Skills Development Practice Made Easy : Education, Training and Development Guidelines and Resources [1 ed.] 9781869223908, 9781869221362

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Skills Development Practice

MADE EASY

Education Training and Development Guidelines and Resources

Competence ✔ Job Development

✔ Affirmative Action ✔ Succession Planning Black ✔ Broad-Based Economic Empowerment with over 100 Internet Links

SKILLS DEVELOPMENT PRACTICE MADE EASY

SKILLS DEVELOPMENT PRACTICE MADE EASY Education, Training and Development Guidelines and Resources

Elaine Folscher and Linda Chonco

2006

Copyright © Knowres Publishing All reasonable steps have been taken to ensure that the contents of this book do not, directly or indirectly, infringe any existing copyright of any third person and, further, that all quotations or extracts taken from any other publication or work have been appropriately acknowledged and referenced. The publisher, editors and printers take no responsibility for any copyright infringement committed by an author of this work. Copyright subsists in this work. No part of this work may be reproduced in any form or by any means without the written consent of the publisher. While the publisher, editors and printers have taken all reasonable steps to ensure the accuracy of the contents of this work, they take no responsibility for any loss or damage suffered by any person as a result of that person relying on the information contained in this work.

First published in 2006

ISBN: 978 1 86922 3 908 E-book

Published by Knowres Publishing (Pty) Ltd P O Box 3954 Randburg 2125 Republic of South Africa Tel: (+27 11) 706 6009 Fax: (+27 11) 706 1127 E-mail: [email protected] Website: www.kr.co.za

Cover and files supplied by: Johncom Inkqubela Advertising and Promotional Products Typesetting, layout and design by: Cia Joubert, [email protected] Cover graphic by: Carike Meiring, 43 Degrees, [email protected] Editing and proofreadomg by: Elsa Crous, [email protected]

ACKNOWLEDGEMENT

We are grateful to our clients whose desire for best practice skills development challenged us to develop the systems and procedures that we are now able to present in this manual.

CONTENT Preface

.....................................................................................................iii

About the authors .......................................................................................iv Section 1: Introduction ............................................................................... 1 z Foreword .......................................................................................................... 1 z Skills Development Model ........................................................................... 4 z Skills development infrastructure ............................................................ 5-6 z Objectives of the National Skills Development Strategy ....................... 7 Section 2: Skills development fundamentals: Identify training needs ..................................................................................................... 9 z z z z z z z z z z

Identify skills priorities ................................................................................... 9 Prepare a competence profile ................................................................... 12 Informal assessment of competence ........................................................ 17 Record of individual training needs .......................................................... 19 Formal assessment of competence ........................................................... 20 Qualifications matrix for an HR department .......................................... 23 Skills audit ...................................................................................................... 24 Skills gap analysis .......................................................................................... 26 Management development framework .................................................... 30 An integrated training strategy ............................................................ 33-34

Section 3: General skills development processes ................................... 35 z z z

Example of a skills development policy ................................................... 35 Succession planning policy: Guiding principles ...................................... 40 Project planning: The workplace skills plan ........................................... 45

Section 4: The workplace skills plan: Preparation .................................. 49 z z

Consultation with the training committee .............................................. 49 The workplace skills plan consultation process .................................... 50 i

Section 5: The workplace skills plan: implementation ........................... 52 .

z z z

Notice to learners ........................................................................................ 52 Training control form .................................................................................. 53 Learnership implementation action plan ................................................. 61

Section 6: The workplace skills plan: monitoring and reporting ........... 64 z z z

Record of skills development levies and grants..................................... 64 Estimating the cost-benefit of training interventions ............................ 66 Training and skills development reporting guidelines ......................... 72

Section 7: General information ................................................................ 75 z z z z z

Skills development regulations: Appointment of a skills development facilitator and the establishment of a training committee ................... 75 Occupational levels and equivalents ........................................................ 77 Standard occupational classification codes or occupational groups ............................................................................................................. 78 Definitions ..................................................................................................... 81 Abbreviations and acronyms ................................................................ 94-95

Section 8: A toolkit of guidelines and resources ..................................... 96 z z z

Copyright ....................................................................................................... 96 Disclaimer ...................................................................................................... 97 Skills development in practice: Index to guidelines and resource documents ...................................................................................................... 98

Section 9: Additional tools for each section .......................................... 102 z z z z z z

Tools for section 1: ........................................................................... 104-124 Tools for section 2: ........................................................................... 125-141 Tools for section 3: ........................................................................... 142-152 Tools for section 4: ........................................................................... 153-170 Tools for section 5: ........................................................................... 171-179 Tools for section 6: ........................................................................... 180-199

ii

PREFACE

Most of the documents in this handbook are based on personal experience and are the original work of the authors. Others are from websites of South African Government Departments, which are understood to be public domain documents that are not subject to copyright laws. The tools/documents are also available from the publisher’s (Knowres Publishing) website – http://www.kr.co.za/Skills_Development_Framework_07.html. The information and resources published herein are intended to inform and support a skills development facilitator – they do not replace the need for the SDF to be trained in his/her role. This handbook is not intended to provide legal advice or to imply that the skills development function cannot be implemented differently within an organisation. Although every effort has been made to ensure that this material is accurate and practical, the author, editors and publishers do not accept responsibility for any act, omission, loss or damage occasioned by any reliance upon the contents hereof.

iii

ABOUT THE AUTHORS

Elaine and Linda are independent consultants based in Durban. Elaine Folscher received her undergraduate degree in Psychology and Philosophy from the University of KwaZulu-Natal, and her Honours in Psychology from the University of South Africa. Elaine is registered with the South African Board of Personnel Practitioners as a Chartered HR Practitioner and is a certified Skills Development Facilitator. Working as a self-employed human resources consultant and skills development facilitator for the past ten years, Elaine consults to companies on a wide range of human capital issues, specialising in Employment Equity, Skills Development and Black Economic Empowerment. Elaine has published several articles on these topics over the past three years. Linda Chonco graduated from the University of Natal with Honours in Psychology. She also holds a Social Science degree and Higher Education Diploma from Rhodes University. She is a certified Skills Development Facilitator, Assessor, Moderator and Auditor, and holds an Advanced Facilitation certificate. She is passionate about the transformation of the education, training and development landscape. Linda has worked for the Transport SETA where she gathered a wealth of experience in quality assurance, monitoring and learnership management. She has trained Skills development facilitators countrywide. She currently runs her own company, Khanyisa Training and Development Consulting. She conducts unit standard-aligned training courses and also consults to many organisations on Skills Development legislation, practices and quality systems.

iv

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 1: INTRODUCTION FOREWORD A shortage of critical skills, especially amongst the black population, is seen as a key impediment to the growth of the economy as a whole, as well as to the growth of individual companies. In addition, skills development practice today is highly complex compared to the way it was ten years ago. This new level of complexity has been dictated by four challenging skills development imperatives – in other words, the goals of skills development interventions are to deliver:

Job competence development This is close to the traditional role of training, namely to ensure that all employees are fully competent in their jobs and have the necessary skills to meet performance standards. In addition, employees need to have a career path mapped out so that they can advance beyond their current jobs, should they wish to do so.

Affirmative action The outcome of effective affirmative action is a reasonable amount of diversity in all levels and categories of the workforce. Since the labour market shows a shortage of key skills (especially management skills) amongst members of designated groups, relying on recruitment to achieve diversity is not a viable option. Skills development that leads to promotion, has to be the key strategy.

Succession planning In the current climate of skills shortages in critical positions, a company should plan ahead to ensure that it has access to a skills pool so that key positions are filled or can be filled without delay, by competent people.

Broad-based black economic empowerment The generic scorecard sets very high employment equity and skills development targets.

1

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 1: INTRODUCTION

Employment equity targets for a large company, as at December 2005: Black people with disabilities as a percentage of all full-time employees

4%

Black people employed at senior management level as a percentage of employees at that level

60%

Black women employed at senior management level as a percentage of employees at that level

30%

Black people employed at professionally qualified, experienced specialists and mid-management level as a percentage of employees at that level

75%

Black women employed at professionally qualified, experienced specialists and mid-management level as a percentage of employees at that level

40%

Black people employed as skilled technical and academically qualified workers, junior management, supervisors, foremen and superintendents as a percentage of employees at that level

80%

Skills development targets for a large company, as at December 2005: Skills development spend on black employees

3%

Skills development spend on critical skills (as identified by the SETA) and/or core skills (as identified by the enterprise) for black employees

2.6%

Skills development spend on critical skills and/or core skills for black female employees

1.4%

Skills development spend on black employees with disabilities

0.3%

Number of black employees on SETA-accredited learnerships

5%

Number of black female employees on SETA-accredited learnerships

2.5%

Number of black unemployed people and/or black people residing in rural areas on SETA-accredited learnerships

1%

2

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 1: INTRODUCTION

Constraints that hamper achievement in terms of skills development imperatives The key internal constraint is a lack of understanding of the legal, theoretical and economic background to skills development. Other factors are: z

Fear of employees’ expectations: Line managers should have the skills needed to manage and support realistic career development expectations.

z

Fear of unfair processes: Training needs – especially if they contribute to career development – must be identified in a consistent manner, based on agreed criteria.

z

Lack of a retention strategy: Companies are constantly at risk of losing skilled employees. An effective retention strategy is necessary to ensure that training and development expenditure shows a return for the company.

z

Direct and indirect costs of training: These are very high and it is important that SETA funding opportunities be utilised fully. It is also important that the company identify positive results from its training efforts.

z

Lack of support for learners: In many companies the workplace environment is not supportive of learners, and strategies to change or work with this, need to be developed and implemented in order to prevent the failure of skills and career development initiatives.

z

Availability of registered qualifications and accredited training providers: SAQA and the infrastructure to support unit standards and national qualifications are less than ten years old and in some fields (such as trades) there is still poor availability of unit standard-based qualifications and accredited training providers. This situation is improving all the time, but at the moment it can hamper skills development initiatives.

In this book we have attempted to provide information and tools for the skills development practitioner which we hope will maximise his/her capacity to deliver on skills development imperatives.

3

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 1: INTRODUCTION

SKILLS DEVELOPMENT MODEL

Purposes

Fundamentals

Job Competence and Career Development

Skills Priorities Competence Profile Needs Analysis

Succession Planning

Skills Audit

Black Economic Empowerment Integrated Training Strategy Affirmative Action

Processes

Policy Research Planning Consulting Budgeting and Funding Quality Assurance Implementing Monitoring Evaluating

Figure1: Skills development model

4

Impact on the workplace

Main roles and responsibilities

TOPIC

5

Facilitates a results-based approach to development and performance

Facilitates the establishment of qualifications for the job

Facilitate the development of standards in education and training

Control and enhance the quality of education and training

Provide for a National Qualifications Framework

South African Qualifications Act

Develop the skills of the SA workforce

Develop and implement a National Qualifications Framework

Improves the quantity, quality and relevance of job qualifications

Sector Education and Training Authority (SETA)

Installs a skills development levy/grant system with incentives for training Supports a costbenefit approach to training

Encourages employees to participate in learnerships and skills programmes

Improves systems and record-keeping for reporting purposes

Requires a quality focus

Encourages the identification of skills priorities

Provide funding to support employer initiatives aligned to strategic skills priorities and NSDS targets

Increase financial Monitor and communicate investment in skills development training trends in Provide financial industries and incentives for industry sectors skills development Identify and communicate strategic skills priorities in industries and industry sectors

Skills Development Levies Act

Encourages employers to use the workplace as an active learning environment

Provide for learnerships and Register unit the financing of standards and skills qualifications on programmes the framework Improve the Monitor the quality of quality of training education and programmes training and of Improve the the resulting international qualifications competitiveness of SA companies

Skills Development Act

South African Qualifications Authority

Ensures the use of accredited providers

Encourages the development of quality management systems for training

Accredit and improve the quality of providers of education and training

Monitor the assessment of learning

Education and Training Quality Assuror

LAWS, STRUCTURES AND STRATEGIES

Increases spend on skills development

Provide for the development and monitoring of codes of good practice, aligned to a balanced scorecard

Increase the participation of black men and women in all levels of the economy

Ensure that National Skills Authority and SETA funding programmes support the objectives

Set and monitor strategic objectives for five years at a time

Provide a national vision for skills development

Broad-Based National Skills Black Development Economic Strategy Empowerment Act

Sets targets for the development of black employees, Increases use of women and skills development employees with to achieve disabilities affirmative action goals Encourages skills Ensures equitable development representation of Increases use of strategies designated learnerships aligned to the groups in all Improves systems national occupational and recordstrategies categories and keeping for levels auditing purposes

Transforms workplace culture and employment practices to accommodate diversity

Promote affirmative action

Establish a diverse workforce broadly representative of the SA population

Eliminate unfair discrimination in the SA workplace

Employment Equity Act

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 1: INTRODUCTION

SKILLS DEVELOPMENT INFRASTRUCTURE

The role of the skills development facilitator (SDF)

Impact on learning

TOPIC

6

Assists the company in identifying relevant unit standards

Assists the company in identifying the skill and knowledge requirements of jobs

Recognises learning from a range of situations, including work experience

Facilitates access

Improves quality

Integrates education and training

Encourages lifelong learning

South African Qualifications Act

Provides infrastructure to facilitate the development and planning of the company’s skills development strategy

Ensures the quality of education and training

Makes relevant qualifications available to those who have been excluded from the labour pool

The SDF should: • Identify training priorities • Advise the company on legal compliance • Develop policies, procedures and systems

Requires the appointment of a skills development facilitator and a training committee

Enhances the quantity of education and training

Skills Development Act

South African Qualifications Authority

Assists the company in claiming grants

Assists the company in meeting grant criteria

Advises the company on how to comply with and benefit from the levy/ grant system

Increases financial resources for Government and Industry training programmes

Skills Development Levies Act

Keeps records of the use of grant money and must report/be audited as required

Complies with reporting requirements and grant criteria

Develops a training quality management system in the workplace

Complies with quality assurance requirements

Improves the quality of learning and supports the demonstration of learning outcomes

Increases focus on relevance and outcomes (both shortterm learning outcomes and longer-term career development outcomes)

Liaises and communicates with the SETA

Education and Training Quality Assuror

Sector Education and Training Authority (SETA)

LAWS, STRUCTURES AND STRATEGIES

Assists the company in harnessing fully, the potential of all its employees

Assists the company in developing a skills development strategy to support its affirmative action goals

Requires proactive interventions, including skills development, that prioritise the development of historically neglected groups who constitute designated groups under the EEA

Employment Equity Act

Ensures the relevance of training, and measures outcomes

Provides a highly organised and results-oriented skills development function

Need for evaluation of training in order to demonstrate the return for the company of increased spend on training

Increases the importance of demonstrable learning outcomes

Aligns the company’s skills development strategy to the National Skills Development Strategy

Ensures that funding mechanisms are in place to support this

Focuses skills development on critical and scarce skills and on groups that were previously disadvantaged

Broad-Based National Skills Black Development Economic Strategy Empowerment Act

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 1: INTRODUCTION

SKILLS DEVELOPMENT INFRASTRUCTURE (continued)

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 1: INTRODUCTION

OBJECTIVES OF THE NATIONAL SKILLS DEVELOPMENT STRATEGY 2005-2010 The NSDS 2005 – 2010 spells out the national skills priorities envisaged for the next five years. In addition, it provides performance indicators that will be used as a basis for measuring the performance of the SETAs, as well as the effectiveness of projects funded under the National Skills Fund (NSF). It is intended to contribute to the broader goals of Government which are to halve unemployment and poverty, and reduce inequality by 2014, as well as to ensure that the institutions of skills development use their resources to advance the skills revolution.

Vision Skills for sustainable growth, development and equity.

Mission The National Skills Development Strategy (NSDS) contributes to the sustainable development of skills growth as well as the equity of skills development institutions by aligning their work and resources to skills needs, to achieve effective delivery and implementation.

Principles The NSDS: z z z

Supports economic growth for employment creation and poverty eradication Promotes productive citizenship for all by aligning skills development with national strategies for growth and development Accelerates broad-based black economic empowerment and employment equity (85% black, 54% women and 4% people with disabilities, including youth in all categories). Learners with disabilities are to be provided with reasonable accommodation (such as assistive devices) and access to learning and training material, to enable them to have access to and participate in skills development 7

SKILLS DEVELOPMENT: PRACTICE MADE EASY

z z

SECTION 1: INTRODUCTION

Supports, monitors and evaluates the delivery and quality assurance systems necessary for the implementation of the NSDS Advances the culture of excellence in skills development and life-long learning.

Objectives 1. 2. 3. 4.

5.

