1 / 37

FOODBEV SETA Provincial Discussion Sessions

FOODBEV SETA Provincial Discussion Sessions. March 2010. DISCUSSION POINTS. Research Findings: Low completion rate of learners FoodBev SETA Grants and Projects for 2010 Grant application processes Skills Forecasting Tool. LEARNERSHIPS. RESEARCH INTO LOW COMPLETION RATE. RESEARCH BRIEF.

tansy
Download Presentation

FOODBEV SETA Provincial Discussion Sessions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. FOODBEV SETAProvincial Discussion Sessions March 2010

  2. DISCUSSION POINTS • Research Findings: Low completion rate of learners • FoodBev SETA Grants and Projects for 2010 • Grant application processes • Skills Forecasting Tool

  3. LEARNERSHIPS RESEARCH INTO LOW COMPLETION RATE

  4. RESEARCH BRIEF • Low completion rate • Termination rate in companies 49%, in some 80% • Extended duration • 2 135 learners behind schedule • Between 1 and 36 months PAST the completion date • Involves 54 companies • Where learners complete, average duration is 23 months • Challenges that companies experience during implementation • Possible approaches that would improve throughput rate of learners

  5. BROAD RESEARCH FINDINGSEmployer Views • Inappropriate selection of learners • Lack of aptitude or competency • Inadequate educational grounding • Difficulty to adjust to studying for older learners • Lack of application (learners) • Motivation • Poor attitudes • Lack of work ethic • Poor understanding of the role of learnerships and its benefits • Unrealistic expectations • Inability to cope with pressure of work and learning • Do not see link between the learnership and career progression opportunities

  6. BROAD RESEARCH FINDINGSEmployer Views (cont.) • Personal Factors: • Health, pregnancy, mortality • Accepting job offers from competing firms • Employer issues • Unfavourable working conditions • Lack of coaching and mentoring/superiors do not see the importance of learnerships • Poor relationship between employer and learner • Make learner prioritise work over training • Structure of learnership • Duration • Travel costs to training venue • Poor quality of training provider • Language barrier

  7. BROAD RESEARCH FINDINGSTraining Provider Views • Learner challenges • Motivation • Lack of/inadequate fundamental education • Language barriers • Socio-economic factors • Lack of work ethic • Occupational mobility in search of higher income • Lack of mentorship • Production taking precedence over learning • Employers • Poor mentorship • Insufficient mentor numbers • Heavy workloads given to learners • Poor communication with learners

  8. BROAD RESEARCH FINDINGSLearner Views • Learnership impractical, not applicable to current employment or career • Lack of, or inconsistent feedback from training provider • Time constraints • Lack of good theoretical and educational grounding • Balancing work and learning • Difficulty correlating theory with practice • Unclear understanding of their roles and responsibilities • Employer exploitation • Language barriers • Training provider programmes not correlating with company SOP’s and terminology

  9. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  10. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  11. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  12. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  13. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  14. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  15. IMPLEMENTING LEARNERSHIPS:CHALLENGES

  16. IMPLEMENTING LEARNERSHIPS:Possible FoodBev SETA Interventions • Request signed declaration from MD/CEO • Explore alternatives to the traditional ABET programmes to assist companies with “bridging” programmes • Develop a generic induction tool that can be tailormade and used by companies • Assist companies during the induction process

  17. IMPLEMENTING LEARNERSHIPS:Possible FoodBev SETA Interventions • Develop/procure a generic mentorship programme • Work with companies and providers in designing an implementation plan • Increase monitoring to improve adherence to production schedules - appoint “accounts managers” • More frequent stakeholder workshops • Develop a M & E framework that can be used by companies

  18. LEARNERSHIPSQ&A

  19. GRANTS AND PROJECTS April 2010 – March 2011

  20. DISCRETIONARY GRANTS

  21. DISCRETIONARY GRANTS(cont.)

  22. NON-LEVY PAYING GRANTS

  23. MANAGEMENT DEVELOPMENT

  24. FOODBEV SETA GRANT APPLICATION PROCESS April 2010 – March 2011

  25. REVISED APPLICATION PROCESS: ABET, Learnerships, Skills Programmes, Bursaries • Apply during April - if possible for the whole year • Indication of when enrollment forms will be submitted • Approvals done in May, for year • Further applications evaluated on an ongoing basis (within budget) • Final approvals done in September

  26. REVISED APPLICATION PROCESS:Motivation • Companies can plan and budget better • Less administration involved in application and grant payment process • FoodBev SETA can assist where required: induction, developing implementation plans, etc.

  27. DATANET ONLINE • Online functionality • Obtain SDF login details from khotson@foodbev.co.za

  28. REVISED APPLICATION PROCESSQ&A

  29. SKILLS FORECASTING TOOL Providing a snapshot overview of skills needs

  30. PURPOSE To develop a skills forecasting process that can be used: • by companies for human resource planning and skills development • many companies experience skills shortages • most rely on rough estimates rather than systematic forecasting • by FoodBev SETA for the identification of scarce and critical skills • currently done through aggregation of the Workplace Skills Plans submitted annually • not 100%accurate • subject to bias

  31. RESEARCH • Skills forecasting needs different for large and small firms • Retail sector has some influence on skills needs • Macro environmental factors

  32. SKILLS TRENDS • Shift in demand away from unskilled to skilled labour • Increased demand for skilled workers • Need for organisational flexibility and change

  33. METHODOLOGICAL APPROACHES TO SKILLS FORECASTING • Skills forecasting is carried out in three main ways: • Qualitative opinion based methods • Normative methods • Quantitative econometric models • Triangulation between Qualitative and Quantitative econometric models preferred • Mitigation of these with norms - from data submitted by companies

  34. CALCULATIONS • Replacement demand • New demand

  35. IMPLEMENTATION • Tested July – October 2009 • Officially launched 29 October 2009 • Already in use by medium and large companies • Will assist with completion of WSP REQUEST FORMS AVAILABLE AFTER SESSION

  36. SKILLS FORECASTING TOOLQ&A

  37. CLOSE Please complete feedback form and leave on table outside Scarce Skills Guide and Skills Forecasting Tool request forms available on table outside

More Related