Leadership Programmes Competency / Content Alignment Agriculture …maxa.maf.govt.nz/sff/about-projects/search/...programmes-report.pdf · Leadership Programmes Competency / Content

MAF Sustainable Farming Fund Project

Leadership Programmes Competency / Content Alignment

Agriculture Sector

Project Number: L09-056

Ian OlliverLife Path Learning

PO Box 6423Upper Riccarton, Christchurch 8442

Date of Report: June 2010

Leadership ProgrammesCompetency / Content Alignment Agriculture Sector Page 1

CONTENTSPurpose

Format

Disclaimer

Acknowledgements

PART ONE

1.2 The Project

1.3 Career Learning Pathway

1.4 Project Objectives

1.5 Background

1.6 Industry Programmes

1.7 Alignment of Existing Programmes

1.8 Leadership Levels

1.9 Leadership Competencies

1.10 Leadership Types

1.11 Learning Clusters

1.12 The Next Step

PART TWO

2.1 Approach

2.2 Assumptions

PART THREE

3.1 Objective One

3.2 NZQA Qualifi cations

3.3 Learning Clusters at Industry Level

3.4 Learning Outcomes around Clusters

3.5 Case Study

3.6 Alignment Tables

3.6.1 Industry Level 1, Local Leadership

3.6.2 Industry Level 2, Regional Leadership

3.6.3 Industry Level 3, National Leadership

3.6.4 Industry Level 4, International Leadership

3.7 Objective Two

3.8 Industry Training Programmes

3.9 Getting Your Feet Wet

3.10 Shining Under The Spot Light

3.11 Generate

3.12 Kellog’s Rural Leadership Programme

3.13 Nuffi eld Farming Scholarship

3.13 Objective Three (this is likely to be 5 pages)

PART FOUR

4.1 Conclusions

4.2 Outcome of Objective One

4.3 Outcome of Objective Two

4.4 Outcome of Objective Three

PART FIVE

5.1 Recommendations

5.2. Next Steps


PurposeThis report builds on and updates work already completed by Catalyst 4 in 2004 as part of an earlier MAF SFF project.

The report is primarily targeted at analysing the fi t between proposed industry leadership competencies, NZQA Unit Standards and qualifi cations and existing agricultural leadership programmes.

FormatPart One begins with an introduction to an agricultural Career Learning Pathway; what this is and why it would benefi t the industry. It includes a background to the earlier work done in this area by Catalyst 4, including outlining their four levels of leadership (local, regional, national, international) and defi nes what leadership competencies / leadership types are. Part One outlines fi ve current industry leadership programmes that were reviewed and explains why these particular programmes were chosen.

In Part Two we outline the approach (method) we used to undertake the analysis offered in Part Three and explain our six phase process.

In Part Three we begin by testing Objective One, which is the NZQA alignment to the key proposed industry competencies identifi ed by the Catalyst 4 report. This work includes a short review of four NZQA qualifi cations against the four industry leadership levels. We set our analysis out in a table format, using fi ve Learning Clusters. We then provide a case study example. At the end of this section, the report contains a 14 page table review of the alignment between proposed industry competencies and NZQA Unit Standards and qualifi cations.

In the second section of Part Three we test Objective Two, which is a comparison of current industry leadership programmes against the proposed industry leadership competencies. Each of the fi ve programmes we tested is reviewed separately and an alignment estimate provided.

In the third section of Part Three we test Objective Three, which identifi es the feasibility of linking existing and new (industry) learning to NZQA unit standards and qualifi cations.

In Part Four we set out our conclusions to the three objectives

In Part Five we provide recommendations and the next steps.

DisclaimerEvery effort has been made to ensure that this report is as accurate as possible. We apologise if any training provider feels that the representation of their programme is not as full or complete as they would wish.

Acknowledgement We wish to thank Stuart Anderson for the Nuffi eld Farming Scholarships; Stephen Carr from the Taratahi Agricultural Training Centre; Cora Bailey from Kellog’s Rural Leadership Programme at Lincoln University; Dr Peter Blyde of Catalyst 4; Kevin Bryant from Ag ITO; and Conor English and Ali Undorf-Lay from Federated Farmers of New Zealand. We also wish to thank the participants of the rural leadership programmes that we consulted as part of this research.


1. IntroductionThe Leadership Programmes Competency/Content Alignment – Agriculture Sector has been promoted by Federated Farmers of New Zealand as an essential initial step toward the establishment of an industry wide approach to developing a career focused ‘learning pathways’ system.

The term Career Learning Pathway is used several times in this report. Career Learning Pathway refers to a total programme of learning that meets the developmental needs of an industry, and its people, from entry to exit. The programme ideally includes technical and non technical learning, would cover all industry sectors and levels within each sector and show clear learning pathways within and across sectors.

Any person working within the industry, or contemplating this, should be able to map a career pathway, and with it the relevant learning options and steps that, if undertaken, would assist their career progression.

The Career Learning Pathways system would be accessible through electronic means and supported by hard copy advertising and in-house Career Learning Pathways experts and mentors.

Leadership capability is a must improve challenge for New Zealand as an export dependant nation. The agricultural sector’s future successes will be won or lost on the ability of its leaders to achieve on the global stage. Building a career learning pathway, and backing this up with high quality learning, will not only support this goal, it will also improve retention of high potential and successful leaders in the industry in New Zealand.

When the generic Career Learning Pathways model is fi nalised and approved by a collaboration of industry groups, development of new programmes and possible enhancement of existing programmes, which will cover off learning gaps identifi ed as part of this project, can commence. The steps needed to achieve this are set out in the report’s recommendations.

The aim is that all current and prospective workers in the agricultural sector, who seek professional development, will be able to identify a personal career path that is supported by high quality incremental competency based learning, and hence be able to maximise their opportunities, potential and abilities.

This will have a major positive outcome for the industry by signifi cantly building on leadership abilities at all levels across each of the sectors that support the pathways initiative.

The end result will be increased capability and outputs, through highly trained and motivated people. This will assist the industry to enhance its presence and successes in national and global markets.

1.2 The ProjectThis project, Leadership Programmes Competency / Contract Alignment – Agriculture Sector, was established to be the pre-cursor of a later, larger project; which is the creation of the Career Learning Pathway. This later project, which would need to be a collaborative industry effort across all sectors, would include the development of a comprehensive modular learning system. This ‘shared learning module’ could provide signifi cant value to the industry, if all key stakeholders agree on:

Leadership levels and types across the industry Critical competencies across each of these leadership levels and types

PART ONE


A model of recognisable career progression within and across industry sectors Agreement on who takes responsibility for what The learning/teaching model – should it be competency based? Guaranteed support encouraging staff to access the pathways system A body to oversee the development and ongoing management of the career model Funding models, guarantees and responsibilities Time lines and priorities.

1.3 Career Learning PathwayThe new Career Learning Pathways model, once operational should provide learning both on and off farm, at all levels, including technical and non technical, and across all sectors. Ideally it should start with school children (the New Zealand Young Farmers Pipeline programme promotes this philosophy) and be inclusive of all ages and levels who may want to establish, or improve their career in the agribusiness industry.

The model should be promoted collectively by industry, and strongly promote the careers and learning options available. Its design and marketing must encourage and offer help to any student or worker by providing easy, concise and understandable information and learning that would give them access to a career within the industry. The big picture should be to nurture “new” interest levels from school children through to industry veterans.

To encourage leadership growth across the industry, entry to the Career Learning Pathway must be easy and painless, with support for those who engage; constant, seamless and professional. This is about enhancing individual confi dence and organisational outputs, and improving competitiveness by developing technical expertise and leadership capability.

Based on a recent Federated Farmers Survey, across 2000 of its members, 81% believe they are already in leadership roles, yet over half; 52% said that they did not have the skills to take up a leadership role.

By creating an industry wide Career Learning Pathway then designing and delivering high quality (ideally competency based) learning, this 52% (as an example) will be able to create a personal development map through which they navigate to their career goals and fulfi l their professional potential.

1.4 Project Objectives The objectives for this project are:

Test the NZQA alignment to the key (proposed industry) competencies identifi ed as critical for leadership. Identify which of the current (industry) programmes has the best alignment to the competencies and delivers measurable value for future industry leaders.Identify the feasibility of linking existing and new (industry) learning to NZQA unit standards and qualifi cations.


1.5 BackgroundIn 2004, an extensive review of the sector leadership development was carried out by the CEO Group for Meat and Wool NZ, Dairy Insight and MAF SFF. This identifi ed key leadership competencies considered critical for successful leaders at various levels within the agricultural sector. It also identifi ed that training in leadership skills was patchy at best; with various sectors developing programmes in isolation, that they felt would best meet the needs of their people.

Lack of leadership skills is a major threat to the industry’s ability to sustain and grow in the years ahead. Dr Peter Blyde of Catalyst 4 has completed a number of reports and projects over the last six years, examining appropriate leadership competencies for the various levels and groupings of leadership skills across the industry.