Prioritising and communicating critical skills for sustainable growth, development and equity Promoting and accelerating quality training for all in the workplace Promoting employability and sustainable livelihoods through skills development Assisting designated groups (including new entrants) to participate in accredited work, integrated learning and work-based programmes to acquire critical skills in order to enter the labour market or create self-employment Improving the quality and relevance of provision.

8

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRAINING NEEDS IDENTIFY SKILLS PRIORITIES 1.

Agenda for a workshop with senior managers to determine the organisation’s skills priorities.

The purposes of the workshop are to gather information in order to: z z

Align the workplace skills plan to organisational skills needs Conduct a skills audit in the organisation.

Actions z

Briefly inform senior managers about the current skills development milieu.

z

Record the top five business goals of the branch/business unit for the next two years

z

Analyse the top five goals to highlight skills development issues

z

List critical staff capabilities required in order to achieve each goal (maximum of three critical capabilities for each business goal)

z

Identify perceived weaknesses in staff capabilities.

2.

Record of a workshop to identify the organisation’s skills priorities.

Branch/business unit: ______________________________________________ Workshop with senior management, held on: _________________________

9

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Present at the meeting: Name

Job title

Top five business goals for the next two years:

1

2

3

4

5

10

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Analysis of the top five goals: Breakdown

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

State specifically what is to be achieved What could block achievement? What are the consequences of nonachievement? Time constraints

Departments/ job functions involved

Critical staff capabilities required to achieve each goal (maximum of three critical capabilities for each business goal): Critical capabilities

Goal 1

Goal 2

Goal 3

Skills Knowledge Attitudes and values Personal qualities Qualifications Experience

11

Goal 4

Goal 5

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Perceived weaknesses in staff capabilities: Critical capabilities

Goal 1

Goal 2

Goal 3

Goal 4

Goal 5

Skills Knowledge Attitudes and values Personal qualities Qualifications Experience

PREPARE A COMPETENCE PROFILE A competence profile is a detailed list of all skill and knowledge resources required by a particular job. (The focus is on the job, not the individual incumbent/s. Some incumbents may have less (and some may have more) skills and knowledge than the job requires.) A competence profile is compiled by analysing the job description and listing all skill and knowledge resources required in order to perform the job tasks and achieve the KRAs. When job competencies are aligned to unit standards and SAQA-registered qualifications, the competence profile becomes a very useful training tool. A competence profile is a useful tool in selection and recruitment, as well as in training and development. Also, a department qualifications matrix makes it easy to identify the specific development areas required by an individual preparing for promotion, or for career development or succession planning purposes. 12

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

The following is an example of a competence profile for a skills development manager.

Qualifications relevant to this position: Qualification title

NQF Level

SAQA ID

† National Certificate: Management † Occupationally Directed Education, Training and Development Practice

4

23656

5

13740

Certificate: Occupationally-Directed Education, Training and Development Practice: ID

Unit standard title

Level

Credits

Core

9941 † Design and conduct research

Level 5

10

Core

9928 † Design integrated assessment for learning programmes

Level 5

18

Core

9944 † Engage in occupational development

Level 5

10

Core

9938 † Evaluate learning programmes

Level 5

12

Core

9957 † Facilitate learning, using a variety of methodologies

Level 5

18

Core

9951 † Plan a learning programme

Level 5

18

Fundamental 8662 † Analyse and communicate workplace data

Level 5

5

Fundamental 8647 † Apply workplace communication skills

Level 5

10

Fundamental 10294 † Identify and respond to learners with special needs and barriers to learning Level 5

10

Elective

9954 † Develop training materials

Level 5

12

Elective

9932 † Guide and support learners

Level 5

12

Elective

9935 † Manage a learnership/learning programme

Level 5

12

Elective

9929 † Moderate an assessment

Level 5

12

13

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

National Certificate: Management: ID

Unit standard title

Level

Credits

Core

13949 † Apply technical knowledge and skill to align business unit performance to business goals

Level 4

5

Core

13941 † Apply the budget function in a business unit

Level 4

5

Core

8555

Level 4

4

† Contribute to information distribution regarding HIV/AIDS in the workplace

Core

13942 † Demonstrate a basic understanding of the role of a business strategy in managing a small business or business unit

Level 4

5

Core

13952 † Demonstrate basic understanding of the primary labour legislation that impacts on a business unit

Level 4

8

Core

13940 † Demonstrate knowledge and application of ethical conduct in a business environment

Level 4

4

Core

14667 † Describe and apply the management functions of an organisation

Level 4

10

Core

13945 † Describe and apply the management of stock and fixed assets in a business unit Level 4

2

13944 † Describe the relationship of junior management to the general management function

Level 4

5

Core

10388 † Interpret basic financial statements

Level 4

3

Core

13954 † Manage risk in own work/ in a business environment

Level 4

5

Core

13947 † Motivate a team

Level 4

6

Core

13948 † Negotiate an agreement or a deal in an authentic work situation

Level 4

5

† Accommodate audience and context needs in oral communication

Level 3

5

Fundamental 8972

† Interpret a variety of literary texts

Level 3

5

Fundamental 8970

† Write texts for a range of communicative contexts

Level 3

5

Fundamental 9015

† Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life-related problems

Level 4

6

† Demonstrate understanding of real and complex number systems

Level 4

3

† Engage in sustained oral communication and evaluate spoken texts Level 4

5

Fundamental 12417 † Measure, estimate and calculate physical quantities, and explore, critique and prove geometrical relationships in two and three-dimensional space in the life and workplace of adults with increasing responsibilities Level 4

4

Fundamental 8975

† Read, analyse and respond to a variety of texts

Level 4

5

Fundamental 9014

† Use mathematics to investigate and monitor the financial aspects of personal, business and national issues

Level 4

6

Fundamental 12153 † Use the writing process to compose texts required in the business environment

Level 4

5

Fundamental 8976

Level 4

5

Level 3

5

Core

Fundamental 8968

Fundamental 7485 Fundamental 8974

Elective

† Write for a wide range of contexts

13912 † Apply knowledge of self and team to develop a plan which will enhance team performance

14

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

National Certificate: Management (continued): ID

Unit standard title

Level

Credits

Elective

13914 † Conduct a formal meeting

Level 3

3

Elective

12548 † Demonstrate ability to use and interpret texts that apply to the role and responsibilities of trustees of retirement funds

Level 3

4

12550 † Demonstrate knowledge and understanding of the role and responsibilities of trustees of medical schemes

Level 3

4

12547 † Demonstrate knowledge and understanding of the role, functions and duties of trustees of retirement funds

Level 3

4

13916 † Identify and keep records that are the responsibility of a junior manager

Level 3

4

13917 † Indicate the role of a team leader in ensuring that a team meets an organisation’s standards

Level 3

6

Elective

13911 † Induct a new member into a team

Level 3

3

Elective

13919 † Investigate and explain the structure of a selected workplace or organisation

Level 3

10

Elective

13918 † Manage time and the work process in a business environment

Level 3

4

Elective

7567

† Produce and use spreadsheets for business

Level 3

5

Elective

7575

† Produce presentation documents for business

Level 3

5

Elective

7570

† Produce word processing documents for business

Level 3

5

Elective

13943 † Analyse new developments as reported in the media, that could impact on a business sector or industry

Level 4

10

13950 † Apply technical knowledge and skill in order to manage risk in occupational health and occupational hygiene

Level 4

8

13953 † Apply the principles of situational leadership to a business unit

Level 4

5

10377 † Demonstrate knowledge of and insight into the Compensation for Occupational Injury and Disease Act, 130 of 1993 (COIDA) Level 4

2

10378 † Demonstrate knowledge and understanding of the statutory cover afforded under the Compensation for Occupational Injuries and Diseases Act, 130 of 1993, as amended (COIDA) Level 4

3

Elective

10385 † Develop a business plan for a small business

Level 4

5

Elective

10386 † Investigate the possibilities of establishing and running a small business enterprise (SMME)

Level 4

3

Elective Elective Elective Elective

Elective Elective Elective Elective

15

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Other relevant unit standards: † Interpret and apply relevant legislation including:

N/A

z Labour Relations Act z Basic Conditions of Employment Act z Occupational Heath and Safety Act z Environmental Legislation z Employment Equity Act z Skills Development Act z Skills Development Levies Act z Black Economic Empowerment Act † Know the company’s safety, health and environmental policy and procedures

N/A

† Know and apply organisational employment policies and procedures

N/A

† Know the organisation’s values and mission

N/A

† Explain how to manage diversity in the workplace

3

114932

3

13915

† Implement policies regarding HIV/AIDS in the workplace

5

9224

† Counsel work-group members in respect of HIV/AIDS

5

13203

4

13951

4

10377

† Operate computer systems

3

7996

† Manage self-development

4

7997

3

117133

† Measure and analyse customer service levels

6

10079

† Design a research brief

6

10082

† Plan strategically to improve business performance

5

115056

† Apply the strategic process during planning

5

117988

† Apply business performance management practices

6

116349

† Present data to stakeholders

5

10055

† Lead and manage teams of people

6

7859

4

116486

† Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace

† Demonstrate knowledge and understanding of the Occupational Health and Safety Act, 85 of 1993 (OHSA) (as amended) and the responsibilities of management in terms of the Act † Plan and set up a testing programme to investigate quality issues and recommend changes

† Manage own work performance in relation to an organisation’s performance management system

† Explain personal and social responsibility in independent decision-making contexts † Coordinate the development and implementation of organisational social 5

11903

† Contribute to the implementation of auditing procedures

responsibility strategies

5

13018

† Contribute to the management of costs and the enhancement of value

5

12999

† Coach learners

3

9926

† Manage employee induction

5

8041

† Record and validate input variations on employee records

4

110094

16

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Next level qualifications in this career path: † † †

Diploma in Human Resource Management Diploma in Business Management Degree/B Tech in Occupationally Directed Education, Training and Development Practice

5 5 6

INFORMAL ASSESSMENT OF COMPETENCE The formal assessment of the competence of a learner, whether of new or prior learning, is based on unit standards and can only be carried out by a qualified NQF assessor. However, the organisation can assess an employee’s job competence by using a process similar to that of a performance appraisal. Several methods can be used to collect evidence of job competence. Any one or more of these may be used, but the last two are the most reliable. They include: z z z z

A rating based on the manager’s impression, which is discussed with the employee and may be adjusted as a result of such discussion A rating arrived at through consultation with an employee, and which reflects agreement A “test” based on skill and/or knowledge that the employee has to apply in his/her work, and scored by means of a set of agreed criteria A “portfolio of evidence” which is a collection of different types of evidence of competence, and which is compiled by the employee. Evidence may include examples of work done, testimonials from superiors /colleagues /clients, descriptions of how certain skills and knowledge can be applied to improve job performance, records of past performance appraisals, certificates from education and training courses, etc.

In order to prevent disputes at a later stage, any assessment should apply the following principles: z

Validity: The means used to determine competence is relevant to the competence being assessed, e.g. report writing competence is determined by examining a report which the employee has written and not, for example, by testing his or her use of grammar 17

SKILLS DEVELOPMENT: PRACTICE MADE EASY

z z z z

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Authenticity: The assessment has built-in checks that ensure that the work being assessed is actually that of the employee being assessed Consistency: All employees are assessed in the same way Currency: The assessment assesses current competence and does not, for example, rely on old information or educational qualifications Sufficiency: The assessment takes into account enough information to produce a reasonably reliable result.

Skills for effective competence management: General competence

Specific skills

Able to set realistic objectives by: Identifying and stating the purpose of a job Identifying and stating outcomes-based key performance areas Prioritising Identifying and clarifying targets and standards Identifying milestones Compiling detailed action plans Able to assess competence by:

Summarising Prioritising Evaluating Communicating Analysing Comparing actual with target Monitoring implementation of action plans

Able to coach employees by:

Instructing Giving and receiving feedback Facilitating Listening

Able to develop potential by:

Delegating Guiding Monitoring performance Setting individual targets and raising the bar when it comes to targets and standards 18

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Skills for effective competence management (continued) General competence

Specific skills

Able to support the transfer of new skills by:

Recognising needs Frequent interaction and communication Dealing with emotions and feelings Building good relationships Counselling and advising

Able to practise good communication by:

Using the 80/20 listen/talk rule Discussing and debating, not telling Consulting and disclosing Being physically and emotionally accessible Being sensitive to diversity

Able to motivate employees by:

Clarifying key results areas Providing appropriate resources and support

RECORD OF INDIVIDUAL TRAINING NEEDS Name of employee: Job title of employee: Name of assessor: Job title of assessor: Date of assessment: Rating criteria: 1 – The employee is probably competent in this unit standard and should be assessed for recognition of prior learning (RPL). If an employee seems to be competent in most of the unit standards required for a qualification, RPL for the qualification is indicated. 2 – The employee is probably partially competent in this unit standard and some development is indicated before assessment (on-the-job coaching).

19

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

3 – The employee is not competent in this item and training is indicated (skills programme). Qualification Unit standards

Rating

Recommended development actions

FORMAL ASSESSMENT OF COMPETENCE Competence assessment is the assessment of the competence of a learner by a qualified assessor against national standards (unit standards) for the competence being assessed. The seven-step assessment process involves the following: z z z z z z z

Prepare the learner for assessment Agree on the assessment plan and choose the assessment method/s Collect evidence of the learner’s competence Judge the evidence that has been collected Record the assessment decision Give feedback to the learner Conduct an appeal procedure (if necessary).

Features of formal competence-based assessment: z z

Based on unit standards Takes place in the workplace or under simulated work conditions 20

SKILLS DEVELOPMENT: PRACTICE MADE EASY

z z z

z z z

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

The person being assessed is extensively consulted and informed of the criteria and methods being used The person being assessed receives detailed feedback A variety of assessment methods are used. The emphasis is on direct observation of work activities and is complemented by methods which assess the application of knowledge and understanding Detailed documentation (by the assessor) is required Decisions must be explained and justified (by the assessor) It takes the same form, regardless of the purpose of the assessment.

Possible purposes of assessment: z z z z z z z z z z z z

Rate a person against industry standards Conduct a skills audit Recognise prior learning Recognise current competencies Monitor performance Plan for a training programme Identify training needs Evaluate a training process Provide feedback during the training process Motivate learners Produce an ongoing record of achievement Use for recruitment and selection.

Principles of good assessment: z z z z z z

Transparency: The purpose of the assessment is clear to everyone involved, especially the learner Validity: The assessment is well designed and measures what it is intended to measure Reliability: Repeats of the assessment would produce similar results, even if carried out by another assessor Relevance: Unnecessary requirements should not be built into the assessment Sufficiency: The assessment decision is based on sufficient evidence Flexibility: The assessment is appropriate to the required range of knowledge, skills and understanding 21

SKILLS DEVELOPMENT: PRACTICE MADE EASY

z z z

z

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Fairness: Learners are fully prepared for the assessment. They are consulted throughout and there is no unfair discrimination Authentic: The assessment decision is directly linked to evidence produced by the learner Developmental: The assessment should be linked to learning opportunities and accompanied by support mechanisms such as counselling, advice and guidance Legitimacy: The assessment is designed and implemented with the full participation of all stakeholders and they regard it as credible, relevant and valuable.

22

23

Senior Administrator

Senior Instructor

Data Capturer

• Human Resource Management • Payroll Administration Services

• Occupation-Directed Education, Training and Development Practice • Major Trade

• Business Administration Services

• Payroll Administration Services

Payroll Administrator

Payroll Chief Administrator

• Business Administration Services

• Human Resource Management and Practices Support

Recruitment Administrator

• Management

NQF Level 3

• Occupation-Directed Education, Training and Development Practice

• Occupation-directed Education, Training and Development Practice

• Human Resource Management

Training Manager

• Management

NQF Level 4

Training Coordinator

• Payroll Administration Services

• Management • Project Management

NQF Level 5

• Human Resource Management

• Human Resource Management

HR Manager

NQF Level 6

Recruitment & Remuneration Manager

NQF Level 7

Position Title

Services

• Business Administration

• Business Administration Services

NQF Level 2

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

QUALIFICATIONS MATRIX FOR AN HR DEPARTMENT

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

SKILLS AUDIT A skills audit is a process for identifying critical and scarce skills, and comparing them to skills required by the organisation now and in the future so that the shortfall or surplus of key skills can be determined and addressed. Skills audits are usually conducted when an organisation wishes to determine whether it has the skills required to achieve its business goals, for succession planning or for restructuring and re-deployment. It entails an audit of the critical skills and knowledge that the organisation requires, as well as the skills and knowledge that the organisation currently has. The outcome is a skills gap analysis. One of the benefits of a skills audit is an improved workplace skills plan, with the result that training interventions are more focused, more cost effective and more likely to achieve required outcomes.

