Ocational Training in Qatar - Thesis Example

Empirical Study The tool used in the collection of empirical data for the study was a questionnaire. Participantswho answered the questions strongly disagreed, disagreed, agreed, strongly agreed or were neutral to the question. Analysis of the participants’ responses made up the empirical findings of the study. The Problem The current training does not sufficiently train technicians and operators. It is thus not cost effective. The resultant effect is that there is a lag in comparison to the competitors in the regional and international markets. What is more, the lack of accreditation makes it difficult to attract young citizens of Qatar. In the long-run; it ends up being unsustainable as it fails to make significant changes to the training. Summary of Findings Training Needs Analysis was not incorporated in the training programs. The Qatar Vision 2030 is clear on the need for accredited/labor-market driven training. The trainees are also not enrolled in accredited programs. The programs in place are based on the needs of the labormarket. The different levels of management expressed grave concern that the trainees were not well trained both technically and linguistically. Moreover, the programs are not line-specific and have no distinct patterns. The duration of the program is approximately 2.9 to 4 years which is too long and fails to lead to a recognized college level. The majority of the trainees indicated that they did not benefit much from the training programs. The training programs are not audited by any independent accrediting organization. Furthermore, too many parties of the parties that were involved in training the students had no training background. Lastly, the Qatari secondary school graduates are in high demand. It is thus recommended that non-Qatari’s whose mothers are Qatari’s and non-Qatari’s born in Qatar are included. The researcher observed that there were genuine efforts to equip the National Operators and Technicians with the best skills to best perform. The programs offered were, however, not based on market needs or international standards with unaccredited and uncertified TPP programs. Benchmark and case Study The study was conducted in one of the LNG companies located in Qatar. The operations management believed that the quality of the Operators and Technicians needed to be enhanced to match that of its counterparts (reputable companies in the same business). The technicians belief are confirmed by the findings the review of the current status of the training when compared to best-practice benchmarks discussed in this thesis. The objective of this study, as a recap, is to compare QP training with major Oil and Gas companies in the GCC and to identify the gaps, with emphasis being placed on O/G Operators and Technicians training. In the thesis, analysis of the existing situation in detail, summarizing of the issues raised in meetings with training providers, operations training supervisors, mentors/coaches, and trainees who completed Certificate II and III will be done. The researcher had the opportunity of visiting QP (Qatar Petroleum) Training Center, toured part of CNA-Q (College of North Atlantic) facility and met the Dean of the Engineering Technology and Industrial Trades and his assistants as well as one of the program instructors. Analysis of the Current Situation A. Training Feedstock Qatari students, who score higher than 50% in Secondary school certificate, can apply to QP and join the program after completing the administrative formalities. The applicants are sent to CNA-Q for placement tests. The applicants whose placement in English is 1030 are enrolled in a pre-foundation program for 9 months (3 semesters). They then join the foundation program for another 9 months (3 semesters). The trainees are enrolled in English and Mathematics courses during the last 18 months of the training. Toward the end of the period, the trainees take limited technical English courses, Algebra and Geometry. The trainees are periodically taken to simulation workshops. Those who complete the program are promoted to Certificate II program (9months). This is followed by Work Place Learning (WPL) Program (4.5months). Upon completion of WPL program, trainees are converted to regular employees and assigned a Salary Code (SC) 12. Certificate-I is combined with Certificate-II. Graduates from Qatar Independent Technical School (QITS) take placement tests at CNA-Q) and then join the Work Place Learning stage. QITS is a 3-year program after the Intermediate schooling level. The program is under the Supreme Education Council. B. Stage Two of the Training Program When a trainee lands regular employment, they enroll in the Certificate III (Phase I) program, which is a classroom instruction with duration of 3.5 months.This is followed by the Certificate III (Phase II) program, which is ‘Work Place Learning’, and takes a periodof 3.5 months. Upon completion of Certificate III, Phase I program, trainees start the Certificate III, Phase II program. Upon the successful completion of the Certificate III requirements, the trainee is promoted to Salary Code (SC) 11, as a regular jobholder. The full program duration is a minimum of 2.9 years minimum and a maximum 4 years. C. Program Contents The Certificate III material is TAFE program, which is adjusted by Training supervisors (Operations and Maintenance) and staff who possess experience. The program was transferred to CNA-Q on the 18th day of August in 2013. Summary of Comments and Feedback Trainees Comments The trainees thought that their training was not recognized as it did not lead to an