professionalisation of hrd practitioners in the …...analyzing the strategic challenges facing the...

ProfessionalisationofHRDPractitionersinthepublicservice

DMosaloandLNeethlingOctober2015

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Outlineofthepresentation• Introduction• NationalTrainerpolicy• NSGcollaborationwithPSETA• Casestudy:CIPtrainers(1-12)

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IntroductionThispresentationseeksto:• Sharethepurposeandproposedcontent

ofanationalTrainerPolicy.• Invitecontributionsandparticipationon

thedevelopmentandevolutionofanationalTrainerPolicy.

• Share casestudyonCIPlevels1-12.

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Criticalareastoinputon• AreastobecoveredbythenationalTrainerPolicy;and• Proposedtrainerstandards.

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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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• TrainerPerformance • Performancestandards

• Performancemanagementandappraisal – EPMDS

• Performancemonitoringandevaluation - UtiliseexistingM&Eprocessesandinstruments.Alsoshadowingtools.

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• 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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• 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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• Utilisationofpublicservantsintraining

• Therearecurrently172activetrainers(nat&provincial)deliveringCIPModule1inthemain.

• Mobilisationoftrainersintheprovincesandnationaldepartments isslowduetocompetingworkrelateddemands.

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• CIPTrainerPositions

Dir:ETDL13

CETDPL12

SETDPL10

ETDPL8

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• 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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professionalisation of hrd practitioners in the …...analyzing the strategic challenges facing the...

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