Energy Sector

1. Skill Development & Capacity Building in
Energy Sector
Veena Swarup
Former Director HR
Engineers India Ltd
10th world petrocoal Congress
16.02.2020

2. Changing Energy Mix
 We are in an era of Dramatic, Unprecedented
Change & Challenge in the Industry.
 Impacted by:
 Changing Geopolitical Relationships
 Increased Competitors
 Changes in supply and demand dynamics
 Social and environmental pressure
 Demographic shifts
2

3. Changing Nature of Work
Change the New Normal
Forces Steering Transformation of Our Economy
-Globalisation
-Exponential Technology
-Demographic Shifts
4th Industrial Revolution currently on
Defined as New Age Automation
Driven by unprecedented technologies advances
Changing nature of work

4. ENERGY BUSINESS – SOME REALITIES
 The Energy industry is at heart a peoples business
 Energy resources are in focus on the world stage
 Urgent need to develop technologies and new ways of
thinking
 Globally, the industry employs the best engineering and
technical experts and specialists
 Years of experience of specialists & technicians is
harnessed to boost productivity and develop new
resources
 This sector needs to essentially maintain skill level and
attract new talent-shotage of engg,science,mgt,leadership
4

5. CREATING AN ECOSYSTEM
 Build workforce for future – Agile.
 Ensure Teams can handle any changes.
 Multiple Work Models to prevail.
 Data Analytics for decision making.
 Create new jobs, Industries.
 Change work style - Collaborate, Fragment.
5

6. Focus AREAS
 Agility of work force – Talent Fungibility the need
of the hour.
 Industry academia interface be increased
 Up Skilling be focused- Multiple skills, integration
of Disciplines,Mobility between Sectors
 Ensure Rotational Training
 Mentoring & Coaching
 Global Collaboration be given impetus
 Training for High End Equipments and
Infrastucture be encouraged
.
Contd..
6

7. COLLABORATION-CAPACITY BUILDING INITIATIVES
 Development of a Global Training Strategy (G20) for skilled
workforce for strong, sustainable and balanced growth -
ILO’s global knowledge sharing platform.
 Greater reliance on local skilled workforces:
 TOTAL’s Training Centre in Luanda (Angola) trains
Angolans for Oil & Gas Industry.
 Strengthening the Vocational & Educational Training
Avenues:-
 The Mobil Technical School in Shell Nigeria offering
vocational & educational training for Nigerians.
Contd…
7

8. Contd..
 Saudi Aramco offers professional onboarding program
for young Engineers.
 BP Implementing 5 year program with technology,
education, culture projects for Skills in Oil & Gas in
Russian Federation.
 SDI’s set up by Oil Cos in India
 Hydrocarbon Sector Skill Council promoting
Collaboration
8

9. Collaboration--Industry - Academia Interface
An Interactive & Collaborative arrangement between
Academic Institutions and Business Corporations for
achievement of mutually Inclusive Goals & Objectives.

10. Result of Collaborations
• Increased Discoveries
• Transfer of Technology– Research put to use
• Endeavour to find solutions to complex Social, Environmental,
Economic Challenges ( Energy, Health, Environment, security)
Few Organisations have capacity ,the where with all to declare
Results on their own

11. Industry expectations
Academia expectations

12. Importance of Collaborations
• Urgent Need Of Present Times
• Present Scenario—
• Rise of Exponential Technology
• Change at a very high pace
• Students need to be theoretically & practically equipped
• Focus on Industry Needs & Requirements essential
• Insight into Co specifications & Skills for future - to make students
Industry Ready

13. EIL Perspective

14. • Role analysis on a KSA framework
• Identify the critical roles
• Align roles to the organization’s mission, vision, values, and business
strategy
• Interaction with experts to know which competencies are most critical
for success in different contexts
• Identify key stakeholders to participate in the development of critical
role profiles
• Design future-oriented role profiles
• Link leadership competencies to technical/functional competency
models
BUILDING THE FOUNDATION