Not only has the lack of leadership skills been identifi ed, all industry sector organisations appear to agree with Catalyst 4 fi ndings. However, the challenge is to get all key sectors to willingly and collaboratively work on the industry wide Career Learning Pathway.

While some collaboration across industry sectors is currently evident, lack of this has been a factor delaying acceptance of an agreed set of competencies and a Career Learning Pathway. Progress is now being made through an Industry Leaders Forum.

In general, training programmes developed over the years have been well run and have provided valuable learning for participants. This projects brief is not to dissect and offer ideas for changes to established programmes. Rather, it is about assessing the degree to which existing programmes cover the learning required using the proposed industry competencies, and whether these existing programmes and the proposed industry competencies might link with NZQA qualifi cations.

1.6 Industry ProgrammesThe industry programmes reviewed against the project objectives were:

Getting Your Feet Wet Federated Farmers of New Zealand Shining Under the Spotlight Federated Farmers of New Zealand Generate Taratahi Agricultural Training Centre Kellogg Rural Leaders Lincoln University Nuffi eld Scholarship Nuffi eld Scholarship Trust

These programmes were chosen because they are open to learners across the agricultural sector as compared to those that are industry specifi c.

As sector specifi c training programmes are not included in the report, at some stage prior to the Career Learning Pathway being fully developed, these will need to be tested against the industry competencies, and fi nd their appropriate place in the pathways map. We suggest that this can most easily be done by the industry developing a self-assessment test and each sector evaluating its own programmes.

1.7 Alignment of Existing ProgrammesVenturing into the Career Learning Pathways project, before completing this ‘alignment’ to existing programmes, could cause signifi cant overlap of provision and potentially confuse learners. There are


rarely gains to be made by reinventing the wheel. It is important that the place of existing programmes in terms of their links and coverage to the proposed industry competencies is completed.

Therefore, before new training/learning programmes are developed, it will be critical to understand and agree:

What the existing learning programmes offer, at what industry leadership level, and to identify the degree of alignment to the proposed industry competencies.What skill and knowledge gaps exist, between existing industry programmes, and future learning requirements using the proposed “new” competencies? What additional new learning is required to fi ll identifi ed gaps, and cover off the proposed industry competencies, and at what level?How much new learning might fi t into existing industry programmes, and how much will need new programmes designed, and providers found.Where and how all learning fi ts into a Career Learning Pathways Framework. Who within the numerous industry sectors and groups will be responsible for the design, delivery, roll out and ownership of individual or clusters of programmes.Whether the industry does, or does not want to pursue a learning model, where all learning is competency (the “can do” outcomes are measured for all learners) based.On a funding model that is workable and acceptable for all stakeholders.

1.8 Leadership Levels Catalyst 4 had identifi ed in their 2004 report, four distinct levels of leadership, designated Levels 1, 2, 3 and 4. These are described as:

Level 1 Local Leadership roles which may include: On farm supervisory role; small rural business owner/operator; supervisor or manager in a local business; leadership roles in a local sports club or not for profi t organisation, or on the Board of Trustees of a small school.

Level 2 RegionalLeadership roles may include: Manager or owner of a signifi cant size farm or orchard; senior executive in a rural business; executive of a local sport’s club or not for profi t organisation; on the Board of Trustees of a large school; on the Board of a regional farm/orchard business; on the Board or chair of a regional business.

Level 3 NationalLeadership roles may include: Owners of large farms/orchards with a national spread or dominance; senior executive of a national organisation; national sports club executive, executive of a national not for profi t organisation; on the Board of a large regional business and/or a national board leadership; involved on local councils of national bodies, or national politics.

Level 4 InternationalLeadership roles may include: Executive of organisations that have international involvement; on Boards of business that have signifi cant international involvement.


1.9 Leadership CompetenciesCompetencies describe the skill, knowledge and ability sets that a person would be expected to display at any given level of leadership.

1.10 Leadership TypesThrough the 2004 Catalyst 4 report, the concept of ‘types’ of leadership was promoted. At that time, ‘types’ was broken down into three areas of leadership1:

Organisational Leadership Governance Leadership.

1.11 Learning ClustersThe proposed leadership competencies have been clustered with the idea that each cluster may work well as compatible learning modules, over a 2-3 day training programme. The clusters used in this report will need further debate in terms of which competencies fi t best into each one, especially from a training design, delivery and learning perspective.

1.12 The Next StepOnce an agreed model of leadership types and levels, accompanied by competencies, descriptors, performance indicators and the Career Learning Pathways are in place, the work of developing the new learning programmes can commence.

Much of this will complement existing high quality industry programmes, and some will require new programmes to fi ll gaps where appropriate learning does not currently exist.

The industry programmes considered later in this report are open to participants across the Agribusiness industry. There are also numerous sector specifi c leadership programmes that have not been included as part of this report.

The end result, if measured, will be that leadership skills across the sectors will improve signifi cantly, providing immense spin-offs for the agribusiness industry and New Zealand.

1 The Catalyst Dairy NZ report in 2009 identifi ed fi ve types; Technical Leadership, On-Farm Leadership, Organisational Leadership, Industry/Community Leadership and Governance Leadership.


PART TWO

2.1 Approach The project has been completed through the six phases, which are described below.

1. To merge the proposed leadership competencies into (possible) learning clusters and create descriptors that identifi es “learning outcomes” for each cluster2.

At industry Level 1, Local Leaders, the descriptors developed were equivalent to Level 3 on the NZQA Framework – fi rst level manager.

At the top end, descriptors at the industry Level 4, National/International leadership, were developed to be equivalent to Level 6 on the NZQA Framework.

2. Examine and compare learning clusters/outcomes so as to identify possible alignment between the proposed industry leadership competencies and existing NZQA Qualifi cations.

3. Analyse fi ve existing industry programmes by talking with tutors of these courses and by referring to content information on web sites. This process will help identify which of the proposed industry competencies are already being catered for by existing programmes.

4. Existing industry programmes were examined for possible alignment to NZQA Qualifi cations.

5. Information gathered from steps 2, 3 and 4 above form conclusions and recommendations which can be presented to the industry.

6. Prepare and present this report to Federated Farmers and the agriculture industry.

2.2 AssumptionsInitially it was assumed that there was a high level of industry buy-in to the competencies and the Career Learning Pathways concept identifi ed in the 2004 Report. The project would test the viability of linking learning clusters with NZQA qualifi cations, and then check these against existing programmes. It would bring the industry another step towards achieving the learning model envisaged in the Report.

Very early on in the project, it was identifi ed that the proposed ‘new’ leadership competencies from the 2004 Report, had not been taken up by agribusiness sector groups, either individually or collectively, as a model to develop their leaders. The reasons suggested for this delay include:

Various sectors concerning themselves with their specifi c needs only. Lack of a high level industry wide team with the authority to drive an industry model. No one sector having the required “un-biased” overview to take control of the project.

We used the original Catalyst 4 model of Leadership Levels 1 to 4, and the fi ndings and recommendations from their 2004 Report. Since then, an updated industry leadership model has been developed. This appears to focus more on the types of leadership, within the above 4 levels, rather than changing the original competencies. The actual leadership competencies within the 4 leadership levels are, we believe, essentially the same as were being promoted by Catalyst 4, in the 2004 report.

While this project has addressed the six points identifi ed above, our recommendations may need to be tempered if the makeup of the proposed industry competencies changes signifi cantly at some future date.

2 This process was completed across the four industry leadership levels already established by Catalyst 4.


The 2004 competencies provide an excellent base from which to develop a comprehensive Career Learning Pathway, and ultimately develop additional learning programmes. However, the business of agriculture is constantly changing and the requirements and skills demanded by the industry are also expected to change.

Appendix One in this Report shows the four levels of proposed industry competencies, with brief descriptors for each competency.

The main fi ndings from this project are set out under the three objectives.


3.1 Objective OneWas to, ‘Test the NZQA alignment to the key (proposed industry) competencies identifi ed as critical for leadership’.

Below are the three separate pieces of information covered in this section. A detailed discussion of each follows.

1. Title and a short overview of the four NZQA qualifi cations, which appear to align the closest to the four industry leadership competency levels identifi ed by the writer

2. The fi ve learning clusters across these four industry leadership levels. Each of these learning clusters identifi es the key competencies, and the number of its sub-sets, to be covered within the learning module.

If new learning is developed along these lines, there would potentially be fi ve programmes (based on these learning clusters) at each of the four leadership levels.

3. Learning outcomes for each cluster are partially broken down and then compared to relevant NZQA qualifi cations and unit standards.

3.2 Title and a short overview of the four NZQA qualifi cation, which appear to align the closest to the four industry leadership competency levels.

Before considering the four NZQA qualifi cations, for those unfamiliar with that system, a short explanation of how the NZQA system of qualifi cations work, is given below. For further information, please go to the NZQA web site: www.nzqa.govt.nz.

