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Empowering Indian Power Sector – with Skilled Manpower
Advisor Joint Electricity Regulatory Commission & National Joint Secretary Indian Institution of Plant Engineers ; [email protected]; +91 98107-08707
Associate Professor, School of Vocational Education & Training – IGNOU [email protected]; +91 98101-56941 1
This Presentation Covers
1. Empowering India
2. Indian Power Sector
3. Power Sector Skilling
2
1. Empowering India Reality Bites : Light At The End Of The Tunnel? How Long is the Tunnel ? • Shortage of Electrical Power, Electricity
Supply an Election Issue. • No Empowerment without Power. • Indian Electrical Sector in Expansion
Mode • Industrial Output dependent on Power • Shortage of Skilled Manpower for
Power Sector. • Unemployed Youth • Electricity makes more sound (Public
Out cry) than providing light.
3
4
Parameters of the Manifestos BJP Congress BJP Congress
1. Major Issues addressed 21 18
2. Size of the Document – number of Pages 52 30 3. Size of Document in Mega Bytes (MB) – PdF Format 5.2 1.91
4. No. of Words in the document 19257 16679 100% 100% 5. No. of times ( Word Count) “ Electricity” term is
used 6 3 0.03% 0.02%
6.
No. of times ( Word Count) “ Power ( reference to Electricity) ” term is used
6 6 0.03% 0.04%
7. No. of times ( Word Count) “ Development” term is used
84 56 0.44% 0.34%
8. No. of times ( Word Count) “ Jobs” term is used 15 27 0.08% 0.16%
9.
No. of times ( Word Count) “ Employability” term is used
7 2 0.04% 0.01%
10. No. of times ( Word Count) “ Youth” term is used 29 23 0.15% 0.14% 11. No. of times (Word Count) “Education” term is
used 54 58 0.28% 0.35%
12. No. of times ( Word Count) “ Skills” term is used 27 8 0.14% 0.05% 13.
No. of times ( Word Count) “ Manufacturing” term is used
13 24 0.07% 0.14%
Electricity has been an important Election Issue for 16th Lok Sabha as well as State Elections
5
42131, 56%
13796, 18%
19858, 26%
MWs - Additions in 12th Power Generation Plan
Pvt. Sector
State Sector
Central Sector 2. Indian Power Sector
Empowering India = Empowering Growth, GDP, Power Sector Growth Curve, Mission for 2012-22 Is it growing ?, Impediments- Land, Investment, Environment Clearances, Political Interference on Retail Electricity Tariff
6
7
8
54 47
51
69
30.5 40.2 41.3
78.7 88.5
0
20
40
60
80
100
0
10
20
30
40
50
60
70
80
8 9 10 11 12 E
Actual Completion %
Target Addition GW
Plan wise Capacity Additions Envisaged & % age Achieved ……….Source CEA
Targ
et A
dd
itio
n G
W
Act
ual
Co
mp
leti
on
%
Plan
9
Bank’s view of Power Sector
Also saddled with a Obstacle Race of high number of Clearances Most Painful • Land Acquisition • Coal allocation • Environment Clearance
The Senior Management gets busy in getting these knots Opened / removed. The Skilling is left to HR Managers 10
• Is Skilling a HR subject at each Corporate only ?
• Can Skilling be a business line by a corporate ?
• Is Skilling an Institutions’ subject ?
• Is Skilling to be handled by Business Chambers?
• Is iSkilling to be handled by agency like NSDA ?
11
Skilling of the Industry and making it Competent & Building the Talent Pipe Line – whose Baby ?
Jointly By all – Sector Skill Councils – To Set the Skill Standards & Competencies
( though interchangeable , Competencies sometime define behavioral aspects ) [ Speed / Time Lines ?]
Once Skill Standards are set, then Skilling Infrastructure needs
up-gradation.
12
Do We Continue as it is going on : 1. Partially Pouching 2. Partially Training our Own at
Works/ Sites with ITI/ Polytechnic / Engineering College give what they are giving & we retrain them
3. Take over some Institutes of learning.
4. Set up our own institutes and feed the Industry also.
• This makes an urgent case for
Skill Standards for Horizontal Mobility / Vertical Mobility, which are to start Showing up
Across industry sectors, talent poaching has become more prolific in an age where differentiating oneself is non-negotiable, given the global economic climate. “Power Sector in India of late became famous for poaching highly-skilled employees from competitors as these companies are faced with the dilemma of having to thrive amid a skill dearth and thus looks for ways to attract and retain specialized skills in the Power Sector Who is Investing in meeting the needs of additional Minds/ Hands ? Till Then, will Public Sector be the fishing Pool for pouching Skilled manpower ?
