Our innovative GETC: AET/ABET NQF 1 learnership [https://regqs.saqa.org.za/showQualification.php?id=71751] is more than just teaching the theoretical principles of workplace literacy.
We undertake AET training at your workplace and around your production schedules. When learners leave the classroom, they immediately start applying their theoretical knowledge to do their jobs. While working closely with a mentor, they further develop, refine and hone these skills over a 12-month period. In this way, they start acquiring critically important tacit knowledge. This is an understanding of the ways in which work is best done in practice. Equipped with this wisdom, employees can also find better ways of doing a job. Therefore, staff who possess tacit knowledge perform their work well and efficiently – even in problematic situations.
Blue-collar workers in the manufacturing industry gain tacit knowledge via experience, observation and practice. Many of our clients simply refer to this knowledge as “know-how” or even “street smarts”. “Street smart” blue-collar workers can calibrate machinery. They can also troubleshoot equipment problems and identify and correct defects in products. Furthermore, they can optimise a production line for efficiency.
Tradespeople also accumulate valuable tacit knowledge over time. A case in point is a qualified electrician. He or she may have passed their trade test. However, the actual value that an electrician adds is knowing how to apply this knowledge in practice. Correctly interpreting the diagram is just one small aspect of the job. The real work starts with executing it the right way while aware of all the pitfalls in doing so. No two worksites are the same. Each will provide unique challenges. This is expertise that is honed from journeymen experience.
Developing human capital
GETC: AET/ABET NQF 1 develops your human capital, critical to any sustainable business. Work experience builds on the foundation of formal education and enhances human capital [https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/human-capital-at-work-the-value-of-experience].
People who start by taking orders in a restaurant begin learning how to handle difficult customers. Warehouse workers watch their managers solve logistical logjams. They will deploy these approaches in their future roles as warehouse managers or procurement agents.
So just how important is this knowledge that resides within your workforce?
Up to 90% of the total knowledge housed within an organisation is the tacit type [https://www.researchgate.net/publication/376462964_Tacit_Knowledge_Transfer_and_Sharing_Characteristics_and_Benefits_of_Tacit_Explicit_Knowledge/link/6579a7a56610947889c4f09d/download]. Tacit knowledge is also considered an intangible asset, which accounts for 84% of all assets in S&P companies. In 2019, companies’ intangible assets were worth a whopping US$21trillion. Refer to $21 trillion in U.S. intangible assets is 84% of S&P 500 value – IP rights and reputation included (ipcloseup.com). This is three times more than their tangible counterparts. It is no wonder then that so many of our clients are trying to find better ways of managing this knowledge. And they are looking specifically at the immense tacit knowledge that resides at an operational level. This is the engine of their farms, mines, worksites, quarries, factories and warehouses.
When these employees leave, they take their tacit knowledge with them. This can cost companies up to 213% of an experienced employee’s salary to find a replacement. The notice period normally provided by employees planning to leave is rarely sufficient to pass along all of their knowledge.
We are sure that your supervisors or line managers have often praised the performance of certain members of their teams. Perhaps, they’ve said something like: “she has forgotten more than I’ll ever know!” That’s acknowledgement that this employee possesses tacit knowledge, but unaware of it and its importance.
Skills AET: GETC imparts
However, in order to acquire tacit knowledge, employees need certain skills that our GETC: AET/ABET NQF 1 learnership imparts. This is done via training that has continually kept pace with the changing workplace literacy skills requirements of labour-intensive industries.
By tailoring our GETC: AET/ABET NQF 1 specifically for workplaces, we teach relevant basic-education skills. They include the traditional fundamental learning areas of language, literacy and communication and mathematical literacy. Working closely with industry, we also carefully selected core and elective subjects that develop well-rounded employees. This includes developing behaviours that facilitate the acquisition and transfer of tacit knowledge. You are probably aware of employees who deliberately hoard the knowledge that they have gained on the job. This is because they think that it provides them with job security. Then there are those employees who do not share information because they do not realise the importance of their knowledge. They incorrectly assume that their “tricks of the trade” are just part of the job that everyone knows. You have to constantly remind them that is certainly not the case and that they need to “open up”.
About two-thirds of the knowledge and information received at work is automatically transformed into tacit knowledge. This is via in-person; face-to-face; and physical interactions. Therefore, to disseminate and capture this knowledge, regular interaction; extensive personal contact; and trust are required.
GETC: AET/ABET knowledge in practice
Implementing GETC: AET/ABET NQF 1 knowledge in practice, employees learn how to use it to predict and anticipate problems at work. For example, employees learn how to evaluate and solve data-handling and probability problems within given contexts during mathematical literacy classes. This is but one important learning area of mathematical literacy that enables employees to effectively engage in problem-solving [https://regqs.saqa.org.za/showUnitStandard.php?id=119364].