NZQA Qualifi cations are developed to deliver either a National Certifi cate, normally at Levels 1 to 4 on the NZQA Framework, or a Diploma at Level 5 to 6 on the Framework. The total learning framework goes from the lowest Level (1) up to doctorate Level (10). In the New Zealand high school system, NCEA for Year 11 (formerly School Certifi cate) equates to Level 2 in the NZQA framework system.

Each National Certifi cate or Diploma is made up of a number of Unit Standards, usually between 10 and 30, depending on the qualifi cation level.

Each Unit Standard has a credit value awarded; it is the accumulation of credits that build to Unit Standards. Unit Standards accumulate to make a full qualifi cation.

Each Unit Standard is broken into a number of “learning chunks” called Elements. There would be an average of 3 to 6 elements within each Unit Standard.

Each Element has several Performance Criteria attached. The Elements are generally one liner statements that describe the general performance required. Numerous Performance Criteria are linked to each Element. Criteria are described in enough detail so as to provide certainty about must be completed to achieve competency for each Element.

A Unit Standard can only be signed off (awarded) once the learner has proven competency as prescribed by the Elements and Performance Criteria. Sometimes this requires a post course/learning assessment. The process is time consuming, but works as long as all parties (learner, tutor, and assessor) are committed to the task.

PART THREE


This report reviewed a number of NZQA qualifi cations in the Business, Small Business Management and Leadership areas and considered them for possible relevance and alignment to the proposed industry competencies.

Those chosen for closer examination are at NZQA Levels 3, 4, 5 and 6.

These were then examined for linkages and possible alignment to the proposed Industry Leadership Levels identifi ed in the 2004 Catalyst Report. These levels were:Level 1 Local LeadershipLevel 2 Regional LeadershipLevel 3 National Leadership Level 4 International Leadership.

The NZQA qualifi cations examined for objective one were:

National Certifi cate in Business (First Line Management) (Level 3)In our view this is equivalent to Industry Level I. The purpose of this qualifi cation is described as, ‘The fi rst of two qualifi cations for people who are, or are training to be, fi rst line managers (team leaders, supervisors, or charge hands). People in these roles are likely to be responsible for managing people, resources, or workplace operations, and may have had little or no formal training. The compulsory section specifi es the essential oral communication skills required of fi rst line managers, while the elective sections allow the candidate to select from a diverse range of outcomes to allow the qualifi cation to be focused on the specifi c needs of the individual, business, or workplace’.

National Certifi cate in Business (First Line Management) (Level 4)In our view this is equivalent to Industry Level 2. This qualifi cation recognises, ‘The skills and knowledge expected of people who are, or are seeking to be, fi rst line managers (team leaders, supervisors, or charge hands). Holders of this qualifi cation are likely to be responsible for managing people, resources, and/or work operations. The compulsory section specifi es key skills and knowledge in relationship management, performance management, and workplace organisational principles required of fi rst line managers at this level. The elective sections allow candidates to select from a diverse range of outcomes to allow the qualifi cation to be focused on the specifi c needs of the individual, business, or workplace’.

National Diploma in Business (Small Business Management) (Level 5)In our view this is equivalent to Industry Level 3. This qualifi cation recognises, ‘The competence, knowledge, and skills required to manage and develop small business ventures. It encompasses and builds on the National Certifi cate in Business (Small Business Management) by recognising additional skills and competencies in the assessment, establishment, operation and development of small business enterprises. This national diploma is designed to provide a pathway from the National Certifi cate in Business (Small Business Management)’.

NZQA included a Note, ’There is some degree of commonality between the two qualifi cations. For example, the compulsory component of the certifi cate is part of the compulsory component of the diploma and can be used for credit in this qualifi cation, and can lead to a range of business related qualifi cations. This qualifi cation allows for fl exibility to recognise other industry standards’.


National Diploma in Business (Level 6) In our view this is equivalent to Industry Level 4. This qualifi cation recognises, ‘A range of business-related competence. It is primarily intended for people who hold, or aspire to hold, positions which involve the management and leadership of several different (but allied) teams or business units, and/or which cross organisational boundaries and affect at least a signifi cant part of the whole organisation itself. Such people have a broader focus than managers/leaders of a single team. This qualifi cation recognises a broad base of technical competence and includes opportunities for increasing specialisation. People who have achieved this qualifi cation have demonstrated the skills, knowledge, and competence to undertake a range of business activities and specifi c roles at a high level.

3.3 Five learning clusters across these four industry leadership levels. Each of these learning clusters identifi es the key competencies, and the number of its sub-sets, (proposed) to be covered within the learning module.

Learning Cluster One - The Five Cs of LeadershipCompetency Modules: Character (2), Confi dence & Courage (2), Communication (2),

Comprehension (2), Change (1)

Learning Outcomes

Level One OutcomesLOCAL LEADERSNZQA Level 3

Level Two Outcomes*REGIONAL LEADERSNZQA Level 4

Level Three Outcomes*NATIONAL LEADERSNZQA Level 5

Level Four Outcomes*INTERNATIONALNZQA Level 6

Gain an understanding of the elements of character and communication required of a rural leader.

Demonstrate ability to apply the elements of character and communication in social and organisational contexts.

Demonstrate ability to apply the elements of character and communication in a national context.

Demonstrate ability to apply the elements of character and communication in a multi-national context.

*Achievement of all preceding (lower level) outcomes is included in each subsequent outcome


Learning Cluster Two - Consideration and Guidance Competency Modules: Critical thinking (2), Governance (4)

Learning Outcomes





Gain an understanding of applied governance and participation in local governance structures.

Demonstrate ability to apply governance skills and active participation in local governance contexts.

Demonstrate ability to apply governance skills and active participation in national governance contexts.

Demonstrate ability to apply governance skills and active participation in international governance contexts.


Learning Cluster Three - Strategy from Forethought Competency Modules: Management (3)

Learning Outcomes





Gain an understanding of organisational management and planning.

Demonstrate ability to apply organisational management and planning in small business and local governance contexts.

Demonstrate ability to apply organisational management and planning in large business and national governance contexts.

Demonstrate ability to apply organisational management and planning in multi-national business and international governance contexts.



Learning Cluster Four - Leadership Competency Modules: Management (1), Teamwork (1), Collaboration (1)

Learning Outcomes





Gain an understanding of the application of effective leadership strategies to promote teamwork, collaboration and personal development of others.

Demonstrate ability to apply effective leadership strategies to promote teamwork, collaboration and personal development of others in small business and local governance contexts.

Demonstrate ability to apply effective leadership strategies to promote teamwork, collaboration and personal development of others in large business and national governance contexts.

Demonstrate ability to apply effective leadership strategies to promote teamwork, collaboration and personal development of others in multi-national business and international governance contexts.


Learning Cluster Five - People, Our Greatest AssetCompetency Modules: Confl ict (1), Governance (1), Change (1)

Learning Outcomes





Gain an understanding of human resource management, confl ict resolution, performance appraisal and change leadership.

Demonstrate ability to apply effective human resource management, confl ict resolution, performance appraisal and change leadership in small business and local governance contexts.

Demonstrate ability to apply effective human resource management, confl ict resolution, performance appraisal and change leadership in large business and national governance contexts.

Demonstrate ability to apply effective human resource management, confl ict resolution, performance appraisal and change leadership in multi-national business and international governance contexts.



3.4 Learning Outcomes around ClustersLearning outcomes for each Cluster are partially broken down and compared (aligned) to relevant NZQA learning unit standards.

Some NZQA unit standards go part way to aligning with proposed industry competencies, especially at the industry Levels 1 and 2. Perfect matches between Industry Competencies, as identifi ed by the 2004 Catalyst Report and NZQA Unit Standards do not exist.

At the proposed industry learning Level 1 (Local Leaders), we have tried to align and link with the approximate NZQA equivalent; which is the National Certifi cate in Business (First Line Management) (Level 3).

At the proposed industry learning Level 2 (Regional Management and Leadership Roles), we have tested alignment with the NZQA National Certifi cate in Business (First Line Management) (Level 4).

Each of the NZQA qualifi cations has a small number of compulsory unit standards and a wide range of unit standards to select from. While the wide choice is useful and covers aspects of each of the fi elds of:

business operations management adult education and training manufacturing business administration communication

isolating the best aligned unit standards, within the parameters set down for NZQA National Certifi cates, is both time consuming and challenging.

The major issues with this type of alignment exercise are; that (non technical) NZQA unit standards tend to be generic and are developed as a “one size fi ts all; standards are not targeted to an organisation/sector view of the world; and; and specifi c competencies are often not what an organisation/sector may see as crucial for their workforce.

Often the most effective remedy is to develop the NZQA qualifi cation after the industry has settled on competencies, learning outcomes and assessment criteria – in this case, it would be Agribusiness Leadership Levels 1 to 4.

NZQA managerial/leadership and business qualifi cations have been designed to be useful across a wide range of businesses. The competencies that make up NZQA qualifi cations are by necessity, very generic. However, the Agribusiness’s proposed competencies are very different in many areas, and seek to teach and skill people in areas outside those promoted by NZQA.

