sandvik apprentice programme: we make it possible - saimm

The Southern African Institute of Mining and Metallurgy

Platinum 2012

925

S. Marx

SANDVIK APPRENTICE PROGRAMME: WE MAKE IT POSSIBLE

S. Marx Sandvik

Companies that create what we call people advantage – the ability to gain competitive advantage

through people strategies – will race ahead of their competitors’. 1

Background: Skills challenge a national skills crisis?

More than twenty years ago Sasol, ISCOR, and some parastatals played a major role in ensuring

that South Africa had sufficient technical skills. When the economy became tight and business

and government were pressurized to decrease costs, the first budgets that were reduced were

the training budgets. It seemed to be too expensive and too time-consuming to train

apprentices. According to Stacey2, this is a major strategic issue facing the mining industry in

South Africa.

Two factors added to the shortage of skills challenge:

• Skills erosion and job losses

o Artisans – currently the economy produces 5 000 but the need is 12 500

o Level of mechanization in South Africa less than 10 per cent

o Average age of operators and artisans is 50

o Greater awareness of occupational health effects of hand-held drilling.

• Workplace challenges

o The impact of HIV/AIDS and other employee wellness issues

o Changes and challenges in workplace environment i.e. the mining industry.

The result of reducing training budgets and decreasing apprenticeship training is that South

Africa has now been grappling with the shortage of technical skills for over a decade. As an

example, in 2005, 1 440 apprenticeships were registered with the Mining Qualifications

Authority (MQA). This compares to 3 000 in 2000 and 33 000 in 19754.

Based on the 2008 National Scarce Skills, the latest list to be published by the Department of

Labour, Goga and van der Westhuizen estimate that there was a net scarcity of 99 500

technicians and trade workers in 2008, up 9 per cent from the previous year5. In 2008 the skills

deficit in South Africa was regarded as a national crisis6.

Solidarity, furthermore, confirms that South Africa had only 10 per cent of the artisans that it

had 20 years ago, and estimated that the country has a 40 per cent shortage of artisans.


Platinum 2012

926

1975 1982 2000 2006 2007 2008 2009 2010 2011

Number of Apprentice Required - - 5,000 10,000 12,500 25,000 37,500 50,000 50,000

Actual Number of Apprentice 33,000 13,500 3,000 3,400 5,000 10,000 15,000 20,000

-

10,000

20,000

30,000

40,000

50,000

60,000

Nu

mb

er

of

Ap

pre

nti

ce

s

Figure 1 illustrates the current shortage of technical skills in South Africa. The decline in skills is

illustrated by the fact that in 2006 there were 3 400 apprentices in training in the metals

industry, compared to the 13 000 that were in training in 1982.

Figure 1-Shortage of technical skills in South Africa (data from the Steel and Engineering Industries

Federation of South Africa3

Minister Godongwana, Deputy Economic Development Minister, confirms this shortage when

he states that the training of artisans in South Africa slipped backwards.

‘(What is) shocking is that in 1975, there were 33 000 registered apprentices, largely white, with

a few coloured and Indian (apprentices), because Africans (blacks) were not allowed to be

artisans at the time,’ he said. ‘Now if you take a picture in 2000, there were 10% of (this figure),

3 000 artisans of all races. What this means is we're not training people at all in this economy.

Clearly this is a major challenge.’

Furthermore, it is well known that there is a world shortage of skills in all technical fields,

including mining. Finding a solution to this problem will become a critical factor for ensuring

that South Africa becomes globally competitive in this area.

The question that we should ask is: what is industry doing about this?

There have been many initiatives over the years to try and revive the training in technical skills

to support the mining industry. Some of these include initiatives by original equipment

manufacturers (OEMs) and mining companies. There is a continual move towards companies

getting more involved in the process of training apprentices. Lonmin, for example, established a

trade school this year (2012). The group is planning to develop apprentices for their own needs

as well as an equivalent number of artisan tradespeople for external jobs7.


