Bibliograpby

Chapter Four

8. Bibliograpby

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III Portne! Durban Harbour Questionnaire

Questions on Management :;:lOd Workers representatives: their vie~\'s on Technology and Skills needs

!. What has been the history of skills at the PDH'?

.... ... ... .... ... .. ... .... ... ... ...

~i:..

2. Which skills are becoming more imponanl in the light of today's challenges presented by globalis:Hion'! Please explain the reasons .

..

...

.. ^,

... ... ...

':, .. .

3. Which skills are becoming less import:lnt '? Please explain.

-I. Wh:lt is the current situation of skills at PDH'! Is it :my dIfferent from the past 10 yo:ars'?

... ... ... ... ...

5.00 you think I fed thatth~ past Le. the apartheid kgacy has any imp:!ct on skill5 .:ap;l!;it~, in your organization (PDH)".'

...

... ... ... ... .

...

... ... .. ... .

III

7 .. Does the SDA have any influence over the organization's skills plan!

policy? If so, how and what is that influence?

8. How will PDH and its workers benefit from (he SDA, if 011 all?

9. What technology is being used and for what purpose?

1 O.Does the introduction of new technology impact on skills needs and performance? How and if not, why?

Il.How long does it take for new technology to bl! introduced? (Th43 rate of technological innovations?).

12. What do workers ti!d about the imp;:c! of technology on their skills and ability to perfOnll their work?

Questions 011 Global challenges

I. What :lre chalJenges if any. globalisation is posing to PDH?

3. Is there any policy intervention?

4. Is it in line with the company vision?

5. How prepared is PDH to meet these global challenges? (Any measure underway to meet those challenges?).

6.Do you think that the measures to meet those challenges are effective? Please expLain.

Portnet Academy: Operational, Functional and training management Questionnaire

I. When was the Academy first established'!

2. What W:lS th.: original purpose? Has il changes since rhen, if so why?

3. Whal skill tr:lining programmes do you have?

5, How many workers are involved in the training programme?

6. How often are workers given training?

6.!. What is the length of (each) training?

6.2. What are its main objectives?

7, Do you think the programme is effective and why?

8. How do you measure and assess the impact of the programme?

9. What category of workers undergo training?

10. Who and \\ hat innuences the training progranulle's cOlllent'?

The 25 SETAS

SETAl: Financial and Accounti~g SerJices

SET.,u: Banking Sector Education and Training Authority

SETA3: Chemical Industries Education and Training Authority

SETA4: Clothing, Textiles, Footwear and Leather SectorEducation and Training Authority

SETA5: Construction ~ducation and Training Authority

5ETA6: Diplomacy. Intelligence, Defense and Trade & Industry Sector Education and Training Authority

SETA 7: Education, Training and Development Practices Sector Education and Training authority

SETA8: Energy Sector Education and Training Authority

SETA9: Food and Beverages Manufacturing Industry Sector EducatioR and Training Authority

SET Al 0: Forestry Industries Sector Education and Training Authority SETAl 1 : Health and Welfare Sector Education and Training Authority

SETA12: Infonnation Systems, Electronics and Telecommunication Technologies SETA13: Insurance Sector Education and Training Authority

SETAl4: Local Government, Water and Related Servites Sector Education and Training

Authority ~.

SETA15: Media, Advertising, Publishing, printing and Packaging SETA16: Mining Qualifications Authority

SETAl7: Manufacturing, Engineering, and Related Services Education and Training Authority

SETA18: Police, Private Security, Legal and Correctional Services SETAI9: Primary Agriculture Education and Training Authority SETA20: Public Service Education and Training Authority

SETA21: Secondary Agriculture Sector Education and Training Authority SETA22: Service Sector Education and Training Authority

SETA23: Tourism and Hospitality Education and Training Authority SETA24: Transport Education and Training Authority

S£T:\25: Wholesale & Retail Sector Education and Training Authority

The anticipated S£TAs in 'Person!ll care !lnd 'Sports, Arts, Culture and Entertainment' were not established bec:lUse they were Dot financially viable.

Source: SA l:.lbour Bulletin (2000) \"01. 2-4, no. 2

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