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					CASE STUDIES BOOKLET
                                       CASE STUDIES BOOKLET




                     I am delighted and immensely proud to have the honour of penning a foreword for
                     the 2010 BANKSETA Skills@work award case studies booklet, not only as it is
                     always a pleasure to stand in the company of winners, but because of the excellent
                     job the participating companies in our sector have done. This award bears tribute
                     to good practice in skills development. But it also shows how people’s lives can be
                     changed through these many and varied skills development interventions, and the
                     positive impact on the process of nation-building.


                     The case histories contained herein are revealing. They show acumen and innovation
                     at the highest level. This is the stuff winning organisations and ultimately countries are
                     made of. When I look at the huge effort made by all the companies that participated
                     in this years’ award, I am humbled. Our sector is leading the way, and that makes
me doubly proud. To each of the participants we owe a debt of gratitude. Not only have you shown your
commitment to our sector but also to the development of our country. This has been a momentous year
for South Africa as we featured on the FIFA world stage, and can now boast with hosting a successful
World Cup. But, with the euphoria behind us it is time to continue with developing the skills in our sec-
tor. Growing the skills base in our country is vital to the on-going development of our people and our
economy. It is the spearhead of transformation.


The winners were hard to choose, not because they stood out for their determination and commitment
to skills development in the workplace, but because they were in such good company. We should all be
very proud of our sector’s involvement in this important feat – because it is paving the way to a brighter
future for all South Africans.


What a winning sector!


Thank you, and congratulations.




Max Makhubalo
BANKSETA, CEO
                                    CASE STUDIES BOOKLET




The BANKSETA Skills@work award is a celebration of good practice in skills development in our sector.
The award focuses on the real world of outcomes that result in how people’s lives are changed through
various skills development interventions, and by implication, how that changes society and strengthens
the process of nation-building.
Through these awards BANKSETA wants to acknowledge small to large businesses as well as accredited
training providers for their continuous commitment to skills development.
In addition the awards provide a platform for organisations to showcase their good practices in human
capital/resource planning, education, skills development, learning/training and development practices.
The official handover of the awards took place on September 29, 2010 at the BANKSETA Annual General
Meeting.
The winners for 2010 are as follows:
Category: More than 150 employees – FirstRand Banking group
Category: Employer with between 50 - 149 employees – EQSTRA Fleet Management
Category: BANKSETA Accredited Training Provider – Prior Learning Centre
Special Commendation: Standard Bank – Banking Skills Academy
The awards were launched in 2009 and the winner was the South African Reserve Bank (SARB). These
awards were initially conceptualized by the Department of Labour.
In 2009 the SARB was recognised for its commitment to learnership opportunities within the banking
sector.
“These awards recognised SARB’s contributions toward enhancing adult basic education and
training within the organisation and amongst a number of communities so as to empower individuals to
participate more meaningfully in both social and working contexts.” says Jenny Jeftha, Head: Human
Resources SARB.
A certificate of entry was awarded to every entrant and case studies are published on the BANKSETA
website and other platforms.
The following qualifying criteria had to be met by the applicants:
 • Employers had to be registered with the BANKSETA for skills development levy purposes.
 • Accredited Training Providers had to be accredited with BANKSETA. If the Provider was not
   registered with BANKSETA for skills levy purposes, the Provider had to submit proof of mandatory
   grant application with their SETA.
 • Applicants had to indicate for which category an application was made:
        Large Employers – employers with more than 150 employees
        Medium Employers – employers with between 50 – 149 employees
        Small Employers – employers with less 1 - 49 employees
 • Applications and other project related documents were submitted on BANKSETA templates.
   Applications that did not meet the minimum criteria were disqualified.

