Wingrave, M., and McMahon, M. (2016) Professionalisation ...
Professionalisation of HRD Practitioners in the …...analyzing the strategic challenges facing the...
Transcript of Professionalisation of HRD Practitioners in the …...analyzing the strategic challenges facing the...
Outlineofthepresentation• Introduction• NationalTrainerpolicy• NSGcollaborationwithPSETA• Casestudy:CIPtrainers(1-12)
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IntroductionThispresentationseeksto:• Sharethepurposeandproposedcontent
ofanationalTrainerPolicy.• Invitecontributionsandparticipationon
thedevelopmentandevolutionofanationalTrainerPolicy.
• Share casestudyonCIPlevels1-12.
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Purpose:NationalTrainerPolicy
Developcadreoftrainersthatcanbeutilised asanationalresourcetostrengthendeliveryinthepublicservice
Ensureaholistic,standardisedapproachwithregardtopublicservicetrainers
Ensuregoodqualitypublicservicetrainers
AdvancegoodEducation,TrainingandDevelopment(ETD)practicesinthepublicservice
Strengthencollaborationbetweenrelevantroleplayers
Roughly34 000HRDPractitioners
Underpintrainerissuesandreinforceuniformityacrossnationalandprovincialdepartments
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NationalTrainerPolicycontent&Supporting
Tools
4.TrainerProfessionalisation
5.TrainerCareerpath
2.TrainerAssessment
andPerformanceAppraisal
1.TrainerRecruitmentand
Selection
AssessmentInstruments
AssessmentInstruments
NationalPSTrainerStandards
TrainerCertification
TrainerAwardsofExcellence
MembershipofProfessionalBodies
GenericCompetencies/Skills/
Attributes
SpecialistStreams
RolesandJobProfiles
Performancestandards
6.Utilisationofpublicservantsintraining
3.TrainerTrainingandDevelopment
Performancemonitoringandevaluation
TrainerDevelopment/Qualification&Learning
Pathway
TrainerPostcoursesupport
7.TrainerManagementandAdministration
CPD
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NSGcollaborationwithPSETAProjects usingtrainers,i.e.CIP,PerformanceManagementCourse
Trainerissues,i.e.Recruitment&Selection;Performancemanagement&development,etc.
Businessprocesses
PerformanceM
onitoringandEvaluation
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Casestudy:CIPtrainers(1-12)• TrainerRecruitmentand
Selection– ExistingPStrainers– Newtrainers
– Screeningprocess:• ComprehensiveCVdetailingtrainingexperienceandPSknowledgeandexperience;
• MockPresentation;• IndividualInterview;and• KnowledgeTestonModule1oftheCIP.
• 872trainersscreenedtodate.- Jobreadinesscriteria:
• Obtainpassmarkof50%.• 50-69% - shadoworre-write.
• 70-79% - supportasrequired.
• 80-100%- potentialLeadtrainers.
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Casestudy:CIPtrainers(1-12)cont.
• TrainerrecruitmentandSelection– ExistingPStrainers– Newtrainers
• RolesandJobProfiles:– Director:ETD– ChiefETDpractitioner– SnrETDpractitioner– ETDpractitioner
• PSrecruitment&selectionprocess
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Casestudy:CIPtrainers(1-12)cont.
• TrainerPerformance • Performancestandards
• Performancemanagementandappraisal – EPMDS
• Performancemonitoringandevaluation - UtiliseexistingM&Eprocessesandinstruments.Alsoshadowingtools.
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Casestudy:CIPtrainers(1-12)cont.
• TrainerTrainingandDevelopment:
• Upgrading ofskillsthrough:Observation,Shadowing,Experiential learning;Reflectivepractice;UsingITtofacilitatelearning;PSknowledge&understanding;Institutionaldevelopment;Mentoring&Coaching;CPDandRPL.
• Generictrainerskills(TOT,Assessor,Moderator,e-facilitation– 108facilitators).