Skills audit process: Goal

Steps

Agreement on the objectives of the Discussion and agreement on project skills audit and the expected outcomes outcomes Investigation to identify key competencies and analyse the organisational context and strategy in relation to the objectives of the skills audit

Review Review Review Review

Communication

Workshop with management and training committee/shop stewards to confirm key competencies and agree broad process. Communicate purpose and process to all staff members.

Competence profiling

Prepare a profile for each job

24

business goals job descriptions organisational structure future business plans

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Skills audit process: (continued): Goal

Steps

Individual audits (by self, consultant and/or panel)

Plan a meeting with each employee to gather evidence of competencies in relation to key organisational competencies and the job competence profile

Application

Prepare a skills gap analysis

Feedback

Present the skills gap analysis to management and training committee/ shop stewards and discuss next steps Give feedback to individual staff members. Train managers to use the skills audit process

Reporting

Prepare a formal report and follow up by applying the results to the organisational training and development strategy, workplace skills plan, individual development plans, performance management interventions, etc

25

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

SKILLS AUDIT WORKSHOP SKILLS GAP ANALYSIS: Questions for gathering information: 1.

What are the organisation’s top five business goals for the next two years?

2.

Identify the key positions that must be competently filled in order to achieve these goals.

3.

Identify scarce skills and their availability within the organisation.

Scarce skills

No. of competent employees

Gaps identified in achieving business objectives

1. 2. 3. 4. 5. Comment on diversity in relation to scarce skills:

4.

Identify critical skills and their availability within the organisation.

Critical skills

No. of competent employees

Gaps identified in achieving business objectives

1. 2. 3. 4. 5. Comment on diversity in relation to critical skills:

26

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

6. Provide the current employment equity statistics, indicating diversity across all occupational categories. Occupational

Male

Female

TOTAL

categories African Coloured Indian White African Coloured Indian White Legislators, senior officials and managers Professionals Technicians and associate professionals Clerks and administrative workers Service and sales workers Skilled agricultural and fishery workers Craft and related trades workers Plant and machine operators and assemblers Elementary occupations TOTAL Employees with disabilities Temporary employees

7. Identify trends in staff turnover in critical positions over the past three years. Positions

Reasons for leaving

1. 2. 3. 4. 5. 27

SKILLS DEVELOPMENT: PRACTICE MADE EASY

8.

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Identify trends in staff turnover in employees with scarce skills over the past three years.

Positions

Reasons for leaving

1. 2. 3. 4. 5. 9.

Identify trends in vacancies in key positions within the organisation.

Positions

Duration of vacancy

Reasons for not filling the vacancy

1. 2. 3. 10.

Identify expected vacancies in key positions in the next five years. (Use the form below to gather information.)

Expected vacancy

Expected impact on the organisation – Is it critical?

1. 2. 3. 4. 5. 28

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Form for recording estimated key vacancies: Reasons for termination

No. of Occupational levels that possible could be affected vacancies Yr. 1

Occupational categories that could be affected

Yr. 2 Yr. 3 Yr. 4 Yr. 5 Yr. 1 Yr. 2 Yr. 3 Yr. 4 Yr. 5

Resignation Non-renewal of contract Retirement Dismissal Medically boarded Death New positions likely to be created Other Total vacancies

29

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SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

MANAGEMENT DEVELOPMENT FRAMEWORK Operations department: Management development pathway

NQF level

Recommended intervention

z Business Management z Master of Business

Senior/top Manager

L7/8

Administration

Recommended training provider z Local or

International Tertiary Institution

z Operations

Operations Manager

z B. Tech or Degree in z Local Tertiary Management L6, or Operations Institution z Business Management z Local Tertiary Management L5/6, and Institution z National Diploma, B z Assessment of Tech or Degree in z Registered Leadership Potential Assessment Centre Management z Assessment by Industrial Psychologist z Operations

Operations Coordinator

z National Diploma in Management L5, or Operations z Generic Management Management z National Certificate: L4 Management

z Local Tertiary

z Generic Management

z Accredited Training

L3

z National Certificate:

Management

Institution z Accredited Training

Provider

Provider

Operations Supervisor z Operations L3

Operator

z National Certificate

in Operations z National Certificate: Occupational Safety, Hygiene and Environment

30

z Accredited Training

Provider z Accredited Training

Provider

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Engineering department: Management development pathway

NQF level

Recommended intervention

z Business Management z Master of Business

Senior/top Manager

L7/8

Administration

Recommended training provider z Local or International

Tertiary Institution

z Engineering

Engineering Manager

z B. Tech or Degree in z Local Tertiary Management L6, or Engineering Institution z Business Management z Local Tertiary Management L5/6, and Institution z National Diploma, B. z Assessment of Tech or Degree in z Registered Leadership Potential Assessment Centre Management z Assessment by Industrial Psychologist z Engineering

Senior Technical Supervisor

z National Diploma in Management L5, or Engineering z Generic Management Management L4 z National Certificate: Management

z Local Tertiary

z Generic Management

z Accredited Training

z National Certificate:

L3

Management

Institution z Accredited Training

Provider

Provider

Technical Supervisor z Trade Test L4/5

z Apprenticeship or

Learnership in a major trade

Artisan (Major Trade)

31

z Accredited Training

Provider

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

Other departments: Management

NQF level

Recommended

z Business Management z Master of Business

Senior/top Manager

L7/8

Administration

z (Specific Discipline)

Manager

Controlling Administrator

Recommended

z Local or International

Tertiary Institution

z B. Tech or Degree in Management L6, or (Specific Discipline) z Business Management Management L5/6, and z National Diploma, B. z Assessment of Tech or Degree in Leadership Potential Management z Assessment by Industrial Psychologist

z Local Tertiary

z (Specific Discipline)

z National Diploma in Management L5, or (Specific Discipline) z Generic Management Management L4 z National Certificate: Management

z Local Tertiary

z Generic Management

z Accredited Training

z National Certificate:

L3

Management

Institution z Local Tertiary

Institution z Registered

Assessment Centre

Institution z Accredited Training

Provider

Provider

Chief Administrator

z Job-related

Senior Administrator

z National Certificate:

qualification in the specific discipline L4/5

32

(Specific Discipline)

z Accredited Training

Provider

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

AN INTEGRATED TRAINING STRATEGY Strategic areas

Develop essential competencies

Elements of a training strategy

Develop job competencies Prepare competence profiles Align competence profiles to unit standards Conduct formal or informal assessments Record identified training needs Life skills for all, at all levels Manage own finances Understand business Self-confidence, communication, assertiveness/ planning and time management/service attitude Company values Customer service Diversity awareness/management HIV awareness/management Address career development and succession planning Check performance review forms for actions Check competence assessments Check skills audits for training requests Identify appropriate learning interventions Plan learning interventions Workplace skills plan Identify items from the strategy and prepare a plan that meets SETA conditions Aim for National Skills Development Strategy goals (84% black; 54% women; 4% disabled) Focus on skills priorities that have been identified by management and the training committee

Critical success factors

A structured approach to job profiling and competence assessment is implemented Life skills courses for different levels are identified and life skills programmes are planned

Appropriate interventions are agreed and recorded and training interventions are implemented Submission of documents and implementation of training meet SETA requirements and attract maximum rebates

Discretionary grants Identify training projects that are aligned to company Applications meet SETA and sector skills priorities requirements as well as Submit project proposals as required by the SETA industry training needs Succession planning, knowledge management and retention of key skills

Positions that are difficult to fill Identify positions Identify potential incumbents Identify learning interventions to develop potential incumbents Prepare a succession plan Link to employment equity goals Stars in all levels and categories Identify top performers Identify their strengths Prepare a plan to spread their strengths within the company Identify and prepare a plan to install measures to retain top performers

33

All key positions and essential competencies are identified and suitable individuals are selected for development Star performers are identified and plans are made to leverage their strengths

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 2: SKILLS DEVELOPMENT FUNDAMENTALS: IDENTIFY TRANING NEEDS

AN INTEGRATED TRAINING STRATEGY (continued) Strategic areas

Elements of a training strategy

Critical success factors

Previously disadvantaged employees Identify individuals without sufficient education to progress Identify educational needs Plan counselling, assessment and ABET/study courses Support employment equity measures and goals Identify individuals with disabilities and address education and training needs

Disadvantaged employees are identified and a development plan is prepared for each individual

Preparation for promotion Plan to address identified performance management follow-up Job enrichment possibilities and implications for structure

A development plan is prepared for each individual

Leadership and management development

Identify appropriate qualifications or generic skills for each level of management Identify registered institutions Relate qualifications to appointments into various levels of management positions

Management qualifications are established and agreed on

Supervisor development

Identify appropriate qualifications for thorough grounding Identify registered institutions Relate qualifications to appointments into various levels of supervisory positions

Supervisory qualifications are established and agreed on

Preparation for learnerships

Identify Identify Identify Identify

Learnership requirements are established and infrastructure is in place to implement them

Quality and measurement

Identify cost per service Plan to test cost per individual mployee Performance improvement compared with cost per service improvement Evaluate training outcomes and compare with cost per service improvement Identify other measures to show return on training investment

The next step

operational and other technical qualifications and qualify workplace assessors and qualify workplace coaches and mentors candidates for learnerships

The basis is established for measuring efficiencies and ROI measures are identified

Training quality control Monitor selection of accredited providers Develop awareness of the quality process Plan measurement of transfer of new skills to the job Conduct a training effectiveness survey Identify the Investors in People process/requirements

The infrastructure and administration systems for quality assurance are established and quality goals are agreed on

Learning culture Identify resistances Identify actions to address resistances Prepare an action plan for changing the company’s approach to learning

Resistances to learning and change are understood and a plan is in place to address them

Identify successes and failures of the initial strategy Prepare a long-term strategy Identify resources for the next year Ensure readiness to implement plans for the next year Formalise and strengthen partnerships and alliances with employees, managers and/or external parties

34

A practical and agreed strategy is fully supported by resources

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES EXAMPLE OF A SKILLS DEVELOPMENT POLICY Purpose The company recognises that the quality of its human resources is a critical factor for its future progress and prosperity, especially in the face of global competition. It further recognises that in order to meet skills challenges in the company, it is strategically necessary to invest in the skills development of its employees. The purpose of this guideline is to ensure that all skills development interventions are aligned to business needs, comply with relevant legislation and that the highest possible quality standards are met.

Scope The company shall continuously develop itself and its human resources by equipping employees with competencies in terms of skills priorities that shall be based on its strategic business goals and reasonably aligned to the broad objectives of the National Skills Development Strategy. The company acknowledges the value to its own development and that of its employees in cooperating fully with its nominated Sector Education and Training Authority and shall ensure that it participates in all relevant grants and training opportunities.

Training and development The overall purpose of training and development shall be to ensure that the company’s human resources have all the skills and knowledge necessary to meet performance and quality standards in their current jobs, and to develop employees’ career and personal potential to meet their growth needs as well as the future human resource needs of the company.

35

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SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

A job competence profile shall be compiled for each job and individual incumbents shall regularly be assessed against identified competencies in order to determine their training and development needs and to prepare individual development plans. The company shall develop and promote all employees with potential. Individual incumbents shall be prepared for promotion by comparing their existing competencies with those of the more senior job and by targeted development interventions as indicated by such assessment. The company recognises the links between broad-based black economic empowerment, affirmative action and skills development, and shall take all reasonable steps to provide for the development of previously disadvantaged employees, in order to promote them to senior positions on merit. The company shall base its compensation system on job grades, that is, on the value of the job to the company and not on the qualifications of employees. However, it is open to investigating a pay-for-skills system for employees in the lower occupational levels. The company shall allocate resources towards skills development and shall decide the number and type of resources on an annual basis in consultation with senior management and the training committee. Returns on the investment of financial resources shall be reviewed annually. The company shall install a consultative committee as required by relevant legislation for consultation on all matters related to training and skills development. The committee members shall be trained and provided with the necessary resources in order to ensure that they are fully competent to fulfil their roles. All training plans, strategies and grant applications shall be developed in consultation with the training committee. All training budgets shall be developed in consultation with the skills development facilitator who shall ensure that the training committee has had reasonable opportunity to provide input on the budgets.

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SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Recognition of prior learning The company recognises the value of the principle of recognition of prior learning for the development of previously disadvantaged individuals, and for equipping all employees with qualifications relevant to their jobs and job grades. The company shall make all reasonable and cost-effective efforts to recognise the prior learning and experience of previously disadvantaged employees, as well as those employees who are embarking on recognised job qualification programmes.

Learnerships The company shall take all reasonable steps to prepare its workplaces for learners and to ensure that sufficient numbers of line managers are trained as workplace coaches, mentors and assessors, in order to ensure successful workplace-learning experiences for learners. The company shall make all reasonable and cost-effective efforts to ensure that all employees are fully competent in their jobs and that they are equipped with relevant job qualifications. The company shall make all reasonable and cost-effective efforts to offer relevant learnership opportunities to unemployed learners. A plan for the placing of employees and unemployed learners on learnerships shall be agreed on an annual basis with the training committee and shall take into account the company’s business plans and skills priorities.

Skills programmes The organisation shall give preference to training programmes based on unit standards, and to training providers who have aligned their training material to unit standards. Any use of training courses or training providers not aligned to unit standards must be fully motivated to and approved by the skills development facilitator.

37

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Study assistance Study assistance planning shall be included in all training plans. Organisational policies, procedures and systems for the provision of study assistance shall be aligned to the Skills development policy and to the requirements of the National Skills Development Strategy.

Quality management Thorough strategic planning, skills planning, job analysis, competence profiling, performance evaluation and training needs analysis shall precede any training or development intervention. Any employee who attends any education or training course offered by the organisation shall do so according to conditions as detailed in the Learning control form. Any training providers contracted by the organisation must be accredited by an appropriate Education and Training Quality Assuror and must provide proof of accreditation before any agreement is finalised. Any assessors contracted by the organisation must be qualified to assess the relevant unit standards and must provide proof of such qualification before any agreement is finalised. The organisation shall act to retain its skilled employees by ensuring that all aspects of its human resource management policies and procedures meet best practice criteria and quality standards. The organisation shall monitor the effectiveness of its skills development interventions through appropriate performance management and research techniques against agreed quality standards. The organisation may install an appropriate quality management system that is aligned to ISO and Investors in People quality standards.

38

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Assessment of learning The company recognises that the achievement of qualifications and credits towards qualifications always involves some form of assessment. In respect of job-related and approved skills development programmes and learnerships, reasonable time to complete workplace assignments shall be granted at the discretion of the line manager. Reasonable time off work to prepare for and/or carry out the requirements for formative or summative assessments shall be granted by the line manager up to the maximum allowed for study leave. Any additional time required may be dealt with according to annual leave, special leave and/or unpaid leave procedures, as appropriate. Costs (such as photocopying, stationery, Internet use, courier services, etc.) related to assessment shall be carried by the organisation and shall be estimated and budgeted for by each line manager. The full cost of assessment of unit standards at or below NQF 4, shall be borne by the organisation. The costs of assessments above NQF 4 shall be dealt with in accordance with the Study assistance policy. All confidentiality, copyright and property ownership policies and rights that apply to material, documents, products, etc developed by employees while at work, also apply to workplace assignments, portfolios and any other development and/or collation of evidence for assessment. The written approval of the line manager is required for the use of such material, documents, products, etc as evidence in an assessment.

Skills development levy rebate The organisation shall comply with legislation, regulations and Sector Education and Training Authority requirements and shall make all reasonable and cost-effective efforts to obtain the highest possible rebate on the skills development levy. The skills development facilitator shall ensure that the full Mandatory grant is received for each levy year and shall maximise all appropriate opportunities for learnership and discretionary grants and other training opportunities offered by the Sector Education and Training Authority. Any SETA grant monies shall be allocated to a separate account and the use of the monies shall be agreed, on an annual basis in arrears, between the HR manager, the 39

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

training committee and senior management. Returns on the use of the grants shall be reviewed annually. All reasonable steps shall be taken to maximise the tax deduction in respect of learnerships. All levy payments and grants shall be monitored and the skills development facilitator shall ensure that the organisation receives all monies due to it.

SUCCESSION PLANNING POLICY: GUIDING PRINCIPLES Introduction It is the function of human resource management to ensure that skillS and knowledge resources are available to help achieve company goals. This is achieved through appointing, developing and retaining employees, especially in positions that are difficult to fill because there is a shortage of the necessary skills. It is the function of the management team to identify key skills and positions that are critical to the organisation. Human resource planning is a normal, annual activity. The purpose is to identify positions that will or may become vacant over the next one to five years, and to prepare a strategy to ensure that vacancies are filled by competent people. When human resource planning addresses future skills needs or key skills, it is referred to as succession planning. When there is a shortage of key skills in the labour market as well as a need to meet affirmative action targets, human resource planning and succession planning become even more important. Human resource planning ensures that the right personnel with the right skills are in the right jobs to help the company reach its objectives. The process includes job design, job analysis, job specification, job description and competence profiling. It also includes the tracking of indices such as staff turnover, labour stability and the absenteeism rate. These indices indicate how well appointment, development and retention practices are working.