For more information, please visit www.skillsawards.co.za




                                                                                                    2
                                 CASE STUDY 1




                                 Category: More than 150 employees
                                 The aim of the skills best practice approach within the FirstRand Banking Group is to provide guidelines,
                                 norms and standards that will ensure that education, training and development are coordinated in an
                                 effective and efficient manner. It further seeks to ensure that each person within the FirstRand Group,
                                 regardless of the rank or level; should have an equal opportunity and access to training programmes.
                                 In order to achieve the standard of the learning and development for the FirstRand Banking Group they
                                 have the following principles in place:
                                  • A clear learning and development framework linking training to business strategy drives all
                                    training interventions
                                  • Needs analysis based on a balance between proactive and reactive training needs
                                  • Training courses designed on outcomes-based principles and professional methodology
                                  • Applying significant resources to training needs (3% of payroll)
                                  • Performance improvement encouraged through promotion of a culture of learning
                                  • Identification and optimisation of talent through managed talent development
                                  • Highly qualified training and development staff and participation in ETD learnerships
                                  • The use of E-learning to accelerate self-learning and accountability
                                  • Mentoring and coaching
                                  • Good learning and Development governance

                                 Approach
                                 FirstRand Banking Group does not have one centralised function to manage all its Learning and
                                 Development programmes. Many different good initiatives are running within the company. The
                                 organization is defined by an owner-manager culture. Each business unit has its own training budget
                                 to fulfil its specific mandate. The focus of the Group’s training initiatives revolves around multi-faceted
                                 learnership programmes, effective work readiness, a unique graduate programme, and mandatory
“Given the challenges            branch-induction programmes. The Group also subscribes to proper impact assessment and feedback,
faced by South African           a policy of equality in the development of disabled employees and a strong innovative spirit matched to
society, FirstRand’s CSI         embedded socio-economic objectives. It is an enthusiastic participator in BANKSETA programmes.
strategy is not about
marketing or publicity,
it is about ensuring             Learnerships For Currently Employed
change for those who             The Group has established a Learnership Office to provide a service to all its employees.
need itmost.”                    About 20 learnerships are currently running within the Group to address our scarce skills as well as
Sizwe Nxasana, Chairman of the   niche requirements.
FirstRand Foundation             WesBank too, has made a business ruling that its entire FAIS-affected staff must complete a recognised
                                 Financial Skills Programme qualification, “Retail Insurance Level 4”, as a niche learnership for the motor
                                 industry. As the first bank to implement this qualification, it will give our people the edge in meeting the
                                 complex demands of a changing financial landscape. The project commenced in 2009 with 42 people
                                 based in Gauteng, KwaZulu-Natal and Cape Town – all of whom graduated on 17th May 2010. A further
                                 100 candidates will complete the programme during the remainder of 2010, plus another 100 in 2011.
                                 The response to this programme has been beyond expectations.


                                 Work-Readiness For The Unemployed
                                 The FirstRand Banking Group champions work-readiness interventions. For example:
                                 FNB Branch Banking: The ‘On Boarding’ programme for new employees entering the FNB Branch
                                 environment. Learners join an intensive 4 week programme culminating with an assessment to evaluate




      3
                                      CASE STUDIES BOOKLET




competency before they are deployed to branches. The return on investment for this programme:
  - Before ‘On Boarding’ programme - 21% of new employees resigned
  - After introduction of ‘On Boarding’ programme - only 1% resigned
FNB has a well- established, integrated graduate programme.
Rand Merchant Bank: Multi-faceted training approach with a number of on-going School level
engagements, Bursary students, Winter School programme and a Graduate Programme.


BANKSETA Participation
Since 2004 FirstRand Bank has been participating in BANKSETA funded programmes including the
IEDP, Junior and Middle Management programme, Women’s leadership programme and Certificate in
Management Development (CMD) programme. In addition, the Group also participates in the Masters
and Executive short courses as well as the Doctorate programme.
These programmes perfectly support the Group’s Talent Management Strategy, enabling candidates who
would otherwise never have had the opportunity to attend these wonderful programmes, to do so. This
wide offering of management and leadership programmes provides a conduit for developing the Group’s
talent pool.
Khanya’s Story: An excellent example is Khanya Sigenu from FNB Greenacres - (Branch Banking) who
is currently a sales coordinator with 4 people reporting to him. He started on the Letsema learnership,
was immediately nominated for the Junior Management Programme (JaMM) and is currently completing
his Certificate in Management Development at the age of 24.
WesBank’s story: WesBank embarked on a pilot development programme to upskill their Business
Analysts. They partnered with ISSETA accredited training provider “Indigo Cube” who had an
offering that met the learning requirements towards a professional code of practice for business
analysts. The outcome is an internationally recognised Business Analyst Certificate, awarded to 13
Wesbank graduates with another 14 currently in the programme. The top 10 students have also been
earmarked to complete a NQF level 6 Business Analyst Qualification in 2010/11.