15. Competency Layers
Proficiency Levels
• Core Competencies
• Technical / Professional
Competencies
• Leadership Competencies
• Allow for comparisons to
occur across jobs, roles and
levels
COMPETENCY DIRECTORY / DICTIONARY

16. • 10 weeks Cross Functional Training
at Head Office
• 12 weeks Site Training – Structure
program at Construction Sites
• Visit to Sites by Training Teams for
review of learning
• Based on weightage &
Performance :
Recruitment (20%) ,
First 6 months training
performance(30%) &
On the job training (50%)
• Structured classroom training
• On the job training in various departments
related to discipline of MTs.
• Criteria : Performance in year
long learning
• MTs allotted Mentor during
training period
• Online Induction Familiarization Prg (5 days)
• Campus to Corporate (3 days)
Rotational &
Site Training
Mentoring
On the Job
Training
Department
Allocation
Absorption
Training
Structure of
Management
Trainees (MTs)
Induction
at HO
TRAINING FOR MANAGEMENT TRAINEES – 1 YEAR

17. Collaboration – The EIL & ONGC Story
• Signed MoU with Educational Institutions– eg: IIT Delhi, IIT Gauhati,
ISM Dhanbad, Deen Dayal Upadhayay Institute of Petroleum Engg.
• Instituting Chairs
• Joint setting of Course Curriculum
• Industry Domain Specialists deputed to take Classes
• Joint Research
• Funding of Incubators
• Special Start Up Fund
• Opportunity to Interns

18. Initiatives-Some Examples
• IIP- Industry Institute Partnership Cell - Interactions, Joint Venture
partners to plan & conduct Academic Events eg: Conferences,
Workshops, Seminars etc.
• EDC- Entrepreneurial Development Cell- Help young & budding
Entrepreneurs execute their ideas
• MDP- Management Dev Projects to train students as per Co
specifications & Requirements
• Structured Internship

19. Govt Skilling Initiatives
• At University level– BVOC, PMKVY, DDU Kaushal Kendras, NATS, BOAT
• At the below Graduation & School Drop out PMKVY, DDUGKY,
NULM(National urban livelihood mission), NAPS, etc

20. “Systematic long-term training for a recognised occupation
that takes place substantially within an undertaking, or
under an independent craftsman, and should be subjected to
established standards”
Michael Axmann and Christine Hofmann by ILO
Apprenticeship Defined

21. As per recent guidelines for implementation of NAPS
there are five categories of Apprentices
*Note: In addition to above qualifications, trainees who have completed any NSQF aligned Short Term Course including PMKVY/DDUGKY/MES who
are not covered under any of the above listed categories but meet the Education/Technical Qualifications as specified in the course curriculum- are
also qualified to be apprentices.

22. Schemes on Apprenticeship under various Ministries
*NEEM is not a part of Apprenticeship Act 1961

23. Duration of Apprenticeship Training under NAPS
*Exemption is only in case the candidate opts for Apprenticeship training in a course related to his qualification as specified in the curriculum of each courses
separately. It is expected that candidates exempted from Basic Training have enough knowledge to enable them to undertake OJT, without the need to go
through the Basic Training. Also, for designated trades the duration of a few courses are notified up to 36 months

24. RECOMENDATIONS
GOVERNMENT
• Develop National Integrated Data System- E to E Stack
• Review Schemes –Integrate Multiple Schemes
• Simplification and Single Point availability of all Guidelines
• Advocacy- Effective promotion & outreach of Schemes
• Review and Upgrade of existing Infrastructure & Resources

25. Contd….
• Sharing Of Infrastructure By Large CO’s with MSME’s
• Pooling Of Infrastructure for Exponential Technologies
• Incentivise MSME’s & Start UP’s
• Framework of Apprenticeship Implementation for Informal Sector &
Franchise Business
• Productivity Study for impact on ROI

26. Contd…..
• Formalise Informal Apprenticeship in Traditional Sectors
ACADMEIA
• Introduce Pre Apprenticeship at School
• Apprenticeship be aligned with Education
- Additional Credits
- Be linked to BVOC or Diploma
• Celebrate Apprenticeship Day at schools & Colleges