• Subjectmatterexpertise(CIPmodules1-5).
• TrainerLearningNetworks&Contentworkshops (e.g.HRM&Finance).
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Casestudy:CIPtrainers(1-12)cont.
• Trainerprofessionalisation • Trainerstandards- corestandardsthattrainersshouldmeetwhenfacilitatingNSGprogrammes.
• Trainercertification – lettersprovidedfortrainerswhoaresuccessful indifferentmodules–NSGinvestigatingcertificationfortheentireCIPprogramme.
• TrainerPostCourseSupport -Mentoringoftrainersandfeedback fromM&Eprocesses.Steeringcommitteemeetingstomanagepostcoursesupport.
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Casestudy:CIPtrainers(1-12)cont.• TrainerStandards • Standardsonfacilitation:
• Trainerqualityandbehaviour;• Thelearningenvironment;• Adultlearning;• Trainingdeliveryskills;• Experiential learning;• Assessmentoflearning;• Groupfacilitationandmanagement;
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Casestudy:CIPtrainers(1-12)cont.• Trainerstandards • Standardsonfacilitation
cont.:• Transferoflearning;• DevelopingAudioVisualMediaandMaterials;• ComputerandDistanceLearningtechnology(elearning);• Traininglanguage;• ProfessionalismandEthics;• Dealingwithdisabilityandspecialneedslearners;and• DealingwithCultureandDiversity.
• Trainerdevelopment• Trainersupport
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Casestudy:CIPtrainers(1-12)cont.
• Utilisationofpublicservantsintraining
• Therearecurrently172activetrainers(nat&provincial)deliveringCIPModule1inthemain.
• Mobilisationoftrainersintheprovincesandnationaldepartments isslowduetocompetingworkrelateddemands.
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Casestudy:CIPtrainers(1-12)cont.
• TrainerManagementandAdministration
• Trainersareprimarilymanagedwithintheirprovincesanddepartmentswithinthefourregions,north,south,centralandnational– trainingschedulesaredevelopedwithNSGInductionteam.
• CurrentlylimitedcapacitytoaddressTrainerManagementandAdministration.
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BuildingtheHRD/MCapabilitiesinthePublicService
• PRESENTATIONOUTLINE• ThePSETASectorSkillsPlan
• KeyquestionsandanalysisinanSSP• Datasourcesandmethods• Prioritycapabilities onwhichPSETAisfocusing• Whatdoes“capacity-building”approachmean?
• WhatdoestheSSPsayaboutHRM/D?• Vacancyrates• Skillsgaps• RolesandfunctionsofHRM/D
• Thepresentationreflectsthe inputofdifferentworkstreamsthathavebeenanalyzingthestrategicchallenges facingtheorganizationoverrecentmonthsandweeks.
• High-levelsummaryofSP/APPissues only
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AHighlySimplifiedSummaryofSectorSkillsPlanning
DemandSideAnalysis SupplySide AnalysisHowmanypeoplemustbetrained?
OFOsandQualifications
Forwhichjobs? Providercapacityanddistribution
Whyandwhere? Enrolment, retention,achievementandabsorptionrates(“throughput”)
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ThePSETASectorSkillsPlanv Allknownmethodsanddatasourceswereused:
v Forecasting(PSETA2012Forecasts)
v Labourmarketsurveys(e.g.HRConnect,WSPs)
v Signallingmodels(AnalysisofPERSALvacancyrates)
v Costingmodels (e.g.SIPsforecasts)
v Staffingnormmodels(e.g.HRD– staffratio,managementtoadminratio)
v Qualitativeapproaches(PSETATaskTeams)
v Aftercomparingdataonfromallabovemethods,PSETAusedan“institutional”
focustodecideonthepriorities(seenextslide)
v Thenundertooksubstantial stakeholderconsultation(TaskTeams,Workshops,
Colloquium)
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BasedonAlltheDataandResearch,HowdoWeDecideonthePriorities?