Platinum 2012

927

A recent assessment of skills development interventions in South Africa by the Human Sciences

Research Council8 indicates that there have been various mechanisms over the past five years

to promote both artisanal and technical skills. The HSRC believes that this process has been

facilitated largely by the Joint Initiative on Priority Skills Acquisition (JIPSA). It was found that

there is a very high rate of employment after completing apprenticeships, with over seventy

per cent of candidates finding immediate employment. However, it was also noticed that of

the candidates that completed their apprenticeship, only four per cent entered the programme

directly after school. History shows that most candidates enter an apprenticeship two, three,

or more years after leaving school. This implies that school leavers do not generally consider an

apprenticeship as a first option and prefer to try other alternatives first. The HSRC believes that

this indicates an opportunity for further efforts at targeting school leavers to encourage them

into this field of study.

An initiative currently residing within the Human Sciences Research Council, the artisan

development technical team (ADTT), has researched and is developing strategies to address the

artisan skills shortage9. The team has recommended:

• The development of a list of artisan skills that are critical for economic growth

• Increasing the capacity of industries to train artisans for other industries beyond their

own requirements

• The development of a funding model to train the unemployed to become artisans.

Despite all these initiatives, according to University of the Witwatersrand School of Mining

Head, Professor Fred Cawood, when discussing skills in the coal industry, there is still not

enough being done to meet the demand for skilled technicians and artisans. He says that there

is no clear strategy in place10

.

The National Planning Commission, as part of their National Development Plan, has set a target

of producing 10 000 artisans per year by 2014, extending this to 30 000 per year by 2030,

subject to demand. The Commission has also identified key areas that are central to improving

education and skills11

.

The Sandvik apprenticeship journey

In 1998 Sandvik South Africa realized that the lack of technical skills is not only a major

challenge for South Africa, but also a major threat to the implementation of mechanized mining

in South Africa. Johan Pieters, Sandvik’s internal technical training centre manager, stated:

’Due to the shortage of skilled labour in the industry, we have undertaken to employ and train

apprentices, specific to the needs of the Sandvik equipment and customer needs’13

.


Platinum 2012

928

We Have Only Just Begun

Sandvik conducted an internal technical skills gap analysis in 1998. Through this gap analysis

(which compared current artisan skills with required skills to maintain Sandvik equipment)

Sandvik identified a real need for mechanical, diesel, and electrical artisan skills, and the

apprenticeship programme commenced with seven millwright apprentices in 1999.

The Sandvik Apprentice Programme was implemented to ensure the availability of technical

skills to support the long term growth plans. The total intake from 2003 to 2011 was 563. By

the year 2011 Sandvik produced 417 artisans for the mining industry with specific focus on

mechanized mining, forty-one (10 per cent) of whom there females.

Since 1999 Sandvik has been continued to develop the skills and competencies required,

ensuring that the company’s products are continuously maintained and that customer needs

are addressed. Even during the tough economic times in 2008, Sandvik decided to continue

with the training of apprentices in spite of a decreasing budget. To date Sandvik has 150

apprentices in training at any one time.

Long-term planning and recruitment of apprentices

The apprentice programme of Sandvik is a large investment (the Sandvik apprenticeship budget

amounts to around R20 million per annum) and requires a great deal of planning and

forecasting of numbers.

The number of artisan skills required is reviewed every year and is also aligned with the

business strategy. It is clear that the apprenticeship programme is one of the strategic

interventions that ensure the successful implementation of mechanized mining. Sandvik strives

to match its own need for qualified artisans in specific areas of our operations on customer’s

mines throughout South Africa, and to comply with the equity policies of the company and the

country.

An apprentice programme requires a high level of commitment and an understanding of the

need for continuous apprenticeship training. The challenge is to maintain this investment even

during the trying economic times such as 2008. Figure 2 shows the numbers of apprentices

that will qualify and planned intakes. This graph informs the business and advises on long term

planning with regards to the intake of apprentices. The bottom line is that if the mining industry

does not recruit and train, even in challenging financial times, it will not have the skills that it

needs skills in the long term.

