecostandresourceburdenforemployerstoprepare

anddeploynewproduc8onworkersontheshop-floor.•  Ensuresthattheindustryhasasteadytalentpoolofyoung

learnersthatarewellskilled,qualifiedandpreparedforsuccessintheirfuturerolesinitsproduc9onplants.

•  Providesforastructuredcareerprogressionforshop-floorproduc8onworkers–aCracthighercalibreshop-floorworkers

•  Providesaninnova8ve,prac8calandimplementabledemanddrivenmodelforskillsandcapabilitydevelopmentinthemanufacturing&engineeringsector.

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Opportunity for Addressing Shop-floor Skills Challenges in the Foundry Industry

•  Thepilotprogrammeprovidesaprac9calmodelthatcouldserveasaframeworkforaddressingshop-floor-workforceskillschallengesinthefoundryindustry–  Produc9vity–  Quality–  CareerProgressionOpportuni9es

•  Thisopportunityshouldbefurtherexploredbythefoundryindustry

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Questions?

Thank you

For further information please contact: Telephone: 011 825 0647

Preggy Chetty: 082 389 2363 preggychetty@outlook.com

Paulos Mahlangu: 081 425 4791

mahlangup1@outlook.com Homera Kadwa: 0 72 561 4799

homerakadwa@gmail.com