How do we produce successful managers? Joy van Biljon Koue Bokkeveld Training Centre

How do we produce successful managers?

Joy van BiljonKoue Bokkeveld Training Centre

Motivators

• Shortage of managers

• BEE

• Massive expansion

• Example of occupational based learning

• DG’s speech :

- excellent street sweepers

- Ministers of thinking

System

• 20 students every 2 years

• “Juniour management” (Plant Production NQF 4)

• Strict selection criteria

• Strong workplace emphasis

But are they successful?• Observe stress problems

- debt

- affairs

- alcohol

• At work

- problems with details

- struggle with final responsibility

• Outsiders more status + promotion

What do we need to do differently?

B) THE LEARNERSHIP

The learnership consists of 5 components:

1) Course work (i.e. modules)

2) Practical assignments (relating to farm operations)

3) ‘Field days’ (i.e. visits to farms in the region for the sake of practical illustration of the course work, e.g. soil science)

4) Excursion to Cape Town and Stellenbosch

5) The ‘big’ assignment (in which students must demonstrate that they can manage an orchard from beginning to end, i.e. from planning the layout of the orchard to production and marketing)

Because it is part of a holistic approach to the learnership, one could argue that there is a 6th component, viz.:

6) ‘Voluit Vrou’: a course designed for the learners’ partners which is intended to assist in ‘managing’ their relationship for the duration of the course and after, when the partner may move into a new managerial role

D) PROFILE OF LEARNERS

Average age when starting the learnership:

35.4 years

SCHOOL GRADE OBTAINED

QUALIFICATION N

Gr 5 1

Gr 6 3

Gr 9 2

Gr 10 2

Gr 11 1

Gr 12 10

Gr 12 + Teaching diploma 1

TOTAL 20

POST-SCHOOL QUALIFICATION OBTAINED AT KBOS

QUALIFICATION N

ABET matric 5

NQF1 8

ABET matric + NQF1 1

Other 4

TOTAL 18

POSITION AT START OF LEARNERSHIP

POSITION N

Orchard monitor 1

Pest control operator 1

Foreman 2

Supervisor 9

Senior supervisor 1

Production assistant 1

Junior production manager 1

Section manager 2

Production manager 2

TOTAL 20

POSITION AFTER LEARNERSHIP

POSITION N

Tractor driver 1

Senior foreman 2

Production assistant/Assistant production manager/Junior production manager

11

Pack store manager 1

Production manager 5

TOTAL 20

PROMOTION AFTER LEARNERSHIP

Number promoted after completing learnership:

15/20

ANY SHORTCOMINGS IN THE COURSE WORK?

RESPONSE N

Yes 9

None 11

TOTAL 20

WHICH?

SHORTCOMING N

Calibration (Pest control) 2

Land reform 1

Soil science 1

Coordination of course work and field days 1

African languages 1

Too many modules 1

More practical demonstration of what we learn in class 2

Computer lessons too basic 2

Budgeting 1

COULD YOU DO THE PRACTICAL ASSIGNMENTS WITHOUT ANY DIFFICULTY?

RESPONSE N

Yes 9

No, we had too little time 3

No, management was not (fully) cooperative (re farm data)

7

No, did not feel capable at the time 1

TOTAL 20

WAS IT EASY OR DIFFICULT TO DO THE ‘BIG’ ASSIGNMENT?

RESPONSE N

Easy 14

Difficult 6

TOTAL 20

WHY IT WAS DIFFICULT

REASON N

Was not computer literate 1

Access to computer difficult 1

Difficult to integrate parts 1

Management was not supportive (enough) 2

Too little time 1

TOTAL 6

HAS THE LEARNERSHIP ENABLED YOU TO GET AHEAD?

RESPONSE N

Yes 6

Yes, got promotion 10

Yes, financially 2

Yes, have more knowledge 6

Yes, made new friends 1

Yes, have more responsibility 2

Yes, have achieved something 1

Yes, have better relations with subordinates 2

Yes, more confident 2

Yes, I can organize and plan better 1

Yes, have grown in general 1

No 1

WHAT WOULD YOU LIKE TO STUDY?

COURSE N

Production management 2

NQF5 11

How to be a director 1

African languages 1

Computer skills 2

Depends, only if it results in promotion 1

Heavy vehicle driver’s license 1

Senior farm management 1

TOTAL 20

F) SUMMARY

• Most ex-learners did the NQF4 course with the hope of getting promoted and obtaining the kinds of rewards that promotion brings with it: more responsibility, higher income etc.

• For most of the ex-learners this hope turned into reality after completing the course, although not always immediately

• Given this outcome, it is not surprising that the majority of ex-learners feel that the sacrifices they had to make, were worthwhile

• Aspects of the course that stand out and are highlighted by the ex-students are:

the orientation the competence of the ‘presenters’ (i.e. lecturers) the field days the excursion and the spirit and solidarity in the class

• Also noticeable is the fact that most of them did get the support of their immediate superiors and even managers beyond their immediate radius of work

• The same goes for the support received from their partners; the ‘Voluit Vrou’ course plays a crucial role in this regard

• Subsequent to completing the NQF4, most of the ex-students have not stopped learning, in the sense that they do short refresher courses from time to time

• Nevertheless, almost all of them expressed an interest in doing a course that would equip them with higher level managerial competence (e.g. NQF5?)

• If offered by the KBOS, most of them indicated that they may make use of this opportunity

G) MANAGER INTERVIEWS

• Only 9/20 of the managers were also the superiors (‘hoofde’) of the ex-students when they were doing the learnership

• As a result, it is only these managers that have been able to witness the ex-learner’s career and development since he/she started the learnership; the other 11 were not in a position to make the ‘before’ and ‘after’ comparison

• Nevertheless, we were interested in the latter’s views regarding the course and the prospect of ex-learners progressing to a higher managerial level

AS THE LEARNER’S SUPERIOR WERE YOU EQUIPPED TO HELP HIM/HER?

