A few weeks ago, this facilitator – while conducting a class of NQF2 Production Technology learners – had a profound Ahaa! Moment. One of those moments when everything seems to come together, and a window opens to reveal the amazing inter-connectedness of our lives and the circularity of everyday events. (Well, this facilitator thought it was profound anyway!)

It all started with COVID. Or more accurately the relaxing of COVID regulations around the world as governments, including our own, started weaning their populations away from high level lockdowns to levels 1 and 2 or abandoning them altogether. The aim in most cases has been to stimulate economic recovery by enabling businesses and individuals to resume “business as usual”.

And it’s working.

A major side effect however has been a lockdown of a different kind – the locking up of supply chains.

Pent-up demand

The relaxing of COVID restrictions has led to the release of pent-up demand for a variety of consumer goods and industrial equipment. This in turn has resulted in worldwide shortages of many products and component parts as manufacturers struggle to meet the surging demand for their products. For example, major motor manufacturers have been hamstrung by shortages of the humble micro-chip (of which there are hundreds in the modern motor vehicle). Key container ports from Los Angeles to Singapore have become clogged by shipping vessels moored offshore for months on end waiting to be offloaded.

The space between the links

It is worth remembering however that the notion of a supply chain is only a metaphor. And like all metaphors it can be misleading if overused. (It’s not really a chain!).

Perhaps a more useful analogy is of a network. More like your social network on Facebook or WhatsApp than a stringing together of clunky metal links! Social networks, like supply chains, are characterised by a linking of relationships. And it is the element of relationships that seems to be missing from current discussions around the vulnerability of supply chains to disruption by major events such as pandemics, wars and floods.

Relationships are the spaces between the links; the social connections in the networks of people and events that bind them together. Relationships define the partnerships that exist between the many people and entities working together to supply the goods and services we often take for granted.

These relationships are a recurring theme in the ODI General Management and Production Technology Learnerships at all levels. They are also the focus of Key 12 of the 20 Keys system for continuous operations improvement: Developing your Suppliers. To quote from Key 12:

“Our suppliers are partners, let us work together and help each other to continually supply products and services safer, cheaper, better and faster to customers and consumers.”

In these programmes, learners are encouraged to think of suppliers and customers as not just existing outside their organisations but internally as well. Upstream processes and people are suppliers; downstream processes and people are customers. The supplier of one process may be the customer of another, mimicking the complex network of relationships that the organisation faces.

How to keep these relationships strong and healthy?

Keeping external suppliers happy, especially those that you value and depend on for quality materials and services means:

• Paying them on time
• Ordering in good time
• Consistency of business
• No last-minute changes to orders etc.

But what about internal suppliers? Money is not a currency that is available; so we can’t pay the accounts department for our financial reports, or IT for restoring our WiFi connection or maintenance for fixing a machine breakdown. But there are other “currencies” that we can use to strengthen and maintain relationships with the upstream processes and colleagues who are our suppliers. For example:

• Acknowledgement for quality workmanship, attention to detail, on time delivery etc.
• Putting in a good word where it matters (you know where!)
• Not taking them for granted
• Saying thank you.

The Gratitude Chain

You don’t have to go as far as A.J Jacobs, the author of the book “Thanks a Thousand: A Gratitude Journey” who travelled the world thanking everyone who had contributed to making his morning cup of coffee! Starting with the barista who made his coffee and the waiter who served it, he personally thanked:

• The inventor of the plastic lid of his coffee cup, designed to maximize the coffee aroma
• The Columbian farmers who grew the coffee beans
• The roasters who made the beans ready for sale
• The people who warehoused the beans
• The truckers who transported the beans

And a thousand others…

But what have baristas, cups of coffee, networks of relationships and gratitude chains got to do with a class of NQF2 Production Technology learners? It was while watching them work on their class activities that this facilitator realised how it all came together. Here was a great learning opportunity to illustrate in practical terms, the topic of the class activity that they were busy with.

Because in the class sat a whole assembly line of machine operators, printers, packers and technicians responsible for making the very POE files that they were working in! (Not the exact files of course, but it could have been!). Sitting in class there was:

• Marilyn whose job is to ready the board that is used to manufacture the files, for assembly
• Solani who attaches the “mechs” ( the metal clasps that spring-close to grip the pages through the punched holes)
• Irene who crimps the metal base that holds the “mechs”, to the board
• Simphiwe who packs the files ready for despatch

Plus, in the class there were printing machine operators to print the paper for the files and a fitter to fix the printing machines!

(A thousand thank you’s to all those responsible for making our POE files!)

Plus of course ODI’s Office Administrator, Jamey Wheeler. It was Jamey, who only moments before had delivered their POE files to the training venue. Files that she had personally made ready for the learners, page by page, module by module, packed and boxed and delivered.

(A Thousand Thank You’s Jamey!)

And what was the activity that the class was busy with? What were they drawing in their files in that moment? That’s right – supply chains! Ahaa!

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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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To satisfy my own curiosity, I decided to do a little survey with one of my groups, CTP NQF2 Production Technology Group 3.

I handed two pieces of paper to every learner, marked “day1” and “day11”. On these papers, they should describe with a number of words or sentences how they felt on day 1 (introduction to the course) and how they feel on day 11 (ending off module 6). They did this anonymously. Below are the responses in their own words:

Does what we do and say as facilitators make a positive impact on the thinking patterns and behaviours of our learners?

