Why a Training Committee?

1. Why a Training Committee? Gizelle Mc Intyre Director Institute of People Development

2. The Skills Development Regulations published in Government Gazette Number 22398 of 2001 states that employers with 50 or more employees need to establish a Training Committee for active participation in workplace skills development matters. • It is therefore imperative for employers to ensure that Training Committees are established in workplaces and that they actively and effective carry out their responsibilities. • In the case where an employer has a recognition agreement with a trade union/s, there must be representation by the trade union/s in the Training Committee, evidence of trade union/s consultation with regards skills development matters, and joint sign-off of the Annual Training Report (ATR), Workplace Skills Plan (WSP) and PIVOTAL Training Plan (PTP) before submission to the SETA.

3. When it comes to Skills – who do you want in your company?Someone engaged and competentORSomeone who arrives at work and can sort of do their job

4. Composition of the Training Committee • The Training Committee must comprise three constituent parties • The employer representatives, • the employee representatives and • the union representatives (where applicable). • The Skills Development Facilitator (SDF) remains a critical member of the Training Committee at all times. • The number of employee and employer representatives may be equal; however, the employer representatives must not be more than the employee representatives. • At least one employee representative must represent one of the Major OFO codes presented in the below, unless there are no employees in the major OFO category. • Managers • Professionals • Technicians and Associate Professionals • Clerical Support Workers • Service and Sales Workers • Skilled Agricultural, Forestry, Fishery, Craft and Related Trades Workers • Plant and Machine Operators and Assemblers • Elementary Occupations

5. Composition of the Training Committee • The employee representative must be an employee of the organisation who is nominated or elected by the employees, and must not be in a management position. • The employee representative’s responsibility is to discuss the skills development matters with employees within the organisation, and present employee skills development requirements and aspirations to the Training Committee for discussion and/or implementation. • It is important to note that a though the SDF is a critical member of the Training Committee, he/she cannot be nominated as the employee or employer representative. • The SDF must play a coordination and advisory role and remain objective at all times.

6. Responsibilities of the Training Committee Using The South African Labour Market Guide[1] as a guide. It should be noted that it is at the discretion of the Training Committee to place some of these responsibilities partially or wholly on the SDF. The Training Committee must: • Ensure that the organisation has a Training Policy and that it is in line with the regulations as laid down by the Skills Development Act. • Ensure that the development and implementation of the Workplace Skills Plan is aligned to the strategic Mission and Vision of the organisation. • Keep the envisaged training and development of employees in the organisation abreast with the long-term transformation objectives of the organisation. • Ensure that the Workplace Skills Plan is aligned to the Employment Equity Plan and Business Plan of the organisation. • For the benefit of the organisation, take cognisance of BBBEE requirements.

7. Responsibilities of the Training Committee • Establish training priorities for the organisation based on its short and long term needs. • Align training to the Sector Skills Plan, learnerships, career pathways, accredited national qualifications, etc. • Communicate the completed Workplace Skills Plan to other employees in the organisation. • Monitor the implementation of the Workplace Skills Plan. • Periodically revise the Workplace Skills Plan. • Implement the development of employees in the organisation and the strategies of the organisation fairly and equally. • Acquire/identify the required resources to evaluate the training programs in the organisation.

8. Matching Organisational Functions to NQF Standards Curriculum/Career Path Standards on National Qualification Framework (NQF) Your Standards Development Plan/Training Plan

9. Responsibilities of the Training Committee • Evaluate the skills development needs of the employees and organisation and continually evaluate the implementation of identified needs. • Develop and implement external and internal skills development strategies. • Monitor the progress of the skills development of the organisation. • Monitor the implementation of the WSP. • Develop and implement correctional actions where required. • Ensure that the skills needs of the organisation are identified. • Ensure that all staff has been classified according to the Organising Framework for Occupations.

10. Developing Qualifications Systems Occupational Standard Learning Specification Assessment Specification Skills Performance Requirements Occupational Context Knowledge Evidence Requirements Rules of Evidence Knowledge that is required Evidence you must produce to prove their ability What you must be able to do Skills / techniques that must be learned In what situations competence is relevant Methods and rules that must be used for assessment

11. Responsibilities of the Training Committee • If required, ensure that that there is a skills performance system (Performance Management system that is competency based)in the organisation. • If and where required, ensure that there is an individual development pathway for all employees, as well as the skills requirement and learning pathway. • Where applicable, ensure that a portfolio of evidence has been developed for all employees that receive training in the organisation. • Ensure that at least all of the Mandatory Grant is spent on skills development.

