12 th National Public Service Trainers Forum Conference. Suzanne Hattingh MD: Learning for Performance Improvement

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1 12 th National Public Service Trainers Forum Conference Suzanne Hattingh MD: Learning for Performance Improvement

2 Key aspects of Learnership implementation Employer Qualification Training provider workplace learning Learnership learning institutional learning 18(1) learners employed (salaries) Learner 18(2) learners unemployed (allowance) Lead Employer Learnership Agreement SETA? Lead Training Provider

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4 Misconceptions about Learnerships Learnerships are an easy, quick-fix solution Learnerships don t automatically translate into performance improvement A learnership is a very expensive route to achieve a qualification Essential: proper planning of the implementation Commitment of financial, human and other resources Mentors and coaches to ensure the success of workplace learning

5 Misconceptions about Learnerships Training providers are mainly responsible for implementing learnerships Learnerships combine institutional learning and workplace experience Must be institutional and workplace learning 60-70% of learning should happen in the workplace Most of assessment: should be conducted in workplace context Essential: joint planning and implementation between employer and training provider

6 Misconceptions about Learnerships A Learnership is a disprin to cure all skills deficiencies Same as doctor setting target: I will prescribe 40 heart operations this year even if my patients don t need it A Learnership is THE BEST route to a qualification

7 Learning routes towards qualifications Full-time university study Part-time study Distance learning RPL (partly or completely) NQF registered national qualification e.g. Nat. Cert. Management (NQF level 5) Combination of skills programmes Practical work experience + self study Learnership Other, e.g. in-house training

8 Why do learnerships fail? Multiple reasons One of the most common: Neglect of workplace-learning component Success of learnerships depend largely on: Quality of workplace learning Integration between institutional and workplace learning

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10 The meaning of workplace learning Workplace learning implies LEARNING Not only collecting ticks in the logbook Learners are not a new form of cheap labour or extra pair of hands Not just do filing and other unpleasant work of regular employees Workplace learning must be focused on specified learning outcomes Not just getting a feel for the work environment More than ticks: done that... worked there... saw him doing that... know she can do that...

11 2007 Learnership Regulations: workplace learning Occupation name Occupation number Learnership title Credit value of this learnership Qualification title Qualification registration number Qualification expiry date NQF level Credit value of qualification ETQA accreditation for qualification Purpose of the learnership Entry level requirements for the learnership Unit Standard Title US No. NQF Level Credit value Fundamental Unit Standards Specific Outcomes for each Unit Standard Percentage of learning at: Training Provider Work Place Specified Practical Workplace Experience Activities Notional Hours Core Unit Standards Elective Unit Standards

12 Duties of Employers in Learnerships Provide facilities & resources required for the specified practical workplace experience Provide learners with supervision, mentoring and coaching at work Provide learners with appropriate education and training to competently perform the specified workplace experience activities Release learners during normal working hours to attend required off-the-job structured learning Conduct on-the-job assessment for the specified workplace experience activities, or cause it to be conducted Keep up to date records of workplace learning Periodically discuss progress with the learner and the training provider

13 Employer role in Learnership implementation (1) Identify skills gaps and training needs Conduct Skills Audit and Training Needs Analysis What are the results from the Performance Appraisal? Identify training solutions Identify needs best addressed through learnerships Initiate Learnership implementation Formulate the organisation s strategy on learnerships Allocate personnel to plan the implementation Select the learnership to be implemented Establish implementation partnerships Identify & select suitable providers Agree on roles and responsibilities Establish LS implementation team Prepare for institutional and workplace learning Develop Learning Facilitation & Assessment Plan Select workplace coaches & mentors & assessors Participate in developing the learning programme Prepare the workplace learning sites Develop LS implementation Plan and Budget Determine requirements of the qualification & LS Identify areas to be covered by employers and training providers Obtain SETA approval for implementation Plan the implementation and finalise the budget

14 Employer role in Learnership implementation (2) Market the Learnership Market internally to staff and externally to unemployed learners Invite applications Monitor, record and report Monitor implementation throughout Record the findings Implement recommended corrective actions Follow up corrective actions Recruit, select and prepare learners Finalise the selection criteria and selection process Implement the selection process with training provider Select learners Brief and prepare learners Conclude the learning programme Ensure that all workplace & integrated assessments are completed Finalise assessment results Record learner achievements Provide feedback to learners Evaluate the implementation Evaluate the process of implementation and the impact of the learnership Establish mechanisms and track the learners progress after the learnership Compile an Evaluation Report Make adaptations where necessary Revise the implementation plan and tools Contract implementation partners Sign employment contracts with section 18(2) learners Complete LS Agreements & submit to SETA Draw up and sign SLAs and contracts Finalise and document financial arrangements Facilitate learning & Conduct assessment Implement according to Plan Facilitate workplace learning Provide coaching and mentoring Conduct workplace & integrated assessment

15 Key roles of Coaches Align training more closely with industry needs Develop the skills required in the labour market Promote practical application of learning in the workplace Ensure planned transfer of learning to real work situations Guide learners to apply what they ve learnt in the real world Understand the way things are done in the workplace Understand the organisation s policies, procedures, work ethic and values

16 Criteria for selecting Coaches Expertise in the specific occupation & work processes Experienced practitioner: Journey-man or Master craftsman Effective teachers - helping people learn Assist learners to achieve competence in specific tasks and learning outcomes Could participate in conducting formative and/or summative assessment

17 How do Coaches ensure success? (1) Participate in planning the implementation Study the learnership & qualification Identify the requirements relating to workplace learning Unpack the requirements in the new Learnership Regulations Identify and arrange the most appropriate workplace activities Ensure appropriate integration of theoretical & workplace learning

18 How do Coaches ensure success? (2) Ensure link between what is taught and workplace realities Practical demonstrations: how to perform a task Explain different elements of the task Indicate performance standards, quality & safety requirements Create opportunities for learners to practice Check to ensure correct execution Point out and correct mistakes Explain / demonstrate the correct way

19 Criteria for selecting Mentors Don t have to be subject matter experts Importance of personal qualities Commitment to the development of people Willingness to support people Interpersonal skills Learners feel safe to share concerns, fears, problems and needs Particularly important for 18(2) learners

20 How do Mentors ensure success? (1) Role is more on a personal level Provide support & advice and counsel learners Keep the learners learning Remove obstacles to learning Motivate potential dropouts to stay in the Learnership Reduce high learners drop-out rate

21 How do Mentors ensure success? (2) Monitor learner s progress individually Track achievements in institutional and workplace assessments Identify obstacles hampering learning Follow up on problem areas Alert relevant people to problem areas Assist in finding solutions Follow up on solutions implemented Open doors to learning opportunities in the organisation Assist in planning longer-term learning and career pathways

22 Success factors: Focus on the end goal It s about PEOPLE not statistics Numbers look good on paper BUT: Can learners apply what they have learnt in the real world of work? Has it improved workplace productivity? Has it empowered learners to generate meaningful income? Has it improved learners employability? Formal, informal, contract, part-time work or self-employment Important role of coaches and mentors Ensure that learnerships translate into improved individual and organisational performance

23 The man who moves a mountain starts moving a shovel full of earth at a time. (Chinese proverb) Read full article on under Downloads Suzanne Hattingh suzanne@learningroadmap.co.za