40

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Succession planning means establishing the future demand for certain skills, as well as an estimate of the supply of internal and external job applicants who have those skills. The process includes skills auditing, identifying and assessing potential and skills development, and may also include the restructuring and redesigning of jobs. The main tool for realistically forecasting future staffing needs is the organisation’s strategic plan. Other factors that should be taken into consideration, include: Internal factors such as: z z z z z z z z z

The age structure of the labour force Average length of service of employees Productivity Absenteeism Managers’ people development skills A culture of learning Affirmative action goals Planned skills development interventions Retention strategy.

External factors such as: z z z z z

Skills available in the labour market Competitors in the labour market The speed at which technology changes Comparative remuneration levels Company learnerships and social responsibility policies.

An effective succession plan will result in multiple internal and external skills and talent pools being available to assist an organisation in filling key positions with competent people.

41

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SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Labour Market Pool

Labour Market Pool Internal Pool Labour Market Pool Internal Pool

Internal Pool

Figure 2: Effective succession plan

GUIDING PRINCIPLES FOR SUCCESSION PLANNING: Guiding principle

Definition

Implications for succession planning

Strategic planning

An organisation’s business goals are very vulnerable to changes in the environment in which the company operates. This operating environment includes economic, political, technological, legal, market and competitive trends and forces. Strategies are broad plans designed to take advantage of the opportunities provided by changes in the operating environment and are aimed at avoiding any threats that may arise from such changes in the operating environment.

Existing jobs may change in content, level or importance and/or new jobs may be created.

Human resource management

In order to achieve its goals a company requires skill and knowledge resources. These resources must be planned for, acquired, retained, developed and managed in a way that corresponds to the way other resources (e.g. financial or equipment resources) are managed.

Effective implementation of succession plans relies on best practice HR management.

Skills audit

A skills audit is a process for measuring and recording the skills of an individual or group. The main purpose conducting a skills audit in an organisation is to identify the skills and knowledge that the organisation requires, as well as the skills and knowledge that the organisation currently has. The outcome of the skills audit process is a skills gap analysis. This information enables the organisation to improve by providing the appropriate training and development to individuals, in order to cater for the identified skills gaps. The skills audit process also provides information which can be used for purposes such as internal employee selection and it ensures that the correct person is deployed in each position.

The more thorough the skills auditing practices, the more effective the succession planning process will be. The workplace skills plan is an appropriate tool to support the outcome of the skills auditing process.

42

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SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Guiding principle

Definition

Implications for succession planning

Key skills

Skills and knowledge resources that are critical to the The purpose of achievement of the organisation’s current and future goals. succession planning is to identify key skills and ensure that they are available in or to the organisation.

Key positions

A position which is critical to the functioning of the organisation. A vacancy or incorrect appointment in such a position would cause substantial disruption to the organisation and its stakeholders.

Such positions must be identified. A strategy is needed for developing and retaining the incumbents as well as for developing a pool of potential successors.

Key staff

Employees who have been identified as having key skills and/or who have the potential to become future leaders in the organisation. The loss of such employees would have a substantial impact on the organisation.

There must be strategies for identifying, developing and retaining talented employees at all levels in the organisation.

Scarce skills

The pool of such skills both within and outside the organisation is very small. A vacancy that arises in a position that requires scarce skills can take a long time to fill and the new appointee may need time to develop a satisfactory level of performance. A vacancy in such a position can have a substantial impact on the organisation, especially in the achievement of affirmative action goals.

A lack of key skills is the greatest threat to the success of a succession plan. A strategy is needed to identify the availability of key skills both internally and in the labour market and then to remedy any scarcity. The Workplace skills plan, learnerships, apprenticeships and specially designed skills programmes are appropriate tools to support the creation of skills pools.

Potential

The ability to perform effectively in the future in more senior positions and/or in management positions.

A process is needed for identifying potential, as well as for developing and retaining people with potential. NQF assessment (including RPL) is one such tool which could be used in conjunction with an Industrial Psychologist’s assessments of cognitive ability.

Competence

Competence is the ability to do a job to the required standards. It implies that an individual appropriately applies her/his skills, knowledge, personal strengths and abilities, and other qualities. Competence is the demonstration of the practical application of skills, knowledge and understanding against a nationally determined set of criteria, as well as the ability to transfer this knowledge, these skills and understandings to new situations and environments.

Decisions in succession planning must take into account evidence of the holistic application of skills, attitude and knowledge.

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Guiding principle

Definition

Implications for succession planning

Fair treatment

Fairness refers to the reasonable treatment of employees by managers and supervisors in a way that includes consistency in the application of rules and regulations, just and unbiased actions, the establishment and implementation of reasonably substantiated criteria and accountability for decision making.

Processes are needed to ensure that succession decisions are always fair and never made on the basis of unfair discrimination or favouritism.

Transparency

Complete openness about succession planning, development and recruitment processes is necessary in order to inspire the confidence of all parties and to minimise disputes about succession decisions.

The succession planning process must not only be fair but must also be seen to be fair by all employees and stakeholders.

Promotion

Promotion means career development and movement towards a higher job grade. Employees who have been formally identified as having potential to perform competently in a more responsible job or more senior position, may be developed so they progress to that more responsible or senior level. The promotion process should not replace or bypass the internal recruitment process.

Promotion can be carried out in order to support succession planning, as well as to retain and maximise the use of good employees in non-key positions. A promotion strategy involves one or more of the following actions: z Internal recruitment z The gradual addition of responsibilities by delegation, until an employee’s job has changed enough to be re-graded z A planned process of exposure to one or more jobs, departments and/or locations (including experience outside the company) as a trainee in preparation for applying for a more senior job (should one become available) z Education, training and development for a specific career path.

Retention strategy

A strategy to retain employees with key skills and / or great potential. A retention strategy also reduces the costs associated with employee turnover, which can be very high at senior levels.

In order to develop an effective retention strategy, it is necessary to identify and address the most common reasons for resignations, especially of those employees with key skills and/or potential.

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

PROJECT PLANNING: THE WORKPLACE SKILLS PLAN Several sophisticated methods are in use today for the planning of complex and unpredictable projects. Planning, implementing and controlling the workplace skills plan are not very complex procedures and a simple action planning method is effective. To compile an action plan, the project has to be divided into specific activities or tasks – each with a deadline or time frame, an estimate of resources, and an assignment of responsibility for the task. This information can then be used to prepare a time line or bar chart so that as the planning proceeds, progress can easily be monitored and, delays or problems can be effectively dealt with so that the project proceeds according to plan. Resources required for the planning and implementation of the workplace skills plan include: z z z z z z z

Financial resources to pay for training, including mandatory and discretionary SETA grants Information resources to access training courses and service providers Information resources to monitor national and sectoral trends Information and communication resources to monitor organisational skills needs Human resources to monitor the achievement of goals, carry out action steps and deal with problems Time resources to carry out the action steps Record-keeping resources to control the implementation of the workplace skills plan.

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

OBJECTIVES AND ACTION STEPS: Objective Gather information about national and sectoral trends

Action steps

Resources Responsible Deadline or required person time frame

Collect information on national trends National Skills Development Strategy z SAQA and NSA publications z Black economic empowerment z Affirmative action, including people with disabilities z

Collect information on sectoral and industry trends z Sector Skills Plan z Provincial Skills Plan z SETA grant criteria z Registered learnerships Identify relevant legislation, regulations and amendments z SARS regulations and tax rebates z Department of Labour legislation z Relevant legislation from other government departments such as the Department of Trade and Industry Keep abreast of the field of knowledge z Network with other SDFs z Read books, newsletters and newspapers z Visit relevant websites and identify registered skills programmes and learnerships Gather information about the business plans and other objectives of the organisation

Collect information on organisational strategies and training priorities z Strategic and operational plans z Planned changes in technology z BEE strategy z Employment equity plans z Annual reports· z Vision, mission and values of the organisation z Human resource policies z Growth or retrenchment plans z Vacancies which are difficult to fill and z Succession planning Link national, sectoral and industry trends to organisational needs Link to organisational and career development needs Consult with the training committee and plan a strategy to collect employee input

Gather Link to employee ambitions information on z Career development plans employee z Succession plan priorities

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

Objective

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Action steps

Resources Responsible Deadline or required person time frame

Continued: Link to national and sectoral priorities Gather information on z ABET z Life skills employee z HIV/AIDS priorities z Learnerships Link to organisational skills needs Collect information from company Gather information on practices z HR development policies competence z Skills audits and z Performance management and gap performance analysis gaps z Competence gap analysis for individual employees z Resignation trends z Recruitment trends z WSP implementation report of previous year Consult with management and training committees

Prepare information for appropriate and effective disclosure Present to training committee and facilitate the understanding of the information Present information to management and facilitate the understanding of the information

Compile draft WSP

Gather feedback and recommendations Read and understand the SETA guide to the WSP Analyse and collate all information and feedback Gather administrative data from HR or payroll records Identify potential learners Identify appropriate learning interventions, e.g. learnerships or skills programmes Identify potential courses and training providers, and estimate costs Compile WSP using the SETA format and ensure: z z z z z z

Compliance with SETA guidelines Link to SSP priorities Link to organisational skills needs Link to employee skills needs Link to NSDS targets Link to organisational training policy

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 3: GENERAL SKILLS DEVELOPMENT PROCESSES

Objective

Action steps

Resources Responsible Deadline or required person time frame

Consult with management and training committees

Present draft WSP to training committee and gather feedback and recommendations Present draft WSP to management and gather feedback and recommendations Agree budget with management

Compile final WSP for submission

Agree training committee’s recommendations with management Make agreed changes Get the WSP signed off as required by the SETA Submit the WSP to the SETA by the SETA deadline

Action the WSP Prepare a training schedule and agree and monitor implementation details and an action plan with the training committee and HR Agree a monitoring process with the training committee Agree learner support and mentoring with line managers Monitor progress and budget

Evaluate the outcomes of training

Prepare progress reports for management and the training committee Monitor completion of the learner control form Carry out evaluations according to Kirkpatrick’s 4-level model Link to training objectives identified by management and the training committee Link to organisation’s training policy Link to NSDS targets Analyse the cost-benefit ratio of skills development

Compile the Prepare final progress report according to WSP implementation SETA guidelines report Compile a draft WSP report Consult with management and the training committee Reflect on and evaluate the WSP

Compile and submit the final WSP report Reflect on strengths and weaknesses in the development, submission and implementation of the WSP and WSP report Collect feedback from the training committee and management Recommend improvements

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SECTION 4: THE WORKPLACE SKILLS PLAN: PREPARATION CONSULTATION WITH THE TRAINING COMMITTEE Regulations to the Skills Development Act state, in respect of the duty to consult: “Employers with more than 50 employees must establish an in-company forum for consultation with regard to skills development. Where a workplace is unionised, trade union or management structures shall fulfil this function. [This duty is] intended to convey the meaning that those workplace consultative structures have been consulted in the appointment of a skills development facilitator.” Consultation in the context of the Skills Development Act includes the duty of the employer to attempt to reach agreement with employee representatives. This duty requires a consultative process during which all parties cooperate fully and transparently from the beginning of the planning process. Consultation is therefore not just a one-sided disclosure of information – it is an essential part of the process leading up to the final plan. Consultation is a form of employee participation in decision making which creates a structured forum for employees, through their representatives, to influence the employer’s decision making on a wide range of issues related to employment equity and skills development. This implies that sufficient consultation must take place before the employer makes any decision, including the decision to appoint a skills development facilitator. However, the duty to consult does not require that an employer relinquish the right to make decisions or to reject recommendations made by employees. Consultation means that the employer and members of the training committee must be open to accepting a variety of inputs. It does not mean negotiation which implies bargaining in order to reach an agreement. The attitude of the parties in a consultation forum should be one of “both … and” and not “either … or”. Everyone involved in the consultation process should be careful to avoid adopting a position on any issue, but rather they should be prepared to explore issues from different points of view. 49

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SECTION 4: THE WORKPLACE SKILLS PLAN: PREPARATION

THE WORKPLACE SKILLS PLAN CONSULTATION PROCESS Steps in the process Establish the training committee.

Preparation phase

Consultation phase

Implementation phase

Before consultation can take place, the employer should decide how the committee is to be established. If a collective agreement pertaining to the consultation process is in place, this will have to be followed.

If the workplace is unionised, it is a good idea to discuss the nomination and appointment processes with at least the shop stewards.

The committee must include a balance of members who are management representatives, shop stewards and/or representatives of nonunionised employees. It is advisable for the membership to represent the various occupational categories and levels in the organisation.

Holding elections is not a legal requirement, but the employer should call for nominations and may appoint committee members from the nominations. Establish whether any of the organisational policies are relevant to the consultation process. Train the training committee.

Before consultation can be meaningful, all parties have to know the legislation and understand their own role and duties.

Discuss the selection of Arrange and attend the a training course and training course. training provider should be discussed. A constitution or code of conduct and terms of reference should be discussed and agreed on. The format of the workplace skills plan and SETA Guidelines for the current year.

Give input on the appointment of a skills development facilitator (SDF). Give input into the organisation’s skill priorities.

The role and function of the SDF should be discussed.

The employer should Appoint an SDF. propose a process and criteria for selecting and appointing an SDF.

The concept of skills priorities and their link to business goals should be discussed.

The information gathered from the skills audit and/or workshop with senior managers should be disclosed as far as is possible. Some of the information could be confidential and must be handled in a sensitive manner.

An indication should be given of the processes to be used for a skills audit and/or workshop with senior managers.

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The committee should give feedback on how the organisation could begin to address the skills needs that have been identified and disclosed. This input can contribute to the development of the workplace skills plan.

SKILLS DEVELOPMENT: PRACTICE MADE EASY

Steps in the process

Give input into the workplace skills plan and/or grant applications.

Give input into the workplace skills plan and/or grant applications.

SECTION 4: THE WORKPLACE SKILLS PLAN: PREPARATION

Preparation phase

Consultation phase

Collate all organisational and individual skills needs and link to national and sectoral skills needs as well as the organisation’s employment equity plan and BEE scorecard.

Disclose all information gathered in the preparation phase and discuss what should be included in the workplace skills plan.

Compile the draft workplace skills plan and/or other grant applications.

Estimate costs and identify budget and other training resources.

Discuss specific learning interventions (such as skills programmes, learnerships, etc) and a draft proposal on which employees will benefit from the interventions.

Get feedback on the draft and prepare the final document.

Review the SETA guidelines and other requirements and formulate a process to be used to develop and complete a workplace skills plan.

Monitor quality and progress of training interventions.

Have the document/s signed off as required by the SETA.

Identify the Submit the workplace interventions that can be skills plan and/or grant covered by other grants application forms. or funding mechanisms.

Identify accredited training providers and relevant unit standards and learnerships.

Discuss and prepare a draft list of preferred training providers.

Prepare and update a training schedule.

Prepare a progress report based on preparation, and discuss and get feedback.

Collect completed learning control forms.

Implementation phase

Address and resolve problems identified in the progress report or the feedback.

Conduct evaluations according to Kirkpatrick’s 4-level model. Collect data on how the implementation of the WSP has contributed to employment equity and BEE goals. Submit annual training report.

Gather all data required for the implementation report and prepare a draft report.

Discuss the draft report Prepare the final and note the feedback of document. the training committee. Have the document signed off as required by the SETA. Submit the report to the SETA by the due date.

