Training & development CHAPTER 10 Training & development 1

Chapter outcomes Identify the major purposes of training and development (T&D) Recognise the differences and similarities between employee training and management development Explain how to conduct a needs assessment, including performing organisational, job/task and individual analysis Know how to design and deliver training Identify the many on-the-job and away-from-the-job T&D techniques Understand how to evaluate a training programme Explain the importance of the South African legislation towards addressing the serious skills shortage in South Africa 2

Definitions Training – Development – 3

Training vs development Employee education – basic skills training programmes Specific training – employees gain information and skills tailored specifically to their own workplace Management development – associated with methods and activities designed to enhance the skills of managers/future managers 4

Training vs development (continued) 5

Shift Training and development TO Learning and development 6

First-line management Traditional managerial skills Top management Middle management Technical Conceptual Skills Skills _____ First-line management 7

Skills Skills Technical skills Conceptual skill Human relations skills 8

Purpose of T&D Improve performance - Update employees’ skills – Avoid managerial obsolescence – Solve organisational problems – 9

Purpose of T&D Orient new employees – Prepare for promotion and managerial succession – Satisfy personal growth needs – 10

T&D priorities in the 21st century Quality improvement programmes Technological change-related programmes Customer service T&D programmes 11

Decide how training will occur and how much resources will be needed Strategic training HR and training managers work with management to determine the strategic linkage between training and the strategic business plan Stage 1: Strategise Training objectives and expectations of training should be identified and specific measurable learning objectives created Stage 2: Plan Stage 3: Organise Decide how training will occur and how much resources will be needed Stage 4: Justify Evaluation of the process to determine to what extent the goals set in stage 1 have been met 12

Systems approach to T&D Phase I – Phase II – Phase III – 13

Systems approach to T&D (continued) Phase I – Needs assessment Organisational analysis Operations analysis Individual analysis Advisory committees, Assessment centres, Attitude survey, Group discussions, Questionnaires, Skills test, Observations of behaviour, Performance appraisals, Performance documents, Exit interviews 14

Systems approach to T&D (continued) Phase I – Needs analysis Special case of T&D for managers Management succession chart Selecting needs-assessment techniques T&D objectives 15

Systems approach to T&D (continued) Phase II – Design & delivery of T&D Training design principles of learning Training delivery On-the-job training (OJT) Away-from-the-job training A T&D plan & implementation 16

Systems approach to T&D (continued) Phase II – Design & delivery of T&D OJT Enlarged & enriched job responsibilities Job instruction method Coaching Mentoring Committee assignments 17

Systems approach to T&D (continued) Phase II – Design & delivery of T&D Away-from-the-job In-house programmes Off-site programmes 18

Systems approach to T&D (continued) Phase II – Design & delivery of T&D Away-from-the-job Lecture Conference/discussion Technology-based systems Role-playing Management games Assessment centre Membership of professional organisations Behaviour modelling Packages of T&D programmes 19

Systems approach to T&D (continued) Phase III – Evaluation Levels of evaluation: How did participants react? What did participants learn? How did participants’ behaviour change? What organisational goals were affected? Applying evaluation strategies 20

Successful T&D programmes for managers Performance appraisal Top management support Professional staff 21

The learning organisation Definition: 22

The learning organisation Characteristics: Shift of emphasis from trainer to learner ownership Managers are encouraged to develop coaching, mentoring and assessing skills Additional learning opportunities are created for example: resource centres and continuous learning 23

Building blocks essential for a learning organisation ________________________ Building block 1 ________________________ Building block 2 ________________________ Building block 3 24

South Africa’s training challenge Education & training Economic restructuring Better management practices 25

Objectives of the National Skills Development Strategy (NSDS) Support economic growth for employment creation and poverty eradication, Promote productive citizenship for all by aligning skills development with national strategies for growth and development. Accelerate BBBEE and employment equity. Learners with disabilities should be reasonably accommodated to enable them to have access to and participate in skills development. 26

Objectives of the National Skills Development Strategy (NSDS) Support, monitor and evaluate the delivery and quality assurance systems necessary for the implementation of the NSDS. Advance the culture of excellence in skills development and lifelong learning. 27

The South African Qualifications Authority Act No 67 of 2008 In order to rectify the enormous shortage of skilled manpower with the limited budgets available, the South African government embarked on a number of innovative and resourceful programmes: The merging of different education departments into one controlling body The acceptance of an education policy that integrates the education and training effort within the country - making greater collaboration between training institutions & traditional educational institutions possible 28

The South African Qualifications Authority Act No 67 of 2008 In order to rectify the enormous shortage of skilled manpower with the limited budgets available, the South African government embarked on a number of innovative and resourceful programmes (continued): The passing through parliament of the South African Qualifications Authority Act, No. 58 of 1995, during 1995. This Act has been replaced by the National Qualifications Framework Act, No. 61 of 2008, with a number of interesting features which will be discussed briefly. The NQF Act was officially implemented on 1 June 2009. 29