Innovation
Although Innovation is driving the Group, the FNB Hogan Technology project deserves special
mention. It demonstrates how multiple objectives can prosper in Private Public Partnership, benefitting the
individual, the organisation and the economy as a whole.


Accommodating People With Disabilities
Following the initial 18 months of implementation of FirstRand’s disability equity management project, the
group has put in place some essentials with regards to people living with disabilities and accommodating
them. This has resulted in the design and delivery of a Group-wide policy which encompasses all work
and practices with regard to people with disabilities. This includes a separate disability interest group for
employees living with disabilities.
The next phase of the project aims to increase sensitization and awareness of disability and will focus
strongly on educating line management and HR.


Socio-Economic Impact
The FirstRand Foundation is one of the biggest corporate givers in South Africa, and a leader in CSI in the
financial services sector. Established in 1998 as a stand-alone legal entity, the Foundation has invested
more than R640 million in corporate social investment projects, enriching and uplifting the lives of many
thousands of people in need across South Africa.
The companies within the FirstRand Group (First National Bank, Momentum Rand Merchant Bank and
WesBank) each contribute 1% of their after-tax profits to the FirstRand Foundation, which channels the
funds to a variety of causes.




                                                                                                           4
    CASE STUDY 2




    Category: Employer with between 50 - 149 employees
    At EQSTRA Fleet Management good practice in skills development means improving the working
    conditions of all employees. It consequently improves employees’ standard of living and quality of life.
    EQSTRA Fleet Management strives to live by the following guiding principles at all times to ensure good
    practice within the firm:
     •   Universal principles that do not favour any gender, race, background or religious persuasion;
     •   All employees in the workplace are afforded equal opportunity;
     •   Empowering employees with the knowledge to excel in their vocation; and
     •   Preferring skills development as a means to ensure sustainability and skills transfer.

    Approach
    EQSTRA Fleet Management initially used Skills Development needs analysis across the organisation to
    establish where skills were lacking. In this way it was able to develop employee’s skills in a pragmatic
    programme. This engaged both employees and their managers, in order to create an even playing field.
    The needs analysis was then factored into a matrix in order to identify the appropriate interventions and
    service providers. This in turn enabled training assessors to establish the existing grades of competency
    and thus pitch each intervention at an appropriate level.
    Management applied such a detailed process because it had the benefit of overcoming the frustrations
    of language barriers and miscommunication of information. By keeping learners involved and interested
    in the process, the outcome was to the benefit of all role players.


    Learnership For Currently Employed
    The company relies on outsourced programme implementation provided by professional practitioners,
    and where learners can be registered with credible institutions. An example of learnerships participation is
    a learner who is doing his learnership through BANKSETA. Coaching and mentoring is provided by senior
    management to assist learners on learnerships and those on a succession plan. Support is given in terms
    of time-off with assignments, attending syndicate meetings and general advice. Learners are afforded the
    opportunity to spend time in departments to enable them to complete their assignments.


    Work-Readiness For The Unemployed
    Work-readiness interventions include, but are not limited to inductions, job assessment and on-the-job
    training. The company recently instituted a Workplace Experience Programme. In addition, participation
    in the “Bring a girl/boy-child to Work” project is being planned, in the spirit of building a nation unfettered
    by the inequalities of the past.