13
Power Sector Skilling Challenges In India •Manpower Projection were set in Nov. 2009. It is 4-1/2 Years now. Mid Term Review has been initiated, but Manpower domain remains untouched .
As per one executive involved change may not happen till early 2016 to
match it with 13th Plan or early depending on Political compulsions or Change of Govt. Issues for Consideration: • Delivering best-in-Class Aspirations
• International Sharing of Best Practices & Skills in Power Sector
• Developing Inter-industry Skills for Horizontal Mobility.
• Promote Multi Skilling for Horizontal Mobility / Vertical Mobility or even diagonal Mobility.
14
• Preparedness for enhanced competiveness to meet the present and future requirements
• Power Sector 12th &13th Plan success rate, Equipment Manufacture , Gen, Trans, Distn., Renewable, Mfr. under Heavy Industry ( Sector Skill Council), Others in MoP, Renewable, (MNRE),Nuclear in Atomic Energy.
• Mission Plan of Indian Electrical Equipment Industry for 2012-22 issued in April 2013- to make India Choice country output USD100Bn.
For achieving the above Skilled Manpower Projections have been made.
• Skilling mission of any country South Africa, Vietnam, Philippines, US, include Power Sector- International Collaboration needed
15
• Reasons
• Age workforce, new generation coming, Equip range from New Technology Old Power Plants 60 Years for dismantle & replace, covering life extn. of 20-30 Years old plants, Automation, Embedded technology, ICT, Remote Monitoring & Control,
• Contract workforce,
• Funding of Skilling , Individual – Job basis, Industry ROI, Institute curriculum, Technology for Skilling
• Multi Skilling, Inter-industry, Energy , Refinery, Steel Plant
Collaboration, Movability, Portability of Job, Two education levels in India India/ Bharat
• Bosses involved on day to day affairs
• Project Management, Innovation
16
Power Sector Competencies for employability and thus employment to be defined with Skill Standards leading to empowerment.
17
Institution: Responsible for Education, Training Skilling- Students , Employees
Individuals: Investing Time, money, Efforts
Industry: Institution-Industry Collaboration, Continuous on job training
Government: Infrastructural Policies, VET, Alignment with Job Opportunities, Sector Skill Standards, Certifying LLL, Fast tracking NVEQF, Improving World Ranking…….
Skill Gaps : Where all Requirements meet
Stake Holders in Supply Chain of Human Assets
GOVERNMENT
Sponsor Project Company/ Developer/ Gen. Co
Lender / Financier
EPC Company
O&M Agency / Contractor
Manufacturing of Equipment
Construction Company
Fuel Supplier
Power Carrier
Power Off taker / User(s)
Equity Support Generation Financing & Security
Contracts For : O&M
Agreements For:
Fuel Supply Supply & Constn. Transmission Distribution
Skill Areas of This Presentation
Large Thermal Power Plant Typical Relations Matrix
18
Skills Skill Standards in Respect of Power Plant
1. Manufacturing of Equipment
2. Construction
3. Operation & Maintenance
4. Renovation
5. Decommissioning & Replacement
6. Up-gradation for improving Productivity
7. Improving Operation parameters for Green Operation
19
Levels of Skill Operation & Skill Chain- Flagging Some Issues
1. Engineers 2. Supervisors 3.Technicians
a. Manufacturing of Plant Equipment-A Sector Skill Council (SSC) for Capital Goods formed : 08.08.2013
i. Main Equipment Manufacturers - Covered by (SSC) ii. Balance of Plant -Manufacturers Not Covered (SSC) iii. Subcontractors - Not Covered (SSC)
b. Power Plant Operation -A Sector Skill Council for Power Plants to be formally announced, CBIP is working on the same.
i. Power Plant Owners - will be Covered (SSC) ii. O&M Subcontractors - Not a thrust area as of now (SSC)
e. Transmission ? f. Distribution – a big grey area ? g. Renewable Energy Generation ?
c. Power Plant Construction ? d. Power Plant Engineering?
