THE CHALLENGES FACING OPERATOR DEVELOPMENT AT MUNICIPALITIES

1. THE CHALLENGES FACING OPERATOR DEVELOPMENT AT MUNICIPALITIES Presenter: Daniel Lentle Date: 27th November, 2007

2. The Big Picture – South Africa 2. Qualifications & Unit Standards SGB’s generate unit standards & qualifications SAQA registers qualifications & unit standards DoL registers learnerships for SETA 3. Curriculum Framework Unit standards contents analysis Constructed per qualification matrix and NQF level Creates a blue print for courseware development 1. Legislation SAQA Act 58 of 1995 Skills Development Act 9 of 1998 Skills Development Levies Act, 1999 Manpower Training Act 56 of 1981 • 7. QCTO • rationalize the work of the sector ETQA bodies which currently fall under Setas 5 Learnership Implementation Workplace Readiness: mentor and assessor training, learner selection, pre-course assessment and registration Requirements for accreditation of workplaces: Policy statement, QA system, Quality Management System, Learning programme delivery; policies and procedures; physical resources; record keeping Project Based Approach: Implementation model with measurable outcomes for the learner and business Integrated learning projects Mentor/instructor driven Measures applied competence as well as effectiveness of the learner Integrated summative assessments against project outcomes and qualification exit level outcomes 4. Course Development Methodology Outcomes based learning Learner centered Self-paced learning Integrated Learning Critical cross field outcomes Transferability Mastery learning Modular Workplace based Build-in assessment tools Must yield evidence for formative and Summative assessments 6. Education and Training QA Accredit providers Assure quality delivery and assessment of Registered unit standards

3. SECTOR PERSPECTIVES - MUNICIPALITIES • Learnerships • Skills Programmes • Training in General ( No Emphasis on Accredited Training)

4. Case Scenarios Rand Water - Field Tests (Chlorine Training) Ngwathe Municipality - General Plant Optimization

5. Rand Water Scenario • Problems associated with data correlation • Decision taken: • “everybody to be retrained” • Training needs analysis not conducted

6. Rand Water Scenario (cont’d) Mode Of Assessment: 1. Written 2. Observation

7. Rand Water Scenario (cont’d) • Results: 1. Over 90 % problems had nothing to do with skill 2. 75 % of problems associated with processes and attitude 3. Less than 15 % systems 4. Protracted training as a result of misalignment

8. Rand Water Scenario (cont’d) • How Problem Was Solved • Management to take responsibility • New equipment bought in line with recommendations • Procedures streamlined to be uniform throughout organization • Constant quality checks on operators

9. Rand Water Scenario (cont’d) • Return On Investment achieved • High correlation of data from source to tap • Savings associated with knowledge of accurate information • High correlation between QC and QA data • A near total obliteration of resampling/re-analysis

10. Ngwathe Municipality – General Plant Optimization Mandate: • Train Operators to perform functions effectively and efficiently • Identify the “untrainable” Operators

11. Ngwathe Municipality – General Plant Optimization (cont’d) Modus Operandi: 1. Conduct Training Needs Analysis 2.Used min requirements as set by DWAF & NQF Lvl 2 SAQA qualification for Water & Wastewater Operators 3. Analysis of results and setting up training priorities

12. Ngwathe Municipality – General Plant Optimization (cont’d)

13. Ngwathe Municipality – General Plant Optimization (cont’d) Resultant Intervention As A Result Of Findings • No “untrainable” operator • Focus based mainly on weak areas, e.g. plant optimization, basic microbiology and basic calculations • Other areas also revisited • Training effective and with minimal hours of intervention.

14. Ngwathe Municipality – General Plant Optimization (cont’d) • Return On Investment • Positive attitude inculcated • Better compliance with SANS 0241 • Buy-in from Management with regard to training • Savings on operational costs

15. General Conclusion As a direct comparison of the two scenarios: • No sense in attempting to help with skills acquisition if one does not know where the problem lies- Do Training Needs Analysis first. • The result of Training Needs Analysis should direct the Skills Training • Options are available to Fast-track Training Acquisition, e.g. Skills Programmes.

16. HUMAN PERFORMANCE IMPROVEMENT TRIANGLE – SIMPLE MODEL “Triangle/Pyramid - The Strongest Shape in the world”) • I will ! • Experience & Realistic Plans • Commitment • Tenacity • Endurance • I believe ! • Convictions • Purpose in life • Reason for living • I can ! • Able • Skilled • Competent • I may ! • Opportunities • Clarity / Focus / Profile • Authority • Resources • Systems • Feedback / Information • Vehicles • I want to ! • Motivation • Personality • Style of work

17. Training Strategy SAQA RPL ETQA Assessment Strategic Business Priorities WORK PLACE SKILLS PLAN Training of occupational categories per training cluster / race / gender Addressed Business Needs Skill Priorities Workplace Training Report to SETA Training Grants Legislation Business Priorities Planned Training

18. Role players / Stakeholders in projects Management Each employee Expert from work place • Ownership • Commitment • Involvement • Implement • Positive attitude • Learn • Perform • Rewards • Development • Advise • Coach and Train • Assess Trade Unions Project Manager Project Performance • Plan • Lead • Control • Organise • Monitor • Inputs • Partners in process • Support • Politics • Organisation Advisors • Make strategic decisions • Provide Expert Advice • Support Project Development • Empirical Reasoning • Facilitate experiments • Draw hypothesis Consultants Scientists

19. “If you think education is expensive, try ignorance” Derek Curtis Bok • “If knowledge can create problems, it is not through ignorance that we can solve them” • Isaac Asimov

20. Thank You