The programme has been put in place in order to support the Foremen and Managers who are expected to lead by example. The programme focusses on:

• Goal alignment and helping one another in their teams.
• The importance and understanding of ethics in the workplace.
• Leadership, the role of team values, and how this contributes to a respectful workplace.
• Creating an understanding of the impact of conflict and how to manage it.
• Improving communication in the workplace between all levels.
• Better feedback skills at all levels for continuous improvement.

The programme also supports their continuous improvement drive by incorporating some fundamental elements of the 20 Keys, such as Key 2, where well-functioning mini-businesses are critical for communication, achieving goals, and making improvements.

National Chicks aims to create a positive, friendly work atmosphere where everyone feels respected and valued.

Each group will have five-day sessions, and after each session, the delegates will reflect on their learning and share their experiences.

To read more about ODI’s Skills Programmes, click here.

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Sondor believes in continuous improvement, empowering their staff, and strives to enable them to develop their capabilities and reach their potential through appropriate training. With this in mind, they signed up staff members to complete ODI’s NQF3 in Production Technology (Competitive Operations) learnership, facilitated by Gerald McKinnon.

The qualifying learners will be able to:

• Perform production maintenance activities, and report irregularities within organisational structures.
• Apply the fundamental concepts, theories, and techniques of production systems.
• Apply the fundamental concepts relating to production planning, scheduling, and control.
• Apply quality control and quality assurance practices for efficient and effective production processes.
• Communicate effectively as a member of a team.

To read more about this learnership, click here.

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Investing in their staff by creating training and development opportunities allow staff members to acquire new skills, sharpen existing ones, perform better, and increase productivity.

Wispeco Stockists: Conways, Sheerline, Almex & RF Metals, believe in an informed, equipped and skilled workforce.

Respective staff members from the above-mentioned companies completed ODI’s national qualifications:

• NQF 2 National Certificate in Production Technology

• NQF 3 in General Management

• NQF4 Process Manufacturing

• NQF5 Productivity

It was a proud moment for management [Jacques van der Westhuyzen (Chief Operations Director), Ralph Ryan (Director General Manager), Jillian Adams (General Manager), Christina Ogle (General Manager) & Nicky Titus (Operations Manager)], and staff alike at the recent awards ceremony that took place in Cape Town. Hard work and commitment paid off.

To view the ODI/Wispeco Aluminium Cape Town 2019 Awards Ceremony, click here.

The post ODI/Wispeco Stockists Cape Town 2023 Awards Ceremony appeared first on ODI.

ODI’s Occupational Certificate: Project Manager ID101869 (NQF Level 5), is aligned with two of the key global project management standards

• The Project Management Body of Knowledge (PMBOK) and

• PRINCE2

and provides project management best practices, tools and techniques.

Driven by their quest for excellence across all disciplines of publishing and printing, the CTP Group of Companies enrolled a team of learners to complete the Occupational Certificate: Project Manager (11 Modules). Some learners were in Cape Town and others joined online, facilitated by ODI’s MD: Huibie Jones.

ODI has primary accreditation with the Services Sector Education & Training Authority (decision number 0228). ODI also has further programme approval to provide qualifications, learnerships, and skills programmes through merSETA and SABPP.

The learnerships offered by ODI are carefully selected, to support companies on their journey of Continuous Improvement.

To contact us, click here.

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A safety culture is one in which employees take an active role in promoting and maintaining a safe working environment. To establish a safety culture, it is essential for leaders to demonstrate and promote safe behaviors.

Some of the vital behaviors for Safety Leadership include:

• Lead by example – Leaders should be the first to follow safety protocols and procedures.

• Communicate openly – Leaders should encourage open communication of safety concerns and be responsive to employees’ needs.

• Encourage employee involvement – Leaders should involve employees in identifying and solving safety problems.

• Recognize and reward safe behaviors – Leaders should reward and recognize employees who exhibit safe behaviors.

• Continuous improvement – Leaders should continuously look for ways to improve safety and reduce accidents.

Safety Leaders must also continuously educate themselves and their employees about safety regulations and procedures. By demonstrating their commitment to safety and promoting a culture of safety,

• leaders can help prevent accidents,

• reduce losses, and

• improve overall workplace morale.