20
Technicians Occupation / Specialization difficult to get:
• General Trade Technicians : High Pressure Welders : NDT Technicians
• Mill Write (MW) Fitters : RT, Pre heating & SR Technicians :
• Qualified Electricians : Gas Cutters :
• Insulation Lagging Technicians: Grinders :
• Sheet Metal Technicians : Special Vehicle Drivers : Crane operator
• LP Welders : Rotating Machines Technicians :
• Insulation Technician : Civil Work Technicians :
• Automation Controls Technicians : CAD / CAM Technicians :
• Plant Instrumentation Technician
Supervisory Occupation / Specialization difficult to get:
• Materials’ Management Supervisors :Quality Assurance Supervisor
• Safety & Occupational health Supervisors :Erection Supervisors
• Project Management Supervisors
Important Skills : Common for Manufacturing , Construction
21
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
1 2 3 4 5 6 7 8
Student Perception ownLevel
Industry Requirement-Student
Students at Entry-Faculty
Industry Requirement-Faculty
Perception of Skill Gaps: Students’ Skills & Industry Requirements: Power Sector Broad Skills: Students’ Perception & Faculty’s Perception - Diploma Engineers for Post Diploma Program :
22
Research on 8 Sector Specific Competencies
Perception of Skill Gaps: Students’ Skills & Industry Requirements - Diploma Engineers for Post Diploma Program : Power Sector Specific Skills: Students Perception & Faculty Perception
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Student Perception OwnLevelIndustry Requirement _Student PerceptionStudent at Entry -FacultyPerceptionIndustry Requirement -Faculty
23
Students’ Perception - Gap
Skill Gaps as per Students’ Perception
Research on 26 Sector Specific Skills
• Skill Standards for individuals for various job Occupations and at various levels are different
• Here we are going to talk about vocationally trained Electrician for a Project Construction as well as Operation and Maintenance ( O&M) of Project
• What should be the Skilling methodology in these Vocational Programs( Andragogy)
24
Bench Marking Skill Standards – Industrial Electricians
0.00.51.01.52.02.53.03.54.04.55.0
USA Sample Avg
Recog. Prob Solvg
Effective Spkg, Listening
Inventory Agree. Terms Tech. Applicn
Self Worth
25
Current Profile Requirements
End-to-end business implications of operations
Level %Requirement
Education Experience Skill Requirements
Op
erat
or
85-90%
ITIs and below, 1-3 years of experience
• In-depth trade knowledge and skill • Professional skills and work attitude • On the job learning • Skills towards Basic job , Thinking, Personal
Qualities, , Information usage, Team Participation, Plant / Project System understanding, Technology usage
Sup
ervi
sor
8-9%
Diploma and above , 3-5 years of experience
• Understanding of latest technologies • Ability to meet daily production targets • Troubleshooting skills and understanding
business implications of errors in operations • Good team management and
communication skills
Man
ager
1-2%
Engineering Degree or well experienced
Typical Operator- Supervisor – Manager Requirements
Skilled Electrician for Project Construction job or O&M job fits in here
26
USA India Sample Mean
Standard Deviation in Indian Study
Basic Skills
Effective Reading Capability 3.5 3.5 0.00
Effecting Writing Capability 3.2 3.2 3.78
Application of Basic Mathematics 3.2 3 2.84
Effective Listening Skills 3.8 3.1 4.43
Effective Speaking Capability 2.4 3.2 3.61
Attitude to Cleanliness 3.4 3.2 3.97
Thinking Skills
Idea Generation & Creative thinking 3.2 2.9 4.31
Decision Making Skills ( Up to the mandate) 3.6 3.0 4.63
Recognizing & Solving Problems 4.0 3.1 4.41
Capability of Visualization 3.0 3.3 3.61
Learning Capability 2.8 3.0 3.24
Reasoning Skills 2.4 3.1 4.28
Personal Qualities
Responsibility Owning 4.0 3.3 3.24
Self Worth belief 4.6 3.0 3.09
Group Sociability 3.6 3.4 3.14
Ref: Washington State Board for Community and Technical Colleges – for Skill Standards
Based on a Study Conducted by the presenter
Correlation Coefficient USA : India = 0.921
27
Research Results regarding Electricians
USA India Sample Mean
Standard Deviation in Indian Study
Self Worth belief 4.6 3.0 3.09 Group Socialibility 3.6 3.4 3.14 Self Management 3.2 3.3 3.83 Integrity & Honesty 3.2 3.4 2.96 Time Management 3.2 3.3 3.50 Inventory Conscious 2.6 3.2 4.22 Handling Machine / Material Inventory 3.0 3.4 2.97 Managing Human Resources 2.4 3.1 4.44 Information Usage Acquisition / Usage of Information 2.8 3.0 3.87 Organizing / Maintaining / Retrieving information 2.2 3.1 3.54
Interpreting/ Communicating Information 2.0 3.1 3.33 Computer Usage for Information Processing 2.6 2.8 4.62
28
Research Results regarding Electricians…Contd
USA India Sample Mean
Standard Deviation in Indian Study
Team Participation
Participates as a part of Team 3.0 3.3 3.34
Explains to Other members 2.6 3.1 3.19
Able to service the Customer 2.6 3.6 3.17
Demonstrates Leadership in Work 2.4 3.1 3.57
Understanding Agreement terms 2.0 2.9 2.49 Diversified Works Handling Capability 3.0 3.1 2.87
Plant Understanding System Understanding of the System 2.2 3.2 4.13
Monitoring & Controlling System Performance 2.6 2.9 2.77 Improving Design of the System 2.4 2.5 3.91 Use of Technology Selection Right Technology for Working 2.6 2.9 4.62 Application of Tasks as per Technology 2.2 2.9 4.85 Trouble Shooting Technology Issues 3.0 2.9 4.46 29
Research Results regarding Electricians…Contd
Ref: Washington State Board for Community and Technical Colleges – for Skill Standards
30
Colored Strips - USA & Arrows India as collected during a Seminar
31
32
33
34
0
0.5
1
1.5
2
2.5
3
3.5
4
Survey Score in India
USA Score
Linear (Survey Score inIndia)
35
36
Top Ten Competencies desired in UK , Europe & Japan for Fresh Graduate Engineers
UK Europe Japan India
1 Abilities of Learning Abilities of Learning Loyalty and integrity
?