Some of the NZQA unit standards align to 80% or more with an industry competency; others do not align at all and at appear irrelevant to the industry.

It is estimated that at the Industry Levels I and 2, the NZQA overall alignment to the proposed industry competencies are between 50% and 60%.While this is a useful start, it falls far short of making the NZQA qualifi cations useful. Efforts to align the industry Levels 3 and 4 to the NZQA qualifi cations have not been as successful.


The high level NZQA qualifi cations had a lesser number of Unit Standards with useful alignment to the proposed industry competencies.

For the purposes of this report, as the majority of industry learners will begin at Levels 1 and 2. This is also where the bulk of our analysis and alignment effort have been targeted.

3.5 Case StudyThe following pages in the report show examples at the Industry Level I, Local Leaders and how the NZQA qualifi cation, National Certifi cate in Business (First Line Management, Level 3), may or may not align to the proposed industry competencies.

Detailed analysis of other levels is not shown, but the trend has been that the higher the learning level the less alignment there is with the proposed industry competencies.

Industry Level 1, Local Leaders, has been compared to NZQA First Line Management, Level 3. This provides a good example of the complexity when endeavouring to align the two different sets of competencies. It proved especially diffi cult when the detail of individual NZQA Unit Standards, Elements and Performance Criteria, were broken down and analysed separately.

For the purposes of this case study, we have detailed only four (of the lowest level) of the NZQA Unit Standards that align closest with the proposed Industry Level 1 competencies. Three of these are “compulsory” for anyone who seeks The National Certifi cate in Business (First Line Management) Level 3.

While some NZQA learning via Unit Standards, is well aligned to the proposed industry competencies, much is not aligned at all, thus making it a diffi cult challenge to fi nd a high level of alignment across a full qualifi cation.

3.6 Alignment Tables

3.6.1 Industry Level 1 – Local Leadership

Learning Cluster One - The Five C’s of Leadership

Industry Competency modules - Character (2), Confidence & Courage (2), Communication (2), Comprehension (2) and Change (1)

Compared against

NZQA Level 3 National Certificate in Business (First Line Management)

Level One LOCAL LEADERS

Industry Competencies

Possible NZQA Unit Standards

“c” indicates compulsory unit

NZQA Level 3

Percentage

Alignment

Comments

KEY COMPETENCY

Gain an understanding of the elements of Character and Communication required of a rural leader.

- good listener - able and

willing to speak out

- speak openly on issues

- does not judge - does not pre

plan answers - aware of own

strengths and weaknesses

- willingness to be open and honest with others

UNIT STANDARD 1312

Give oral instructions in the workplace ‘c”

Elements and performance criteria

Element

Give oral instructions in the workplace.

Performance criteria

The goal of the instruction is clearly indicated to the audience.

The sequence of the instruction meets the needs of the audience.

Instruction is given concisely, using language which fits the communication needs of the audience.

Feedback is encouraged and used to clarify ambiguity and/or misinterpretation in a manner that meets identified needs.

Instructions are summarised at the end in a manner which clearly identifies the main components of the instructions.

Any visual aids and equipment used support the instruction.

Importance of voice projection, articulation, and modulation are identified.

Characteristics of oral instruction are identified in terms of pace, tone, environment, and audience.

Evidence is present that the audience understands the oral instructions given.

60%

This compulsory unit covers off

- able to speak openly on issues.

- able to speak out

While this unit standard is compulsory, it does not add value to the proposed industry competencies.

UNIT STANDARD 9705

Give and respond to feedback on performance “c”


Element 1 Give feedback on other peoples performance Performance criteria

- Feedback provided is on a basis that meets the needs of the individual and/or the group/team, and the organisation.

- Feedback is provided in a planned manner, as agreed by the individual and/or group/team, and the organisation.

- Feedback given respects the rights of the receiver, is balanced and objective, uses appropriate language, modulation, and non-verbal signals.

Element 2 Respond to feedback on own performance. Performance criteria - Feedback is assessed in terms of own view of own performance. - Feedback is responded to in a manner that respects the rights of all parties. - Reflective comparison of feedback and own view of own performance identifies own behaviours.

30%

Partly covers industry competencies

-Aware of own strengths and weaknesses

-open and honest in dealings with others

UNIT STANDARD 11097

Listen to gain information in an interactive situation “c”


Element 1

Select listening techniques.


Own perceptions that influence selections of listening techniques are identified.

Purpose for the listening is identified and set into context.

Listening techniques that fit the situation, the subject matter, and the speaker are selected.

Element 2

Listen to gain information.


Communication is analysed to identify implicit messages.

Information is clarified by paraphrasing, summarising, and questioning.

Information is analysed to determine content.

Element 3

Respond to information received.


Message is recalled to check for accuracy and meaning.

Responses, in terms of actions, match the purpose of the communication.

Feedback used is appropriate to the cultural context in terms of language and protocol.

Speaker’s emotions are responded to in a manner that fits the context and the subject matter.

20%

20%

This compulsory unit covers off

- Good listener

While the aspects of listening in this unit are useful, they have not been specifically identified as relevant with the industry competencies.

UNIT STANDARD 6403

Produce self-assessments of suitability for managing small business enterprise opportunities

Elements and performance criteria Element 1 Identify personal business aspirations and establish goals for self-employment. Performance criteria Potential self-employment options for the provision of products or services are Identified and explained in relation to business aspirations. Personal business skills and relevant previous experience are analysed, and are related to self-employment options. The impacts of employment circumstances of job dissatisfaction and redundancy are examined in terms of influence on self-employment decisions. Personal characteristics of successful small business managers are identified, and are contrasted with those of the potential self-employed person. Personal goals and resources are identified, and are assessed in terms of personal strengths and weaknesses. Personal business aspirations are identified, and self-employment goals established and prioritised in relation to business aspirations. Element 2 Relate self-employment goals to business idea(s), and assess personal business competence in terms of business idea(s). Performance criteria Preliminary business idea(s) is developed, and the nature of the business activity and product of the business operation are specified. Assessment and interpretation of the potential for, and methods by which financial and non-financial benefits will be derived from the business activity are realistic for the business operation. The extent to which self-employment goals can be achieved through the implementation of business idea(s) is assessed and evaluated in terms of meeting personal business aspirations.

No Suitable “self awareness” units on the framework. Only two relate to mental health and suicide awareness.

Unit shown relates to a self assessment for readiness to take on self employment.

Nothing on the framework relating to emotional quotient

No units specifically relating to openness or honesty.

Assessment of the extent of compatibility of personal business skills with business idea(s) identifies gaps in capability to implement business idea(s). Element 3 Identify form of participation and contribution of key individuals. Performance criteria The nature and extent of participation and contribution of the founder/s in the small business enterprise are determined. The nature and extent of participation and contribution of family members in the small business enterprise are determined, and benefits and disadvantages of participation are clarified. The extent of participation of other key people and associates in the business enterprise is determined, and the nature of their contribution is clarified. Element 4 Identify the interrelationships of diversity factors and business principles in relation to enterprise opportunities. Performance criteria Small business enterprise opportunity is assessed for the ability and extent to which cultural values can be incorporated. Business and ethical principles are examined in terms of the interrelationship with cross-cultural and diversity factors.

No unit standards related to courage.

Only units that relate to commitment are developed for the fitness training industry, and are a poor match.

In summary, within Learning Cluster One, The Five Cs of Leadership has about a 60% alignment between the proposed industry competencies and NZQA unit standards.

UNIT STANDARD

Demonstrate and apply knowledge of change management in a business operation Elements and performance criteria Element 1 Demonstrate knowledge of change management. Performance criteria The causes of change for organisations are identified, and their potential impact is explained. Theoretical models for managing the change process, and their application, are described in terms of mitigating the effects of change. Element 2 Demonstrate knowledge of the impact of change on people in organisations. Performance criteria Factors are explained in terms of how they influence people’s response to change. Ways people resist change are described with reference to a specific situation. Reasons people resist change are explained with reference to the specific situation. Element 3 Manage change for a work team. Performance criteria A change(s) is identified, and described in terms of its actual and/or likely impact on the work team. Desired outcomes for change management are identified, and confirmed according to organisational requirements. Plan for managing change for the work unit is developed to meet the desired outcomes. Issues arising from change management process are identified and analysed in terms of personal learning and performance. Consultation with stakeholders identifies any personal performance issues that need addressing and appropriate action is recommended.

20%

This unit standard is very comprehensive.

It requires too much knowledge to make it appropriate for the industry local leader level.

We now examine Learning Cluster Two.

Industry Level 1 – Local Leaders, Learning Cluster Two – Consideration and Guidance

Compared against

NZQA Level 3 National Certificate in Business (First Line Management)

Competency modules: Critical thinking (2), Governance (4)

Level One LOCAL LEADERS




NZQA Level 3

Percentage Alignment

Comments

KEY COMPETENCY

To gain an understanding in applied governance and participate in local governance structures.

Critical Thinking

Critical Faculty

Can research, and source information and understand it. Applied Intellect

Ability to reflect, evaluate and apply problem solving ability.