12. Training Committee and EE • They should be involved and be party to discussions in all areas such as • Conduct an audit and set out the required targets • Have input into the EE plan based on the audit results • Ensure implementation of the plan • Maintain proper records of EE plan and minutes of meetings relating to implementation of the plan (or receive formal feedback from the EE Committee) • Discuss and make recommendations relating to changes required in terms of skills planning • Consider all training and development needs of employees so as to ensure affirmative action strategy is adhered to within the EE 5-year plan

13. Factors influencing the Competence of the Workforce

14. Training Committee Workshop This 2 day workshop deals with the following: • The Training Committee • Create the Training Committee Constitution • Terms of Reference for the Training Committee • Nomination of representatives to the Training Committee • The role of the Training Committee in Skills Development and EE • Case Study Workplace Skills Plan and Implementation report • Communication Guidelines for Training Committee Members • Background to the National Qualifications Structure and the NQF • Skills Programmes • Learnerships • Apprenticeships • Legislation - Related Regulations, Codes and Legislation • Basic understanding of how to conduct a Skills Audit • Foster a learning culture • Develop a Workplace Skills Plan • Implement the Workplace Skills Plan • Implement Learnerships, apprenticeships or discretionary grants • Monitor and report on learning outcomes • Endorse and minute the forum for records

15. SDF Training (Accredited)

16. The NQF Landscape

18. Academic Route (CHE) Occupational Route (QCTO) Post School Arena

19. Legislation and funding

20. SETA Grant Regulations, BBBEE and Employment Equity Planning • Skills Development Act (SDA) legislates the training of all staff • Grants only allocated with evidence of consultation and sign-off by /TRAINING COMMITTEE • BBBEE points allocated up to 25% for skills development • Employment Equity planning must include skills/training in reporting

21. Purpose of legislation • The following acts affect training and education in South Africa: • Skills Development Act • Ensures that training takes place • Training done according to industry requirements • Makes training happen • Provides and regulates employment in all sectors • Skills Development Levies Act • Rewards the correct training by a grant system • SAQA Act • Standardises training with international benchmarking • Monitor’s quality of training • Ensure management of skills development information

22. Purpose of legislation • Employment Equity Act • Makes training equitable and fair by affirmative action advancement • Higher Education Act • Watchdog over private education • Ensures performance and quality • NQF Act • Benchmark and ensure quality of qualifications and Skills Programmes • BBBEE codes of Good Practice • Management Control and Skills Development has been amended to align with EAP targets, broken down in terms of race and gender

23. SETA Grant Regulations The intention of Mandatory Grants is to incentivize employers to: • Mandatory Grant Applications • Submission due by 30 April at the latest • Better alignment with skills development and financial year • Enhanced SETA planning cycle • SSP Annual Update • Earlier Discretionary Funding Windows to plan & implement training for their employees to create training and work experience opportunities for unemployed people

25. SETA Grant Regulations • Distribution of skills development levy income

26. Employment Equity

27. Workplace Skills Planning • The Workplace Skills Plan (WSP) is one of the most powerful tools delivered to employers through skills development legislation. • Creates a Skills Map with solutions to gaps • It is aimed at business expansion and sustainability. • It is completed by companies with information specific to their business and the sector in which they operate.

28. BBBEE numbers

29. Workplace skills planning

30. Purpose of the WSP • Management and employees enter into discussions regarding skills planning in the workplace. • Skills available and skills gaps are identified and planned for productivity improvement. • Management has a platform to share the company’s goals with employees, who in turn gain better understanding and more commitment to the process of achieving them. • Companies begin to uncover talents and skills they did not know they had available.

31. Workplace Skills Planning Steps

32. Form a Training/Skills Development Committee (SDC) Step 1: Form a Committee • Membership • Stakeholders (management, employees, union representatives) • Where there is a trade union presence, nominated representatives should serve on the SDC. • Where there is no representative trade union, employees should nominate representatives • Members should represent different functional areas and occupational categories • Equity (gender, race, disability) should be considered (this committee can also be part of the EE Committee) • Responsibilities • The Training/SDC must meet regularly and must record the minutes of the meetings as proof of consultation • The Training/SDC must collectively deliver and contribute to the WSP and ATR • Appointment of a SDF; and

33. SDF Step 2: Nominate an internal or external Skills Development Facilitator (SDF) • All employers must appoint an SDF to comply with the provisions of the Skills Development Act. • The appointment of the SDF is key to claiming of relevant grants and ensuring the implementation of the WSP during the training year. • The SDF’s role includes - • Assisting the employer to develop a WSP; • Submitting the WSP to the SETA; • Advising the employer on implementation of the WSP; • Assisting the employer to draft the ATR in line with the approved WSP and grant funding regulations; • Advising the employer on quality assurance requirements as set by the SETA; and • Liaising with the SETA on behalf of the company.

34. Workplace Skills Planning • Requirements for the appointment of the SDF • An employer may choose to appoint either an internal SDF or make use of an external training and development consultant • Must be qualified as SDF with preferable professional registration • When appointing an SDF for the company, you are advised to undertake the following - • There should be consultation with members of the SDC; and • The SDF must attend all meetings of the SDC. •  You are encouraged to send an SDF on a short course relating to skills development facilitation, if they do not have the requisite training in this area.