2 Independent Working Concentration Power Concentration Power
?
3 Skills in Written communication
Independent Working Adaptability -Work Environment
?
4 Team Working Skills in Written communication
Personal Involvement
?
5 Ability to work under Pressure
Loyalty and integrity Ability - learn more and new technology
?
6 Detailing Capalibilty and accuracy
Theoretical Knowledge- field Specific
Theoretical Knowledge - field Specific
?
7 Concentration Power Personal Involvement Health Fitness for Work
?
8 Skills in Oral Communication
Critical Thinking Own initiative ?
9 Ability in Problem Solving Adaptability to Work Environment
Tolerance for others
?
10 Own initiative, Adaptabilty to work environment & Tolerance for others
Tolerance for others Team Working ?
37
0%
10%
20%
30%
40%
50%
60%
Skilling Innovationexistent in Industry
Skill improvementmeasurement
Getting adequate Returnon Investment on Skilling
Results with External Skilling Facilitator- A Research Study in Indian Power Sector
What Are Skill Standards?
Skill standards are performance specifications that identify the knowledge, skills and abilities an individual needs to succeed in the workplace. Critical to improving workforce skills, raising living standards, and improving the competitiveness of the economy.
These are either in Company’s repository. These are informally applied by some executives. There has to be an Objective Assessment Vs. Subjective Assessment of Skill sets There are no National Standards for various skills. The Skill Sector Councils in each sector have to work on these.
38
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Research Study on Institution – Industry Interaction for helping fill Competency Gaps Source : Dr MR Shollapur : 17 % Industry Ready for Help in Curriculum Design 28% ……………………………..Work Exposure & Practical Training 14% ……………………………..Teacher’s Deputation to Industry 28% ……………………………..Readiness to associate with Industry 14% ……………………………..Conduct Joint Conferences 15%……………………………..Undertake Collaborative Research
Overall Skilling Parameters are available but Job Occupation wise Skill Standard are not available. The following is a case of Team Skill Standards
40
“Human Capital Calhlenges in the Indian Power Sector”,IEMR Report
Data Complied from Central Electricity Authority - GoI
Overall Skilling Parameters are available but Job Occupation wise Skill Standard are not available. The following is a case of Team Skill Standards
41
New Standards / Bench marks are being Created.
NTPC’s Unit Commissioning (Achieving Full Load) Time in Months from investment approval
42
Conclusions 1. The Nationally Recognized Skill Standards of each job occupation are
important to be developed and fall in line with NVQS for Job portability, horizontal / vertical / diagonal mobility. These are urgently required to be developed. Internationally Co-operation will be useful
2. So far , Nationally Recognized Concept not existent in Power Sector and most of other sectors, needs urgent action.
3. USA rolled out the Concept in 2006, the Critical job requirements are also required by Indian Employers . Till then these may be examined and Introduced (as per the Study by the presenter)
4. This study needs to involve various stake holders and on a much larger Population sample.
5. Skill Standards are important , whether the job is being executed by the Project Developer’s own employees or by subcontractors team members. Skilling Sub Contractors should be as much important
6. Skilling is important , should be OBJECTIVELY assessed.
7. We can think of utilizing the existing experienced work force for transfer of Skills and helping to set the Skill Standards.
8. Recommendations: Let’s begin interacting on developing our own company’s Skill Standards and then get it consolidated with other countries at regional and national level
43
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The Skilling Methodology – Andragogy of Skilling
Videos to be developed & Till then we might get International Support on this aspect
45
To What Skill Standards ?
Skill Bridges to be developed
Thank you for Patient Hearing
Questions Please
46
Back Up Slides to support the data Presented
47
What Are Skill Standards?.... contd Industry based skill standards required to be:
• Responsive to changing work organizations, technologies and market structure.
• Benchmarked to world-class levels of industry performance and free from gender, racial, or other forms of bias.
