EDUCATION & TRAINING IN
THE AGRICULTURE-SECTOR:
THE NEED FOR LEARNING
BY
NATIONAL TRAINING INSTITUTE
16 SEPTEMBER 2010
AGENDA
 Introduction
 Training
vs. Learning
 Research Results
 How does Learning work?
 Challenges
 Conclusion & Recommendations
INTRODUCTION

1.
2.

AgriSETA asked us to conduct research on
the following two (2) issues:
The impact made by learnership training
over the last five (5) years
The impact made by integrated learning
(i.e. OD, management development,
supervisory training and skills development)
over the last thirty (30) years
This assignment of AgriSETA gave us the
fantastic opportunity to document the work
that we have been doing in the agricultural
sector and we are eager to share it with you
INTRODUCTION




NTI established in 1981
Work extensively in primary – and secondary
agriculture sectors
We utilise the principles, concepts, etc. of
Best Leadership and Management Practices
(Management Sciences)
Best Leadership and Management Principles,
concepts, etc. form the foundation of our
Research (and application)
TRAINING vs. LEARNING

We distinguish between training and learning
TRAINING
LEARNING
(i.e. Isolated Training
(i.e. Integrated
– usually on one level) Learning on all levels)
Commodity based
Solution driven
Generic in nature
Task & industry specific
Short term results
Long term results
Provider driven
Learner/Needs driven
Etc.
Etc.
TRAINING vs. LEARNING
Trainees participating in isolated
training does not experience growth.
In general they become frustrated.
RESEARCH RESULTS
Our research findings proof, amongst other, the following:
A. Isolated Training (Traditional Training):
•
•
•
•
Employers etc. see limited if any improvement in the
performance of people who attend ‘isolated’ once-off
training programmes
Isolated training courses only equip people to perform
at a minimum expected performance level (not more)
People who participate in ‘isolated’ training programmes
will not necessarily accept more responsibility
Money invested in isolated training programmes does
not yield results expected (poor investment)
RESEARCH RESULTS
Our research findings proof, amongst other, the following:
A. Isolated Training (Traditional Training):
•
•
•
•
Some employers are prepared to do training because
it is ‘free’
These employers do not take training seriously; the
free training is mainly abused to boost their BEE
scorecard
One traditional training course followed by another
does not mean learning is taking place
Integrated learning is 360° opposite of traditional
training
RESEARCH RESULTS
(Hard evidence to proof)
B. Integrated Learning:
Organisations and people involved in an integrated Learning
process experience, amongst other, the following:
•
•
•
•
•
•
Growth in confidence of people
Upward mobility (Three or four levels)
Job security
Sense of self worth
Leadership positions in the community
Sustainable BEE
P
E
O
P
L
E
RESEARCH RESULTS
(Hard evidence to proof)
B. Integrated Learning:
Organisations and people involved in an integrated Learning
process experience, amongst other, the following:
•
•
•
•
•
Dramatic productivity improvement
Effective utilisation of capacity
Ability to meet ever increasing quality
regulations from overseas markets
Flexibility and ability to adapt to the ever
changing requests of markets & customers
Ability to compete successfully on the
overseas market (cost effectiveness)
O
R
G
A
N
I
S
A
T
I
O
N
RESEARCH RESULTS
(Hard evidence to proof)
B. Integrated Learning:
Organisations and people involved in an integrated Learning
process experience, amongst other, the following:
•
Generating foreign exchange
Job creation (cost effective)
Creating infrastructure in Rural areas
•
Social upliftment
•
•
O
T
H
E
R
HOW DOES LEARNING WORK? (a)
Top Management
Senior Management
?
Middle Management
?
Line Management
?
Supervisor Level
?
Team Leader Level
Labour Level
?
HOW DOES LEARNING WORK? (b)
Top Management
Senior Management
?
Middle Management
Line Management
Supervisor Level
Team Leader Level
Labour Level
?
?
?
HOW DOES LEARNING WORK? (c)
Top Management
Senior Management
?
Middle Management
Line Management
?
Supervisor Level
Team Leader Level
Labour Level
?
HOW DOES LEARNING WORK? (d)





A person or level will only grow or improve if the
level or people above him grows or develop
WHY…? HOW…?
Job outputs need to become progressively more
challenging WHY…? HOW…?
People grow (and add value) if they are challenged
and are ‘allowed’ to take more ownership and
responsibility WHY…? HOW…?
The organisation only grow or improve if people,
systems and processes develop WHY…? HOW…?
Organisation and people grow as a result of
Learning – not training only WHY…? HOW…?
HOW DOES LEARNING WORK? (e)


People need to acquire the knowledge, skills and
confidence to be able to accept more
responsibility and add more value
WHY…? HOW…?
The “way” in which a person or learner is
managed (led) will determine how effective the
person will become (more than his knowledge or
skills)
WHY…? HOW…?
HOW DOES LEARNING WORK? (f)
ORGANISATION & PEOPLE GROW
Top Management
Senior Management
Top Management
Middle Management
Senior Management
Middle Management
Line Management
Supervisor Level
Line Management
Supervisor Level
Team Leader Level
Labour Level
Team Leader Level
Labour Level
ORGANISATION & PEOPLE ADAPT
HOW DOES LEARNING WORK? (g)

Effective learning, i.e. assisting employees to
perform their job/task more effectively, leads
to, amongst other, the following results:
DASHBOARD
Mechanics
Dynamics
Higher Revenue
Increased Job Security
Better Productivity
Upward Mobility
Optimum Capacity Utilisation
BEE
Reduced Operating Costs
Social Upliftment
Improved Quality Product
Higher Earnings
HOW DOES LEARNING WORK? (h)
The development strategy
(process of continuous improvement) has to
deal with both the
MECHANICS and DYNAMICS of the
organisation, i.e. hard – and software
(Balanced Scorecard)
WHY…? HOW…?
CHALLENGES

•
•

•

•
Service Providers
Limited understanding of how both mechanics and
dynamics of organisation function
Limited understanding of learning organisations
- What it entails and
- How to facilitate in or towards it
SETAs
Funding models encouraging isolated training
rather than learning
Free Training
Service providers who sell ‘free training’
CONCLUSION & RECOMMENDATIONS
We have hard evidence to support the following:




We need to ‘rethink’ the funding model currently
utilised by SETAs
(Funds not effectively utilised in most cases)
Fund integrated learning not training courses
Develop service providers’ capacity to create and
maintain integrated learning
Develop service providers’ understanding of the
mechanics and dynamics of an organisation
CONCLUSION & RECOMMENDATIONS
We have hard evidence to support the following:




Support and fund learning processes when and if:
Organisations also invest an agreed % of own
funds/budget in learning at middle and senior
management levels
Organisations can proof that learning process is
integrated
Organisations can proof that learning is needs
based and serve the best interest of all the
stakeholders
CONTACT DETAILS
Loudie Groenewald
loudie@ntitraining.co.za
Cell: 083 458 2400
Tel: 021 930 9031
Fax: 021 930 9035
Nicholaas Singleton
nicholaas@ntitraining.co.za
Cell: 072 770 6950
Tel: 021 930 9031
Fax: 021 930 9035