How do we produce successful managers?

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

• Shortage of managers
• BEE
• Massive expansion
• Example of occupational based learning
• DGs speech
• - excellent street sweepers
• - Ministers of thinking

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System

• 20 students every 2 years
• Juniour management (Plant Production NQF 4)
• Strict selection criteria
• Strong workplace emphasis

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But are they successful?

• Observe stress problems
• - debt
• - affairs
• - alcohol
• At work
• - problems with details
• - struggle with final responsibility
• Outsiders more status promotion

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What do we need to do differently?
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B) THE LEARNERSHIP

• The learnership consists of 5 components
• Course work (i.e. modules)
• Practical assignments (relating to farm
  operations)
• Field days (i.e. visits to farms in the region
  for the sake of practical illustration of the
  course work, e.g. soil science)

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• 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)

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• 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

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D) PROFILE OF LEARNERS

• Average age when starting the learnership
• 35.4 years

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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
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POST-SCHOOL QUALIFICATION OBTAINED AT KBOS
QUALIFICATION N
ABET matric 5
NQF1 8
ABET matric NQF1 1
Other 4
TOTAL 18
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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
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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
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PROMOTION AFTER LEARNERSHIP

• Number promoted after completing learnership
• 15/20

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ANY SHORTCOMINGS IN THE COURSE WORK?
RESPONSE N
Yes 9
None 11
TOTAL 20
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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
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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
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WAS IT EASY OR DIFFICULT TO DO THE BIG
ASSIGNMENT?
RESPONSE N
Easy 14
Difficult 6
TOTAL 20
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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
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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
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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 drivers license 1
Senior farm management 1
TOTAL 20
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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

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• 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

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• 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

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• 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

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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-learners 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 latters
  views regarding the course and the prospect of
  ex-learners progressing to a higher managerial
  level

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AS THE LEARNERS SUPERIOR WERE YOU EQUIPPED TO
HELP HIM/HER?
RESPONSE N
Yes 3
No 6
NA 11
TOTAL 20
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WAS THERE A NOTICABLE IMPROVEMENT IN THE
LEARNERS MANAGERIAL CAPABILITY AFTER COMPLETING
THE COURSE?
RESPONSE N
Yes 8
No, was already at high level 1
NA 11
TOTAL 19
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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
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HOW DOES HE/SHE COMPARE TO OTHER MANAGERS AT THE
SAME LEVEL?
RESPONSE N
Cant compare he/she is the only one 3
Cant 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
Dont know, but I have to explain everything 1
Dont know, but he can exercise authority, improvise 1
Not as good as the other person 1
TOTAL 20
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HOW DO YOU SEE THE PERSONS 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
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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
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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

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• 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

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• 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

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• 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?

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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

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Provider challenges

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

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• Massive gaps

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• 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

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RESULT
WHEN ?? The client is waiting! Make it
easier! Another form? What does it cost? Remember
paper and transport costs money! NO we cant
change the dates.
The minister has suddenly called a meeting and we
have to cancel. You still need to fill in form
bvjg86785764! We cant say because we dont have
our budget . That does not apply to our
department. USE THE TEMPLATE !
private
dept
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RESULT
I dont know what they expect me to do! What we
are doing makes no sense.
The private providers are uncooperative.

• private

• dept

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• 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?

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RESULT
We dont know how to involve FET services
although we can see the benefits
The private providers dont understand how things
work.

• private

• FET

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• 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

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• 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?

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• 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?

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• Agricultural anomolies
• - Compare to training for Checkers (secondary
  agric?)
• Training for farm manager
• Admin role of farmer

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WSPs

• Disgrace
• However
• - no OFO code for general worker
• - for most SDFs first use of OFO codes
• - big problems with name/bank/business format
  changes

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Current attitude?

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

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