Even highly supervised employees who perform routine tasks that are largely standardised and recorded will encounter unpredictable situations. It is impossible for them to be prepared for all circumstances and deviations. When obstacles do occur, they need to be able to think critically, logically and creatively to overcome them.
Quality control is a case in point. There are times when there are no clear rules to which quality controllers must abide. Quality controllers will ponder whether the product that has just come off the production line is “okay”. If they are unsure, they will seek help from other team members. In these instances, oftentimes, some will accept the quality and others will not. The team will then work together with higher-ups, to find the “golden mean”.
Another example of tacit knowledge is in the bulk solids industry where use is made of pressure-differential trailers. Employee will partially cover the air intake on a vacuum system to derive more suction to accelerate material transfer. They have never been taught to do so but picked up “pearls of wisdom” from more seasoned operators.
As teams develop higher levels of group tacit knowledge, they can work in more creative, innovative and adaptive ways.
GETC: AET/ABET equips workers
Our GETC: AET/ABET NQF 1 learnership equips blue-collar workers with the foundations upon which “soft” and “hard” skills can be further developed. These are the two paradigms of tacit knowledge. They are learnt in the classroom and refined by practice over time.
At the first layer of tacit knowledge is hidden practical understanding that is personal and unknown to the company. When employees are asked how they perform specific tasks at work, they can explain it.
The next layer is more abstract. Therefore, employees are less aware of it. This knowledge refers to principles that inferences are needed to develop preferences or make decisions. At Triple E Training, we simply refer to this knowledge as “rules of thumb”. The final layer of tacit knowledge can only be demonstrated. It cannot be elicited.
Even the way some employees sometimes use numeracy skills is done in a tacit way. Employees are not aware that they are using them because they are firmly embedded in their tasks. However, they are not acknowledged as numeracy because they bear very little resemblance to the maths taught at school. Yet, if asked, they will tell you that they are not good at maths!
An excellent example of tacit knowledge is the skills that seasoned welders bring to a worksite. This is the kind of know-how that isn’t found in textbooks. It comes from sharing anecdotes of challenges that have been surmounted and lessons learned from mistakes made. This is in addition to the intricate details that can only be understood through years of dedicated practice. Working alongside these employees, younger employees gain a deeper understanding of the craft that they intend mastering. This goes beyond technical know-how, which is acquired via occupational and vocational training.
GETC: AET/ABET in the workplace
Completing our GETC: AET/ABET NQF 1 programmes in the workplace, employees learn in an engaging environment. The on-the-job component of our training provides employees the opportunity to understand objectives of management and other team members. Furthermore, they have clearly defined roles and responsibilities. These provide opportunities for employees to put the fundamental, core and elective subjects that they are studying to the test. This, in turn, also enhances the learning experience in the classroom.
For example, employees can better relate to a learning area such as how to effectively participate in the workplace. They are also already learning how to manage their time to meet stringent deadlines while working. This is yet another learning area that is covered by life orientation studies [https://regqs.saqa.org.za/showUnitStandard.php?id=14664]. Therefore, employees see how the skills that they are learning fit into the “bigger picture” of your company and industry. They also realise how each skill contributes to their overall effectiveness as an employee. This, in turn, helps them to succeed in completing the learnership and excel in their careers.
Considering its focus productivity and efficiency, the workplace also provides fast feedback. This enables employees to quickly learn from their mistakes or improve their performance to meet objectives. A classroom does not provide such a quick feedback loop.
GETC: AET/ABET facilitates lifelong learning
Our GETC: AET/ABET NQF 1 learnership facilitates a lifelong learning culture within organisations. This is one of the best ways of managing the rich tacit knowledge that resides within your teams.
Our clients recognise the importance of tacit knowledge. Their employees are also aware of how it contributes towards the success of their business. They know that when they encounter a problem, they are learning, growing and perfecting their skills. However, this must be shared with co-workers who also want to keep improving.
Our clients provide the training and support that their employees need to develop their communication and interpersonal skills. In turn, this creates a culture that supports tacit knowledge sharing.
Secondly, they provide employees with opportunities to share their tacit knowledge. A case in point are the mentors who support GETC: AET/ABET NQF 1 learners in the field. However, it is paramount that mentees have the skills to learn from their mentors. This is in addition to a willingness to learn and ambitious mindset.
Learn more about Triple E Training and our innovative workplace training programmes. www.eee.co.za