T

T

T

T

T

Th

Pro

Th

po

usi

Th

ind

Th

San

int

Th

rel

the

ad

e r

ogr

•

•

•

•

•

e r

ten

ing

e m

dus

e s

ndv

terv

e a

ev

en

van

rec

ram

rig

nti

g a

min

stry

sho

vik

vie

app

van

m

nce

crui

mm

Scr

Se

A t

A r

Clo

oro

al i

fai

nim

y re

ort

k-ap

ew

pre

t m

mak

e to

itm

me.

ree

lec

thr

rat

ose

ous

ind

ir a

mu

equ

list

pp

an

ent

ma

ke

o t

men

T

eni

ctio

ee

ing

e sc

s r

divi

and

m

uir

ted

rov

d a

tice

na

a

he

nt p

he

ng

on i

-m

g re

cru

rec

idu

d no

cri

em

d ca

ved

atte

e w

ge

rec

ap

pro

st

int

int

mon

evie

tin

rui

uals

on

ite

men

and

d a

en

will

r’s

com

ppr

Fig

oce

rin

ter

erv

nth

ew

ny o

itm

s a

-di

ria

nts

did

ass

d a

th

su

mm

ren

gur

ess

ge

rvie

vie

pr

w af

of c

men

re

scr

fo

s an

dat

ses

a se

hen

upe

men

ntic

re 2

of

nt

ew

ws

rob

fte

can

nt

ap

rim

or

nd

es

sm

eco

n b

erv

nda

ces

2-Ex

f th

ca

s

s on

bat

r p

ndi

pro

ppo

min

en

SET

ar

men

ond

be r

visio

atio

hip

xam

he

nd

n s

ion

pro

ida

oce

oint

ato

try

TA

re i

nt

d in

req

on

on

p p

mp

ap

ida

ite

n p

bat

ates

ess

ted

ory

y in

A re

inv

ce

nte

qui

an

to

prog

le o

ppre

ate

e

eri

tio

s’ p

s o

d an

y pr

nto

equ

vite

ente

ervi

red

nd

o t

gra

of S

ent

e as

iod

on

per

f t

nd

roc

o th

uire

ed

er.

iew

d t

pe

the

am

San

tice

sse

d

rfo

the

de

ces

he

em

to

w b

to c

erf

e re

me

ndv

es

essm

rm

e S

eve

ss.

Ap

en

at

Su

by t

com

orm

ecr

e o

vik

is

me

man

an

elo

ppr

ts

tten

ucc

the

mp

ma

ruit

or t

ap

on

ent

nce

dv

pe

ren

for

nd

ess

e re

plet

anc

tm

erm

pre

e o

pr

, co

ik

d.

ntic

r ap

a

sfu

elev

te

ce

en

min

ent

of t

roc

ou

Ap

Th

ce

pp

tec

ul c

van

a t

ma

t p

nat

tice

the

ced

ple

ppr

he

Pr

ren

chn

can

nt

thr

ana

pan

tio

T

e nu

e k

dure

ed

ren

aim

og

ntic

nic

ndi

rec

ree

age

nel

n.

The S

um

key

e c

wit

ntic

m is

ram

ces

al

ida

cru

e-m

em

l o

Sout

mbe

su

con

th

ce

s to

mm

shi

ap

ates

uitin

mon

en

on

ther

r fo

ucc

nsis

su

Pro

o a

me

ps.

ptit

s a

ng

nth

t.

wh

rn Af

ore

cess

sts

pp

ogr

attr

ar

.

ud

are

ma

h p

Th

het

frica

ecas

s fa

of

ort

ram

rac

re

e t

e i

ana

rob

he

the

an In

stin

act

:

t an

mm

ct h

de

tes

nv

age

bat

re

er t

nstit

ng

tor

nd

me

high

ter

st f

vite

er f

tio

ecru

the

tute

rs o

m

en

h c

rm

from

ed

for

n p

uit

e c

of M

of t

en

nsu

cali

ine

m

fo

r fin

per

ing

can

Mini

the

tor

ure

bre

ed

an

r

nal

riod

g m

ndid

ng a

e A

rsh

s t

e in

in

ac

a

l se

d u

man

dat

and

Plat

App

hip.

tha

ndi

lin

ccr

scr

elec

und

nag

te

Met

tinum

pren

.

at h

ivid

ne

red

ree

ctio

der

ger

sh

tallu

m 20

92

nti

hig

dua

wi

dite

eni

on

r th

r w

hou

urgy

012

29

ce

gh-

als

ith

ed,

ng

.

he

will

uld


Platinum 2012

930

The quality assurance and performance management of the apprentice during this time is of

the utmost importance and ensures that high-potential candidates join the programme.