In conclusion, Safety Leadership plays a critical role in establishing a safety culture within an organization. By demonstrating vital behaviors such as leading by example, communication, employee involvement, recognition and continuous improvement, leaders can foster a culture where safety is a top priority.

Author: Maryke Snyman: Senior Manager: Learning & Development

Gold Fields South Deep Mine understands the importance of Safety First and together with ODI’s Maryke Snyman, enrolled members of staff to complete ODI’s Safety Leadership Skills Programme.

Although this is a carefully selected Skills Programme, the ODI offering is not limited to this one only. Where requested, ODI has clustered certain Unit Standards to specific customer needs. To read more about our Skills Programmes, click here.

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This is an opportunity for learners to demonstrate integrative understanding and application of concepts learned during the learnership. Learners who have arrived at this point are now better equipped to make contributions to operations excellence.

The mentors of the learners, as well as any other stakeholders in management are invited to attend and in so-doing show their appreciation and support.

The NQF3 Supervisory Learnership, amongst others, in module 6, covers effective presentations in great detail, starting with the 3P’:

• Plan,

• Prepare,

• Practice.

Also included are points that you need to think about while preparing, e.g.

• Who am I going to present to?

• What is the purpose of my presentation?

• What am I going to talk about?

• How will I present it?

• How large is my audience?

• How much do they know about the subject of the presentation?

• What is their general attitude likely to be, e.g. will they be interested, indifferent, skeptical, friendly, curious?

The structure of your presentation is also explained, which includes an introduction, body and conclusion. In your introduction you have to get the audience’s attention and stimulate interest. Points to consider for your introduction include welcoming the audience, identifying yourself; name, job, background, and why you are qualified to speak about the topic of your presentations, the agenda with time frames, structure, breaks, etc. and ground rules; when to ask questions, etc.

On a more personal note, I normally tell my learners that they should treat their presentation as an interview, in other words dress for success, prepare thoroughly, pay attention to the cosmetics of their presentations, practice, practice, practice, because you never know who will come and attend and it’s an opportunity for you to show a different side of yourself than the one that people see on a regular day; basically an opportunity to shine!

I think every facilitator will agree that from the moment that you mention the final presentation, usually after a problem-solving module, you can see the stress and anxiety levels increasing. Learners will come up to you and tell you that they’ve never done it before, that they won’t be able to do it, etc. As a facilitator, you have to then put their minds at ease by telling them that it’s part of the learning and that they should take confidence in the fact that they will be discussing elements from their own work areas and that they are the experts thereof.

This moment will always remind me of my own first experience and I would normally share it with them.

I still remember it, as if it happened yesterday. I started working for De Beers Group of Companies in 1999 as an ABET Educator, teaching Math and English to voluntary members of the workforce. It was the first project of its kind and I would be the first facilitator, so basically no-one to show me the ropes. Wanting to do my best, I organised my own awareness campaigns.

Part of the awareness plan, was to do a presentation at the monthly business lunch. My anxiety levels were rising exponentially, but the bottom-line was to pull myself together, put together a few slides with important information on them, and have at least three dry-runs. My manager at the time, Annamie Engelbrecht, and some of my other team-mates in training and development, would listen, give feedback and I would make changes accordingly.

I remember Annemie telling me to take along a container to dish my food in, as a take-away. At the time I didn’t understand why she said that, so I shrugged my shoulders, (in my mind, of course) and didn’t take the container along, obviously to my regret, but which I would only realise when it was too late.

As Murphy’s law would have it; my presentation was directly after lunch. Now, just to give a bit of context, the business lunch was attended by all managers, from the front-line leaders, to the middle-managers, to senior management, including the General Manager, a very big room full of people who were all above my level; my nerves, my nerves…

So there I was, feeling like a lamb on its way to the slaughterhouse, with a massive hole in my stomach, and I couldn’t eat! And then the penny dropped; I should’ve brought the food container, but it was too late and I couldn’t stomach a single piece of food and let me tell you, at these events the tables were laid.

And so, after lunch, they called my name and I took to the podium. I will tell my learners that even your own voice will sound strange to you in that moment, another reason why you should practice. Everyone who has done it before, though, will know that from the minute you finish your first sentence, the nerves will start settling somewhat and before you know it, your presentation will be over. I even answered a few questions from the floor, which, to this day, I can’t remember what they were.