• Tied to measurable, competency-based outcomes that can be readily assessed.
• Inclusive of basic reading, writing, and critical thinking skills. Useful for qualifying new hires and continuously upgrading employees’ skills.
• Applicable to a wide variety of education and training providers, based on National Skill Qualification Framework (NSQF – Replacement of NVEQF)
• Developed independently of any single training/education provider or type of education/training provider. Involving all stake holders
48
Why Are Skill Standards Important? In today’s work environment,
Today’s Jobs require high performance work processes and enhanced skills for cost Competiveness.
Skill standards reflect changing workplace realities.
Skill Standards - a tool for various stake holders.
Nationally recognized skill standards in Vocational fields for a common basis for certifying achievement benchmarked to these standards, allowing portability ( even across Industry Sectors) of skills across geographic areas, companies and careers and also Internationally.
Skill and knowledge updating is a lifelong endeavor, forcing employers and employees to spend more effort, time /money on education and training.
Skill standards are benchmarks for deciding education and training , shaping curriculum, and directing funds toward highest value education and training investments
49
Assessment
Develop assessments through the collaboration of industry and education to reflect
competent performance as defined by the skill standards.
Collect evidence of a person’s ability to perform at the levels determined by the skill standards.
Determine present skill level through direct and indirect evidence by assessing a student, trainee, apprentice, prospective worker, or worker seeking additional training.
Use products and items produced by the person being assessed as direct evidence.
Gather supporting information to use as indirect evidence.
Assess results using the criteria of validity, authenticity, and sufficiency.
Demonstrate validity using a tangible item or record of action.
Demonstrate authenticity by having the individual being assessed produce the item or specific piece of a team-effort.
Demonstrate sufficiency by providing enough evidence to match key tasks and
performance criteria of the skill standards.
50
Skill Standards for continuous enhancement of economic development
Summary of Research Results Presented
Descriptive Statistics
1.0 Basic
Skills 2.0 Thinking
Skills 3.0 Personal
Qualities
4.0 Information
Usage
5.0 Team Participation
6.0 Plant System
undertanding
7.0 Use of Technology
Mean 3.22 3.11 3.29 2.95 3.13 2.94 3.01
Standard Error 0.0966 0.1345 0.1152 0.1485 0.1114 0.1427 0.1208
Median 3.29 3.19 3.44 3.00 3.23 3.17 3.17
Mode 3.55 3.33 3.00 3.00 2.83 3.33 2.47
Standard Deviation 0.4927 0.6858 0.5874 0.7572 0.5679 0.7277 0.6158
Sample Variance 0.2427 0.4704 0.3451 0.5734 0.3225 0.5295 0.3792
Kurtosis 0.0545 -0.3382 0.2976 0.7553 -0.1017 -0.8266 -0.3925
Skewness -0.4744 -0.1563 0.0365 -0.6723 -0.4565 -0.0627 -0.2712
Range 1.9667 2.7833 2.6000 3.2500 2.1667 2.7333 2.4278
Minimum 2.1667 1.6667 2.1111 1.0000 1.8333 1.6667 1.7500
Maximum 4.1333 4.4500 4.7111 4.2500 4.0000 4.4000 4.1778
Sum 83.7167 80.9500 85.5500 76.8250 81.3833 76.3333 78.1806
Count 26 26 26 26 26 26 26
Confidence Level(95.0%) 0.1990 0.2770 0.2373 0.3058 0.2294 0.2939 0.2487
Mean
(Max. 5) Standard
Error Median Mode
Standard Deviation
Sample Variance
Minimum Maximum Count Confidence
Level(95.0%)
Integrity & Honesty 3.65 0.16 3.95 4.00 0.84 0.70 2.00 5 26 0.34
Self Management 3.44 0.16 3.68 3.00 0.79 0.63 1.50 5 26 0.32
Effective Reading Capability 3.44 0.04 3.50 3.50 0.22 0.05 3.00 4 26 0.09
Time Management 3.37 0.15 3.35 3.00 0.79 0.62 2.00 5 26 0.32
Participates as a part of Team 3.35 0.14 3.15 3.00 0.70 0.50 2.00 4.8 26 0.28
HandlingMachine / Material Inventory
3.34 0.13 3.35 3.00 0.67 0.46 2.00 4.5 26 0.27
Effective Listening Skills 3.30 0.17 3.45 4.00 0.85 0.72 1.50 4.5 26 0.34
Attitude to Cleanliness 3.27 0.16 3.50 4.00 0.83 0.69 1.50 4.5 26 0.33
Effective Speaking Capability 3.26 0.15 3.45 3.50 0.78 0.61 1.50 4.6 26 0.31
Group Socialibility 3.25 0.15 3.25 3.00 0.77 0.60 2.00 5 26 0.31
Effecting Writing Capability 3.22 0.15 3.15 3.00 0.76 0.57 1.00 4.5 26 0.31
Recognising & Solving Problems
3.20 0.18 3.00 3.00 0.93 0.87 1.00 5 26 0.38
Self Worth belief 3.19 0.15 3.00 4.00 0.77 0.59 2.00 4.8 26 0.31