The South African Qualifications Authority Act No 67 of 2008 NQF impact not only on people working in education, but also on these working in employment. In other words, the processes, structures and regulations around learning and qualifications, which are contained in the NQF, have a direct impact on how education and training should happen. 30

The South African Qualifications Authority Act No 67 of 2008 Objectives of the Act: 31

The South African Qualifications Authority Act No 67 of 2008 NQF levels The NQF is organised as a series of levels of learning achievement, arranged in ascending order from one to ten Each level on the NQF is described by a statement of learning achievement known as a level descriptor A level descriptor provides a broad indication of learning achievements or outcomes that are appropriate to a qualification at that level Level descriptors must be developed and determined, and there will be one set of level descriptors for the NQF 32

The South African Qualifications Authority Act No 67 of 2008 NQF Structure Instruments of the NQF Functions of SAQA SAQA Board Funds of SAQA Functions of the QC Transitional arrangements 33

Skills development The Skills Development Amendment Act No 37 of 2008 Aims of the Skills Development Act Aims of the Skills Development Levies Act Important components of the Skills Development Act Sector educational and training authorities Skills Development Planning Unit QCTO National artisan moderation body Functions of Productivity South Africa 34

The South African Qualifications Authority Act No 58 of 1995 Functions: Oversees the development of the NQF Formulates and publishes the policies and criteria for: The registration of bodies responsible for establishing education and training standards or qualifications The accreditation of bodies responsible for monitoring and auditing achievements i.t.o the standards and qualifications Oversees the implementation of the NQF Accepts the responsibility for the control of the Authority’s finances Advises the Minister on matters affecting the registration of standards and qualifications 35

SAQA framework SAQA Standard-setting process Registration of bodies responsible for setting standards Registration of standards Quality assurance process Accreditation of bodies Monitoring and auditing standards 36

Aims of the SDA 37 of 2008 to develop the skills of the South African workforce; (i) to improve the quality of life or workers, their prospects of work and labour mobility; (ii) to improve productivity in the workplace and the competitiveness of employers; (iii) to promote self-employment; and (iv) to improve the delivery of social services; to increase the levels of investment in education and training in the labour market and to improve the return on investment; 37

Aims of the SDA 37 of 2008 to encourage employers: (i) to use the workplace as an active learning environment; (ii) to provide employees with the opportunities to acquire new skills (iii) to provide opportunities for new entrants to the labour market to gain work experience; and (iv) to employ persons who find it difficult to be employed; to encourage workers to participate in learning programmes; 38

Aims of the SDA 37 of 2008 to improve the employment prospects of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education; to ensure the quality of learning in and for the workplace; to assist: (i) (ii) (iii) to provide and regulate employment services 39

Workplace skills plan: a process flow 40

Summary T&D is important in the achievement of organisational objectives. Through training, employees gain skills, abilities, knowledge and attitudes that help them perform more effectively in present and future jobs. As such, T&D may be considered an investment in human resources that will provide many important benefits and returns to the organisation. T&D serves the organisation by performing a number of important functions: (1) improving performance; (2) updating employee skills; (3) promoting job competency; (4) solving problems; (5) preparing for promotion; and (6) orienting new employees. The training process includes three distinct but related phases: needs assessment, design and delivery and evaluation. Each phase is important for successful T&D and none can be omitted. T&D must reflect certain principles of learning to be successful. The following principles hold: The trainee must be motivated, the trainee must get feedback on his or her progress, the material must be well organised, the trainee must be able to practise and learning must be transferred to the job environment.

Summary Effective T&D includes a balance of both on- and away-from-the-job activities. Individual programmes should be created, particularly for managers, and should be built on current strengths and weaknesses, career potential and personal needs. T&D administrators should make every effort to evaluate T&D. Only through a sound evaluation will trainers obtain support from top management and show how T&D improves organisational effectiveness. Major T&D efforts should include the following levels of evaluation: reaction, learning, behaviour change and results. Evaluation should focus primarily on how the trainee’s performance improves after completion of training. Both line and staff trainers must be aware of the legal environment surrounding the T&D function. Race, religion, sex, colour, national origin or age must not be a factor in determining who receives training or who is selected to be developed for promotional opportunities. The only exception to this rule is where an organisation has an approved affirmative action programme.

Summary Technical, conceptual and human relations skills provide the foundation for all management jobs, although the mix of the three skills will vary considerably according to management level. T&D professionals should become knowledgeable about how the skills and abilities for effective management vary among low, middle and top management. All HRD professionals should become familiar with the behavioural patterns of obsolescent managers and determine the extent to which the problem of obsolescence pervades the organisation. T&D involves close cooperation between line and staff personnel, and each must recognise their shared authority. Various Acts were promulgated by the Government towards addressing the serious skills shortages in South Africa, the South African Qualifications Authority Act No 58 of 1995, the Skills Development Act No 97 of 1998 and the Skills Development Levies Act No. 9 of 1999.