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION NOTICE TO LEARNERS Name of employee: _________________________________________________ Job title: ____________________________________________________________ Department: _______________________________________________________

Name of training course Based on the unit standard/s Date/s Times Venue

Reason for arranging this training:

Preparation or other requirements to fulfil before the course:

Additional information:

Your support person/mentor in respect of this training course is: _________ Contact number: ___________________________________________________

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

TRAINING CONTROL FORM (To be completed by the learner before the intervention) Name of learner

Gender

Race

Job title and department category

Occupational

Job competence required (as listed on the learner’s IDP) Desired immediate learning outcome Desired long-term learning outcome Constraints and accommodations required (e.g. family responsibility, transport, disability, diet) Unit standard or course title and name of provider (if known) Name of training provider

Accreditation number

Preferred date/s for attending training Supervisor/manager’s comments:

Signature of learner: _______________________________________________ Date: _____________________________________________________________ Signature of supervisor: _____________________________________________ Date: _____________________________________________________________ Authorised by manager: _____________________________________________ Date: _____________________________________________________________

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

To be completed by the HR manager before the course: Applicable unit standard title

SAQA ID

State if RPL assessment or education/training Name of course Is the course in-house or external? Cost of training course per learner R

Is the course part of a larger programme? Give brief details

Y/N

Venue costs Refreshments Travel Other R R R R

Duration of course and dates booked Training venue Contact details of training provider Type of assessment

To be completed by the HR manager after the course: Is provider’s assessment report attached? (If no, give reasons) Is provider’s invoice attached? (If no, give reasons) Is provider’s proof of accreditation attached? Are employment equity statistics updated? (If no, give reasons) Is workplace skills plan record updated? (If no, give reasons) Required follow-up Person responsible for monitoring follow-up

Follow-up deadline

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

To be completed by the learner’s supervisor/ manager approximately three months after the course: Job competence being developed Main outcomes expected from the intervention Outcomes observed on-the-job Have observations about the outcomes been communicated to the learner? (If no, give reasons) Does the learner agree with the supervisor/manager’s observations? (If no, give reasons) Required follow-up Person responsible for monitoring follow-up

Follow-up deadline

To be completed by the HR manager: Are all parties satisfied with the outcomes achieved? (If no, give reasons) Has all stated follow-up been completed (If no, give reasons) What still needs to be completed? By whom?

By when?

Learning Intervention Control Form signed off by HR manager

Date

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Format for an employment contract for an 18(2) learner: (Adapted from the BCEA sectoral determination for learners on a learnership) Learner’s details

Name: Clock card number:

Details of learnership

Title: NQF Level: SAQA ID:

Duration of learnership From: To: The duration of this employment contract is the same as the duration of the learnership agreement. Place of work

The departments/locations at which the learner will work.

Working hours

The learner’s normal hours and days of work, including the time that the learner is required to spend in study periods or theoretical learning sessions with the training provider. An employer may not require or permit a learner to work more than 45 hours in any week; and nine (9) hours of any day if the learner works for five (5) days or fewer a week; or eight (8) hours of any day if the learner works on more than five (5) days a week.

Meal intervals

An employer must give a learner who works continuously for more than five (5) hours a meal interval of at least one (1) continuous hour. During a meal interval the learner may be required or permitted to perform only duties that cannot be left unattended and cannot be performed by another learner. A learner must be remunerated z for a meal interval in which the learner is required to work or is required to be available for work, and z for any portion of a meal interval that is in excess of 75 minutes, unless the learner lives on the premises at which the workplace is situated. An agreement in writing may z reduce the meal interval to not less than 30 minutes z dispense with a meal interval for a learner who works less than six (6) hours a day. 56

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Format for an employment contract for an 18(2) learner: (Adapted from the BCEA sectoral determination for learners on a learnership) (continued) Basic allowance

State the learner’s allowance or the rate and method of calculating the allowance (see the BCEA Sectoral Determination for Learners for a table of minimum allowances by NQF level of the learnership).

Additional allowances

The rate of pay for overtime work Any other cash payments that the learner is entitled to Any payment in kind that the learner is entitled to, and the value of the payment in kind.

Payment of wage/salary Day/date of payment of allowance and how frequently remuneration will be paid. Salary deductions

An employer may not make any deduction from a learner’s remuneration unless z the learner (in writing) agrees to the deduction in respect of a debt specified in the agreement z the deduction is required or permitted in terms of a law, collective agreement, court order or arbitration award. An employer may not make any deduction from a learner’s remuneration, or require a learner to repay any amount in respect of any tools, materials, equipment, protective clothing, uniforms or training material required for the purposes of the learnership.

Overtime

An employer may not require or permit a learner z to work overtime except in accordance with an agreement z to work more than three (3) hours’ overtime a day z to work more than ten (10) hours’ overtime a week. An employer must pay a learner at least one and one-half times the learner’s allowance for overtime worked.

Public holidays

An employer may not require a learner to work on a public holiday except in accordance with an agreement. An employer must pay a learner who does not work on the public holiday, at least the allowance that the learner would ordinarily have received for work on that day. An employer must pay a learner who does work on the public holiday at least double the amount normally received for work.

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Format for an employment contract for an 18(2) learner: (Adapted from the BCEA sectoral determination for learners on a learnership) (Continue) Annual leave

A learner who has entered into a learnership agreement in respect of a learnership requiring more than 120 credits is entitled to one week’s paid leave for every 40 credits that the learner earns during the learnership, or every four (4) months worked (whichever is the lesser). A learner who has accumulated sufficient leave is entitled to take up to three (3) consecutive weeks’ leave in any year of the learnership. An employer must grant leave not later than four (4) months after the leave was earned An employer may not require or permit a learner to take annual leave during z any other period of leave to which the learner is entitled, except during a period of unpaid leave z any period of notice of termination of learnership.

Sick leave

A learner is entitled to one (1) day’s paid sick leave for every 26 days, in which the learner works or receives training during a learnership. An employer must pay a learner for a day’s sick leave the allowance the learner would ordinarily have received for work on that day; and on the learner’s usual payday.

Proof of incapacity

An employer is not required to grant paid sick leave if the learner has been absent from work for more than two (2) consecutive days or on more than two (2) occasions during an eight (8) week period and, on request of the employer, does not produce a medical certificate stating that the learner was unable to work for the duration of the learner’s absence on account of illness or injury.

Family responsibility leave

This leave applies to a learner who has been in the employ leave of an employer for longer than four (4) months, and who works for that employer for at least four (4) days a week. An employer must grant a learner, during each annual leave cycle, at the request of the learner, three (3) days’ paid leave, which the learner is entitled to take z when the learner’s child is born z when the learner’s child is sick, or z in the event of the death of the learner’s spouse or life partner; or the learner’s parent, adoptive parent, grandparent, child, adopted child, grandchild or sibling. A learner may take family responsibility leave for the whole or part of a day. An unused entitlement lapses at the end of the annual leave cycle in which it accrues. Before paying a learner for leave in terms of this clause, an employer may require reasonable proof of an event for which the leave was required. 58

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Format for an employment contract for an 18(2) learner: (Adapted from the BCEA sectoral determination for learners on a learnership) (continued) Maternity leave

A learner is entitled to at least four (4) consecutive months’ maternity leave. A learner is not entitled to receive her allowance during any period of maternity leave she takes. A learner may commence maternity leave z at any time from four (4) weeks before the expected date of birth, unless otherwise agreed, or z on a date from which a medical practitioner or midwife certifies that it is necessary for the learner’s health or that of her unborn child. No learner may work for six (6) weeks after the birth of her child, unless a medical practitioner or midwife certifies that she is fit to do so. A learner must notify an employer in writing, unless the learner is unable to do so, of the date on which the learner intends to z commence maternity leave, and z return to work after maternity leave.

Other/special working conditions relevant to this position, e.g. shift work, PPE and safety conditions. Please show your acceptance of the terms and conditions of employment by signing below: Learner’s signature Date

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Please supply the following contact information and advise us should anything change: Your residential address Your postal address Telephone number during office hours Name and contact number of a close relative or friend

First name: Surname: Relationship: Daytime telephone number:

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

LEARNERSHIP IMPLEMENTATION ACTION PLAN Preparation: Goal

Action steps

By By when whom

Identify stakeholders

z Compile of list of stakeholders, including relevant

Agree on learnerships

z Consult with stakeholders and decide on

Identify

z Identify qualifications in respect of job require-

line managers and trade union and/or training committee z Consult and finalise list approach, capacity and focus for the year ments, qualifications job levels and/or strategic priorities in terms of the approach and focus for the year z Get stakeholder agreement

Liaise with SETA/ETQA

z Liaise with SETA/ETQA to access qualifications as

learnerships z Liaise with SETA to access rebates/grants z Follow SARS procedures to access tax deduction

Implementation: Goal

Action steps

Identify learners: Employees

z z z z z

By By when whom

Develop selection criteria Agree selection criteria with stakeholders Advertise and collect applications Apply criteria and select learners Consult with stakeholders to agree selection

z Develop selection criteria, including possible Identify learners: selection of independent contractors Unemployed z Agree selection criteria with stakeholders (18.2) learners z Contact the Department of Labour/SETA/ESDA or other relevant party z Communicate selection criteria z Interview candidates z Apply criteria and select learners z Consult with stakeholders to agree selection

Identify training providers

z Liaise with SETA/ETQA to identify preferred z z z z

providers Determine duration, location, timing and costs Determine provision for assessment Consult with stakeholders Select providers 61

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Implementation (continued) Goal

Action steps

Identify z workplace z coaches and mentors z (coaches oversee the workplace learning and mentors provide a support system to the learners) Prepare learners

By By when whom

Agree process and selection criteria Consult with stakeholders and identify proposed coaches and mentors Consult with proposed coaches and mentors and get agreement

z Communicate selection process and decision z Conduct RPL assessment (if required) z Communicate process, duration, location and

timing z Get learners’ agreement z Arrange training z Obtain/prepare a schedule/log book for the

learner to clarify objectives and expected outcomes Prepare coaches and mentors

z Identify training needs z Identify relevant unit standards, providers and/or z z z z

courses Determine duration, location, timing and costs Consult with stakeholders Arrange training Obtain/prepare a schedule/log book to clarify workplace learning objectives and expected outcomes

Contract training providers

z Contract training providers as required by the

Contract employed learners

z Contract learners as required by the SETA/ETQA

Contract unemployed learners

z Contract learners as required by the SETA/ETQA and/or the learnership contract and/or company policy and/or the basic conditions of employment for learners

SETA/ETQA and/or the learnership contract and/ or company policy and/or the learnership contract and/or company policy

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SECTION 5: THE WORKPLACE SKILLS PLAN: IMPLEMENTATION

Monitoring: Goal

Action steps

By By when whom

Action steps

By By when whom

Monitor training component Monitor workplace component Monitor assessment component Monitor costs and rebates/grants/tax deductions, including the receipt of the 18(2) learners’ allowance from the SETA/NSF Report to SETA as required to account for use of the grant/s Periodically report progress to other stakeholders

Completion: Goal Celebrate success Review and reflect

z Discuss the project with stakeholders,

including learners, and identify improvements for the future

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SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING RECORD OF SKILLS DEVELOPMENT LEVIES AND GRANTS Status for the levy year 20__ to 20__ SETA: _____________________________________________________________ SDL number: _______________________________________________________ Estimated value of mandatory grants: R ________________________________

Record of receipts Month

SD levy paid to SARS

Grants received from Estimated amount SETA outstanding

April May June July August September October November December January February March TOTAL

Estimated value of discretionary and strategic grants: R __________________

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SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING

Record of receipts Month

Grants received from SETA Estimated amount outstanding

April May June July August September October November December January February March TOTAL

Estimated value of learnership grants: R ________________________________ Record of receipts Month

Grants received from SETA

Estimated amount outstanding

April May June July August September October November December January February March TOTAL 65

18(2) allowances received

18(2) allowances outstanding

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING

ESTIMATING THE COST-BENEFIT OF TRAINING INTERVENTIONS Introduction Measuring cost-benefit of necessity requires the measurement and evaluation of outcomes. The Kirkpatrick 4-level model for evaluating training is suitable for monitoring the quality of training interventions. It has the added advantage of embedding the ROI process in a quality process. The training control form above is closely aligned to the Kirkpatrick model and could be used to collect data for calculating the cost-benefit.

Vital requirements The most fundamental requirement is to instill the mindset that training is not purely a cost, but that there are quantifiable benefits which the organisation can derive from training. This requires a shift from activity-based to results-based training. It is necessary for everyone (HR practitioners, line managers, learners and training providers) involved to focus on results instead of paying attention only to inputs. Cost-benefit cannot be calculated after the fact, because information gets lost. It must be planned for, so all necessary data is collected along the way. Specifics in instilling this approach, are as follows:

Set targets and outcomes Key business results z

z z

Identify skills needs that are directly linked to business goals (NB: social development programmes and corporate responsibility training can also help achieve business goals) State the skill, knowledge and attitude priorities you want to achieve (“hard” and “soft”) Define the benefits for the organisation of achieving the desired outcomes. Include both objective and subjective benefits, e.g. improved quality, increased output, cost saving, time saving, customer satisfaction, employee satisfaction, etc. 66

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SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING

Competencies z

State the specific end goals, e.g. After training the learner will be able to … / …will know how to …/ etc, or list the unit standards in which you would expect the learner to achieve competence.

Prepare the environment Training course z

Identify a training course or other learning intervention that will support the desired outcomes.

Training provider z z

Identify and contract an accredited training provider who will provide highquality support for the desired outcomes Ensure that the training provider accepts accountability for his/her role in achieving the desired outcomes.

Learner z z z z

Select learners who meet the entry requirements of the training course, who need the new skill in their work and have the capacity to achieve it Prepare each learner and ensure that he/she knows and accepts the desired outcomes Ensure that the learner accepts accountability for his/her role in achieving the desired outcomes There must be positive and negative consequences for learners in achieving/ not achieving the desired outcomes.

Line manager z

Ensure that the line manager knows and accepts the desired outcomes, supports the process and expects the learner to come back with new skills

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z

z

SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING

Ensure that the line manager accepts accountability for his/her role in achieving the desired outcomes by preparing an environment that is conducive to the practise of new skills and by managing the use of new skills There must be positive and negative consequences for line managers in achieving/not achieving the desired outcomes.

Record the costs All costs for each training course must be recorded. Training costs include: z z z z z z z z z z z z

Development expenses Course materials Facilitator’s fee Stationery and printing Equipment hire Venue hire Travel Meals/refreshments Participants’ salaries and benefits Administrative expenses Assessment costs Evaluation costs.

Measurement of the cost-benefit ratio: Plan and record the 4-level evaluation Measurement becomes more difficult but also more valuable as you progress from level 1 to level 4. Reaction (during the course) z This is a simple measure of whether or not the learners were satisfied with the course and how they intend to apply their new skills. Most training providers use such a questionnaire z The organisation should review the training provider’s questionnaire to ensure that it will yield useful information. Alternatively, ask all training providers to use a standard form.

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Learning (during the course) z z

A formal or informal assessment by the training provider outlines what knowledge, skills or attitudes improved as a result of the course The organisation should review the training provider’s assessment process to ensure that it will yield useful information.

Application (back at work) z

An assessment by the line manager determines what competence and/or work performance improved as a result of the course. This should relate back to the purpose of the training intervention. If the purpose was not clearly stated before the course, it will be difficult or impossible to identify any improvement that results from the training.

Business impact (after application in the work environment) z

A joint assessment by line managers and HR of the type and extent of the influence the applied skills have had on key business results. This should relate back to the organisational skills audit. If key skills were not clearly stated before the course, it will be difficult or impossible to identify any impact that results from the training.

Record the objective data It is easy to measure and assign a monetary value to objective data. The relevant objective data is identified in the target-setting process and includes: z z z z z z z

Changes in the quantity of work output Changes in the speed of work output Changes in the quality of work Changes in the cost of producing work Reduction in absenteeism Reduction in staff turnover Reduction in conflict, grievances and disciplinary action.

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Record the subjective data It can be difficult to measure and assign a monetary value to subjective data. It is usually behaviourally based and has a definite impact on performance. The relevant subjective data should be identified in the goal-setting process, and changes after the course should be estimated by the line manager together with the learner. Subjective data includes changes in one or more of the following: z z z z z z

Initiative Work habits Motivation/morale Capacity for using new skills Desire for greater development opportunities Quality of teamwork.

Changes in the above are reflected in changes in productivity. Estimating the amount of impact on productivity (in consultation with the employee’s supervisor) can help in attaching a value to subjective change.

Measure the cost-benefit Collect and analyse the data for each training course Collect the data from the four levels of evaluation. It could take a year or more to gather sufficient data from the third level and at least another year to assess the business impact. Calculate the cost-benefit ratio z

z

Estimate the financial benefits derived from each course (use the first year only for a short course but longer courses, especially learnerships, might show benefits over two or more years). If the financial benefits are different for different learners, average these out List the costs of each course. Include all direct costs and estimates of all indirect costs (which include the cost of time off work, hiring temporary replacement staff, administrative costs and training arrangements, costs of mentoring, coaching or other support, as well as costs of refreshments, transport, etc) 70

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z

SECTION 6: THE WORKPLACE SKILLS PLAN: MONITORING AND REPORTING

Calculate the cost-benefit ratio for each course by applying the formula: Financial benefits per course x number of participants ÷ costs per course.

