TRIPLE E TRAINING HOLDINGS

Is your company registered with the Sector Education and Training Authority and are you meeting the requirements they set forth? Why not offer your uneducated and illiterate work force an accelerated education programme so that they can add more value to your company? There are many courses available to fulfil your SETA quota such as the Adult Basic Education and Training programme that offers education from the grade one level right through to matric. It is important to value your employees and educate or train them so that they can in turn work to the best of their ability. This will only add value to your company and will help minimise your staff turnover rate.

HIV/AIDS is not a disease that can be separated from the work area. Workers spend most of their days at work and interact with people at work. HIV awareness training at work is important because it helps to clear up misunderstandings about the disease and prevents discrimination against co-workers who have contracted HIV/AIDS. It also helps to address fears about the issue, address false perceptions, and creates a positive work environment. The workers also learn what to avoid and how to react should there be an injury at work with the risk of becoming infected. Contact us to help you start HIV awareness training at work.

Especially with developments taking place at a tremendous speed, steel work training has become essential in South Africa. At present far too many skilled workers have to be imported to fill the tremendous gaps of skills in the steel and construction industries. Employers can either import the required skills and have the capital go out of the country or can provide steel work training for the employees and thus benefit the country, build a better workforce and safe money. Triple e also provides accredited steel work training ensuring the workers become aware of rules, regulations, and standards in steel work, can for instance assemble frames correctly, know how to do waterproofing, apply insulation techniques and more.

Many industrial nations struggle with “school-to-work transition” issues: graduates of their traditional educational systems have neither skills nor values immediately applicable in the workplace. In South Africa, however, industry leaders and educators have collaborated for more than twenty years, developing a sophisticated system that promotes students’ learning for work. In South African industries, the notion of a school-to-work transition seems as foreign because learning environments have been integrated from students’ first day of class. As they complete ABET learnerships, students are assessed according to the standards and expectations in their industries: skills are introduced in the classroom, and classroom activities support students’ acquisition of new skills, but the skills have meaning and value almost exclusively on the strength of their application in the workplace. Educators describe “outcomes-based” assessments. In ABET learnerships, the phrase means that if you cannot do it at work, you cannot do it.

It may not appear frequently among multiple choices, and students may not repeat it a thousand times as they build their portfolios, but “responsibility” remains the fundamental, essential, indispensible, pervasive, and ubiquitous word in worker education. Worker education prepares students not only to become more productive and efficient, but also to become progressively more responsible. Sometimes the most important part of worker education doesn’t appear in the syllabus or among the curriculum materials, but responsibility develops as students learn the subtleties and intricacies of work-life balance. Worker education often builds students’ willingness to take-on extra projects at work, challenging them to become more responsible. Worker education also helps students become responsible for their own learning and its application. At first, they demand to know the reason and relevance for development of new skills. As they advance through worker education; however, they learn to figure it out for themselves.

In the southwestern United States, where managers speak English and workers frequently speak only Spanish, managers gain workers’ trust and loyalty when they become fluent in Spanish. In Quebec, Canada, where leaders speak English and workers typically speak French, leaders gain their employees’ respect and teams become more productive when leaders learn French. In South Africa, we reasonably can expect the same result: When managers and leaders learn Zulu through Zulu classes communicating clearly and effectively with their workers, confidence and productivity dramatically will improve.

In bilingual countries, people begin to understand that workers’ native language is their language of familiarity and English represents the language of power for workers. When a leader gives up the language of power, adopting the language of familiarity, he shows respect and understanding for the workers’ condition. Confidence soars and workers feel more ownership in their work. Taking Zulu classes provides huge psychological and financial benefits for managers.