27. Contd…..
INDUSTRY
• Apprentices as Learners be distinctly differentiated from Work Force
• ITI’s be adopted by larger CO’s –Support in upgrading them
• MSME Clusters to dev linkage with larger CO’s –Create Pathway
between Training & Hiring
• Infrastructure be pooled & Shared
• CO’s to study impact on ROI
• Stipend be Standardised qualification & level wise

28. Vocational Education
• Dual VET & TVET– German Model
• 70% of VET in Co—30% in Vocational School
• Co provides Real Working Conditions
• Vocational School – lessons in vocational & General education
• Duration - 1 year
• Exam Board– Reps of Employers, Employees, Vocational School
Teachers

29. Contd…
• DUAL VET—Key to Professional Career
• Opening to Labour Market OR Further Education
• TVET –After Secondary Education –2 to 3 yrs
• At Lower secondary introduction to World of Work Compulsory
• At Tertiary Education Level opportunity for University or Polytechnic

30. FICCI’s National Knowledge Functional Hub (NKFH)

31. NKFH : “Hub-&-Spoke” Framework
National Knowledge Functional Hubs are envisaged to be a
collaborative framework of Academia and Industry, focusing on specific
Industry verticals
Leading industries and academic institutions in a region will come
together as a “Hub” to facilitate mutually beneficial linkages
The “Hub” will create and sustain a network of “Spokes” with other
industries and institutes in the region
31

32. Executive Committee at Hub
Siddharth Institute
of Engg & Tech
RVR&JC College of
Engineering
International
Institute of Digital
Technologies
Spoke Institute #4
Spoke Institute #5
Spoke Institute #6
Spoke Institute #7
Carl Zeiss India
DMG Mori
Company#3
Company#4
Company#5
SVUniv.
Tirupati
Thermax,
Festo India
Hub and Spoke Framework for AP
NKFH Governing Council
 FICCI
 Champion Industries
 Patron Institution
Patron
Institution
Champion
Industries
Spokes
institutions
Spoke
Companies

33. FICCI and SV University, Tirupati NKFH CoE
Enhance employability of engineering graduates
in Manufacturing , capital goods etc.
Improve Quality of engineering education in the
state
Create an ecosystem for collaborative research
and entrepreneurship in the HE Institutions in
the state
Create knowledge network of Engineering
Colleges and Local MSMEs in State
Hands on professional exposure to the fresh
engineering graduates
Sustained industry—institute engagement through
well connected industry and university clusters
Industry ready employable graduates
Growth of local industry and entrepreneurship in
the state
Dedicated Think Tank in the area of higher and
vocational education
Solution development for the local industry
through collaborative research activities
Key Objectives Outcomes

34. CoE
FICCI-SVU NKFH Center: CoE
Key Activities Sharing of
Best
Practices
Mentoring
by
Industry
Experts
Effective
Internship/
Apprenticeship
Programmes
Industry
oriented
curriculum
development
Knowledge
sharing
through,
seminars and
workshops
Exposure
visits for
industries &
institutions

35. FICCI
• Set up a PMU to facilitate the day
to day activities
• Facilitate mobilisation of the
champion companies and
institutions
• Facilitate the CoE with any form of
research grants/funds by the
central govt./ international org.
• Facilitate revenue generation
through services to spokes
SVU/AP Govt.
• Set up a Society with Thermax,
Festo, FICCI & few other identified
organizations as members
• Provide infrastructure to set up at
the center
• Identify and mobilize spoke
institutions and companies
• Provide seed funding and
operational funding for 5 yrs.
• Review after completion of 5 yrs
Champion
Industry
• Offer effective internship
opportunities
• Facilitate gainful employment
and entrepreneurship mentoring
• Provide support for collaborative
research and development
projects
• Offer opportunities for industry
exposure visit
• Give inputs and time in
developing industry oriented
curriculum
• As endowment provide
machinery, test rigs, prototypes,
industry models for learning
FICCI-SVU NKFH CoE: Roles of Stakeholders

36. Thank You