Understand the responsibilities of a range of office holders.

Understand the roles and authorities of a Board and their common structures.

UNIT STANDARD 9772

Research and report on literature related to an aspect of the primary production industry

Elements Performance Criteria

Element 1

Review research reports from literary sources related to an aspect of a primary production system.

Performance Criteria

The review is based on results of scientific investigations into the aspect of the primary production system.

The literature sources are reviewed in terms of the research findings of investigations into the aspect of the primary production system.

Element 2

Report on information gathered from the literature review of an aspect of a primary production system.

Performance Criteria

The report is structured in terms of the conventions of report writing.

The report presents an abstract in terms of the information contained in the report.

90%

The Unit Standard shown is not governance related, but will cover aspects of the “Critical Faculty.”

It is part of an industry specific qualification and covers off the research and source information aspects.

It also has a report requirement, thus proving a level of understanding.

Governance units in the framework cover Maori Business, a Food Business and Social Services only.

In summary Learning Cluster Two, Consideration and Guidance, has about a 55% alignment with NZQA unit standards.

UNIT STANDARD 9696

Apply Problem-solving techniques


Element 1

Define and analyse the problem.


A problem is examined and identified in terms of type of problem, problem parameters, stakeholders, and possible causes.

Problem components are identified to determine possible courses of action.

Problem is analysed for cross-cultural implications.

Element 2

Evaluate possible solutions.


Possible solutions to the problem are identified

using a range of problem-solving techniques.

Criteria for evaluating solutions are established to match the type of problem.

Possible solutions are evaluated against established criteria.

Solution is selected to meet established criteria and problem’s requirements.

Element 3

Implement and review the solution.


Solution is trialled and/or monitored for effectiveness of problem solution.

Solution is implemented in consultation with stakeholders.

Solution is reviewed and modified where necessary, and new practices are standardised where required to achieve intended outcome.

90%

An excellent unit standard that would meet the learning needs at this level.

Creation of industry specific problems to work on would increase the relevance of the learning.

This learning needs to be specific to the Ag Industry.

We now examine Learning Cluster Three, Strategy for Forethought

Compared against

NZQA National Certificate in Business (First Line Management) Level 3, Competency modules: Management (3)

In summary Learning Cluster Three, Strategy from Forethought, has about a 30% alignment with NZQA unit standards.

Level One

LOCAL LEADERS





Comments

Key Competency

Gain an understanding of organisational management and planning.

There are large numbers of unit standards in this area; however, most are at NZQA Level 5 and above.

Possible lower level units include:

Identify key workplace organisational principles.

Demonstrate knowledge of management administrative services.

Prepare a farm report.

Demonstrate knowledge of factors that impact on businesses

Analyse work content and identify work team needs

Research small business opportunities

30%

Business Planning usually is a function of middle to senior managers.

Most NZQA units commence at Level 5, above the level we would target our rural Local Leaders.

Examples of this are:

Produce establishment plans for small business ventures Contribute to organisational strategy development Demonstrate knowledge of strategic management concepts for organisational planning and development

We now examine Learning Cluster Four, Leadership

Compared against

NZQA National Certificate in Business (First Line Management) Level 3,

Competency modules: Management (1), Teamwork (1), Collaboration (1)

Level One

LOCAL LEADERS





Comments

Gain an understanding of the application of effective leadership strategies to promote teamwork, collaboration and personal development of others.

.

Develop, implement, and evaluate work team plans

Demonstrate and apply knowledge of team-building skills

Plan, organise, and evaluate training and development activities for a workplace team

Describe and review team building and team leadership in a specified workplace

Develop strategies to establish and maintain positive workplace relationships

Analyse a human resource management issue in a business organisation and evaluate potential solutions

80%

80%

90%

80%

70%

40%

All unit standards identified here are useful to a point and if they were to be used, the choices would need to be reduced.

The issue of collaboration is not well covered here.

In summary Learning Cluster Four, Leadership, has about a 75% alignment with NZQA unit standards.

We now examine Learning Cluster Five , People, Our Greatest Asset

Compared to

NZQA National Certificate in Business (First Line Management) Level 3,

Competency modules: Conflict (1), Governance (1), Change (1)

Level One

LOCAL LEADERS




NZQA Level 3


Comments

Gain an understanding of human resource management, conflict resolution, performance appraisal and change

Demonstrate knowledge of performance management systems in human resource management practice

Analyse stakeholder conflict in a business organisation and evaluate potential solutions

Manage interpersonal conflict

Demonstrate knowledge of performance management planning

Demonstrate knowledge of performance management, motivation theory and performance review in a workplace

60%

60%

70%

60%

60%

Some useful unit standard options here covering off Performance Management

Conflict Resolution

Change.

If used, the challenge would be to make the learning and assessment Agribusiness specific.

In summary Learning Cluster Five, People, Our Greatest Asset, has about a 65% alignment with NZQA unit standards.

3.6.2 Level 2 – Regional Leadership

We now examine Industry Level 2, Regional Leadership,

Compared to

NZQA National Certificate in Business Level 4

In summary Industry Level 2, Regional Leadership, has about a 60% to 65% alignment with NZQA unit standards.

Level Two

REGIONAL LEADERS


Possible NZQA Qualification


NZQA Level 4


Comments

Demonstrate ability to apply the elements of character and communication in social and organisational contexts.

Demonstrate ability to apply governance skills and active participation in local governance contexts. Demonstrate ability to apply organisational management and planning in small business and local governance contexts. Demonstrate ability to apply effective leadership strategies to promote teamwork, collaboration and personal development of others in small business and local governance contexts. Demonstrate ability to apply effective human resource management, conflict resolution, performance appraisal and change leadership in small business and local governance contexts.

The following unit standards are compulsory Develop strategies to establish and maintain positive workplace relationships Demonstrate knowledge of performance Management Identify key workplace organisational principles. __________________________________ Other relevant areas that this qualification covers within a range of unit standard options are: People development and coordination Systems and resources management Small Business management Delivery of Adult Training and Education

50% to 60% Communication can be learned and tested at this level but the aspects of character, (as with the L1) qualification, are not catered for. Governance is not catered for, however, the aspects of management, business planning, leadership, teamwork, performance appraisal and conflict resolution can be accessed in available unit standards. Very similar to the lower level National Certificate aligned to Local Leaders. Many units cover part of required competencies, but few actually give a better than 80% alignment.

3.6.3 Industry Level 3 – National Leadership

We now examine Industry Level 3 – National leadeship

Compared to

NZQA National Diploma in Business (Small Business Management) Level 5

In summary, Industry Level 3, National Leadership, has about a 40% to 45% alignment with NZQA unit standards.

Level Three

NATIONAL LEADERS



NZQA Level 5


Comments

Demonstrate ability to apply the elements of character and communication in a national context. Apply governance skills and active participation in national governance contexts. Demonstrate ability to apply organisational management and planning in large business and national governance contexts Demonstrate ability to apply effective leadership strategies to promote teamwork, collaboration and personal development of others in large business and national governance contexts Demonstrate ability to apply effective human resource management, conflict resolution, performance appraisal and change leadership in large business and national governance contexts

This Diploma level qualification is very much about running the business and encompasses expertise in Business Planning, Business Operations, Financial Management and Sales & Marketing. There are options to maintain Customer Relationships and Establish Human Resource, but the focus is on skill sets above. For business owners/managers, the qualifications are very relevant but do not link well with the proposed leadership competencies. Alternate Qualifications are:

National Diploma

in Business Level 5

This focuses more on being part of a larger corporate structure, and an operational role within that.

National Diploma

in Agribusiness Management L 5

Specific to the industry and has excellent coverage for “hands-on” running of the business, especially in planning, finance, market research and resourcing. Does not cover the leadership, communications aspects in enough depth.

40% to 45%

30%

40%

Higher level skills in Communication, Governance and Leadership, as they relate to the industry, are not available in this qualification.

3.6.4 Industry Level 4 – International Leadership

We now examine Industry Level 4 – International Leadership

Compared to

NZQA National Diploma in Business Level 6

In summary Industry Level 4, International Leaders, have about a 50% alignment with NZQA unit standards.

Level Four

INTERNATIONAL LEADERS



NZQA Level 6.


Comments

Apply the elements of character/ communi-cation in a multi-national context. Demonstrate ability to apply governance skills and active participation in international gover-nance contexts.

Demonstrate ability to apply organisational management and planning in multi-national business and international governance contexts.

Apply effective leadership strategies to promote teamwork, collaboration and personal development of others in multi-national business and international governance contexts.

Demonstrate ability to apply effective HR management, conflict resolution, performance appraisal & change leadership in multi-national business/inter-national governance contexts

There are some good options relevant to a senior role such as: Develop initiatives for managing improvement and change processes. Sponsor and coordinate work activities across organisational boundaries. Strengthening customer or supplier relationships. Develop initiatives for innovation management. The qualification provides options to specialise in Finance, Marketing including International Marketing, and Import/Export Services. While the qualification has plenty to recommend it, it does not align well with the proposed industry competencies.