    BANKSETA Participation
    The company has found BANKSETA interventions very beneficial, mainly because it allows leverage
    of the mandatory grants from BANKSETA, which are then reinvested in the company’s Skills
    Development programme. Additionally, it has allowed EQSTRA Fleet Management to maintain on-going
    skills development without budget restraints as was the case before the advent of funded programmes.
    An example is a learner who is currently at Milpark Business School doing a programme that is funded
    by BANKSETA. The company also reports an increase in applications of staff members enrolling for
    programmes in 2011. These include the “How to Implement Learnership” courses for management and




5
                                     CASE STUDIES BOOKLET




the equally important Skills Development Facilitator training. For the company’s management it has made
a vast improvement in capacity and the quality of leadership.


Innovation
BANKSETA programme funding allowed EQSTRA Fleet Management to continue its Skills Development
Programme even during the recession and credit crisis, continuing to develop its people where many
companies were unable to do so. Believing people as the core factor in the success of any organisation,
the company was able to continue investing in its human resources, using a balance of in-house training
and external training as it proved to be cost effective during those times.


Professionalisation
EQSTRA Fleet Management vigorously supports professionalization. Most of its employees belong
to one or more professional bodies – a desirable necessity in order to keep abreast with what is
happening in their respective areas of expertise. The affiliation to these bodies encourages excellence
and engenders confidence by keeping employees in touch with trends and current industry affairs.


Training
All skills development service providers are required to submit a report after completion of their
respective programmes. This report, outlining recommendations and conclusions from the service
provider’s perspective, assists management with the implementing an Action Plan. Evaluation forms are
also given to employees to assess their perception of how the programme benefitted them or other-
wise. Collectively, this information helps management enormously to improve the skills training offered to
employees as well as the helping with the selection of credible and experienced Training Providers.


Accommodating People With Disabilities
There are three employees living with disability in EQSTRA Fleet Management. The company’s policy is
to treat them like any other employee. Special arrangements are generally of a pragmatic nature, such
as having meetings that are accessible to mobility-marginalised staff, ablution and kitchen access. There
is no distinction or discrimination as regards any aspect of disabled employees terms of employment,
participation in skills development programmes or advancement and promotion opportunities. Special
arrangements are also made with the learning institutions to which disabled employees have to travel
from time to time.


Socio-Economic Impact
The nature of the fleet management business predisposes it to the provision of transport to the infirm
and needy. EQSTRA Fleet Management supports several charities in this manner, providing a range of
transport and vehicle maintenance requirements. These include:
 • Adelaide Gymnasium in Eastern Cape - equipment and funding for motor mechanics section as
   well as assisting in finding employment for the learners once they qualify as diesel mechanics.
 • The Village Safe Haven in Buccleuch, Gauteng - a cluster foster care facility for orphans and the
   vulnerable children.
 • Goodwill Industries - assist unemployed people in Durban.
 • The Love of Christ Ministries - rescues the tiniest victims of society.
 • ACTION for Blind and Disabled Children - teaches/trains blind and disabled young people
   about computers.
 • The Field Band Foundation - youth development through music and dance.
 • Voetspore in Stellenbosch – helps disadvantaged people in Stellenbosch.
 • Centre for Hope Mokopane - a home for previously disadvantaged, disabled children.
 • Chubby Chums for the Children’s Home in Alexandra Township - a safe haven for abused,
   abandoned and orphaned children around the province.
 • Assisted with funds for the 2009 Kilimanjaro Challenge Against HIV/Aids.
 • Assisting small businesses to start up as part of EQSTRA’s Enterprise Development activities.
 • Currently in the process of adopting a school in Atteridgeville, Pretoria.