After that, the usual “hey, you’ve done well” or “hey, I didn’t know you could speak so eloquently”, basically washed over me. I was just mad at myself for missing all of that glorious food☺

I know that when you’re in a panicked state, not much sinks in, but you hope nonetheless that what you share with the learners will somehow help to soothe the nerves, but I think that we can all agree that in the end, the learners step up and deliver.

Final presentations are a beautiful and meaningful way of ending off any development programme and what a rewarding moment it is when every learner from A to Z walks up to the “podium” and shine bright like a diamond.

Author: Valery Hansen

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ODI’s Marni de Witt facilitated this group of CTP learners.

Based in Cape Town, CTP Printers are award winning specialists in the production of books, diaries, magazines, commercial products and newspapers. With state-of-the-art print and finishing technology and a skilled team to support it, CTP continues to provide their clients with products of the highest quality.

This qualification consists of one Overview Module, to create a common vision, and 9 practical Modules, to make operations more competitive.

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The above structure represents the typical hierarchical reporting structure of many organisations and it is evident that the front-line or shop-floor workers make out the biggest bulk of the organisation. It is therefore a very wise business strategy to develop and empower the front-line, because the success of the business ultimately lies in the knowledge, skills and attitude of this group of people.

Also evident from the illustration is the importance of the front-line manager/supervisor, as this is the person who is in direct contact with the front-line workers on a daily basis and who also bridges the gap between the frontline and the corporate office. Your frontline managers/supervisors, set the tone for your workplace and they can also deeply impact the bottom line of all businesses. Organisations who take the initiative to invest in and empower their frontline managers and workers are more likely to rise above their competition.

Providing opportunities for ongoing training is valuable, not only for your frontline managers but for all employees.

The NQF2 Production Technology Learnership aims to equip the front-line with improvement skills, so that everyone in the business can contribute towards improving and growing the business.

NQF2 Production Technology consists of nine (9) modules, with module 1 as an introduction to the programme, while each of the other modules discusses a new aspect of improvement. They are:

Module 2. Pulling together

(Aims to empower everyone in the business through the creation of mini-businesses, which refers to working teams that take responsibility for a certain portion of the business, identifying its own customers and take responsibility for customer excellence, identify and measure performance areas that it’s responsible for)

Learnings as stated by the learners in preparations for their final presentations:

“We have learned about customer service, like being on time, doing things right the first time, reacting quickly. It’s about keeping our customers happy”.

“I have learned to work in groups, to listen to each other and not to discriminate, to respect and complement each other. I also learned how the structure of the company works, who reports to whom. Everyone is informed and roles are clear. I also understand processes a lot better now.“

Module 3. Safe Workplace Organisation

(Aims to emphasize the importance of a clean, organised, simplified, visual workplace, which leads to easier and safer work and improved productivity. It also discusses the work of health and safety representatives and how knowledge of Occupational Health and Safety strengthens people’s ability to identify and report on potential hazards and risks)

“Safety begins at home. There are hazards everywhere and you have to learn how to deal with them in your everyday life. Pay attention to your surroundings, think about what you are doing and stay out of danger”

Learner feedback

“I’ve learned what it means to establish a safe work environment. I’m responsible for my own safety, as well as my fellow workers’. I look at my workplace differently now and I see more hazards that I’ve never seen before. I understand safety signs better. You don’t work on a machine if you haven’t been trained. Always wear the right PPE, make sure that it’s in a good condition and neat. Use the right tools for the right jobs. Report all unsafe acts and conditions.”

Learner feedback

Module 4. Small Group Activities

(Aims at creating a culture of continuous improvement through the formation of small problem-solving groups, either from one mini-business, or from various levels and functions of the organisation, with varying group sizes and levels of formality. The aim is to implement a multitude of improvements.)

“Problems will be solved by recognising and using the wisdom, experience and knowledge of all employees and not just a selected few specialists and managers.”

“I’ve learned that you should agree on your objectives and work as a team to achieve them. We should work and improve on our relationships. I have a better understanding of my QCDSM graphs now. I’ve learned to be more productive and use my time to the best of my ability. Team members should be well-trained. Motivation is key.“

Learner feedback

Module 5. Lean Workflow

(Aims to reduce and eliminate delays in production by looking at workflows, identifying the where and why of delays, identifying and eliminating waste in work processes, identify opportunities for improvement and how to use different tools and techniques to achieve zero delays and a smooth and consistent workflow.)