Alternate qualifications are: There are no higher level (L6 or above) NZQA qualifications specific to the sector or that would enhance the alignment to the proposed industry competencies.

50%

Higher level skills in Communication, Governance and Leadership, as they relate to the industry, are not available in this qualification


3.7 Objective 2The purpose of Objective 2 was to, ‘Examine and compare alignment of current industry programmes to the proposed industry leadership competencies and comment of which programmes deliver value for future industry leaders’.

When considering which of the many industry leadership programmes to examine, we felt those that had open entry across the industry were most appropriate.

Many other programmes exist that have been designed specifi c to sector needs. In time we would propose that the owners and designers of these, test the alignment to the ‘fi nal’ agreed competencies, against the content and outcomes of their own programmes.

These fi ndings could then be feed back into a team that is overseeing to complete development of the career Learning Pathways project. This would provide much needed information that will assist in identifi cation of gaps in leadership learning, that will cover off all competencies, at all levels.

3.8 Industry Training ProgrammesThe industry programmes that we looked at were:

Programme Owner Duration

Getting Your Feet Wet Federated Farmers 2 days

Shining Under the Spotlight Federated Farmers 2 days

Generate Taratahi Agricultural Training Centre

9 days over an agreed time line.

Kellogg Rural Leaders Lincoln University 11 months

Nuffi eld Scholarship Nuffi eld Scholarship Trust 6 months

These programmes all have signifi cant redeeming features, and are seen as high value by past participants and industry stakeholders. They have stood the test of time and will continue to add value to participants, and to their organisations.

With the exception of Generate, which is based on NZQA Unit Standards, a common characteristic across all the programmes is that the learning does not appear to have been designed to be competency based. This means that specifi c outcomes as a result of attendance are not measured. It is unlikely that the question of return on investment (ROI) for the learner, or their funding/sponsor organisations has ever been a consideration. This is not to say that the programmes do not deliver excellent outcomes, rather, that this is not measured.

The commonly used model for measuring training outcomes is that designed by Donald Kirkpatrick in 1964. This had four levels of evaluation. A copy of this attached, see Appendix two.

As the industry looks to move forward using a collaborative model to develop and coordinate a career learning pathways framework, it must decide if “competency based” learning is appropriate or desirable. This will be discussed under conclusions later in the report.


3.9 Getting Your Feet WetFederated Framers 2 day programme - held in Wellington

This programme was developed as an introduction to agricultural advocacy and Wellington politics. It is an entry level programme for Federated Farmers members who do not hold leadership roles, but are thinking of getting more involved.

In terms of the industry leadership Levels 1 to 4, this aligns well with Level 1.

The programmes offer excellent learning with numerous activities, role-plays and simulations that allow learners to develop knowledge and skills in many of the proposed industry competencies at Levels 1 and 2.

Two examples of this are: ‘Learners completing presentations and being provided with group feedback and self refl ection opportunities’.

‘A ‘lion’s den’ simulation where small teams of learners analyse a specifi c problem and plan their solutions before offering responses to an assembled expert panel for feedback/coaching’.

These and other types of activity align very well with the following preferred industry competencies:Honesty & Integrity Self Awareness & Maturity Confi dence & Courage Commitment Effective Communication Active Listening Inspirational Confl ict Resolution Objectivity and (dealing with) Confl icts of Interest Evaluating & Adjusting Plans Promoting Teamwork Promoting Mutual Understanding Advocating for Others Collaborating and Building Relationships.

As an introductory programme, Getting Your Feet Wet, sits comfortably and offers learning that aligns well with a number of these competencies.

Once industry has settled on its competencies at the Local Leadership Level (Level 1) Federated Farmers should examine the content and design of this programme and decide if any changes are warranted, which would improve the alignment with the desired competencies and learning outcomes.

Getting Your Feet Wet is an important initial learning step for industry workers who are looking to develop leadership skills, and become more involved in their rural community.


Anecdotal feedback and on-course evaluation forms (Kirkpatrick’s Level One) indicates that the programme is successful and provides essential learning.

Estimated alignment to NZQA qualifi cations at Level 3 is about 40%.

Estimated alignment to proposed industry competencies at Industry L1 is about 75%.

3.10 Shining Under the SpotlightFederated Framers 2 day programme - Wellington

This programme has all the qualities of the introductory Getting Your Feet Wet, but is targeted at Federated Farmers members who are already active in rural community groups, especially in a leadership role.

In terms of the industry leadership Levels 1 to 4, this aligns well with Level 2. The programme focuses on:

understand good leadership roles and analysing their own leadership skills, enhancing public speaking abilities, teamwork and group colaboration and decision making, managing the media, running effective meetings and more wor on governance at regional level.

It builds on the earlier learning and seeks to provide insights into personal leadership style and strengths and weaknesses. It is run in a supportive group environment where participants are encouraged to build on existing skills, to increase confi dence and enhance performance.

The Federated Farmers Level II programme aligns to the proposed industry competencies (Catalyst 4, Level 1):

Honesty & Integrity Self Awareness & Maturity Confi dence & Courage Commitment Effective Communication Active Listening Inspirational Confl ict Resolution Objectivity and (dealing with) Confl icts of Interest Evaluating & Adjusting Plans Promoting Teamwork Promoting Mutual Understanding Advocating for Others Collaborating and Building Relationships. Public Speaking Media Management Building Personal Relationships Running an Effective Meeting.


The style of delivery is much the same as Getting Your Feet Wet, and includes one-on-one facilitation, group facilitation, individual and group presentations and feedback/coaching.

Shining Under The Spotlight delivers high value to participants, at Rural Leadership (Level 2).

Our understanding is that the original design was again not purposely aligned to the proposed industry competencies; however, the alignment is certainly impressive.

Once industry has settled on its competencies at the ‘Rural Leadership’ (Level 2) Federated Farmers should examine the content and design of this programme and decide if any changes are warranted, which would enhance the alignment of the course with the desired competencies and learning outcomes.

As with its fore runner programme, anecdotal and on-course evaluation feedback indicates that the programme is successful and provides essential learning.

Estimated alignment to NZQA qualifi cations at Level 4 is about 40%.


3.11 GenerateTarathahi Agricultural Training Centre – Masterton

This programme attracts people who are active in the rural sector, in hands on farming or work linked to the sector such as suppliers, banking etc. Many attendees have come through the Young Farmers organisation, in the 20 – 30 age brackets, and are moving into managerial and local leadership roles. Most participants tend to hold positions of responsibility that have them managing a part of a larger operation.

Completion of the programme provides an NZQA linked Generate Certifi cate in Rural Leadership.

In terms of the industry leadership Levels 1 to 4, this aligns well with Level 1, and is a good entry point into leadership development. The programme focuses on:

Self Confi dence Working effectively with people Improving productivity Developing goad setting strategies Marketing and promotional skills Leadership skills.

The Generate programme aligns to the proposed industry competencies (Catalyst 4, Level 1) of:Self Awareness & Maturity Effective Communication Active Listening Promoting Teamwork Promoting Mutual Understanding Coping with Change Building Relationships.


Public Speaking Building Personal Relationships.

The programme contains nine modules that are run over a negotiated period of time so as to meet the needs of the specifi c group of learners on each programme.

There are 9 NZQA Unit Standards completed through the programme. These relate to Team building, Communication, Presentation and Change Management. The style of delivery is through group facilitation and discussion through classroom sessions. At the end of each module, participants usually have homework to complete which adds to evidence of competency when they are assessed against performance criteria specifi c to the Unit Standards taught.

Of the industry programmes looked at for this report, Generate is the only one that is specifi cally linked to NZQA unit standards and as such is competency based.

Feedback from participants is positive and appears to meet the needs of those who attend. While Generate is targeted at much the same group (Level 1) as the Federated Farmers Getting Your Feet Wet, (GYFW) the difference is that it is a public course, open to anyone and does not delve into the world of politics, strategic thinking and governance.

Estimated alignment to NZQA qualifi cations at Level 3 is around 90%. While this programme does not meet all the requirements of the National Certifi cate in Business (First Line Management) it is very close.

Estimated alignment to proposed industry competencies at Industry Level 3 is about 70%. The Units chosen have an excellent alignment to industry competencies; however it is not known the degree to which the actual training delivery focuses on the specifi c descriptors and outcomes sought by those industry competencies.

3.12 Kellogg Rural Leadership ProgrammeLincoln University, 11 months Christchurch (at Lincoln University)

This programme attracts people who are active or about to become active in rural leadership in their communities and/or wider industries. It develops emerging agribusiness leaders who are expected to go on and shape the future of New Zealand agribusiness and rural affairs. We understand that it is common for graduates of the Federated Farmers leadership programme to go on and enrol for a Kellog’s Rural Leadership Programme.

In terms of the industry leadership Levels 1 to 4, the Kellog’s programme aligns well with Level 2 and would fi t well with people who are looking to fi t into a bigger community or national roles at Level 3.

