COLLABORATION AND TEAMWORK

4.2 IDENTIFICATION OF THEMES AND FACTORS PERTAINING TO RESEARCH

4.2.5 COLLABORATION AND TEAMWORK

The training methodology of the training provider shaped opportunities for collaboration and teamwork in a number of ways during the footwear learnership programme. The learning materials were critical in faCilitating collaboration and teamwork. According to the HR Manager, every module contained aSSignments or learning activities that were either group or individual related.

The HR Manager indicated that most learning activities or assignments are discussed in a group, although individuals may be requested to present individual aSSignments. He maintained that this gave learners group exposure.

The training methodology adopted by the training provider was the key element in enhancing collaboration and teamwork during the learnership programme.

The HR Manager expressed the following views on the training methodology of the company. He stated:

On the job training of learners does not take place in an isolated way because when it came to your lasting and making area it had to take place on the track because of the way it was set up. It is very difficult to set-up a whole lasting and making track like a conveyor belt for training on the line. The linear track system is not good for training purposes, because when learners operate in a straight line and if a

learner seated in position 4 or 5 wanted to seek clarity on an operation with the person at the end of track, this can result in disruption of the production process. The cellular system is very much an integrated system with learners seated closely to one another and it is far easier for them to interact with one another. The cellular system is less disruptive and there is very little movement as compared to the walking in the linear system. There is easy access to equipment and besides, whilst learners are working in the confines of a designated area they are exposed to the different footwear processes that are available. All the learners can observe the different processes at one go because learners can observe the different operations like lasting, making and finishing. Learners are able to reflect that the shoes come from the assembly line into the lasting track. The back part is moulded during the lasting operation and then the bottomstock is affixed and the upper is formed. Then the shoe goes through to a

finishing process.

He added further:

With the cellular system machines are opposite one another and learners can talk to one another if they are experiencing qua/fty problems. They become very focused and it enhances the possibility of them developing skills quicker than a linear system because they are situated so much closer to where the point of action is, so much so that when a person is experiencing a problem another experienced learner might intervene and say, "Let me help you!" This is done in a very informal way. All of a sudden learners start to develop more than one skill.

It was also evident that the management and facilitator facilitated collaboration and teamwork. The HR Manager, the facilitator and learners noted that experienced machine operators on the factory floor do assist learners and that colleagues and peers are also available to assist the learners. The learners, Zama and Adelle, illustrated this by citing examples. Zama related:

We were doing the making and Krish gave us these uppers. We had to start the making line. Krish was assisting us. We had to follow on what he has done, but he was right there assisting.

Adelle added:

I remember there was

a

time when we had to go down to look for machine numbers to get to know what type of machine it is and how you would lubricate its settings and things like that. I walked down to the people that worked in the factory and they assisted me.

The facilitator, Krish, mentioned that consent to work on a particular machine or a production process was obtained by himself, from the departmental manager, thus granting access for a colleague or peer to assist a learner.

Collaboration and teamwork was also enhanced during the facilitation of the core learning activities by virtue of the fact that experienced learners (18.1 learner) and inexperienced learners (18.2 learner) were taught simultaneously under classroom conditions. The HR Manager, training facilitator and learners confirmed that core learning activities are facilitated in groups of 4 or 5 and that when learners gave feedback, they learnt from one another. The HR Manager and training facilitator validated their argument by stating that when the more experienced learners (18.1 learner) are providing feedback, the inexperienced learners (18.2 learner) fed off this information and learnt at the same time.

During observation, after the activity was completed, the researcher questioned the facilitator on why some of the other learners had a better understanding of the industry. He pOinted out that the 18. 1 learners would have a better understanding and are more familiar with the footwear manufacturing operations and learning activities because they are recruited from within the company and thus have the necessary experience, skills and expertise as opposed to the 18.2 learners who were previously unemployed, most probably had no previous experience in footwear manufacturing and had to undergo a recruitment and selection process before joining the footwear learners hip programme. Adelle, a learner, expanded on this point by illustrating an example:

The majority of the time we usually sit together and if we have

a

problem we will help one another. When we are in

a

group and questions are raised and if there is

a

new girl there, she would not know what it really is, if she has not been in the footwear industry. If the one person does not know and if I know it, I will talk, but if the other learners did four or five leamerships, they are well clued-up. They are there to assist and they will.

During facilitation observation of the core unit standard pertaining to Structure of the Industry, learners had their learning guides pertaining to the structure of the industry in front of them. A discussion on the learning activity took place. The researcher observed that some of the learners responded very well to some of the questions that were posed by the facilitator by offering excellent and concise explanations. They appeared to have a clear understanding of certain concepts that were unique to the footwear industry as compared to other learners. Learners were definitely learning from the experiences of one another while explanations were being offered. The researcher observed that the methodology used during the facilitation of the core learning is primarily group discussion. Questions at the end of the learning activities were discussed and learners were observed taking down notes in their learning activity guides. When learners did not understand a question or required an explanation they would pose questions to the facilitator who later indicated to the researcher that he would first ask the more experienced learners to answer the questions and then he would complement their answers by offering his own explanation. The researcher also observed the facilitator going around the classroom and offering individual assistance to learners.

Although the training provider provided several opportunities for learning through collaboration, which was essentially enhanced by the training methodology of the training provider, there was not much emphasis and opportunities for learning through teamwork. Teamwork is paramount in any learning process.