“Everyone can contribute towards making work flow faster, smoother and without delays. It will make work easier. There will be less frustration”

“I’ve learned how to take stock. You have to count stock regularly to ensure that the company doesn’t run out of stock, which could lead to delays and unsatisfied customers. Companies can lose clients and even their business. Accuracy is key in knowing what you have and what you don’t have. This can also prevent overstocking, which is a waste of money and space”.

Learner feedback

Module 6. Skills Development

(Aims to help you to develop your skills in a planned and structured way. Skills development is imperative to the development of the front-line, so that they are able to participate in the improvement journey of the organisation. Skills need to change to meet the challenges of the ever-changing business environment. This module will help you to identify your skills shortages and also highlights where the focus should be in terms of development).

“I’ve learned that the skills matrix formed the basis of your development plan. I now know how to draw-up one and how to work out the skills level of my team. I also understand that there is no empowerment without development. Improvement efforts are supported by development”.

Learner feedback

Module 7. Cost and Efficiency Control

(Aims at creating a culture of conservation and creating awareness on how everyone can contribute to the conservation of energy and material. It teaches you to measure and improve your work efficiency.)

“I’ve learned that in your mini-business you have to determine what can be saved and how. Every employee should understand how he/she plays an important role in fostering a culture of saving and conservation. I understand the importance of budgeting and can now draw-up my own budget. I can calculate simple and compound interest and understand the difference between the two. I understand depreciation and percentages. I understand Pythagoras, area and perimeter. The working out of the sums stretched my brain, but it was fun’.

Learner feedback

Module 8. Quality Assurance

(Aims to assist with the improvement of processes to the point where they deliver exactly what is required. Implementation of the learnings of the module should lead to improved quality of products and a reduction of the amounts of variation in processes. It also teaches you to develop your suppliers and contractors, so that they can deliver high quality products and services to you, because their improved performance results in your improved performance.)

“I understand that the customer decides on quality. I understand our own quality processes better. I know that internal customer-supplier relationships have an impact on quality. I know how to use the CAPDo-cycle for improvements”.

Learner feedback

Module 9. Asset Care

(Focusses on improving the effectiveness of equipment, involves, where possible, operators in daily and routine preventive maintenance, or break down silos between operators and maintenance crews. It emphasizes the importance of shifting from fixing machines when they break down, to the involvement of everyone in reducing, preventing or predicting breakdowns.)

“I’ve learned what an asset is and why it is important to take care of it. I understand the impact on production when machines and equipment keep breaking down. I’ve learned about re-active and pro-active maintenance. I’ve learned that constant fire-fighting is not good for business”.

Learner feedback

Module 10. Understanding the impact of HIV/AIDS on the workplace

(Aims to develop a deeper understanding of HIV/AIDS as a disease, the main concepts and aspects of HIV/Aids, the regulatory framework for HIV/AIDS regarding the workplace and the impact of HIV/AIDS on the workplace.)

“I’ve learned that it’s important to treat people right that are suffering from diseases. I’ve learned that the employee and the employer have rights and responsibilities. I’ve learned more about the stages of the virus, the do’s, don’ts and the myths. I’ve learned that it’s important to know my own status and to protect myself”.

Learner feedback

It is evident from the learners’ feedback that a great deal of learning takes place during the course of the programme. What is of critical importance is that the environment is created at the workplace within which the learner can practice and implement their new-found skills and knowledge.

Businesses who systematically develop their whole workforce in a planned and structured way and who allow for the implementation of newly developed skills and knowledge in a systematic and consistent way, will see exponential improvement in the long run.

To read more about the NQF2 Production Technology learnership, click here.

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The word ETHICS is derived from the Greek word ethos (character), and from the Latin word mores (customs). Together, they combine to define how individuals choose to interact with one another – meaning the moral character and spirit of a culture, era or community as manifested in its attitudes and aspirations.

The opposite of ethics, is PATHOS – a temporary and often violent emotional state.

LOGOS appeals to reason, building up logical arguments.

Aristotle, the Greek philosopher, defined ethics as ‘a balance between passion and caution.’

SO WHAT IS ETHICS AND WHY IS IT RELEVANT?