Able to service the Customer 3.18 0.18 3.40 3.00 0.91 0.83 1.00 5 26 0.37
Responsibility Owning 3.17 0.17 3.00 3.00 0.85 0.73 1.00 5 26 0.34
Capability of Visualization 3.16 0.17 3.00 3.00 0.87 0.75 1.00 5 26 0.35
Mean
(Max. 5) Standard
Error Median Mode
Standard Deviation
Sample Variance
Minimum Maximum Count Confidence
Level(95.0%)
Learning Capability 3.16 0.12 3.00 3.00 0.63 0.39 2.00 4 26 0.25
Organising / Maintaining / Retrieving information
3.15 0.14 3.00 3.00 0.71 0.51 2.00 4.2 26 0.29
Explains to Other members 3.14 0.15 3.00 3.00 0.75 0.56 2.00 4.7 26 0.30
Managing Human Resources 3.12 0.17 3.20 4.00 0.87 0.76 1.50 5 26 0.35
Reasoning Skills 3.09 0.17 3.20 3.50 0.89 0.79 1.00 4.5 26 0.36
Inventory Conscious 3.07 0.16 3.00 3.00 0.81 0.66 1.50 5 26 0.33
Decision Making Skills ( Upto the mandate)
3.05 0.17 3.00 3.00 0.89 0.78 1.00 5 26 0.36
Acquisition / Usage of Information
3.03 0.16 3.00 3.00 0.84 0.70 1.00 5 26 0.34
Demonstrates Leadership in Work
3.03 0.15 3.00 3.00 0.78 0.61 1.50 5 26 0.32
Understanding Agreement terms
3.02 0.15 3.00 3.00 0.74 0.55 1.00 4 26 0.30
Idea Generation & Creative thinking
3.01 0.16 3.00 3.00 0.84 0.70 1.00 4.5 26 0.34
Interpreting/ Communicating Information
2.90 0.18 3.00 3.00 0.90 0.81 1.00 4.2 26 0.36
Application of Basic Mathematics
2.84 0.13 2.85 2.00 0.67 0.45 1.50 4 26 0.27
Computer Usage for Information Processing
2.74 0.20 3.00 3.00 1.02 1.04 0.00 4.6 26 0.41
• Review of Descriptive Statistics of various Skills listed herein indicates that almost all the items have a score very close to the Mid-Scale Value, that is, the “Average”.
• This indicates a potential Skills gap and hence need further investigation through research.
• This study sample includes 20 respondents – HR Managers from various States and 6 Professional Managers/ Senior Managers as respondents from NTPC & Power Grid.
• Other Stake holders are also required to be involved which include Skilling / Training Institutes ; The Individuals as well as the Skill Sector Council experts
Correlations
38 Skills under 7 heads 1.0 Basic
Skills
2.0 Thinking
Skills
3.0 Personal Qualities
4.0 Information
Usage
5.0 Team Participation
6.0 Plant System
undertanding
7.0 Use of Technology
1.0 Basic Skills 1
2.0 Thinking Skills 0.714* 1
3.0 Personal Qualities 0.601 0.857**** 1
4.0 Information Usage 0.575 0.777** 0.746* 1
5.0 Team Participation 0.442 0.575 0.667 0.644 1
6.0 Plant System undertanding
0.634 0.620 0.611 0.709* 0.790 1
7.0 Use of Technology 0.621 0.734* 0.753* 0.887**** 0.882**** 0.927**** 1
Significance Level 0.1 0.05 0.02 0.01
Critical Value 0.669 0.754 0.833 0.874
No. of Stars * , **, ***, **** describes the degree of Correlation. Higher Stars for Higher correlation
Primary (Inducing) Factor Correlation Co-eff. $$
Secondary (Indicator) Factor
Interpreting/ Communicating Information 0.83 Organising / Maintaining / Retrieving
information
Effective Speaking Capability 0.82 Effective Listening Skills
Acquisition / Usage of Information 0.82 Reasoning Skills
Time Management 0.82 Integrity & Honesty
Computer Usage for Information Processing 0.77 Acquisition / Usage of Information
Monitoring & Controlling System Performance
0.76 Explains to Other members
Idea Generation & Creative thinking 0.75 Effective Speaking Capability
Reasoning Skills 0.75 Recognising & Solving Problems
Explains to Other members 0.74 Participates as a part of Team
Selection Right Technology for Working 0.74 Capability of Visualization
Recognising & Solving Problems 0.74 Decision Making Skills ( Upto the mandate)
Interpreting/ Communicating Information 0.73 Managing Human Resources
Trouble Shooting Technology Issues 0.72 Selection Right Technology for Working
Organising / Maintaining / Retriving information
0.72 Handling Machine / Material Inventory
Primary (Inducing) Factor Correlation Co-eff. $$
Secondary (Indicator) Factor
Monitoring & Controlling System Performance
0.71 Diversified Works Handling Capability
HandlingMachine / Material Inventory 0.71 Inventory Conscious
Selection Right Technology for Working 0.71 Understanding of the System
Acquisition / Usage of Information 0.71 Idea Generation & Creative thinking
Application of Tasks as per Technology 0.70 Computer Usage for Information
Processing Monitoring & Controlling System
Performance 0.68 Interpreting/ Communicating Information
Understanding of the System 0.68 Demonstrates Leadership in Work
Participates as a part of Team 0.67 Time Management