Set targets for the next year Use the cost-benefit for the first year to set targets to improve this ratio during the following year. Targets may need to differ, depending on the different types of training, e.g. sales training may show a higher cost-benefit, while that of technical training may be lower.

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TRAINING AND SKILLS DEVELOPMENT REPORTING GUIDELINES Introduction In its 2002 report, the King Committee on Corporate Governance offers a revised Code of Corporate Practices and Conduct which, amongst others, deals with sustainability reporting. It requires that an organisation disclose both financial and non-financial information and states that matters requiring specific consideration should include the disclosure of: Diversity in the organisational profile and training interventions Human capital development Progress against employment equity targets Progress against measures to increase diversity, including training and development Achievement of training and skills development initiatives Financial investment in training.

z z z z z z

The Global Reporting Initiative recommends the following reporting principles:

z

Completeness: All information that is relevant for assessing the organisation’s performance should be as complete as possible.

z

Inclusivity: The reporting organisation should systematically engage its stakeholders to help focus and continually enhance the quality of reports.

z

Consistency: The organisation should maintain consistency in the boundary, scope and content of reporting.

z

Accuracy: A high degree of exactness and a low margin of error in reported information will enable users to make decisions with a high degree of confidence.

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z

Clarity: The reporting organisation should make information available in a way that is responsive to the maximum number of users, while still maintaining a suitable level of detail.

z

Neutrality: Reports should avoid bias in the selection and presentation of information, and should strive to provide a balanced account of the organisation’s performance.

z

Timeliness: Reports should be compiled and published on a regular basis and should provide information which meets users’ needs.

z

Auditability: The reported data should be provided in a way that will enable internal auditors or external assurance providers to attest to the reliability thereof.

z

Transparency: Full disclosure of the processes, procedures and assumptions in the report preparation are essential for its credibility.

z

Sustainability context: The reporting organisation should strive to place its performance in a broader context, where such context will add significant meaning to the reported information.

An annual report by the skills development facilitator or HR manager should include all the elements indicated by both the King Commission and the Global Reporting Initiative. The following is a format for gathering information for such a report:

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Preparing for an annual report on training and skills development: Training and skills development policy

Attach a copy of the policy and describe if/when/ how the policy was updated during the year.

Training strategy

Attach a copy of the policy and describe if/when/ how it was updated during the year Describe achievements in terms of the strategy Describe poorly performing aspects and suggest reasons and corrective measures.

Skills audit

Describe skills priorities and audit results.

Alignment to organisational strategies Describe how training has responded to business, employment equity and BEE plans. Describe how training has addressed scarce skills and succession planning issues. Alignment to national and sectoral trends

Describe how training links to the targets and objectives of the National Skills Development Strategy Describe how training links to the SETA sector skills plan and/or other relevant skills priorities.

Training committee, SETA and other Describe how you involve stakeholders in the stakeholders formulation of policy, strategy and implementation. Training statistics

List numbers of employees and 18(2) learners trained List courses attended List training providers used Estimate costs of training Show SETA grants and tax deductions.

Training outcomes

List assessment results Indicate changes in job performance Give results of any evaluations carried out.

Training management

Describe how training needs are identified, how training decisions are made, how training quality is monitored, how progress is measured and list the stakeholders involved.

Training resources

Describe the financial, physical and information resources available and say how you used them Refer to mentoring, coaching and other support. Attach the cost-benefit analysis.

Training issues

Raise any issues that help or hinder skills development in the organisation and suggest ways of dealing with any problem areas.

Future plans

Indicate plans and/or general direction for the coming year.

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SECTION 7: GENERAL INFORMATION SKILLS DEVELOPMENT REGULATION: APPOINTMENT OF A SKILLS DEVELOPMENT FACILITATOR AND THE ESTABLISHMENT OF A TRAINING COMMITTEE (Extracts from the document published by the Department of Labour)

Purpose z z z

To encourage each employer to identify a person who will be responsible for the development and planning of the firm’s skills development strategy To enable the SETA to maintain a register of contacts at enterprises with whom it can liaise To provide a mechanism through which grant allocations can be released from SETAs to individual organisations.

General z z

z

Compliance with the requirements below serves as a prerequisite for access to grants Employers with fewer than 50 employees, or with a sales turnover as defined in section (1)(b) of the Employment Equity Act, 1998, may jointly appoint a skills development facilitator to handle all skills development activities required by employees, in order to access grants The skills development facilitators will serve as a resource with regard to criteria required for accreditation, skills programmes and learnership development, and any matter that may be required by an employer for skills development as envisaged by the Skills Act.

Criteria z

An employer must have nominated a skills development facilitator who complies with the requirements listed below and must submit his/her particulars to the relevant Sector Education and Training Authority

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z z

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The skills development facilitator will serve as the contact person between the employer and the relevant Sector Education and Training Authority The skills development facilitator must be registered and approved by the SETA to meet the skills development requirements of the employer and employees concerned.

Who can serve as a skills development facilitator? An employer must nominate a skills development facilitator who is: z z

z

An employee or a formally contracted external person, or A person who is jointly employed by this employer and a number of other employers to assess the skills development needs of the group of employers and employees concerned Any employer or his/her designated representative in the employ of the company.

Functions to be performed by the skills development facilitator It is expected of the skills development facilitator to perform the following functions: z z z z z z

To assist the employer and employees in the development of a workplace skills plan which complies with the requirements of the SETA To submit the workplace skills plan to the relevant Sector Education and Training Authority To advise the employer on the implementation of the workplace skills plan To assist the employer in drafting an annual training report against the approved workplace skills plan which complies with the requirements of the SETA To advise the employer on quality assurance requirements as set out by the relevant Sector Education and Training Authority To serve as contact person between the employer and the relevant Sector Education and Training Authority.

Establishment of a training committee Employers with more than 50 employees must establish an in-company forum for consultation with regard to skills development. Where a workplace is unionised, 76

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trade union or management structures shall fulfil this function. Accordingly, references to employer responsibilities (criteria, the choice and functions of an SDF, as mentioned above) are intended to convey the meaning that those workplace consultative structures have been consulted in the appointment of a skills development facilitator.

OCCUPATIONAL LEVELS AND EQUIVALENTS A level should be assigned to each job title by identifying the level that corresponds to the grading system used by the company: Occupational level 1. Top management

2. Senior management

3. Professionally qualified, experienced specialists and mid-management

4. Skilled technical and academically qualified workers, junior management, supervisors, foremen, superintendents

5. Semi-skilled and discretionary decision making

6. Unskilled and defined decision making

Paterson

Peromnes Hay

Castellion 14

F

F

1++ 1+ 1

E

E upper 1 2 E lower 3 D upper 4 5 D lower 6

3

D

C

B

13 2

4

12 11 10

C upper 7 8 9 10 C lower 11 12

5 6 6A 7 8

B upper 13 14 B lower 15 16

9 10 11

7 6 5 4

17 18 19

12 13

3 2 1

A

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STANDARD OCCUPATIONAL CLASSIFICATION CODES OR OCCUPATIONAL GROUPS An occupational classification or group should be assigned to each job title by comparing the main tasks of the job description with the main tasks listed in the group definitions below. Group 1 refers to senior and top management only – supervisors should be placed in the group associated with the work they do, not in the management groups. Apart from Group 1, the groups reflect the type of work done and not the occupational level, e.g. a junior filing clerk and a senior administration supervisor could both be in Group 4 (clerks and administration workers).

Group 1– Legislators, senior officials and managers People who plan, direct and coordinate the activities of a business/organisation in either the private or public sector. Examples are chief executives, managing directors, administration, financial, production and catering managers, school principals, etc. Their main tasks consist of determining and formulating policy and doing strategic planning, or planning, directing and coordinating the policies and activities of the company. Group 2 – Professionals People who possess a high level of professional knowledge and experience in the field of physical and life science or the social sciences and humanities. Examples are scientists, engineers, computer programmers, accountants, teaching professionals, management consultants, medical practitioners, priests, attorneys, social workers, etc. Their main tasks consist of increasing the existing stock of knowledge, applying concepts and theories to the solving of problems, and teaching.

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Group 3 – Technicians and associate professionals People who possess technical knowledge and experience in the field of physical and life sciences, or the social sciences and humanities. Examples are clerks, pilots, reporters, telecommunication technicians, nursing assistants, insurance agents, property agents, etc. Their main tasks require technical knowledge and experience in one or more fields. Their main tasks consist of carrying out technical work relating to the application of concepts and operational methods, and teaching at certain educational levels. Group 4 – Clerks and administration workers People who organise, store, compute and retrieve information. Typical tasks are secretarial duties, operating word processors and other office machines, recording and computing numerical data, mail services, money-handling operations and appointments. Examples are secretaries, messengers, coders, cashiers, tellers, switchboard operators, administrative assistants, bookkeepers, store clerks, etc. Their main tasks require the knowledge and experience to organise, store, compute and retrieve information. Their main tasks consist of performing secretarial duties, operating word processors and other office machines, recording and computing numerical data and performing a number of customer-oriented clerical duties, mostly in connection with mail services, money-handling operations and appointments. Group 5 – Service workers and shop and market sales workers People who provide personal and protective services, or sell goods in shops or at markets. Examples are transport conductors, police officers, shop attendants, cooks, waiters, retail sales workers, hairdressers, prison wardens, etc. Their main tasks require the knowledge and experience to provide personal and protective services, or to sell goods in shops or markets. Their main tasks consist of providing services related to travel, housekeeping, catering, personal care, the protection of individuals and property, maintaining law and order, or selling goods in shops or markets.

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Group 6 – Skilled agricultural and fishery workers People who grow crops, breed or hunt animals, breed or catch fish, or cultivate or harvest forests. Examples are farmers, crop growers, fishermen, horticulturists, forestry workers, etc. Their main tasks require the knowledge and experience to produce farm, forestry and fishery products. Their main tasks consist of growing crops, breeding or hunting animals, catching or cultivating fish, conserving and working forests, and selling agricultural and fishery products to purchasers. Group 7 – Craft and related trades workers People who apply the knowledge and experience of skilled trades and handicrafts to extract raw materials, construct buildings and other structures or make various products, including handicraft goods. Examples are miners, ore processors, bricklayers, carpenters, plumbers, electricians, painters, aircraft mechanics, welders, glass-makers, fitter and turners, boiler makers, clothes and shoemakers, locksmiths, etc. Their main tasks require a knowledge and experience of skilled trades and handicrafts which, amongst others, involve an understanding of materials and tools to be used, as well as all stages of the production process, including the characteristics and intended use of the final product. Their main tasks consist of extracting raw materials, constructing buildings and other structures, and making various products as well as handicraft goods. Group 8 – Plant and machine operators and assemblers People who operate and monitor large-scale and often highly automated industrial machinery and equipment. Examples are lathe operators, railway signallers, production supervisors, motor mechanics, mine drills operators, assembly line workers, etc. Their main tasks require the knowledge and experience to operate and monitor large-scale and often highly automated industrial machinery and equipment. Their main tasks consist of operating and monitoring mining, processing and production 80

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machinery and equipment, as well as driving vehicles and operating mobile plants or assembling products from components. Group – Elementary occupations People who perform mostly simple and routine tasks involving the use of handtools and in some cases considerable physical effort, generally requiring only limited personal initiative and judgement. Examples are newsvendors, tinkers, char-workers, sweepers, garbage collectors, kitchen workers, farm hands, door-to-door and telephone salespersons, construction workers, quarry workers, security guards, caretakers, etc. Their main tasks consist of selling goods in the streets, door-keeping and property watching, as well as cleaning, washing, pressing and working as labourers in the fields of mining, agriculture and fisheries, construction and manufacturing.

DEFINITIONS These definitions reflect the legal and “textbook” meanings of the terms. They include definitions taken from relevant Codes of Good Practice and other documents issued by the Department of Labour.

Accreditation of training providers The accreditation of training providers is one of many measures developed by SAQA to assure the quality of training. In order to be accredited, training providers will have to show that their businesses are sustainable, that their policies are learner centred, that they are able to manage the implementation of their policies and the quality of their service delivery, that they have appropriate training resources and materials, and that their courses are aligned to unit standards. The accreditation process is managed by Education and Training Quality Assurers (ETQAs). All SETAs are ETQAs but other bodies have also been accredited as ETQAs (e.g. the South African Board for Personnel Practice, which is the ETQA for the education and training of HR professionals).

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The requirements for accreditation include the provision of evidence of: z z z z z z z z z

Effective financial management and a viable business Policies for learner entry requirements, record-keeping, learner support and assessment (including recognition of prior learning) A quality management system to ensure the implementation of policies The capacity to manage the assessment process Staff management policies, in line with labour legislation Appropriately qualified ETD practitioners and the capacity to sustain the delivery of training and learners’ support Effective programme design and delivery Identification of relevant qualifications or unit standards and the alignment of these to the training courses or learning programmes offered Curriculum development to adapt short courses and redevelop them as learning programmes.

Affirmative action This term refers to measures designed to redress the educational, training and job opportunity imbalances that members of designated groups (who are employees or potential employees) have experienced. The goal of affirmative action is to facilitate the equitable representation of designated groups in all occupational levels and categories in the company.

Assessment Assessment is the process of identifying, gathering and interpreting information about a learner’s achievement, as measured against unit standards for a particular phase of learning. It involves four steps: z z z z

Generating and collecting evidence of achievement Evaluating this evidence against the outcomes Recording the findings of this evaluation Using this information to assist in the learner’s development and improve the process of learning and teaching.

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Competence The term refers to the ability to do a job to the required standards. It implies that an individual appropriately applies her/his skills, knowledge, personal strengths and abilities, and other qualities. A competence is an outcome of the application of skills, knowledge and experience to a job function. Competence is the demonstration of the practical application of skills, knowledge and understanding against a nationally determined set of criteria, as well as the ability to transfer said skills, knowledge and understanding to new situations and environments. Competencies can be divided into: z z z z

Technical competencies that identify the individual’s ability to carry out his/ her trade or job Business competencies that identify the underlying knowledge of the world of work as applied in doing the job Interpersonal competencies that identify the interaction and communication skills which must be applied in order to achieve job goals and standards Personal effectiveness competencies that reflect personal qualities such as thoroughness or accuracy and which support the achievement of job standards.

Consultation Consultation in the context of the Employment Equity Act and the Skills Development Act includes the duty of the employer to attempt to reach agreement with employee representatives. This duty requires a consultative process during which all parties cooperate fully and transparently from the beginning of the planning processes.

Consultation is therefore not just a one-sided disclosure of information, it is an essential part of the process leading up to the final plan.

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Consultation is a form of employee participation in decision making which creates a structured forum for employees, through their representatives, to influence the employer’s decision making on a wide range of issues related to employment equity and skills development.

Discrimination in employment All employees and applicants for employment are protected by law from unfair discrimination in any employment policy or practice. Where an employee or job applicant can show that unfair discrimination may have occurred, the onus is on the company to establish that the discrimination was fair. Direct unfair discrimination occurs when an employee or job applicant is treated less favourably on one or more grounds which are irrelevant to the job, with the result that an individual or group is disadvantaged. An example of direct unfair discrimination is a selection decision based on the assumption that a woman, because she is a woman, cannot do a job that requires mechanical knowledge. Indirect unfair discrimination occurs where criteria are applied which appear to be neutral, but which have a negative impact on certain groups of people. A common example is where tests or qualifications are specified in job advertisements, for example, a requirement that all applicants for employment have Grade 12 (Matric). Another example is in the workplace where management meetings continue after working hours and new women managers are expected to fit in even though women are more likely than men to have family responsibilities to attend to. Fair discrimination occurs where the employer: z z

Takes affirmative measures that are consistent with the company’s affirmative action plan Prefers or excludes any individual on the basis of inherent requirements of the job.

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Employers, colleagues and peers may not unfairly discriminate either directly or indirectly against any employee on any one or more of the following grounds: z Race, which refers to the population groups as classified under the apartheid system z Gender, which refers to cultural beliefs about how men and women should behave, but also refers to cross-gender behaviour z Sex, which refers to whether a person is biologically male or female z Pregnancy, which refers to the period while a child is developing in the womb and the period immediately afterwards while the mother recovers from the birth and the child requires the full-time attention of a parent z Marital status, which refers to whether or not a domestic relationship is legalised by a civil contract z Ethnic or social origin, which refers to the country a person comes from, or a class he or she belongs to z Colour, which refers to the lightness or darkness of a person’s skin z Sexual orientation, which refers to whether a person enjoys sexual activities with persons of the same or opposite sex, or both z Age, which refers to persons of all ages, from childhood to old age z Disability, which refers to serious chronic physical or mental disabilities z Religion, which refers to all established religions and spiritual beliefs z Conscience, which refers to a person’s sense of right and wrong as long as it does not conflict with any laws z Belief, which refers to values, or cultural, religious and other firmly held beliefs z Culture, which refers to how a person has been taught to behave and beliefs about the right way of doing things z Language, which refers to a person’s home language z Birth, which refers to any advantage or disadvantage resulting from the family, background, country, economic situation, etc that one is born into z HIV status, which refers to whether or not an individual is HIV positive. If an individual is HIV positive, it also refers to the stage of the disease z Family responsibility, which refers to the responsibilities a person has at home, including responsibilities for children, aged parents, or a disabled or ill partner z Political opinion, which refers to beliefs about the way the country is being or should be governed and may include beliefs about power relationships between groups, for example between men and women, managers and subordinates.