The Kellog’s programme is run through residential workshops, seminars and personal study over an 11 month period. The programme contains three phases; Phase 1 is an intensive residential programme held over ten days at Lincoln University and is focused on improving the leadership skills and knowledge of the participants. Phase 2 includes researching and compiling a report on a topic of the person’s own choice with assistance from University staff and others where required. Phase 3 starts at Lincoln University with a formal presentation of the research report to other course members and to University staff, then participants travel to Wellington to talk with infl uential people in New Zealand’s social, political and economic areas.


The Kellog’s course content includes:Developing confi dence and taking the lead Understanding and improving personal effi ciency Knowing how to access and assimilate information Developing ability to research a topic and write it up Developing a high level of communication and presentation skills Enhancing understanding of self, and human relations generally Developing critical thinking skills Understanding New Zealand’s’ political processes Understanding the place of rural institutions in the local and national community An awareness of key economic and social issues Development of decision making and negotiation skills Understanding governance as it relates to rural institutions.

The Kellog’s Rural Leadership programme aligns to the proposed industry competencies (Catalyst 4, Level 2) and includes:

Honesty & Integrity Self Awareness & Maturity Confi dence & Courage Commitment Effective Communication Active Listening Inspirational Confl ict Resolution Objectivity and (dealing with) Confl icts of Interest Evaluating & Adjusting Plans Promoting Teamwork Promoting Mutual Understanding Advocating for Others Collaborating and Building Relationships. Public Speaking Media Management Building Personal Relationships Running an Effective Meeting Credibility with public / analysts.

Although there is close alignment with many of the industry competencies, we do not know the actual extent to which each of these are covered through learning in the above topics.

There are excellent reviews of the programme over many years back to 1979. It is a well established and highly regarded by past participants. Although actual learning outcomes are not formally measured,


all participants set personal learning or achievement goals at the beginning of the programme, and review and report back on them at the end.

Kellogg’s has tracked past participants and large numbers have taken on senior roles in rural institutions, both at regional and national level. This is strong testimony that the content and learning ‘hits the mark’.

Estimated alignment to NZQA qualifi cations at Level 4 and Level 5 is about 45%.


3.13 Nuffi eld Farming ScholarshipOverseas (various locations) 6 months

A Nuffi eld Farming Scholarship targets high performing industry leaders who would benefi t personally from an international study experience; and who are seen as being able to pass their learning onto the wider New Zealand agriculture industry. We understand that it is common for graduates of the Kellog’s Rural Leaders programme to go on and enrol for a Nuffi eld Farming Scholarship.

In terms of the industry leadership Levels 1 to 4, the programme aligns well with Level 3 going on to Level 4 (international leadership). It would suit candidates who have shown themselves to be capable national leaders, but who are untested internationally.

The award offers the opportunity for up to 3 scholars per year to study the latest developments in agriculture around the globe. Through an international scholars network it provides a global entrée to leaders and decision makers.

To be eligible for the $35,000 scholarship, applicants must demonstrate an ability and desire to participate in on-going agricultural leadership roles once they complete the programme.

The scholarship is a 3 phase project once recipients are selected. The initial step is attendance at a ten day Nuffi eld International Scholars conference with scholars from around the world selected within the same year. This is followed by a six week global tour and then four months of independent study. Phase 3 is the writing and oral presentation of a major research project.

Each participant chooses a research topic or project and this becomes the focus of the 6 month scholarship. By organising, then visiting and living the actual experience on a number of farms or business entities while overseas, scholars build on their research and prepare a full report of their fi ndings, which is presented to the industry after returning to New Zealand.

The specifi c outputs from Nuffi eld Scholars are not measured; however, it is clear from feedback and anecdotal evidence, that the programme has a major impact on the achievements and future careers of those who have had the Nuffi eld opportunity.

Many Nuffi eld scholars have gone on to national leadership roles, and onto boards of international businesses. The Nuffi eld Farming Scholarship is clearly the most sought after learning opportunity in the agribusiness sector. The post attendance deeds and achievements show that the programme often has the effect of launching scholars into senior leadership positions.

As well as providing signifi cant learning in each scholar’s chosen fi eld, the Nuffi eld scholarship builds skills and knowledge in presentation, organisation, project writing, and enhances awareness


of politics and governance in New Zealand and offshore. Other benefi ts of the scholarship include the opportunity to step aside from the requirements of daily work, to see how farmers in other countries respond to similar challenges to build infl uential national and international networks with similarity talented rural people.

Estimated alignment to NZQA qualifi cations at Level 6 is about 10%. The very nature of off shore research projects are not catered for in the NZQA qualifi cations. Estimated alignment to proposed industry competencies at Industry Level 4 is about 40%.

3.13 Objective Three3.13 Objective 3The purpose of Objective 3 was to identify the feasibility of linking existing and new learning to NZQA Unit Standards and qualifi cations.

This exercise was completed by comparing the learning content of the fi ve existing industry programmes, reviewed as part of Objective 2, and testing alignment to the identifi ed NZQA qualifi cations.

Making the comparisons, industry programmes to NZQA qualifi cations, is not an exact science. To be 100% accurate, an exceptionally in-depth analysis would need to be done by sitting in on each industry programme, then comparing advertised content, actual content delivered, discussions, debates and resolutions (while in training) and outcome requirements (if any) to the performance criteria within every NZQA Unit Standard.


Industry Programme Programme Content Alignment to NZQA

Getting Your Feet Wet Presentation and speaking in public Welcoming and thanking speakers Understanding the Federated Farmers structure, roles, support systems and benefi tsHow to get involved in local policy and lobbyingGroup decision making Strategic thinking Understanding governance at local levelsHow to become infl uential Recognising potential confl icts of interestDealing with personal confl icts in a positive wayUnderstanding of agricultural politics in WellingtonBecoming an effective communicator Using active listening Promoting mutual understanding How to advocate for others Collaborating and building relationships.How to work effectively as a team

National Certifi cate in Business (First Line Management) Level 3

40%


Shining Under the Spotlight

Understanding good leadership roles Public speaking Developing and presenting policy in a persuasive and strategic wayManaging the media Teamwork and collaboration Effective lobbying Running meeting Giving and receiving feedback Networking and how to get better at it

NZQA National Certifi cate in Business Level 4

45%



Generate Self Confi dence Working effectively with people Improving productivity Team building and effective teamwork skills Listening techniques Giving and receiving feedback Presentation skills Managing and coping with change Developing goal setting strategies Marketing and promotional skills Leadership skills

National Certifi cate in Business (First Line Management) Level 3

90%

Because this programme is already based on nine NZQA Unit Standards, it would be easily possible to turn it into the National Certifi cate above.

However, this should not be attempted if the current programme design meets the learner and industry needs.


Kellogg’s Developing confi dence and taking the leadUnderstanding and improving personal effi ciencyKnowing how to access and assimilate informationDeveloping ability to research a topic and write it upDeveloping a high level of communication and presentation skillsEnhancing understanding of self, and human relations generallyDeveloping critical thinking skills Understanding New Zealand’s’ political processesUnderstanding governance as it relates to and affects the rural sectorUnderstanding the place of rural institutions in the local and national communityAn awareness of key economic and social issuesDevelopment of decision making and negotiation skillsUnderstanding rural institution governance

NZQA National Diploma in Business (Small Business Management) Level 5

45%



Nuffi eld The Nuffi eld Scholarship is not a typical leadership development programme in that it does not offer structured learning modules, and is not training or classroom driven. It does, as result of experiences gained through the scholarship, enhance skills and knowledge in:

Presentation Organisation Project writing Project research Awareness of politics and governance in New Zealand and offshore. Personal awareness and self reliance Communication at all levels of society, in New Zealand and off shore.Personal leadership Network building

Other benefi ts of the scholarship include the opportunity to step aside from the requirements of daily work, to see how farmers in other countries respond to similar challenges, and to build infl uential national and international networks with similarity talented rural people.

NZQA National Diploma in Business Level 6

10%

With the exception of Generate, the current industry programmes considered do not have good alignment to the NZQA qualifi cations. This means that it would be unwise to try and link these existing industry programmes, with the possible exception of Generate, to NZQA qualifi cations.


PART FOUR

4.1 ConclusionsThis project has required extensive analysis of NZQA framework from an agricultural industry perspective. The results clearly show the diffi culties in aligning new learning with existing NZQA qualifi cations where the competencies required of that learning are industry specifi c.

The project had three objectives, the results of these are summarised below.

4.2 Outcome of Objective 1Test the NZQA alignment to the key (new) competencies identifi ed as critical for leadership.

The evidence is clear that trying to link new industry competencies to existing NZQA qualifi cations is diffi cult and is much like ‘putting the cart before the horse.

We have compared the Industry Competency Levels 1 and 2 for alignment with NZQA Levels 3 and 4. From our experience with similar projects in non-agricultural industries, we know that if a high level of alignment were to exist, it would be most likely be found at the lower learning levels.