35. Workplace Skills Planning Step 3: Identify long-term goals for an organisation • The business’ strategic priorities help to identify long-term skills development goals for the organisation. • When planning your training you should include the vision, mission and values of the organisation as these assist with the formulation of your strategy (key objectives). • Employees need to enable the organisation to achieve its objectives. • The SDF must identify the learning/development interventions needed for staff to assist the organisation with achieving this aim. • When detailing strategic business and/or skill priorities, make linkages to business and employment equity plans. Step 4: Focus on key skills needs (critical and scarce skills) • The WSP should cover all planned skills development training, including learnerships. • Identify key skills needs using the organisation’s business plan and the Sector Skills Plan.

36. Workplace Skills Planning Step 5: Determine current employee skills and/or competencies by conducting a skills audit • It is necessary to determine the current employee skills and/or competencies profile by conducting a skills audit. • The skills audit should reflect all the skills and competencies of the workforce, whether obtained through formal learning programme interventions (qualifications) or work experience / in-house training. Step 6: Conduct a training needs analysis • The future skills profile can be developed by using a training needs analysis based on future business needs as well as the SETA Sector Skills Plan. Step 7: Develop the WSP • Identify the gaps between current and required future skills profiles and identify skills development interventions to address these priorities. • This should be reflected in the WSP. The final content of the WSP should be the result of meaningful interaction between employers and employees, using current structures, SDCsand management structures to obtain input.

37. Workplace Skills Planning Step 8: Report on training conducted during the previous year (annual training report - ATR) • The ATR must reflect all training that was conducted during the previous year including • External training • Internal or in-house training • Work integrated learning • Adult Education and training • The SDF must keep records of training conducted e.g. invoices from external providers, attendance registers for in-house training conducted, learner results etc. • The Training Committee must sign off • The SETA may select any organisation as part of an audit sample when conducting monitoring and evaluation visits.

38. Funding

39. Training Committee Role Mandatory Grant Application • The WSP/ATR must be duly authorised and signed-off by: • The Internal Training Committee / Skills Development Committee including designated labour representative • Firms employing 50 or more employees; or • The Owner / Chief Executive and designated employee representative • Firms employing less than 50 employees;

40. Mandatory Grant Criteria Employer • An eligible employer - • has registered for skills development levies; • has paid the levies in the prescribed manner; • has submitted a WSP / PIVOTAL Plan and ATR/PIVOTAL Report within the prescribed timeframes that contributes to the relevant SETA SSP • has submitted an Annual Training Report and/or PIVOTAL Training Report, demonstrating some alignment to the previous year’s WSP and/or PIVOTAL Plan • has provided evidence that the WSP and ATR have been subjected to consultation with the recognised employee forum (medium/large companies) e.g. Labour sign-off, Training Committee Membership List, Minutes of Meeting • It is the responsibility of SDF (acting on behalf of the employer and the Training Committee) to ensure that the correct levy number is quoted on applications

41. Mandatory Grant Application • The mandatory grant application consist of the following important sections: • Organisational information • Banking details • Employment summary and Provincial Breakdown • Provides information on the current workforce (including learners) • Workplace Skills Plan • PIVOTAL plan • Planned implementation of PIVOTAL learning programmes e.g. apprenticeships, learnerships, credit bearing skills programmes, work integrated learning, bursary programmes (post school / tertiary qualifications at TVETs/ HEIs) • Non-PIVOTAL plan • Planned implementation of other learning programmes e.g. non-credit bearing skills programmes, in-house training (health and safety, HIV/Aids awareness)

42. Mandatory Grant Application • Annual Training Report (Approved by Committee) • PIVOTAL training report • Actual implementation of PIVOTAL learning programmes e.g. apprenticeships, learnerships, credit bearing skills programmes, work integrated learning, bursary programmes (post school / tertiary qualifications at TVETs/ HEIs) • Non-PIVOTAL training report • Actual implementation of other learning programmes e.g. non-credit bearing skills programmes, in-house training (health and safety, HIV/Aids awareness) • Training Committee (list of members) – for medium and large firms only • Sign-off (Authorisation page) • Research Annexure

43. Mandatory Grant Application • ATR and/or Pivotal Report must reflect all training conducted • During April to March (of the previous year) • Internally or Externally • The WSP and/or Pivotal Plan must reflect all planned training • Internally or Externally • Planned for April to March (of the current year) • Important to remember • No Pivotal Plan/Report – no discretionary grants for medium/large firms

44. Pivotal Reporting

45. THANK YOU For more information contact Gizelle Mc Intyre 076 937 6682/gizelle.mcintyre@gmail.com