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Disability The Department of Labour’s definition focuses on the effect of a disability on the person’s capacity to perform a job that he/she is competent to do, and not on the diagnosis of the impairment. Individuals are considered to be disabled in the workplace if they suffer from a long-term or recurring physical or mental impairment that substantially limits their prospects of entry into or advancement in employment. Long-term or recurring impairment Long-term means the impairment is likely to last for a significant length of time. A recurring impairment is one that is likely to occur again and to be substantially limiting when it does. A progressive condition or illness is one that is likely to get worse in the future. It is considered to be a disability in the workplace only once the impairment becomes substantially limiting. Physical or mental impairment A physical impairment refers to the partial or total loss of a part of the body or the functions of a part of the body. A mental impairment is a clinically recognised condition or illness that affects a person’s thought processes, judgement or emotions. Substantially limiting impairment An impairment is substantially limiting if it causes a person who is otherwise competent, to be either totally unable to do a job or significantly limited in doing the job. Some impairments are easily corrected and have no limiting effects. For example, a person whose poor vision is corrected by spectacles or contact lenses does not have a disability. Certain conditions are not considered as falling into the definition of disabilities in the workplace. These include: z z z z z

Sexual behavioural disorders Alcohol or drug addiction Compulsive gambling, tendencies to steal or light fires Normal deviations in height, weight and strength that might negatively affect an individual’s capacity to do a particular job Normal differences in mental characteristics and abilities, or personality. 86

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Employee An employee is any person, including a supervisor, manager, senior manager and director and excluding an independent contractor, who does any work for the company and is entitled to remuneration. Permanent employee: An employee recruited to fill a specific position for an undefined period. Such an employee may be full-time or part-time. Casual employee: A person employed for not more than 24 working hours per week. If casual employees are employed to fill positions for longer periods of time, they should be treated as fixed-term employees. Temporary employees (fixed-term employment): Persons recruited to fill a specific position for a defined period or to complete a specific project or task. Temporary staff are often employed by a recruitment agency which acts as a labour broker and “subcontracts” temporary employees to the company. Independent contractor (consultant): Persons recruited to complete one or more specific projects or tasks. Independent contractors are normally registered with the South African Revenue Service as provisional taxpayers and they usually also work for other clients, often while working for the company. Until the contrary is proven a person who does any work for the company is presumed – regardless of the form of the contract – to be an employee, if the way the person works and/or the person’s hours of work are subject to the control or direction of the company.

Employment equity The term refers to the promotion of equal access to opportunities and of fair treatment for all employees through the elimination of all forms of unfair discrimination.

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Environment This term refers to the surroundings, context and situation within which employees work and the company conducts its business. The environment may be divided into four main parts: The physical environment The interior and location of the office comprise the internal physical environment. It includes: Sufficient space in which to work comfortably z Reasonable security of person and possessions through measures to maintain occupational health and safety, and to restrict the access of unauthorised individuals to the premises z The quality of air and light in the office z The state of repair and attractiveness of furniture and fittings in the office. z

The external physical environment includes reasonable security of persons and possessions outside the office, and reasonable access to transport and shops. The psychological environment The emotional climate within the company creates the psychological environment. It includes the general morale of employees as well as fairness, respect and freedom from victimisation, intimidation, unfair discrimination and harassment. It also includes the capacity of the organisational culture to accept diversity. The strategic environment This refers to forces and trends in the market, the industry, technology, the economy, politics, laws and society in general, that could impact on the company, its work and its financial success or survival.

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The social environment The structure and quality of communication within the company and the structure and quality of interpersonal interactions between employees and colleagues, clients and suppliers, make up the social environment.

Learner A learner on a learnership may be an existing employee (known as an 18(1) learner) or an unemployed person (known as an 18(2) learner). A learnership contract is entered into by three parties – the employer, the education/training provider and the learner. Any existing employee may enter into an agreement with the company to become a learner on a learnership. The learnership contract will not change the existing working conditions of the employee. A learner who is not an existing employee will be appointed for the duration of the contract only without any implication of an offer of employment when the contract has expired or is terminated.

Learnership A learnership is a formal program of skills development, registered by SAQA and consisting of a structured training programme and structured work experience, culminating in the achievement of a qualification recognised in an industry and on the NQF. A qualification consists of a logical grouping of unit standards. A unit standard is a package of learning outcomes (i.e. things a person can do) which clearly states what type of performance is required, in which range of situations in the workplace. Each qualification is composed of fundamental, core and elective learning unit standards.

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Fundamental learning is made up in the first instance of Communication Studies and Language, and secondly of Physical, Mathematical, Computer and Life Sciences. It is a prerequisite for the registration of qualifications up to NQF Level 4 that a minimum of 36 credits be obtained from these two fields of learning. Life Skills, Business Skills etc. can be added. These fundamental standards provide the learner with the necessary tools to learn. Core learning involves compulsory learning outcomes which need to be mastered by all learners studying towards a particular qualification, regardless of their specific areas of specialisation. The core standards are those which are essential and general to the job. Elective learning covers areas of specialisation where the specific learning outcome gives the learner the capability to perform particular tasks/duties, i.e. laboratory analysis, extraction, clarification etc.

Learning intervention A learning intervention is any activity or process that results in learning. Interventions can include training courses, educational programmes, self-teaching, on-the-job coaching, informal and non-formal education and training, etc. An organisation should use a range of learning interventions to promote job competence.

Reasonable accommodation There are several instances in the labour laws where an employer is required to identify and explore various options and make an added effort to accommodate any special needs an employee may have, in order to avoid discriminating unfairly. The requirement to make reasonable accommodation is a serious one, and it could generate additional costs associated with transformation. However, the employer is not required to take any action that is detrimental to the business or the survival of the company.

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Reasonable accommodation and affirmative action The Employment Equity Act defines a “suitably qualified person” as a person who is qualified for a job because of any one or any combination of the following: z z z z

Formal qualifications Prior learning (no matter where or how it was learned) Relevant work experience The capacity to acquire, within a reasonable time, the ability to do the job. (The purpose of this criterion is to assist an organisation in appointing an affirmative action candidate who may have the qualifications and ability to do the job, but has not had access to sufficient work experience.)

Furthermore, the Act makes provision for a process to determine whether a person is suitably qualified for a job. It states that an employer must: z z z

Review all four of the factors listed above Determine whether that person has the ability to do the job in terms of any one of, or any combination of those factors Ensure that there is no unfair discrimination against an applicant solely on the grounds of that person’s lack of relevant experience.

Reasonable accommodation of persons with disabilities The aim of accommodation is to reduce the impact of the impairment on a person’s capacity to fulfil the essential functions of a job. The obligation to make reasonable accommodation may arise when an applicant or employee voluntarily discloses a disability, when an employee is injured or becomes seriously ill, or when a need is reasonably obvious to the employer. The particular accommodation required will depend on the individual, the impairment and its effect on the person, as well as on the job and the work environment. Reasonable accommodation may be temporary or permanent, depending on the nature and extent of the disability. Examples of reasonable accommodation include:

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z z z z z z z z

SECTION 7: GENERAL INFORMATION

Adapting existing facilities to make them accessible Adapting existing equipment or acquiring new equipment, including computer hardware and software Reorganising work stations Changing training and assessment materials and systems Restructuring jobs so that non-essential functions are reassigned Adjusting working time and leave or other conditions of employment Providing specialised supervision, training and support Sensitising staff and developing an acceptance of diversity in the organisation.

Recognition of prior learning Recognition of prior learning (RPL) refers to a process for crediting what learners already know and can do, regardless of whether this learning was achieved formally, informally or non-formally. The assessment process helps to recognise job competence gained by experience, by assessing the individual employee’s quality of integration of education, training, coaching, mentoring and life skills.

Skills programmes These are learning interventions (including training, assignments, practice, assessment etc) that are based on unit standards, and by means of which an individual can accumulate credits towards achieving one or more qualifications.

Training The term refers to a skills programme, learnership, presentation or short course that meets the following criteria: z z z

Its objective is to develop or improve skills and knowledge directly related to job, departmental and/or company requirements Training may be initiated by either the manager or the employee The need could have been identified by one or more of the recruitment, succession planning, skills auditing or performance management processes, or it could have arisen through change in organisational processes, systems, technology, mission or values or through a restructuring exercise 92

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z z

SECTION 7: GENERAL INFORMATION

It is not directly related to the career development of the employee, but may contribute to it Application of the new or improved skills and knowledge gained during training is monitored by the performance management process.

Unit standards These are national, registered standards that are the building blocks of professional certification for a job or career. These standards can be used to make a competence assessment during recruitment, to recognise prior learning and to prepare a training curriculum or other learning intervention (see also the definition of learnership).

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ABBREVIATIONS AND ACRONYMS Abbreviation

Acronym

AA ABET ATR BBBEE BCEA BEE DoL EE EEA ESDA

Affirmative Action Adult Basic Education and Training Annual Training Report Broad-Based Black Economic Empowerment Basic Conditions of Employment Act Black Economic Empowerment Department of Labour Employment Equity Employment Equity Act Employment Skills Development Agency

ETD ETDP ETQA FETC GETC HETC

Education, Training and Development Education, Training and Development Practice or Practitioner Education and Training Quality Assuror Further Education and Training Certificate (Std 10/Grade 12) General Education and Training Certificate (Std 7/Grade 9) Higher Education and Training Certificate (Tertiary Education and Post Graduate) Investors in People National Qualifications Framework National Skills Authority National Standards Body National Skills Development Strategy National Skills Fund Portfolio of Evidence Quality Management System Recognition of Prior Learning South African Qualifications Authority South African Revenue Service Skills Development Skills Development Act Skills Development Facilitator Skills Development Levy Skills Development Levies Act

IiP NQF NSA NSB NSDS NSF PoE QMS RPL SAQA SARS SD SDA SDF SDL SDLA

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ABBREVIATIONS AND ACRONYMS (continued) Abbreviation

Acronym

SDPU SETA SGB SO SSP T&D WSP

Skills Development Planning Unit Sector Education and Training Authority Standards Generating Body Specific Outcomes Sector Skills Plan Training and Development Workplace Skills Plan

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SECTION 8: A TOOLKIT OF GUIDELINES AND RESOURCES FOR THE SKILLS DEVELOPMENT PRACTITIONER This toolkit was compiled by Linda Chonco and Elaine Folscher All toolkit documents are available for download from our website – http://www.kr.co.za/Skills_Development_Framework_07.html

COPYRIGHT This toolkit was researched and compiled by KTD Training and Development Consulting. KTD reserves all rights to its original material. Except for the public domain documents, no part of these documents may be reproduced or transmitted in any form or by any means without prior written permission from KTD or the original author/s. KTD Training and Development Consulting may be contacted at [email protected]. KTD has been granted permission by FASSET to include their documents in this toolkit, which is available from the publisher’s website – www.kr.co.za. z z z z z z z z

Assessment Guide: Evidence File Employer’s Guide to Consultation The Return-on-Investment (ROI) Process: Issues and Trends by Jack J. Phillips and Patricia Pulliam Phillips Skills Audits by Heather Watson (The Skills Framework) Employer Assessment Policy and Procedure Learnership Information Pack: Section 2: Implementing, Monitoring & Evaluating Learnerships Considerations for Learnership Implementations Learnership Induction Template

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In addition, KTD has included - at no extra charge - the following documents downloaded from the SAQA website: z z z z z z z

z z

z z z

Guidelines for the Assessment of NQF-registered unit standards and qualifications Skills Development: The true economic empowerment by James Keevy Developing learning programmes for NQF-registered qualifications and unit standards, parts 1-9 National Qualifications Framework Impact Study Report 2, Ch 5 Integration, Portability and Articulation: Policy Symbolism or Policy Practice? Lessons from the NQF Impact Study Cycle 2 Practice? Lessons from the NQF Impact Study Cycle 2 by Ronel Blom Quality Management Systems for ETQAs, Appendix 1: The Purposes for Learning Criteria and Guidelines for the Implementation of the Recognition of Prior Learning: Executive summary, and parts 1-5 Learning at the Workplace: Grappling with Quality, Qualifications Africa 2004. Carmel Marock and Candice Harrison-Train (Singizi Consulting) Integrated Competency Management: Innovative strategy for the implementation of nationally aligned and SAQA criteria-governed Training and Development Systems Recognition of Prior Learning: Awareness Campaign The NQF and Curriculum 2005 The quality assurance of fundamental components of qualifications.

DISCLAIMER KTD Training and Development Consulting strives to ensure at all times that its material is accurate, professional and up-to-date, however KTD cannot accept any responsibility for how the documents are interpreted and/or applied and/or the outcome of any interpretation and/or application.

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SKILLS DEVELOPMENT IN PRACTICE: INDEX TO GUIDELINES AND RESOURCE DOCUMENTS The following documents are available for download from Knowledge Resources website – www.kr.co.za/Skills_Development_Templates.htm. 1.

Know the legislative framework

z z z z z z z z z z z z

South African Qualification Authority Act Skills Development Act Presentation on the SD Act Skills Development Levies Act Skills Development Funding Regulations Black Economic Empowerment Act Employment Equity Act Equality ActABET Act Learnership Allowance Tax Deduction BCEA Sectoral Determination No 5: Learnerships Learnership Regulations Presentation on Learnership Regulations

2.

Know the national and SETA strategic framework

z z z z z z z z z z z z z

National Qualifications Framework Presentation on the NQF NQF Impact Study: Lessons NQF Impact Study: Report National HR Development Strategy National Skills Development Strategy Sector Skills Plan Human Resources Code of Good Practice Employment Equity Code of Good Practice Key Aspects of the Employment of People with Disabilities Code of Good Practice on Key Aspects of HIV Code of Good practice on Equality National Policy Framework for Women’s Empowerment and Gender Equality 98

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z z z z z z z z

BEE Strategy Presentation on BEE and Skills Development Balanced Scorecard BEE Code for skills development in large companies BEE Code for skills development in small companies BEE Employment Equity BEE Skills Development Recognition of Prior Learning Criteria (1,2,3,4,5)

3.

Know the organisational policy framework

z z z z z

Skills Development Policy HR Development Charter Equity TargetsGender Policy Affirmative Action Policy People with Disabilities Policy

4.

Conduct a skills audit

z z z z z z z z z

Develop/Review IDPs Communicate IDPs to Stakeholders IDP Presentation Train Supervisors to Use IDPs Identify Skills Priorities State of Skills in SA Skills Audit Process Identify Skills Gaps Identify Learning Interventions

5.

Foster a learning culture

z z z z

Develop Training Budget Establish the Training Committee Train the Training Committee Conduct Attitude Surveys

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z z z z z z

Supervisor Attitude Surveys Involve Key Stakeholders Develop Strategies to Promote a Culture of Life Long Learning Purposes of learning Promote Competence-Management Manage Workplace Learning

6.

Develop a workplace skills plan

z z z z z z

Identify Unit Standards and Qualification Identify NQF Levels Identify Learning Interventions RPL Presentation Identify Training Provider Develop Learning Programmes 1,2,3,4,5,6-8,9

7.

Implement the workplace skills plan

z z z z z

Contract Training Provider Keep training records Implement the Workplace Skills Plan Keep Attendance Records Evaluate Training Courses

8.

Implement learnerships, apprenticeships or discretionary grants

z z

Prepare Action Plan Implement the Action Plan

9.

Monitor learning outcomes

z z z

Evaluate Training Outcomes Calculate Return on Investment in Training Understand Return on Investment

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10.