The new apprentice will take responsibility for attending all classes, completing all required

modules and logbooks, and obtaining the required theoretical subjects for the trade that

Sandvik enrolls him/her for. When the apprentice qualifies, he/she will be assigned to his/her

original site.

Another success factor of this programme is the shared ownership of an apprentice. Sandvik

appointed an apprentice programme manager with the purpose of tracking every step of the

apprentice development plan. The apprentice programme manager plays the role of

coordinator and line manager of each individual apprentice, and also tracks the performance of

the apprentices and ensures the quality of the training programme in consultation with the

Apprentice Forum.

The training programme

The training programme should be reviewed and aligned with the emerging technology within

the mechanized mining products and ensure that the skills and competencies required to

maintain Sandvik’s products are included in the training programme of the apprentices.

Diverse trades are also required to ensure that all aspects of the products are addressed. At

Sandvik we prefer the following trades:

• Millwrights - 60%

• Earthmoving equipment mechanics - 20%

• Auto electricians - 10%

• Electricians - 5%

• Fitters - 5%.

The review of the training programme is facilitated by the Apprentice Forum, which consists of

direct line managers, senior managers, and account managers, and ensures that the Apprentice

Programme is reviewed on a continuous basis

In the case of Sandvik, the Apprentice Programme also includes state-of-the-art in-house

training programmes, illustrated in Figure 3. The training outline indicates the holistic approach

of the Programme.


Platinum 2012

931

Sandvik Academy4

Apprentice Training ProgramSingle Trade

Three (3)

Months

Probation

Three (3)

Months

Training

Sandvik

Grading

Assessment

• Identify current

abilities/potential

• Theory training at

college

• Register for N2

subject

• Practical Training on

site

• Auto-Electrical

Course

• Basic Electro-

Hydraulic course

• Theory training at

college

• Register for N2

subject

• 6 Months practical

training on site

• 3 months practical

training in

workshop

• Licences: Crane,

Forklift and

Operator – Drill rig

and Loader

• EPPEC Control

system course

• Posi-Stop Brake

Training

• Flameproofing and

gas testing training

Nine (9) Months

practical

training

Continuous Improvement Plan

BRONZE SILVER GOLD

Three (3)

Months

Training

Nine (9) Months

practical

training

Four (4)

Months Trade

Test

• 4 Months

preparation

• 2 days trade

test

assessment

• Determine

current level of

Technical

knowledge

Continue with

Business Process

Training

Figure 3-Sandvik Apprentice Training Programme– example of a single trade

Apprentice Programme outcomes and continuous development of internal technical skills

The Apprentice Programme addresses the human being holistically. While Sandvik

acknowledges that technical skills and training is the focus of the programme, it is also

important to ensure that the apprentice is developed in other areas as well.

Sandvik therefore defines an artisan as competent when artisans are competent to fulfil the

following requirements:

• Artisans are able maintain mechanized equipment, mechanical, electronic and hydraulic,

according to standards and specifications

• An artisan is able to practice excellent fault-finding’ skills with machine breakdowns

quickly, in order to minimize downtime

• An artisan partners with the customer in order to consistently maximize machine drilling

performance

• An artisan develops good customer relations to ensure ongoing and new business.

The outcome of the Apprentice Programme is, therefore, not only a qualified artisan, but a

confident human being that can take their place in society and enhance the performance of

mechanized mining machines.


Platinum 2012

932

Continuous development of internal technical skills is also of utmost importance to ensure the

closing of the skills gap. Furthermore, the recertification of artisans is essential to ensure that

they stay abreast of new technology.

To ensure the continuity of lifelong learning, Sandvik has implemented an artisan grading

programme, which identifies further technical skills gaps for each and every artisan. The result

of this grading programme analysis assist with the identification of personal development plans

for each artisan. This ensures that skills development is focussed and ensures that personal

technical skills gaps are closed.

A successful apprentice programme requires partnerships

Sandvik is committed to skills development that is aligned with the economic strategies of the

country as outlined in the National Skills Development Strategy (NSDS) and is accredited with

two Sector Education and Training Authorities (SETAs), namely the Manufacturing, Engineering

and Related Services Seta (Merseta) and the Mining Qualifications Authority (MQA).