Ethics is a branch of philosophy that is concerned with questions about how we should live, and therefore about the nature of right or wrong, good and bad, ought and ought not, duty and other such concepts.

Ethics is relevant to our everyday lives. At some point in our professional or personal life one will have to deal with an ethical question or problem, e.g. what is your level of responsibility towards protecting another person from threat, or whether or not you should tell the truth in a particular situation?

EXAMPLES OF POOR ETHICS

Have you heard the following phrases before?

• Your fair share is whatever you can get away with
• Nobody expects you to be honest when they’re not looking
•  It’s not stealing unless they catch you

AN AFRICAN FABLE

Truth, Falsehood, Water, and Fire were traveling together and came upon four heads of cattle. They decided to split the cattle evenly and each take an equal share. But Falsehood was greedy and told Water that Fire was going to burn his land and steal his cattle.

Water believed him and jumped on Fire and put him out. Falsehood tricked Truth into believing that Water was going to steal their cattle so they took them to the top of a hill for Water cannot run uphill. Falsehood laughed that he had tricked everyone and Truth, realizing Falsehood had lied, began to fight him for the cattle. They called Wind to determine whom the cattle belonged to, but Wind did not know. According to this fable, what are Falsehood and Truth still doing?

According to this fable told in Ethiopia and other Eastern African nations, Truth and Falsehood are still in a battle with one another. Let’s hope truth wins.

THE NEED FOR ETHICS AND CODES OF CONDUCT

“On the whole human beings want to be good, but not too good, and not quite all the time”

George Orwell

From the early functioning in primitive society, through the early codes of city life and academic philosophizing we arrived at a place where society needs rules of conduct which, when expressed as simple plain good manners, can provide a framework for the “good life‟ which is of benefit to both individuals and society.

A *2005 global study of over 1,100 managers and executives identified the top three factors most likely to cause business people to compromise ethical standards:

1.  Pressure to meet unrealistic objectives/deadlines
2.  Desire to further one’s career
3.  Desire to protect one’s livelihood

  *John Eckmire in “Ethics Dilemma”

ETHICAL ALARMS

Ethics alarms are the feelings in your gut, the twinges in your conscience, and the sense of caution in your brain when situations involving choices of right and wrong are beginning to develop, fast approaching, or unavoidable.”

The better your “ethics alarm” is working and the sooner your alarm goes off the more likely you are to do the right thing, or at least use good ethical reasoning to decide what to do.

                                                                                                                Jack Marshall, Director of Pro-Ethics

IMPORTANCE OF ETHICAL CONDUCT IN BUSINESS

Conducting business ethically is critical to a company’s success in the marketplace. Customers, suppliers and employees will not support a company that is involved in fraudulent, dishonest or unethical practices.

Setting high standards of integrity in business relations and promoting their adherence by employees will enable the company to merit the confidence and support of its customers and the public at large.

As an employee or consultant, we act as an ambassador and represent the organisation in our business dealings. The company’s reputation is in our hands and it therefore depends on us to do the right thing in the best interests of the organisation.

CODE OF ETHICS

• Respect for people’s dignity, rights, privacy and confidentiality: Be non-judgmental of a person’s value irrespective of age, culture, gender, race or religion

• Responsible practice: Limit your practice to your field of expertise

• Integrity in relationships: Act with integrity

• Responsibility: Own and responsibility to society

CONCLUSION

Act Morally and ethically at all times

“What you don’t know, you don’t know – That is true wisdom.”

Confucius

To operate in an ethical manner, is to become world-class. Strengthen your knowledge and skills to understand ethics, and to improve and manage relationships. This is the purpose of ODI’s 3-days Skills Programme: Managing in an Ethical Manner (NQF5). To find out more, click here.

Author: Gerald McKinnon – Director at ODI

The post Ethics in the workplace appeared first on ODI.

Angela writes:

“My first exposure to the programme came early on in 2019 when I started peripherally assisting with the on-lining of this programme. Once it was completed and open for registration I signed up as quickly as I could. In the first virtual support session I remember asking some really ‘interesting’ questions, the answers to which became part and parcel of the everyday use of the course, but at that time I was still on track for the paper qualification.