Acquisition / Usage of Information 0.67 Responsibility Owning
Time Management 0.66 Group Socialibility
Demonstrates Leadership in Work 0.66 Able to service the Customer
Improving Design of the System 0.65 Application of Basic Mathematics
Primary (Inducing) Factor Correlation Co-eff. $$
Secondary (Indicator) Factor
Improving Design of the System 0.61 Monitoring & Controlling System
Performance
Time Management 0.61 Self Management
Improving Design of the System 0.61 Effecting Writing Capability
Understanding of the System 0.60 Understanding Agreement terms
Interpreting/ Communicating Information
0.56 Learning Capability
Selection Right Technology for Working 0.55 Improving Design of the System
Trouble Shooting Technology Issues 0.54 Application of Tasks as per Technology
Learning Capability 0.51 Attitude to Cleanliness
Understanding of the System 0.50 Self Worth belief
Responsibility Owning 0.49 Effective Reading Capability
$$ All at Significance level of 0.01 (2-tail)
• Review of Correlation amongst various Skills indicate Significant correlation between many Skills that have been listed in the instrument.
• Hence it is proposed to carryout ‘Factor Analysis” to eliminate insignificant items from further analysis through involvement of other Stake holders.
Skill Standards -Benefit to Employers
• Skill standards establish personnel qualification requirements.
• Interviews, performance reviews, and productivity are evaluated and assessed to a higher degree of accuracy and efficacy.
• Employer’s identify core competencies and workers’ abilities to demonstrate competencies.
• matching competencies to critical work functions and key activities, employers can significantly improve efficiencies and productivity.
• Performance based skill standards provide a vehicle for varying degrees of job certainty and the structure for establishing competency-based pay scales.
• Align personnel qualification requirements with nationally adopted certificates of competence.
• Modify employee training.
• Simplify measurement of employee training effectiveness.
• Assess employee skill levels based on industry standards.
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• Match employee skills to the work needed. • More easily document employee skills, training needs, and
performance criteria. • Improve consumer satisfaction and confidence through
better developed evaluation skills for customer contact personnel.
• Improve employee satisfaction and morale by clarifying expectations.
• Improve quality, productivity, time-to-market and competitiveness.
• Achieve business goals. • Partner with education and labor in developing school-to-
work initiatives
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Skill Standards -Benefit to Employers… Contd
Skill Standards to Benefit Skilling Facilitators
• identify core competencies and assessments for including in the curicurra.
• Trainers evaluate the Trainees to demonstrate competency throughout their coursework
• Academia and industry build a cohesive relationship through a like-minded expectation of student competencies and work readiness.
• Partner with business and labor in developing school-to-work initiatives.
• Provide effective, targeted instruction.
• Develop benchmarks for certificates of competence earned by students.
• Communicate what companies expect of employees.
• Develop new and evaluate existing curriculum and programs based on industry needs.
• Develop assessments to evaluate skills, knowledge, and abilities in classrooms and
• internships.
• Develop a common language on workforce preparation with business and labor.
• Improve relationships with local businesses, labor unions, other educators and agencies.
• Provide students with relevant career education and counseling. 65
Skill Standards to Benefit Labor Unions
• Labor unions can use skill standards to gain support for company-sponsored worker training programs and to identify career paths for workers within companies and industries.
• Unions can provide this information to union members and develop strategies to improve career mobility and stability.
• Improve member value to the company.
• Provide a greater worker voice in the company.
• Link skill standards to increased training and upward career mobility for union members.
• Assist employers to match employee skills to the work needed.
• Develop skills-based training and certification initiatives that complement union apprenticeship programs.