                                                                                                        6
    CASE STUDY 3




    Category: BANKSETA Accredited Training Provider
    Prior Learning Centre strongly believes that training and development activities must be linked to the
    strategic objectives of the company doing the training. This is simply because training cannot happen
    in a vacuum – what happens in the learning environment must relate to the goals and objectives of the
    company if it is to be meaningful.
    Whilst ensuring that skills development is at the top of their priority list, they also ensure that all training
    is governed by these principles:
     •   Practical and meaningful so learners can apply what they have learnt on the job
     •   Skills development that aims to develop both immediate skills and long term potential
     •   Encouraging lifelong learning in both the individual and the company culture
     •   To deliver learning in a variety of ways so it appeals to all learning styles and situations.
     •   Limit over- dependence on costly ‘trainer-in-the classroom’ models
     •   Provide a consistent, unified approach to skills development
     •   A clear understanding of training and development needs
     •   Acquire best learning model for requirements – easier for learners and assessors

    Approach
    Prior Learning Centre started with a well-defined company need. New and existing staff had to be
    FAIS (competency) complaint. Management looked at the company culture and typical learner profile
    and deduced that most learners had at least some experience (they had the knowledge but not the
    qualification). Most were young and technologically savvy. The skills development programme started
    with an RPL – to identify what the learners already knew. This avoided long, frustrating training covering
    what most learners already knew to get their required minimum FAIS credits quickly and painlessly. Then,
    the training that followed was designed to fill in the gaps. However, learners reported that classroom
    training was time-consuming and difficult to attend, so the company experimented with an electronic
    version of the training and assessment requirements which worked successfully. BANKSETA approved
    it and delivery has commenced.


    Learnership For Currently Employed
    Learners were all selected by their employers as candidates to be trained because of FAIS compliance.
    The programme commenced with the RPL rather than moving directly into intensive training with a ‘sage
    on the stage’. This was prefaced with a “prepare yourself for assessment” workshop to explain the basics
    of NQF assessment, followed by discussions regarding the unit standards and the theory and content
    in plain English. Once learners understood what was required they were assessed (RPL) and the results
    were really good – over 80% were competent.
    Scheduled training and on-going support sessions followed, with the balance of the learnership
    conducted through traditional training. Facilitators/coaches were available for one-on-one and group
    sessions which learners responded to, very well. By using RPL in advance to assess learners, the
    business saved money and the learner too saved time. All learners were from urban centres, but demand
    from rural communities indicated the need for e-delivery or blended platform for training.




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                                      CASE STUDIES BOOKLET




Work Readiness For The Unemployed
The programme that grew out of the initial face-to-face phase was very exciting. Most of the learners
were younger and very comfortable with computers. Problems with scalability and reach to the rural
areas demanded a computerised delivery platform that was both scalable and secure. To address these
needs, Prior Learning Centre, in collaboration with Merlyn Technologies and Quest developed the e-teller
training programme.
Quest often faces the difficulty of needing to recruit new tellers in smaller towns. The small numbers
make these groups nonviable to train and the candidates often need greater input because their basic
education levels are lower. This combination of smaller numbers yet greater training need makes
traditional classroom delivery impractical and expensive. The e-teller solution however, provides a
perfect alternative. It gives these trainee tellers the opportunity to be trained cost effectively, in their
home town and they can be coached and mentored remotely. They can also take as long as they need
to work through the material – which allows them to go slower if they need to.
Once the new recruits have completed the modules (which cover 36 credits from FETC Banking 4)
they complete a two-day simulation with audio where they face over 100 ‘avatar’ customers on-line.
Each customer has a different accent, story, vouchers and forms that need completing. Merlynn
Technologies also created a simulated bank note counter using touch screen methodology and the SA
Reserve Bank gave permission to use real note images to simulate the cash counting process. This
makes cash counting, bundling and cashing-up easy to teach, even remotely, with no fear of money theft.
After the training the bank is able to select ideal recruits by looking at not only their interview screening
results and CV but also at factors such as: accuracy, speed and knowledge of FAIS/FICA, banking sys-
tems, bank vouchers and rules. It makes the recruitment process far less risky.