associate college degree. They also thought that the training program was extremely long (up to 4 years in some cases) and was not in line with the Supreme Education Council.A few of the expatriate operators and technicians do not like training the students. Moreover, some of the trainees felt that the training program did not prepare them for the work ahead. A particular respondent cited that the Ras Abu Abod Training Center practical training offered more relevant training. The trainees also informed that a professional training needs analysis was yet to be conducted. Some of the expatriate operators and technicians cannot communicate well in English. These individuals speak their native language, which is unsafe. A good number of the trainees also felt that some of the subjects taken at the local college were not relevant and did not benefit them much. For instance, Algebra and Geometry were cited as being some of the irrelevant subjects. They stated that they should have taken subjects directly relevant to their work. Staff Comments The staff was of the opinion that there was the lack of professional communication with the QP Corporate Training. The claim was that when they met with the QP training staff and sharedtheir opinions, they were informed that a decision had already been made. The decisions that affect the operations are made without consultation. The staff is asked to implement them, for instance, transfer the Certificate III program to CNA-Q. When requesting information from the QP Corporate training, it takes too long to get responses and at times no answer is given at all. The employees also feel that communication with the QP Corporate Training takes place in one direction. The researcher was also informed that some issues affected the operations of the staff such as the termination of 20 trainees without the approval of the staff affected manpower planning. What is more, the supervisors also indicated that the expatriate operators and technicians did not complete the certified programs in their home countries. Some of the supervisors, assessors and trainers believed that those trainees who completed training at the Ras Abu Aboudwere better prepared. The Researcher’s Observations and Assessments The absence of job-specific training needs analysis to link training to jobs. Its worth mentioning that the Supreme Education Council states clearly that these training programs should be aligned with the labor market "Technical and Vocational Education and Training (TVET) programs and outputs aligned with the needs of Qatari society and the labor market developed" (Education and Training, Sector Strategy 2011-2016, Executive Summary) The researcher also observed the absence of a steering committee responsible for directing and overseeing the training. There is also minimum coordination between the training providers and the oil and gas company.The training lacked job-specific training patterns, and the key skills did not focus on either English or Mathematics. The job skill training is general. Certificate III, for instance, needs to be adjusted to be more specific. The majority of the staff who manage the training functionwas not trained and they possess different backgrounds. Survey The survey was conducted with the support of the Ops management. The names or disciplines of the participants were not included in the responses. The employees at the different levels who completed the survey are listed below: Asset Leadership, Shift Supt & Head Opr = 5 Asset Supervisor = 55 Operator = 178 Coach = 81, Mentor = 54 & None = 103 Shift A = 56, Shift B = 36, Shift C = 66, Shift D = 55, Others = 25 The Questioner Consisted of sixteen questions classified into four categories. Communication and Engagement Program Awareness Trainees’ Capability Safety The overall results of the survey showed good rating to all questions related to communication, engagement and safety. However, in terms of program awareness and trainees capabilities lower ratings were recorded. As aforementioned, the duration of the training is too long at times and may reach up to 4 years in some cases. The survey proved that employees at different levels shared the same concern. Coupled with the long duration of the training is the issue of competence of the trainees after completing the program. They fail to meet the personal expectations and their fluency in the English language does not meet the job requirements. Recommendations Option 1: Training Steering Committee The following steps are suggested to resolve the issues of discord between training providers and end users of training and to modify or neutralize any resistance to change from the existing situation. It was recommended that a committee for Corporate Training Steering (comprising members from all the companies under Qatar Petroleum Corporation) be formed to oversee and direct all training requirements, models and quality. The membership of the committee should consist of one department manager of the largest 6 companies under QP. The committee will be mandated with the review and approval of training objectives, curriculum content, training progress, and quality of training; in addition to quality of teachers and trainers and the assignment of key training positions. Additionally, the committee will report their progress, requirements and concerns to the Managing Directors of these 6 companies. The Manager of Corporate Training will report functionally to the chairman of this Steering Committee.The chairman of the Steering Committee will be nominated by the 6 members, and chairmanship will rotate annually. The diagram below shows the structure of the