At the start of 2021 I was invited to collaborate in the roll-out of the Operations Excellence programme on-site at a plant in Port Elizabeth. I was asked to assist in the facilitation and assessment of the NQF3 (Supervision for Energised Workteams) programme. The Port Elizabeth Operations Excellence programme involved approximately 13 NQF3 learners and approximately 8 NQF5 National Certificate in Productivity, learners. At that time, I was still enrolled – but hadn’t really progressed in the NQF5 blended learning programme.

I started attending the NQF5 discussion sessions and, more importantly, I was included in all of the plant inspections and Gemba walks & checks. This is where I started to get insight as to how little I knew and understood. Soon, some of the terminology from the NQF5 programme and the factory jargon started coming to life for me – including, and importantly, the concept of the Gemba walk. I did have a lot of questions, but fortunately I also had my NQF5 class and an excellent mentor to assist me.

The NQF5 and the NQF3 roll-outs were scheduled to run in parallel and both were offered from the same training venue and plant. The NQF5 class being the senior supervisors to the supervisors, first-line managers etc., the majority of whom were enrolled in the NQF3.

Initially, I was very nervous about committing my thoughts and understanding to paper, in the workplace activities because I realised how much of an outsider I was to the actual operations excellence programme. However, I realised that to get the best understanding of the whole process I had to work through it, so that I would be better able to reflect and use all of the learning in each situation.

One of the things that worked out to be very useful or was intentionally designed to be very useful, was that quite a lot of the contents of the NQF3 and the NQF5 complemented one other, so what I was learning in NQF5, I was teaching – at a different level – in the NQF3 programme. For instance, initially I was going to work with some of the other members of the NQF5 to create and be part of their mini-business, however, at the NQF3 level the training department needed to create its own mini-business, and so I became a member of the training department’s mini-business. We had to create our mini-business’s vision, mission, values etc and for our vision, we settled on:

“We will be a centre of Excellence for Learning and Development for the footwear industry, aiming to increase the productivity and sustainability of South African products and footwear producers.“

Ultimately this turned out to be very ironic – but we’ll get to that later.

One of the things that I hear often, which I sure most facilitators hear is: “Are the bosses being told this?” – and in this roll-out I could answer in the affirmative, and even show the NQF3 learners the page reference!

At the end of last year, I was encouraged to push past the rest of my group to finish ahead of schedule. This, of course, had its pros and cons but I felt that by then I had sufficient real-life information to do the course some justice. I did my final FISA presentation at the end of last year.

Some of the areas that have inspired me the most are:

• When my NQF3 delegates learnt about the leadership element of courage, and they realised that they have an obligation to stand up for their teams.
• My NQF3 learners saying that they can see the NQF5 learners trying to make the changes, the physical ones to the plant are relatively the easy ones in comparison to the personal changes being undertaken. The fact that parties have realised that they need to act differently is inspiring.
• The learner who tried to get out of the course for at least the first 3 modules, is now one of the trail blazers in handing in work on time, or ahead of time.
• My NQF3 learners saying that at the start of the training they couldn’t understand why they should be doing this training and why they needed to be involved – they have done things like this for the last 28 years, why change now, and now they are seeing the changes and enthusing about the why change now and showing their teams and new recruits the importance of the new ways.
• The physical changes made at the plant – and the learners asking why it took so long to make these obviously beneficial changes.
• The vision that we set as the vision for the training department was, as set out above, to be “a centre of Excellence for Learning and Development for the footwear industry”. Although this was displayed on our mini-business dashboard, I made mention of it in my FISA presentation, and I was surprised when I went to the plant the next time and found that they had taken the vision to hand and re-designed the storage area into an extended classroom, including such details in the plans to adjust the plant’s air conditioners to cool the room in summer and reverse them to warm it in winter, so that it could become a true ‘centre of excellence’.

Initially, the changes, as all change processes are, were resisted and somewhat opposed, but now the changes have a positive infectious effect:

• Where one area gets a model machine, other areas want model machines.
• Where more flow is successfully achieved in one area, other areas want less work-in-progress.

Hopefully it will also be the case that where some see NQF5 & NQF3 qualifications from ODI, others will also want to get those qualifications.”

For many businesses, it is a priority to improve the skills of their employees, and face-to-face classroom training is not always possible. ODI, however, believes that a blended approach, where there is an element of classroom, as well as technology-based learning, is stronger.

To view our online Qualifications and Learnerships index, click here.

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