Innovation
The use of e-teller training is an innovative development. The note counter is activated on a touch screen
embedded into a desk top. The learner or new recruit is given an instruction (like count out R580 or
R1568) and they then ‘flick’ the touch screen to move images of real notes about. Traditionally, banks
battle with training tellers to count cash due to the risk of theft, so this innovative solution provides a
solution. Learners also have to balance/cash-up at the end of a session and the system can show them
where they went wrong and analyse the errors made. This is highly educational and learner-specific.
However, the really exciting aspect of the teller training on the e-teller system is that learners can
actually learn how to deal with people through simulated interactions with ‘avatars’ that mirror every type
of human interaction that tellers face in the real world. Before the e-teller system, nothing could prepare
a new recruit for this. Now, new recruits cannot only consolidate and practice their theoretical training,
they can also decide if this is actually what they want to do. One provider in Soweto has asked for
the programme to be available for career counselling. The e-teller is also very cost effective and can
deliver and assess 36 credits of the Banking 4 certificate in 5 days at a fraction of the cost of traditional
training.


Professionalisation
All facilitators are registered assessors and most are registered moderators. In addition, most belong
to relevant bodies such as the FPI, IoB or SABPP. One of the facilitators on this programme is also a
member of SACE. Annually, the facilitators (and all the staff), are expected to complete a learnership or
at least a skills programme. Most are currently involved with either the National Diploma in ODETDP or
Project management 4. The Academic Director also recently completed a PhD in workplace assessment
under the SA NQF.


Training
The company’s well-developed and robust QMS and M&E strategy requires review every 6 months. The
development of the e-teller programme involved a complete re-think of current methodology, requiring
re-calibration of activities within the new training model. For impact assessment an RPL is applied and
used to create the programme strategy. Formative assessment is on-going and in the e-teller programme




                                                                                                           8
    this assessment is obviously on-line. Assessment activities are varied, challenging and fun (almost
    game-like); Final assessment is highly practical using the teller simulation. The trainee-tellers need to
    make decisions on the spot and use the theory they have learnt – and they need to balance at the end
    of the day. It is very challenging and stressful. Just like a real day at work as a teller. The monitoring is
    done remotely, the marks are consolidated per person and reports are drawn. Exceptions are noted and
    manual/face-to-face assessment is done where necessary.


    Accommodating Person With Disabilities
    All company assessors and facilitators are trained in assessing people with disabilities as part of our
    on-going staff development. Recent projects involving people with disabilities have allowed us to develop
    some innovative methods of assessment and training. These include the use of scribes (low tech solution)
    as well as the use of voice synthesisers, braille readers and voice recognition. A library of these aids is
    being developed as many disadvantaged learners simply do not have the resources to buy them and this
    further disadvantages them in the classroom. Use is made of an OT where indicated to provide a ‘report
    per person’ and what individual needs are in the classroom and in the assessments situation.


    Socio-Economic Impact
    As a small provider with a staff of 35, CSI initiatives are relatively modest.
    The following outlines these activities:
     •   A local school feeding scheme (we provide the food and they cook it).
     •   Support for a building initiative for a local orphanage (collecting money / disposable goods).
     •   Regular training sessions with youth in Soweto on Saturdays. (Nelson Mandela 67 minutes).
     •   A social enterprise development project with two emerging black providers.


    SPECIAL COMMENDATION




    Category: More than 150 employees
    Standard Bank, through its personal and business banking learning and development department
    instituted the Banking Skills Academy (BSA) in August 2008 with the objective of affording unemployed
    youth an opportunity to enter the world of banking, in so doing addressing the long-standing skills
    shortage in the financial services industry in South Africa. BSA is a virtual academy which will, in time,
    host a number of Standard Bank specific learnership programmes across different areas in the bank
    thus effectively addressing skills shortages in any banking environment even outside of the South
    African Skills development landscape (although funding opportunities will be different and the
    initiative may be more costly). As the Learnership include two role-based Curricula, the opportunities of
    placing competent learners in permanent positions in Standard Bank upon completion of the Learnership
    becomes a mutually beneficial reality.