• Communicate effectively with employers about worker training and retraining needs.
• Cooperate with education and industry in developing school-to-work initiatives.
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Skill Standards to Benefit Students and Workers
Skill standards assist students in making career choices by providing industry expectations for success in the workplace.
Standards-based curriculum and assessments provide students with credentials that certify work-readiness.
Work-ready students can anticipate being hired at higher rates of pay and can experience faster advancement in their chosen fields.
Workers can accurately assess their skills against those required for career advancement and plan effectively for their career pathways.
Determine the skills and abilities needed for advancement or transfer within industries, and determine the continuous learning and training they need to upgrade their skills.
Achieve clarity regarding what they are expected to learn and how to prepare for work.
Enter and re-enter the workforce with better control of their choices of high paying jobs requiring high skills.
Accurately assess business expectations of the skills needed for positions and careers of their choice.
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Skill Standards to Benefit Students and Workers… Contd..
Improve mobility and portability of their credentials.
Obtain certification of competence of the skills they gain through experience, school, training, or self-study.
Enhance their performance and achievement by self-evaluation against known standards.
Be active contributors
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Skill Standards to Benefit Government Government’s Policies / Plans for Investment can ensure a better skill match
between workers and employers and initiate education reform to better educate future members of the workforce.
Skill standards better enable agencies to provide options for career and job mobility and link learning to the needs of the workplace.
Assist in the development of a highly skilled, high-quality, and competitive workforce and industry base.
Evaluate the effectiveness of publicly funded education and training.
Increase opportunities for under-represented populations by making public the information that defines the skills required for success, and by facilitating the national adoption of those definitions and their use.
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Support the creation of high performance organizations where they improve living standards for all members of the population.
Facilitate collaboration between educators and industry.
Communicate the need and basis for education reform to business, education, labor, and the community-at-large on both local and national levels.
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Skill Standards to Benefit Government.. Contd.
Skill Standards to Curriculum: A Continuous Development Process
• Standards Documents to Keep update with a dynamically changing workplace, standards need to be re-evaluated and updated on a regular basis.
• New technological developments impact the ways that workers organize and apply their skills, including time management and interpersonal relationships.
• Increased technological complexity may simplify some of the job tasks ( automation) but make others more intricate.
• Workers are challenged to acquire a broader range of decision making and customer service skills as well as keep current with emerging technologies. Ongoing changes like these must be reflected in curriculum in order to meet the needs of industry, where expectations for workers are evolving
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Skill Standards for continuous improvement in economic development
Step 1: Skill Standards Identification • Compile and research existing standards in related jobs and careers. • Conduct focus groups to identify critical work functions and key activities,
define key activity performance indicators, and identify technical knowledge, foundation skills, and personal qualities.
• Conduct a survey of current workers to determine level of skills required for each job. • Develop work-related scenarios to place the skill standards in the context of
the work environment. • Verify the data gathered from focus groups. • Disseminate skill standards information to involved parties from industry,
education, and labor for their review and editing.
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Step 3: Curriculum Development o Identify necessary competencies based on the skill
standards information and assessments. o Develop program outcomes for specific academic and
training programs, including ITC , ITI , and apprenticeship programs.
o Perform gap analysis to determine changes or additions to be made to curriculum.
o Revise existing curriculum to better meet the current and future needs of the industry.
o Develop new curriculum and establish new programs based on these competencies.
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Skill Standards for continuous improvement in economic development…… Contd.
Step 4: Articulation
o Develop models to support the articulation of program outcomes and competencies between academic and Skilling systems.
o Establish articulation agreements between existing programs to ensure portability of skills.
o Connect competencies and Certificates of Competence with benchmark documentation to build national portability systems.
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Skill Standards for continuous improvement in economic development …Contd….
A Continuous Updating Process
• A continuous revision of curriculum and current skilling methods & verification necessary in view of changing technologies.
• Individual workers must have access to clearly stated competency goals and direct access to skill development assistance.
• With cooperative effort on local and national levels, HR can begin to resolve the workforce shortages in the industry that face us today.
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• The costs for industry to train a skilled workforce are considerable. It would be impossible to total the costs to the energy industry of NOT having a skilled workforce when you consider the huge investment in infrastructure, the need for system reliability, the inherent safety hazards of the work, and customer relations. Both labor and management have a vested interest in maintaining the skills of the current workforce and in preparing the future work force.
• When developing effective training programs those responsible must know what the results of the training need to be. This generates questions. Where do we start?
• How deep do we teach the subject(s)? How will we measure success? Skills Standards answer a multitude of questions. They clearly identify the knowledge and skills required to perform the identified job.
• Skill standards needed for industry careers consistent with the current and future needs of the public and business
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A Continuous Updating Process ….. Contd..