RESPONSE N

Yes 3

No 6

NA 11

TOTAL 20

WAS THERE A NOTICABLE IMPROVEMENT IN THE LEARNER’S MANAGERIAL CAPABILITY AFTER COMPLETING THE COURSE?

RESPONSE N

Yes 8

No, was already at high level 1

NA 11

TOTAL 19

HOW COULD THE COURSE BE IMPROVED?

RESPONSE N

Inform us better, involve us more 3

Have one consolidated course outline 1

Too generic, make it more applicable to specific agricultural area

1

Must connect to optimal practical situation 1

Must be updated frequently 2

Select students more carefully 2

Spent more time on thinking 1

Make sure family grows together with learner 1

Spent more time on budgeting 1

HOW DOES HE/SHE COMPARE TO OTHER MANAGERS AT THE SAME LEVEL?

RESPONSE N

Can’t compare; he/she is the only one 3

Can’t compare, he/she is not in management post 1

He/she is better 9

Better in some respects, weaker in others 3

Average, if compared to other farms 1

Don’t know, but I have to explain everything 1

Don’t know, but he can exercise authority, improvise 1

Not as good as the other person 1

TOTAL 20

HOW DO YOU SEE THE PERSON’S CAREER FROM HERE ON?

RESPONSE N

Likely to get to the next level 9

Has potential to get to the next level 4

I hope he/she gets ahead 1

Unlikely to progress 5

NR 1

TOTAL 20

WHAT ARE THE CURRENT SKILL NEEDS OF ‘YOUR’ EX-LEARNER?

NEEDS N

Computer skills 2

More practical experience 3

Better mathematical skills 1

Better ability to manage subordinates 2

Better managerial ability 2

Better communication skills 1

Better ability to take into account vehicle/transport costs 1

Better ability to work independently 1

Better ability to think abstractly 1

Greater flexibility 1

Managing his/her image 1

H) SUMMARY

• Most of the managers we spoke to, hold senior positions at the farm (e.g. estate, farm or general managers)

• Most of the 9 ‘long term’ managers referred to above, thought that they were not well equipped to help the learner when the latter started the learnership

• Nevertheless, most of them did not find mentoring problematic, and did not feel that they had to make significant personal sacrifices

• Although most of them thought that the farm was making sacrifices, most of them thought that these were reasonable

• By their own admission, most of the managers are not well informed on the course (modules etc.), and only a handful ever attended lectures or some of the field days

• Nevertheless, most of them offered suggestions as to how the course could be improved, with an emphasis on the KBOS ‘informing us better, involve us more’

• The latter is a contentious point: is it a question of the KBOS not properly informing/involving managers (‘hoofde’), or the latter not responding to invitations/information?

• Only 9/20 managers thought unequivocally that ‘their’ junior manager was better than others in a similar position

• Only 9/20 were certain that ‘their’ ex-learner would progress to a higher level of management; 3 others thought that ‘their’ ex-learner had the ‘potential’

• When reflecting on the reasons as to why 5 ex-learners were unlikely to progress, a lack of technical skills was not the most important one; more often it had to do with personality

• If one accepts this judgement at face value, it raises question as to what the KBOS could possibly do about it?

• Is it possible to develop even more effective selection procedures?

Conclusions

• Managers/ farmers are not unwilling mentors, but are inexperienced/ too busy - a huge challenge for OFO model

• Factors outside of learnership content must be considered

• Funding too little for all recommended services

Provider challenges

1. Caught between production needs, seta needs and student ambitions

2. Massive gaps

Private providers- Market dictates- Fast + “no nonsense”- Practical- Adapt to students- Minimum policy +

procedures- Community perspective- No money – no work

Dept - Dept dictates- Burocratic- Academic- Students must adapt- Extensive policy

restrictions- Individual perspective- Work with poorest

RESULT: WHEN ??

The client is waiting!Make it easier!Another form?

What does it cost?Remember : paper and transport costs money!

NO : we can’t change the dates.

The minister has suddenly called a meeting and we

have to cancel.You still need to fill in form

bvjg86785764! We can’t say because we don’t have our budget . That does not apply to our

department.USE THE TEMPLATE !

private dept

RESULT: I don’t know what

they expect me to do!

What we are doing makes no sense.

The private providers are uncooperative.

private

dept

Private providers- What unit standard ? - What NQF level is an N

level?-

FET- It is not unit standard

based.- What N level are you

talking about?

RESULT: We don’t know

how to involve FET services although we can see the

benefits

The private providers don’t

understand how things

work.

private

FET

Private providers- Can this project make a

profit?

- Why should I encourage internships?

- -The client is king

AgriSETA- Focus on targets

- Interns

- - The Minister is king

3. Ignorence amongst providers e.g.

- What exactly must a POE look like?

- What does accreditation with Umalusi mean?

- How do BEE scorecards calculate training points?

- How does RPL work?

- When is someone competent?

4. Providers avoiding the real issues

- What is die demography where you work?

- What is happening to brokers and seasonal workers?

- Are real issues being addressed?

5. Agricultural anomolies

- Compare to training for Checkers (secondary agric?)

- Training for farm manager

- Admin role of farmer

WSP’s

• Disgrace

• However :

- no OFO code for “general worker”

- for most SDF’s first use of OFO codes

- big problems with name/bank/business format changes

Current attitude?

• Unenthusiastic

• In need of clear guidance (how-to rather than philosophy)