With Merseta, Sandvik has formed a partnership through the apprenticeship programme,

learnerships, as well as through being accredited by them. Sandvik also participated in various

national initiatives as may be determined by the SETA from time to time. With this partnership,

Sandvik contributes to the sector through a skills development levy (SDL) that is paid every

month towards the National Skills Fund, and this also enables the organization to apply for

mandatory and discretionary grants. The bulk of the SDL that Sandvik recovers acts as a top-up

to the Apprentice Programme budget. Sandvik strives to employ the learners that have

completed the programme, and when this is not possible, the learners are made available to

industry.

Sandvik has the interest and needs of their employees at heart. Sandvik is a member of Seifsa

(Steel and Engineering Industries Federation of South Africa), which is a bargaining council for

employers, and this enables employees and employer to set fair salary and benefit parameters

that will benefit both parties.

Sandvik also partners with various, mining houses, OEMs, and FET colleges to ensure that

training in industry is of a high standard. Not only is this training a business transection, but it is

also a way for the company to act as a responsible corporate citizen by training apprentices

from communities in mining areas that we operate in.

Through organizations such as Swedish Workplace for HIV and AID Programme (SWHAP), a

partnership is formed with some of our competitors to work together to address social issues,

specifically the HIV/AIDS pandemic. The wellbeing of employees, families, and ultimately the

community is sought after.


Platinum 2012

933

Healthy employees, which lead to healthy families, which lead to healthy communities, which

translates to a healthy economy to operate in, that leads to economic growth, is the ultimate

goal. Sandvik is committed to contributing to the scarce skills sector of the economy; hence all

training interventions and programmes are focused on the National Skills Fund. With all these

partnerships in place, we can deliver more!

Sandvik Apprentice Programme: success stories and retention rate

It is clear that Sandvik is very proud of the Apprentice Programme. Sandvik apprentices

received the Best Apprentice award in 2008 and 2009 and over 70 merit awards from the

Colliery Training Centre. Further proof of the success of the Sandvik Apprentice Programme is

the 20 ex-apprentices who have been promoted to supervisory and specialist levels14

.

Currently the retention rate of the apprentice programme is 74 per cent. This retention rate is

calculated three years after completion of the programme.

Future actions to close the skills gap

It is clear that this is not enough when considering the attrition rate and industry needs, and it

is crucial that the effort be made to continuously close the skills gap.

Some key recommendations regarding the Apprentice Programme can be summarized in the

following few points:

• Ownership: Ownership of the programme should be with the business and not with

central services. Although the programme is managed and co-ordinated by the human

resources function, the business owns it and must take responsibility and accountability

for the programme

• Teamwork: Industry should train for the industry, and organizations or sectors should

not rob critical skills from one-another. An industry critical skill action plan should be

created where all stakeholders of the industry work together as a team. We now have

to build on this in partnership with the government, industry, and our customers,

through a consolidated needs analysis

• Purpose-driven: The industry should form a partnership with the main purpose of

developing the critical skills needed in South Africa to ensure the successful

implementation of mechanized mining

• Continuous improvement and planning: Benchmarking against global companies is critical

to ensure that the programme is continuously improved and aligned with the latest

technology. Once of the critical areas that the National Planning Commission has

highlighted in order to improve education and training within South Africa emphasizes the

need for a national skills planning system11

. Australia has developed a scheme to monitor

and forecast specific skills shortages in the mining industry, with the aim of developing a

five-year national plan to forecast skills demand and supply for the industry12

. Figure 4

demonstrates a continuous process for improvement of a learning programme. It also

T

The

Plat

93

Co

In

‘bo

ess

be

str

en

‘Co

ad

Ac

Sou

tinum

4

e

cr

•

onc

th

ott

sen

pl

rate

ha

om

dva

kn

•

•

•

•

uthe

m 20

mp

riti

lus

e p

om

ntia

lac

egi

nc

mpa

nta

ow

T

ern A

012

pha

ca

Inv

fut

So

an

the

sio

pas

m li

al t

ced

ic

ed

ani

age

wle

Ad

Ka

Mx

Te

Afric

asiz

l sh

ves

tur

uth

d

ere

n

st t

ine

tha

d o

act

pr

es

e th

edg

dele

ren

xol

res

can I

zes

hor

stm

re o

h A

un

efo

thi

e’ h

at t

n a

tio

rod

th

hro

gem

e B

n S

isi

sa H

nsti

s th

rta

men

of

Afri

de

re

rty

has

the

art

ns

duc

hat

oug

men

Bark

Smo

Ny

Ha

tute

he

ge

nt:

me

ica

erst

a l

y ye

s ta

e co

tisa

th

ctiv

t cr

gh

nts

kle

ous

yov

ttin

e of

fa

of

Th

ech

st

tan

on

ear

ake

oun

an

hat

vity

rea

pe

s

ey –

s –

van

ngh

Min

ct

f sk

Fig

he

han

op

nd

ng-t

rs S

en

ntr

tra

t s

y an

ate

op

– A

Sk

ne –

h -

ning

tha

kills

gur

Ap

nize

pe

th

ter

Sou

pr

ry h

ain

ho

nd

e w

ple s

App

kills

– T

- W

and

at

s an

re 4

ppr

ed

ed t

at

rm

uth

ece

has

ing

w

pr

wha

str

pre

s D

Tra

Wits

R

Mreq

sem

d Me

the

nd

4-P

ren

m

tra

th

inv

h A

ede

s a

g.

ho

ofi

at

rate

nti

Dev

inin

s B

Redwom

exs

Makequis clmp

etallu

e m

pr

roa

ntic

mini

ini

he

ves

Afri

enc

n a

Th

ow

tab

we

egi

ce

elo

ng

usi

desork

matcisti

skill

e skiremearloy

urgy

min

ro-a

acti

ce

ing

ng

tra

stm

ica

ce

app

he

in

bili

e c

ies

Pr

opm

Qu

ine

signto

ch ing ls

killsmenr toyees

y

nin

act

ive

Pr

g.

ap

ain

men

ha

ov

pro

Sa

nve

ty,

cal

– w

rog

me

ual

ess

n

s nt

o s

g i

tive

e ste

rog

Th

ppr

ing

nt i

as

ver

opr

nd

esti

, no

ll p

wil

gram

ent

ity

Sc

nd

ely

eps

gram

e b

ren

g o

is r

ne

pl

riat

dvik

ing

ot o

peo

ll ra

mm

Fa

y M

cho

N

d

t

P

r

dus

tra

s to

mm

big

ntic

of

req

egle

lan

te a

k A

g in

on

opl

ace

me

acil

Man

ool:

Nev

dev

traiart

r-osee

righ

lenepa

try

ain

o cl

me

gge

ces

ap

uir

ect

nnin

ava

App

n p

ly f

e a

e a

M

ita

nag

: Re

ver th

veloaninintisa

actek

ht ta

Maearnew sart o

jo

y as

n an

lose

sh

est

s. T

ppr

red

ed

ng

aila

pre

peo

for

ad

ahe

an

tor

ger

ese

stoe

opind ng ans

tivethealen

ake ninskilof tob

s a

nd

e t

hou

m

The

en

d.

th

fo

abi

ent

opl

r Sa

van

ad

ag

r: P

: Pa

ear

op

ng

of s!

ely e nt

g lls he

a w

de

he

uld

ista

e in

tic

he

r t

lity

ice

le

and

nta

d of

er:

Par

art

rch

who

eve

art

d b

ake

ndu

es

de

the

y o

e P

to

dvi

age

f th

: Sa

rtne

tne

h

C

C

re

s

ole

lop

tisa

be

e t

ust

is

eve

e fu

f s

rog

in

k b

e –

heir

and

ers

ersh

Conloo

Sidetal

Conde

equin tfun

skillfor

sh

p o

an s

vie

tha

try

cr

elop

utu

kill

gra

ncr

but

– t

r co

dvi

ship

hip

tinuok inand

entifentskil

tinuefineuiretermnctis n

r the

hou

our

ski

ew

at w

sh

ruc

pm

ure

ls,

am

ea

als

the

om

k A

ps

ps a

uounsiddvikfyint anlls

uoue jomen

ms oionaeede jo

uld

pe

lls

ed

was

hou

cial

men

. T

an

me

se

so

e a

mpe

App

an

and

sly de k ng d

sly b nts of al ded ob

ta

eop

gap

as

s m

uld

l to

nt o

To

d m

e is

th

the

abil

etit

pre

d S

d S

ake

ple

ps

s a

ma

av

o b

of

gr

mo

s o

hei

e w

lity

tors

ent

SET

ETA

re15

.