NDPPrioritiesChapter13
• Astablepolitical-administrative interface• Apublicservicewhichisacareerofchoice• Sufficienttechnicalandspecialistprofessionalskills• Efficientandeffectivemanagementandoperationssystems
(includingHRM/D)• Procurementsystemsthatdeliver valueformoney• Strengtheneddelegation,accountabilityandoversight• Improvedinter-departmental coordination• Reducedcorruptioninthepublicservice
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LinkingSkillsDevelopmenttoBuildingOrganisationalCapabilitiesandImprovingServiceDelivery
PSSC/HRDC:“Skillsdevelopment inisolationwillnotyieldamorecapablestate,skills
developmentmustbeintegratedwithwider
organisationaldevelopmentinitiativesifitistobe
effective” (DPSA,2013).22
SSPFindingsonHROccupations
• “HumanResourceManagersareincludedintheDHET’sdraftlistoftop100occupationsindemandintheSouthAfricaneconomy(DHET,2014)”
• “AccordingtothePersaldata,vacanciesintheoccupationsclassifiedasHRsitat14%- amongstthelowestacrossoccupations,thougharguablytoohighgiventheimportanceoftheHRfunctionindepartments”
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BasedonAlltheDataandResearch,HowdoWeDecideonthePriorities?“Withrespecttothepublicservice,aPSSCreportnotesthat,“TherearemixedviewsaboutwhetherthereareenoughfundedandfilledHRpostsinthepublicsector…”,thoughnotethoughthat,“Thepublicservicerepresents15%ofallformalemploymentinSA,butonlyabout8%ofallHRprofessionals.…”(DPSA,2013b).
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SSPFindingsonHROccupations
• “HR Connect data suggests that even where HR posts exist and are filled,the staff employed in these posts do not have the task proficiency,knowledge proficiency or critical skills required…”. (DPSA, 2013b).
• “Analysis of the MPAT assessment scores undertaken in 2013 (DPME,2013) against a variety of other factors found that HRM/D scores arestrongly correlated with overall organisational performance improvement.However, as noted in Chapter Two, the HR function in the South Africanpublic service is very uneven, and often weak”.
• “The OCPO in the National Treasury has pointed to improving HRDcompetency in departments as a necessary component of improving theprocurement system in the public sector (to recruit, train and retain theappropriate skills and develop depth of experience in state procurementacross a range of sectors)”.
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SSPFindingsonHROccupations(cont….)
“ArecentcasestudycommissionedbyPSETAhasshownthatinsomedepartmentstheHRfunctiondoesnotincludeanumber
ofthefunctionsabove.HRisoftenlimitedtocompliancereportingandtransactional functionsi.e.thestrategicroleofHRinrecruitingandtrainingstafftodeliveronitsmandate isoftenmissing.Thissituationisimpactedonbyanumberofissues.
OneoftheseistheneedforimprovedskillsamongstHRpersonnel,and improvedHRskillsinlinemanagers;anotherisrelatedtothelackofseniorityofHRpersonnelinsomepublic
serviceorganisations;andHRisalsoimpactedonbythepoliticisationoftheHRfunctioninsomedepartmentsand
relatedtothis,turnover inHRthatthiscancause”.
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ProposedPSETAInterventiontoBuildHRM/DCompetencies
• PSETAhasallocatedbudgetfor100HRDlearnershipsforexistingemployees thisyear– AcombinationofRPL,elearning,facetofacelearning,allowing
peopletoearnfullqualificationsandprofessional registration• Weproposetoallocatethese10toeachprovinceand10to
national• Wesuggestwestartwithaneedsanalysis,andwerequestall
departmentstoassistusinidentifyingtheneedsandagreeingtheplan
• Theresultoftheneedsanalysiswillbea3– 5yearplanforstrengtheningHRM/Dcapabilitiesinthestate– the100learnershipsaresimplyyearone
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