    Approach
    Banking Skills Academy programme
    The skills development opportunity, in the form of the BSA, is a 12-month national learnership
    programme for unemployed matriculants under the age of 30 years. The learnership provides integrated
    training programmes to help inexperienced job seekers to start a career in the financial services industry
    and includes skills programmes such as banking fundamentals; communication skills; numeracy and
    literacy; the financial services regulatory landscape; personal effectiveness; basic credit and investment
    principles; customer service; and two frontline competency/role-based curricula (e.g. telling and en-
    quiries). Besides training, learners are also exposed to real life working environments with the purpose




9
                                     CASE STUDIES BOOKLET




to apply their learning in a workplace setting (like the branch) with the guidance of a workplace coach.
Learners are also required to complete workplace assignments and assessments to prove that learning
has taken place.


Clear Strategy and Intent
Historically, banking careers unfolded over long time-periods. Junior employees were exposed to various
roles and if they performed, they were promoted, and eventually may have become managers. That is
why, traditionally, most bank managers had a background in the branch banking environment, and had
acquired their skills and competencies over a long time-period. This was a time-consuming approach
to development, and it was driven by years of experience rather than by formal learning. With the
challenges of growth and transformation, this slow approach to the development of skills was no longer
adequate. The need to ensure that previously disadvantaged individuals could move swiftly through the
system, acquiring all the foundations of knowledge and skills they require to progress into supervisory
and management roles, in a socially responsible manner, became a new focus for the bank.


Leadership Support
Standard Bank, like many other leading South African private and state owned companies have realised
that they have a prime responsibility to invest and contribute towards human capital development. As
manifested in the clear undertaking by our CEO to develop co-operative and joint approaches to skills
development and to improve and co-ordinate reporting on skills development as required in terms of the
Employment Equity Act, DTI codes and various industry charters. It is worth noting that buy-in from top
Executive Sponsors has been an integral part of the success.


Programme Design
Although the Banking Skills Academy learnership was not the first learnership to be hosted by the bank,
it was indeed the first learnership where we actively managed the recruitment and selection process to
ensure that the most suitable candidates are granted an opportunity to participate. Although daunting, it
resulted in a 100% completion and pass rate of the remaining learners at the end of July 2009 and the
end of April 2010 when the respective learnerships concluded. A renewed focus was also placed on the
upskilling of workplace coaches to support and guide these learners during their practical application in
the workplace, putting into motion the systematic upskilling of team leaders as coaches for the workforce
in general.


Communication
Communication is an integral part of the entire process. Regular meetings are conducted with stake-
holders and a learnership forum brings learners and coaches together to discuss matters relating to
the learnership.


Exit and Close-out
On conclusion of the learnership, Career Management workshops are conducted with the learners and
cover details on how and where to apply for jobs, how to create a CV and interview skills. At the end
of the learnership, the hard work and efforts of successful learners are awarded in the form of a
National Certificate in Banking at a formal graduation ceremony. The certificate is transportable across
the financial industry. This means that when the 12-month contractual obligation expires with the bank,
the learners can seek employment with any employers in the economy (although the intention would
be for Standard Bank to consider employment of all competent learners in any business areas within
the personal and business banking units, with preference to the areas in which they have been trained).
Creating a pipeline for future resource needs within Standard Bank and the broader financial services
industry is thus achieved.




                                                                                                       10
Banking Skills Academy Success

                                                                              2008             2009
 Number of learners started                                                    150              79
 Number of learners completed                                                  122              64
 Pass rate                                                                    100%             100%
 Number of learners found to be unsuitable (attitude, work ethic, etc          23               4
 Percentage permanent placements                                              83%              93%


In 2010, the Banking Skills Academy has taken on a total of 569 learners across the country.
WWW.BANKSETA.ORG.ZA




All questions pertaining to the BANKSETA Skills@work Awards
and the related processes should be directed to
info@skillsawards.co.za.

Address
Thornhill Office Park, Block 15, 94 Bekker Road, Midrand, 1685
PO Box 11678, Vorna Valley, 1686
Telephone
011 805 9661
Facsimile
011 805 8348
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