an

de

void

bu

art

row

ore

one

r s

wid

y to

s’1.

ice

TA

A i

esp

inv

in

d s

sin

tisa

w a

em

e o

skil

der

o g

.

e Pr

inf

nfo

pon

ves

n th

sho

nes

ans

and

mp

of t

lls;

m

gai

rog

for

orm

nsib

stm

he

ort-

s s

s.

d d

pha

the

w

ini

in

gra

ma

mat

bilit

me

pa

-sig

suc

Th

ev

asis

e c

will

ng

co

mm

atio

tio

ty

nt

ast

ght

cce

he c

velo

s ne

om

re

in

omp

me

on

on

for

to

is

ted

ess

cur

op,

eed

mpa

esu

du

pet

e fa

r th

o th

th

dne

an

rre

it

ds

any

ult

str

titi

acts

he

he

hat

ess

nd

ent

is

to

y’s

in

ry.

ive

s


Platinum 2012

935

• Chantelle Gouws – Communication: Case Study Interviews.

References

1. Boston Consulting Group. WFPMA Report. http://www.bcg.com

2. Stacey, T.R, Hadjigeorgiou, J., and Potvin Y. Technical skills – a major strategic issue.

Journal of the Southern African Institute of Mining and Metallurgy, vol. 108, 2008. pp.

775-782.

3. Finance 24. SA’s artisan shortage of skills.

http://www.fin24.com/Economy/SAs-artisan-shortage-laid-bare-20110216

4. Miningmx. World swooping on SA miners. 17 Nov. 2005.

http://www.miningmx.com/news/archive/550204.htm

5. Mining Weekly. Skills deficit ‘National Crisis’ 2008.

http://www.miningweekly.co.za/article.php?a_id=131094

6. Goga, S. and Van Der Westhuizen, C. Scarce skills information dissemination: A study of

the SETAs in South Africa. HSRC, commissioned by the Department of Labour, Pretoria,

South Africa, Jan. 2012.

7. Mining Weekly. Lonmin to boost artisanal skills. 19 Apr. 2012.

http://www.miningweekly.com/article/company-announcement-lonmin-to-boost-

artisanal-skills-2012-04-19

8. Haupt, G. An assessment of skills development interventions in South Africa: skills

development through structured qualifications: learnerships and apprenticeships:

apprentices remain undervalued. HSRC Review, vol. 10, no. 1, 2012. pp. 22-23.

9. Chamber of Mines of South Africa. South African Annual Report – Skills Development. The

Chamber, Johannesburg, 2011. pp. 70-75.

10. Mining Weekly. Coal industry still plagued by skills shortage. Mining Weekly, 16 March

2012. http://www.miningweekly.com/article/coal-industry-still-plagued-by-skills-

shortage-2012-03-30

11. National Planning Commission. National Development Plan. Chapter 9. Improving

Education, Training and Innovation. Department of The Presidency. Republic of South

Africa, Pretoria, 2012. pp. 260-294.


Platinum 2012

936

12. Queensland Government Mining Journal. Heartbeat Project: taking the pulse of the

resources industry 2009. P. 47.

13. Pieters, J. Teamtalk Employee Magazine, 2002 –

14. Sandvik Mining. Market Area EMEA Project: Retention Of Critical Skills. Doorsamy, J., Prinsloo, J.,

Salifu, N., Mubita, R., and Rweikza, D. (eds). Aug. 2012

15. D’Amigo, K. http://comerecommended.com/blog/2011/11/17/employers-6-ways-to-

close-the-skills-gap/ Nov. 17, 2011

The Author

Sunet Marx, BA Mining: Global Talent and Performance Manager, Sandvik

2002 – Current

Various Positions within Sandvik HR

• Global Talent and Performance Manager for Business Area Mining

• Sandvik Academy Manager Region Africa

o Apprentice Programme Project

o Strategic Management for Competence Development

• General Human Resource Management

1988 - 2002

FET Colleges

Senior Lecturer in Mathematics and Science and Supervisory Development

Documents

sandvik apprentice programme: we make it possible - saimm