Well, after reading the above, there is not a single doubt in my mind. These are the reasons for getting up in the morning. After reading the feedback from the learners, I feel inspired, motivated and encouraged. Big ups to each and every facilitator out there!

Author & Facilitator: Valery Hansen

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GWK is proud to be one of the largest and most diverse agri businesses in South Africa. This diversity is reflected in their most important asset, their people.

For this reason, GWK enrolled selected delegates to complete ODI’s NQF2 Production Technology learnership, faciliated by Valery Hansen.

This qualification will equip learners with the necessary skills and knowledge to efficiently perform tasks and activities, in order to continuously improve operational excellence.

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One of the methods used is Drum-Buffer-Rope which is a finite scheduling method. It is part of the Theory of Constraints synchronous manufacturing management approach. The basic principles are taught by playing a game to demonstrate having a synchronous flow by scheduling the bottleneck process with strategic time buffers for materials, assembly operations and finished goods stock.

Pictured here – CTP NQF2 Production Technology learners are busy with Drum-Buffer-Rope simulation, facilitated by ODI’s Valery Hansen.

The implementation approach to Key 16 is:

The 20 Keys system aims to:

• Implement best practices to achieve world class, operational excellence.
• Achieve the strategic goals of the business.
• Improve the speed of learning and innovation of the business.
• Identify and eliminate all forms of waste (non-value adding activities) to improve customer satisfaction and market share by making products and services better, faster and cheaper.
• Energise and motivate all employees to work towards the achievement of goals.
• Improve productivity, profitability and the long-term sustainable competitiveness of the business

Contact us at ODI to see how we can help you ensure a consistent, high, level of on-time delivery of products and services.

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Successful companies concentrate on their workforce and cultural efforts that play a critical role in making an organisation operationally excellent. Examples include growing employee engagement in operational excellence efforts, increasing skill training, and maximising employee productivity. One such company is Carpe Diem.

Carpe Diem Raisins (Pty) Ltd (“CDR”) established in 2006 is a packer and raisin exporter located 10km from Upington in the Northern Cape, exporting approximately 10 000 tons of raisins to foreign buyers.

The raisin packing factory has a production capacity of 12 000 tons. CDR packs and markets approximately 22% of South Africa’s total raisin production. Approximately 5% of production is sold to the local market and approximately 95% are exported all around the world.

CDR has a staff compliment of 27 permanent staff and 115 seasonal staff. Carpe Diem produces 100% organic export table grapes, raisins and pecan nuts.

Carpe Diem joined forces with ODI and enrolled members of staff to complete the NQF2 Production Technology learnership comprising of 10 Modules – facilitated by Valery Hansen.

Emphasis is placed on a safe workplace environment, whilst improving productivity. This is done by optimising processes, functions and organisational structures, in order to contribute towards the achievement of production requirements.

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Accreditation details:
Full Accreditation SSETANo. 0228 | Learning Programme Approval merSETA

ODI’s Valery Hansen recently facilitated a group of CTP learners completing their NQF2 Production Technology qualification.

Founded in 1980 by entrepreneurs Terry Moolman and Noel Coburn, Caxton & CTP Publishers, Printers and Distributors are a major participant in the South African print media industry.

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CTP is up for the challenge as they enrolled delegates to complete the NQF 2 National Certificate in Production Technology.

This qualification will equip learners with the necessary skills and knowledge to efficiently perform tasks and activities, in order to continuously improve operational excellence.

Comprising of 10 modules, ODI’s Mbali Tshabalala will be facilitating this learnership at CTP Industria.

CTP is one of the largest publishers and printers in South Africa. Their roots are deeply embedded in the country, and their heritage directly and indirectly correlates with that of many of South Africa’s original printing giants. CTP remains the maverick company of their early days, continuing to push the boundaries and display a free spirited flair for print.

To find out more about obtaining a national qualification with ODI, click here.

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.

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Goldi is a division of Astral Operations Limited, one of the largest integrated poultry producers in Southern Africa. Their key activities are animal feed pre-mixes, broiler genetics, sale of day-old chicks and production and distribution of a variety of fresh, frozen and value-added chicken products. Astral Poultry has operations based in Gauteng, Mpumalanga, Kwazulu-Natal and the Western Cape. Astral is one of the largest integrated poultry producers in Southern Africa. They are a leading low-cost producer of feed pre-mixes, complete feed, hatching eggs, day-old chicks, broilers and distributor and producers of a variety of fresh, frozen and value-added chicken products in Southern Africa with an expanding footprint in selected Southern African countries.

ODI’s Maryke Viviers-Bergh is facilitating this group of Goldi learners completing their NQF2 National Certificate in Production Technology Learnership.

To read more about ODI’s Continuous Operations Improvement Systems, click here.

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Grain Field Chickens’ core values revolve around old-fashioned business principles:

• honesty,
• communication and
• respect.

They believe everything in business is negotiable except quality. Grain Field Chickens will continue with its efforts to establish itself as a preferred household brand in South Africa by keeping to basic business principals and improving its product range. Grain Field Chickens believe in locally produced products, creating local employment as well as value creation for the South African consumer.

Recently ODI’s Maryke Viviers-Bergh, facilitated this group of learners completing their NQF2 Production Technology qualification.

To read more about obtaining a national certificate with ODI, click here.

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