Training Steering Committee Charter: Function The purpose of this committee would be to determine the current and future Training needs of all QP subsidiaries. It should also establish the working relationship between Training provider(s) and these companies. The committee will also be responsible for determining the quality of training programs. Ensuring that the training programs offered are in line with all the governmental agencies policies will also be tasked to the committee. Invitation of international training accrediting organizations to confirm the quality of offered programs by the committee. The committee should guide, review, endorse or approve changes in corporate training needs. It should also evaluate recommendations submitted by Subject-Matter Experts and or Training providers. Hiring, on a contractual basis, of anyone or entity that may be required to perform a certain job should be completed by the committee as well. Review and evaluation of recommendations that are brought to the committee from participating companies, training provider(s) are expected to be carried out by the committee. Committee members may be called upon to form sub-committee to investigate related issues or recommendations. Procedural Rules The chairman of this committee will be one of the committee members, and the chairmanship will rotate annually. The chairman will be elected via voting based on the majority vote. In cases of temporary absence, when a regular member is unable to attend a meeting, the regular member may designate a person to attend in his/her place. The chairman or delegate should prepare a detailed agenda two weeks prior to the meeting. Each member is required to prepare a report (presentation) to his/her corporation Committee twice annually. Each member should meet with his/her SMEs prior to each meeting. Minutes of each meeting will be recorded and distributed to committee members and training managers in each of the participating companies. Each member will be allowed 5 work days to send back the action sheet items/meeting minutes to the secretary if nothing is received then he/she is accepting the content. Representatives of the training provider(s) may be invited to attend these meetings. Representatives (Specialty leaders) of the SMEs will be required to attend each of these meetings. As directed by the committee chairman, action teams can be formed to undertake specific issues and report their findings and recommendations when required. Committee members may invite guests to participate activelyin the discussions. Option 2: Qatar Technical College Qatar is going through unprecedented development with the launching of Qatar Vision 2030. To help make its vision a reality, Qatar launched its first National Development programs with related outcomes and targets. Currently, there is a technical school after the 9th grade (Qatar Independent Technical School), which is a feeder to Certificate III program. There was a technical training center, but it was closed and there was a technical college, and it was closed too in 2002. According to Qatars Third Human Development Report (pg.34) there is a proposed Vocational Education and Training College, but it has not come into existence yet. There are some Qatari trainees who attend unaccredited programs, and they spent many years without any recognized academic reward. Supreme Education Council Executive Summary report clearly states “students and trainees should expect to have their coursework and credentials recognized by other educational institutions, employers, public and private certification boards.” The rationale behind this technical college is to train Qataris to gain the required skills for current and future market needs. One of the major areas that it will address is the duplication of efforts by addressing stakeholder common training needs. The institution will also optimize best training practices and knowledge sharing among different stakeholders. Ultimately, we will have a well-trained workforce.The initial step is conducting a national Training Needs Analysis. It has been observed that there are some instates offering training programs, but they were not based on professional Training Needs Assessment. A Canadian organization called SAIT has a good reputation in conducting these kinds of studies. It’s true that the major stakeholders are companies in the Petroleum Industry, but there are others who might join the program. Programs offered may include support services jobs. The majority of clerical jobs in the country are held by non-Qataris. Qatari females could be targeted for these jobs. It’s true there are private institutes that offer these programs, but not all Qataris can afford the educational expenses. The trainers and program supervisors should be certified as such, and there should be a recertification program every two years. Trainers should attend refresher courses to remain abreast with changes in the field. It is critical to make sure that this college is managed by qualified people with extensive experience in this field. Advantages of creation of this College: One of the benefits of the establishment of the college is to achieve the Qatar Vision 2030 in the development of the workforce. It will lead to securing of knowledge transfer to provide the job market with qualified Qatari workforce. This will eventually result inthe contribution of the labor workforce to Qatar’s efforts. Consequently, duplication of efforts will reduce, operational cost will be minimized and improved efficiency will be achieved. The general effect is that it will contribute to creating a knowledge-based economy. Read More