The approximate alignment for each of the levels to be shown in the table below:

Industry Level NZQA Level Percentage Alignment

Local Leadership Level 1

National Certifi cate in Business (First Line Management) Level 3 60%

Regional Leadership Level 2 National Certifi cate in Business Level 4 50%

National Leadership Level 3

National Diploma in Business (Small Business Management) Level 5 40%-45%

International Leadership Level 4 National Diploma in Business Level 6 50%

There are clearly advantages in using NZQA qualifi cations. These include the ability to award nationally recognised certifi cates and diplomas, achieve funding through Industry Training Organisations and showing a clear link to competency based learning. Notwithstanding this, it is important to keep in mind the specifi c learning sought by the employers and industry groups. Simply latching onto an existing Unit Standard to achieve a NZQA qualifi cation is unlikely to meet long term objectives for the agricultural industry.

In summary, because of the lack of alignment the best option is to not use the NZQA qualifi cations identifi ed in this report as a way of awarding qualifi cations or for making the learning competency based.

4.3 Outcome of Objective 2 Identify which of the current (industry) programmes has the best alignment to the (proposed industry) competencies and delivers measurable value for future industry leaders.

As reported four of the fi ve programmes compared for alignment to the proposed industry competencies have a strong alignment and correlation.


This is proof that these programmes are delivering, to a signifi cant degree, content that is deemed relevant to aspiring and existing agribusiness leaders.

The fi fth programme, the Nuffi eld Farming Scholarship, does not appear to have a close alignment to the proposed industry competencies. However anecdotal evidence from past participants is very positive and complimentary. Globally this programme is seen as the premier rural leadership programme in participating countries.

Programme Owner Alignment to Proposed Industry Competencies

Getting Your Feet Wet Federated Farmers 75%Shining Under the Spotlight Federated Farmers 75%

Generate Taratahi 70%Kellogg Rural Leaders Lincoln University 70%Nuffi eld Scholarship Nuffi eld Scholarship Trust 40%

The questions to be answered prior to trying to align existing programmes with industry competencies are:

Should the programmes move to a competency based model of design, delivery and assessment?What are subject areas that should be added (or dropped) to move the programme closer to the proposed industry competencies?If the plan is to have a truly collaborative agribusiness approach to a Career Learning Pathway system, should all these programmes be accessible to all agribusiness workers?

4.4 Outcome of Objective 3Identify the feasibility of linking existing and new learning to NZQA unit standards and qualifi cations.

The fi nal objective was to look at the fi t between the existing industry programmes and NZQA qualifi cations.

In our opinion the fi t is not close enough to justify trying to link existing programmes to NZQA Unit Standards in an attempt to deliver NZQA qualifi cations. The exception is Generate which is made up of nine NZQA Unit Standards.

Programme Owner Alignment to NZQA

Getting Your Feet Wet Federated Farmers 40%Shining Under the Spotlight Federated Farmers 40%

Generate Taratahi 90%Kellogg Rural Leaders Lincoln University 45%Nuffi eld Scholarship Nuffi eld Scholarship Trust 10%

To make it feasible to attempt the merger of existing learning to align with NZQA qualifi cations and Unit Standards the current alignment would need to be at least 75%.


New learning and programmes could be linked, but only if the NZQA Unit Standards on offer aligned well with the proposed industry competencies, which unfortunately they do not.


PART FIVE

5.1 RecommendationsThis project and its related research have shown:

Current existing industry programmes (four of the fi ve investigated) have been well designed to align with the proposed industry competencies. Whether this is a fortunate by-product of the design, or done deliberately to refl ect the proposed industry competencies is not known.NZQA qualifi cations and Unit Standards do not align well with the proposed industry competencies.It would not be feasible to attempt to link current industry programmes to NZQA qualifi cations. It would not be feasible to design new learning based on the proposed industry competencies, which would link with seamlessly with existing NZQA qualifi cations.

5.2 Next StepsOur recommendations for the next steps are:

1. That the agricultural industry work together to clarify their plans around:

a. The need for and development of a comprehensive, industry wide, Career Learning Pathway.

b. The appropriateness to adopt a set of generic leadership competencies across agreed types and levels of leadership. Consider Catalyst 4 suggestions.

c. The preference for future learning to be designed as competency based. (Remembering that this means, learners are measured on the transfer of skills and knowledge, post learning).

2. To work with the models of leadership competencies and leader types, already promoted in the work of Catalyst 4.

3. To make future learning competency based, thus providing the opportunity to prove the ‘value’ of any given programme in terms of skill transfer, productivity and potentially return on investment.

4. To consider the development of new learning programmes as an opportunity to create learning qualifi cations that can be acknowledged by NZQA and which sit under the NZQA framework structures.

5. Set out a 10 year plan to develop the Career Learning Pathway and to defi ne the required learning development that will fi t into the criteria in point four above.

6. Identify a body or organisation (without sector allegiances) within the agricultural industry that can/will take ownership of the Career Learning Pathway and oversee the development of learning programmes and qualifi cations developed by the individual organisations. (To achieve this it is important that recommendation one is completed fi rst).

7. Develop a funding plan.

8. Set up a leadership team to overview the completion of the recommendations above. Members of this team must have the full backing of the agricultural sector leaders and delegated authority to complete the Career Pathways the learning that is linked to it.

Competency Framework for Federated Farmers Members - Rural Leaders

Level 1 Level 2 Level 3 Level 4

Beginners Intermediate Advanced Internation

Cluster Competency

FOUNDATION Competencies

Character Honesty & Integrity Y Y Y Y

Character Self Awareness & Maturity Y Y Y Y

Confi dence & Courage Confi dence & Courage Y Y Y Y

Confi dence & Courage Commitment Y Y Y Y

Communication Effective Communication Y Y Y Y

Communication Active Listening Y Y Y Y

Critical Thinking Critical Fauculty Y Y Y Y

Critical Thinking Applied Intellect Y Y Y Y

ENABLING Competencies

Inspirational & Infl uencial Inspirational Y Y Y Y

Inspirational & Infl uencial Resolves confl ict Y Y Y Y

Inspirational & Infl uencial Political savvy Y Y Y

Inspirational & Infl uencial Maximises Policy Making y y

Inspirational & Infl uencial Strives for Excellence y y

Broad Pespective Organisational Wareness Y Y Y

Broad Pespective Wide Strategic Perspective Y Y

Broad Pespective Market/Industry Awareness Y Y

Broad Pespective Special Knowledge, Strategic, Ind, Cultural. Y Y

Governance Governance Y Y Y Y

Governance Knowledge of Director Responsibilities Y Y Y Y

Governance Objectivity and Confl icts of Interest Y Y Y Y

Governance Understands Board Structure Y Y Y Y

Governance Performance Appraisal Y Y Y Y

Manages the Organisation Plans & Budgets Strategically & Realistically Y Y Y Y

Manages the Organisation Organises Effectively Y Y Y Y

Manages the Organisation Develops Others Y Y Y Y

Manages the Organisation Evaluates & Adjusts to Plan Y Y Y Y

Visionary Establishes a Compelling Purpose/Vision Y Y Y

Visionary Innovative Y Y

Strategic Change Leadership Change Leadership Y Y Y Y

Strategic Change Leadership Informed Business Judgement Y Y Y

Strategic Change Leadership Strategic Compatibility and Prioritisation Y Y

Promotes Teamwork Promotes Teamwork Y Y Y Y

Promotes Mutual Understanding with Mbrs/Clients Promotes Mutual Understanding Y Y Y Y

Promotes Mutual Understanding with Mbrs/Clients Advocates for Mbrs/Clients Y Y Y Y

Collaboration Fosters Collaborations & Builds Relationships Y Y Y Y

Collaboration Credibility with Public/Analysts Y Y Y

Appendix Two

Donald Kirkpatrick's four levels of training evaluation

This grid illustrates the basic Kirkpatrick structure at a glance.

level evaluation type (what is measured)

evaluation description and characteristics

examples of evaluation tools and methods

relevance and practicability

1 Reaction Reaction evaluation is how the delegates felt about the training or learning experience.

'Happy sheets', feedback forms.

Verbal reaction, post-training surveys or questionnaires.

Quick and very easy to obtain.

Not expensive to gather or to analyse.

2 Learning Learning evaluation is the measurement of the increase in knowledge - before and after.

Typically assessments or tests before and after the training.

Interview or observation can also be used.

Relatively simple to set up; clear-cut for quantifiable skills.

Less easy for complex learning.

3 Behaviour Behaviour evaluation is the extent of applied learning back on the job - implementation.

Observation and interview over time are required to assess change, relevance of change, and sustainability of change.

Measurement of behaviour change typically requires cooperation and skill of line-managers.

4 Results Results evaluation is the effect on the business or environment by the trainee.

Measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee.

Individually not difficult; unlike whole organisation.

Process must attribute clear accountabilities.

Return on Investment should be considered at this level.

Documents

Leadership Programmes Competency / Content Alignment Agriculture …maxa.maf.govt.nz/sff/about-projects/search/...programmes-report.pdf · Leadership Programmes Competency / Content