Design a quality management system

z z z z z z

Manage Assessment Processes Understand assessment Review Investors in People Standard QMS Checklist Understand QMS Report on Learning Programme Evaluation

11. Carry out administration z z z z z z z

Training Committee Meetings and Minutes Consultation guide Develop a Training Administration System Install a DatabaseTraining Control Form Maintain Attendance Registers Maintain Course Evaluation Reports Apply Monitoring Tools

z z z z z

Sign Training Provider Contract Maintain Training Control Form Sign Discretionary Grant Agreements Sign Learnership Agreements Prepare Learnership Employment Contracts

101

Additional tools for each section SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 9: TOOLS FOR EACH SECTION

SECTION 9: ADDITIONAL TOOLS FOR EACH SECTION This section are intended to support the skills development facilitator. All the tools in this section can also be downloaded from the publishers (Knowres Publishing) website – www.kr.co.za/Skills_Development_Templates.htm. The following tools have been compiled for this section. z

Section 1: .................................................................................. 104-124 √ Balanced scorecard .......................................................................................... 104 √ Employment equity code of conduct ............................................................ 106 √ The National Qualifications Framework (NQF) – What is the NQF, and how did it come into being? ................................................. 121

z

Section 2: .................................................................................. 125-141 √ Skills audits ......................................................................................................... 125 √ Integrated competency management ............................................................ 138

z

Section 3: .................................................................................. 142-153 √ √ √ √ √

z

HR development charter ................................................................................ 142 Tips for finding unit standards and qualifacations ...................................... 147 What to look for in a training provider ....................................................... 148 Tips for developing a training budget ........................................................... 149 Key stakeholders .............................................................................................. 150

Section 4: .................................................................................. 153-170 √ Employer guide to consultation ..................................................................... 153 √ Training committee administration .............................................................. 159

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z

SECTION 9: TOOLS FOR EACH SECTION

Section 5: .................................................................................. 171-179 √ Training provider agreement ......................................................................... 171 √ Learnership regulations ................................................................................... 174

z

Section 6: .................................................................................. 180-199 √ √ √ √ √

Monitoring tools ............................................................................................... 180 Attendance register .......................................................................................... 187 Course evaluation ............................................................................................ 188 Course evaluation report ............................................................................... 189 Retention strategy ............................................................................................ 191

103

104

HUMAN RESOURCE DEVELOPMENT

Core components

DIRECT EMPOWERMENT

Core components

BEE 400

20%

10%

BEE 300

Employment equity

Skills development

Weighting

Code Ref

10%

20%

Weighting

BEE elements

BEE 200

BEE 100

Ownership

Management

Code Ref

BEE elements

10%

2%

Economic interest in the Enterprise to which black women are entitled.

40%

25%

3%

3%

10% 15%

5%

Investment in skills development (in addition to skills development levy) as a percentage of payroll Learnerships: learnership positions (as a percentage of employees)

50%

Indicator Targets weighting

10%

8%

Weighted employment equity scorecard (See BEE 300)

Indicators

Weighted management representation scorecard (See BEE 200)

Level of unrestricted entitlement of black people to receive their economic interest in the Enterprise (as percentage of total ownership)

2.5%

25%

4%

Economic interest in the Enterprise to which black people are entitled.

1%

10%

2%

Unrestricted voting rights in the Enterprise in the hands of black women.

Economic interest in the Enterprise to which black designated groups is entitled.

25% + 1 vote

3%

Indicator Targets weighting

Unrestricted voting rights in the Enterprise in the hands of black people.

Indicators

THE BALANCED SCORECARD

Fast track programs for black employees and management. Provision of skills development programs and learnership in priority skill areas.

Women representation.

Bonus preferential weighting provision

Women management, different management positions weighted according to seniority and executive involvement.

Introduction of new entrants and BEE ownership in excess of target.

Bonus preferential weighting provision

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 9: TOOLS FOR EACH SECTION

SECTION 1: THE BALANCED SCORECARD

INDIRECT EMPOWERMENT

Core components

105

BEE 600

BEE 700

Residual Element

BEE 500

Preferential procurement

Enterprise development

Code Ref

BEE elements

10%

10%

20%

Corporate social investment initiatives in health, education, poverty alleviation and community development (as a percentage of net profit)

Industry specific initiatives to promote black economic empowerment (as a percentage of net profit)

10%

Industry specific initiatives to facilitate the inclusion of black people in their sector (as a percentage of net profit)

3%

2% - 5% (depending on base used)

5% - 10% (depending on base used) 8%

2%

Mechanism which verify BEE status of suppliers reported under preferential procurement and utilisation of Dti approved accreditation agencies

50%

2%

18%

Indicator Targets weighting

Quantifiable non-monetary support to SMME with excellent or good BEE contributions(as percentage of Net Asset value/EBITDA/Total procurement)

Monetary investment in SMME with excellent or good BEE contributions (as percentage of Net Asset value/ EBITDA/Total procurement)

Implementation of robust, independent verification and reporting mechanism to avoid fronting

Affirmative procurement from satisfactory BEE contributors (BEE percentage score as per scorecard, between 45 and 65 points)

Affirmative procurement from good BEE contributors (BEE percentage score as per scorecard, between 65 and 79 points)

Affirmative procurement from excellent BEE contributors (BEE percentage score as per scorecard, between 80 and 100 points)

Weighting Indicators

Total contribution toward these initiatives is summed relative to net profit of an enterprise. The total achievable percentage score for these initiatives is 10. (Initiatives that does not promote the empowerment of black people are specifically excluded).

The sum percentage score achieved through monetary investment and quantifiable nonmonetary support is summed to arrive at the enterprise development points (The maximum achievable percentage score for enterprise development is 10)

Procurement from excellent contributors (recognised at R1.25 for every R1 of spend).Procurement from good contributors (recognised at R1 for every R1 of spend).Procurement from satisfactory contributors (recognised at 50c for every R1 of spend).

Bonus preferential weighting provision

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 9: TOOLS FOR EACH SECTION

SECTION 1: THE BALANCED SCORECARD (continued)

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SECTION 9: TOOLS FOR EACH SECTION

SECTION 1: EMPLOYMENT EQUITY CODE OF CONDUCT GOVERNMENT NOTICE DEPARTMENT OF LABOUR No. R. 1394

23 November 1999

EMPLOYMENT EQUITY ACT, 1998 (ACT NO. 55 of 1998) Code of good practice: Preparation, implementation and monitoring of employment equity plans Notice is hereby given under Section 54 of the Employment Equity Act, 1998, that the Minister of Labour, having been advised by the Commission for Employment Equity, has issued a Code of Good Practice on the preparation, implementation and monitoring of an Employment Equity Plan, as set out in this schedule.

SCHEDULE Code of good practice: Preparation, implementation and monitoring of employment equity plans Notice is hereby given under Section 54 of the Employment Equity Act, 1998, that the Minister of Labour, having been advised by the Commission for Employment Equity, has issued a Code of Good Practice on the preparation, implementation and monitoring of an Employment Equity Plan, as set out in this schedule.

Contents 1. 2. 3. 4. 5. 6. 7. 8. 9.

Objective Legal Framework Scope Purpose and rationale for the plan Structure of the plan Process for constructing a plan Planning phase Developing the plan Monitoring and evaluating the plan 106

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1.

SECTION 9: TOOLS FOR EACH SECTION

Objective

The objective of this code is to provide guidelines of good practice, in terms of the requirements of the Employment Equity Act, 1998 (Act No 55 of 1998) (hereafter referred to as “the Act”), for the preparation and implementation of an employment equity plan (hereafter referred to as “the plan”).

2.

3.

4.

Legal framework 2.1

This code is issued in terms of Section 54 of the Employment Equity Act, No. 55 of 1998 and relates to Section 20.

2.2

This code does not impose any legal obligations in addition to those in the Act and the failure to observe it does not, by itself, render a designated employer liable in any proceedings, except where the code refers to obligations that are required by the Act

2.3

When interpreting the Act, any relevant code of good practice must be taken into account. 1

Scope 3.1

This code is relevant to all employers regarded as designated employers in the Act. 2

3.2

Designated employers and the employees of designated employers should apply the guidelines set out in this code to develop their employment equity plans, taking into account the specific circumstances of their own organisations.

3.3

This code may be read in conjunction with other codes of good practice that may be issued by the Minister of Labour.

Purpose and rationale for the plan 4.1

The plan reflects a designated employer’s employment equity implementation programme. 107

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4.2

5.

6.

SECTION 9: TOOLS FOR EACH SECTION

The plan represents the critical link between the current workforce profile and possible barriers in employment policies and procedures, and the implementation of remedial steps to ultimately result in employment equity in the workplace.

Structure of the plan 5.1

The plan may be a separate document or a component of a broader document such as a business plan.

5.2

In terms of the manner in which it is set out, the plan may closely follow the sections of the Act and the relevant items of the Code, or may be organised differently, as long as the statutory requirements in Section 20 of the Act are reflected in the plan.

5.3

The plan should be accessible and structured in such a way that it is easy to understand.

Process for constructing a plan 6.1

The development of a plan should be undertaken as an inclusive process that will result in a documented plan.

6.2

The process of developing a plan has three sequential phases: Planning, development, and implementation and monitoring.

6.3

The planning phase of the process should include – z assignment of responsibility and accountability to one or more senior managers; z a communication, awareness and training programme; z consultation with relevant stakeholders; z an analysis of existing employment policies, procedures, and practices; z an analysis of the existing workforce profile; z an analysis of relevant demographic information such as that contained in form EEA 8, and 108

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z an appropriate benchmarking exercise, such as comparing the organisation’s workforce profile with those of other organisations within the same sector, or the development of other meaningful comparisons. 6.4

The development phase, in consultation with the identified role players, should include – objectives set; corrective measures formulated; time frames established; the plan drawn up; resources identified and allocated for the implementation of the plan, and z the plan communicated. z z z z z

6.5

Implementation and monitoring are ongoing processes and should continue to include components of the earlier phases, such as consultation, communication, awareness and training. This phase should include – z implementation z monitoring and evaluating progress; z reviewing the plan, and z reporting on progress.

7.

Planning phase 7.1 Assignment of senior manager 3 7.1.1 The planning phase should commence with the assignment of one or more senior managers who should have the responsibility for the development, implementation and monitoring of the plan. They should – z be permanent employees, and z report directly to the Chief Executive Officer. 109

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7.1.2 The assignment of one or more senior managers implies that – z the employer should also provide the assigned managers with the necessary authority and means, such as an appropriate budget, to perform their allocated functions; z the employer is not relieved of any duty imposed by this Act or any other law, and z the employer should take reasonable steps to ensure that these managers perform their allocated functions. This could be done through the incorporation of key employment equity outcomes in performance contracts of the responsible managers as well as line managers throughout the organisation. 7.2

Communication, Awareness and Consultation 4

7.2.1 All employees should be made aware and informed of – z the content and application of the Act as preparation for their participation and consultation; z employment equity and anti-discrimination issues; z the proposed process to be followed by the employer; z the advantages to employees of participation in the process, and z the need for the involvement of all stakeholders in order to promote positive outcomes. 7.2.2 Employers are required to consult with regard to conducting an analysis, the preparation and implementation of the plan, and the submission of employment equity reports to the Department of Labour. 7.2.3 To ensure the successful implementation of a plan, employers should make every effort to include employee representatives in all aspects of the plan, especially the planning and development phases. 7.2.4 Managers should be informed of their obligations in terms of the Act, and training should be provided to them where particular skills do not exist. Examples of required training could include diversity management, coaching and mentoring programmes. 110

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7.2.5 The communication of an employment equity strategy should focus on positive outcomes, such as the better utilisation of all of the employer’s human resources and the creation of a diverse and more productive workforce. 7.2.6 Communication should also include employees from non-designated groups5 and focus on the contribution that can be made by them. 7.2.7 Consultation with employees should commence as early as possible in the process. 7.2.8 A consultative forum should be established or an existing forum utilised. The forum should include employee representatives reflecting the interests of employees from both designated and non-designated groups and across all occupational categories and levels of the workforce. Representative trade unions, where these exist, or representatives nominated by such trade unions must be included in the consultation process. 7.2.9 The employer should be represented by one or more members of senior management. 7.2.10 Consultation would include – z the opportunity to meet and report back to employees and management; z reasonable opportunity for employee representatives to meet with the employer; z the request, receipt and consideration of relevant information, and z adequate time allowed for each of these steps. 7.2.11 To ensure an informed and constructive consultation process, structured and regular meetings of the consultative forum or forums should be held. 7.2.12 The disclosure of relevant information by designated employers is vital for the successful implementation of the plan. Such information could include – 111

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z the particular business environment and circumstances of the employer; z information relating to the relevant economic sector or industry; z relevant local, regional, and national demographic information relating to the economically active population; z the anticipated growth or reduction of the employer’s workforce; z the turnover of employees in the employer’s workforce; z the internal and external availability for appointment or promotion of suitably qualified people from the designated groups; z the degree of representation of designated employees in each occupational category and level in the employer’s workforce, and z employment policies and practices of the employer. 7.2.13 All parties should, in all good faith, keep an open mind throughout the process and seriously consider proposals put forward. 7.2.14 Where a representative body or trade union refuses to take part in the consultation process, the employer should record the circumstances, in writing, including those steps that the employer has taken to communicate and initiate the consultation process. A copy of this document should be provided to the representative body or trade union concerned. 7.3

Conducting an analysis 6 The purpose of the analysis is –

a.

to assess all employment policies, practices, procedures, and the working environment so as to – z identify any barriers that may contribute to the under-representation or under-utilisation of employees from the designated groups; z identify any barriers or factors that may contribute to the lack of affirmation of diversity in the workplace; z identify other employment conditions that may adversely affect designated groups; z identify practices or factors that positively promote employment equity and diversity in the workplace; and 112

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b.

SECTION 9: TOOLS FOR EACH SECTION

to determine the extent of under-representation of employees from the designated groups in the different occupational categories and levels of the employer’s workforce. While the first type of analysis is of a more qualitative and legal nature, the second is mainly a statistical and data processing exercise.

7.3.1 Review of employment policies, practices, procedures, and working environment A review of all employment policies, practices, procedures, and of the working environment should be undertaken in order to identify any barriers that may be responsible for the under-representation or underutilisation of employees from designated groups. a.

The review should include a critical examination of all established policies, practices, procedures and working environment. These would include – z employment policy or practices, such as recruitment, selection, preemployment testing, and induction that could be biased, inappropriate, or unaffirming; z practices related to succession and experience planning, and related promotions and transfers to establish whether designated groups are excluded or adversely impacted; z utilisation and job assignments to establish whether designated groups are able to meaningfully participate and contribute; z current training and development methodologies and strategies, including access to training for designated groups; z remuneration structures and practices such as equal remuneration for work of equal value; z employee benefits related to retirement, risk, and medical aid to establish whether designated groups have equal access; z disciplinary practices that may have a disproportionately adverse effect on designated groups and that may not be justified; z working conditions that may not accommodate cultural or religious differences, such as the use of traditional healers and observance of religious holidays;

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z the number and nature of dismissals, voluntary terminations and retrenchments of employees from designated groups that may indicate internal or external equity-related factors contributing to such terminations; z corporate culture, which may be characterised by exclusionary social and other practices; z practices relating to the management of HIV/AIDS in the workplace, to ensure that people living with HIV/AIDS are not discriminated against, and z any other practices or conditions that are tabled arising out of the consultative process. b.

All practices should be assessed in terms of cross-cultural and gender fairness.

c.

The review should take into account more subtle or indirect forms of discrimination and stereotyping which could result in certain groups of people not being employed in particular jobs, or which could preclude people from being promoted. Examples would include pregnancy, family responsibility7, exclusionary social practices, sexual harassment, and religious or cultural beliefs and practices.

7.3.2 Workforce profile a.

The first step in conducting an analysis of the workforce profile is to establish which employees are members of designated groups. This information should be obtained from employees themselves, either from a declaration as provided for in Regulation 2(1) or from existing and dependable sources. An example of an existing and dependable source would be an employer’s database that contains the information required on employment application forms. If such existing records are utilised for this purpose, each employee should have the opportunity to verify or request changes to this information.

b.

An analysis of the workforce profile should provide a comparison of designated groups by occupational categories and levels to relevant demographic data. Form EEA 8 contains some demographic data for 114

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this purpose, but there are many other sources of information that could be utilised and might be more relevant.

8.

c.

In addition to the demographics, both the availability of suitably qualified people from designated groups in the relevant recruitment area, as well as the internal skills profile of designated employees, should be taken into account. The ‘relevant recruitment area’ is that geographic area from which the employer would reasonably be expected to draw or recruit employees.

d.

Recruitment areas may vary depending upon the level of responsibility and the degree of specialisation of the occupation. Usually, the higher the degree of responsibility or specialisation required for the job, the broader the recruitment area.

e.

The standard occupational classification as defined in form EEA 10 should form the basis for determining occupational categories. Occupational levels could be determined by any of the professional job grading systems (Paterson, Peromnes, Hay, etc.) or their equivalents as detailed in form EEA 9. In the absence of a formal job grading system, designated employers may use equivalent occupational levels as the basis for the workforce analysis.

f.

Sections B and C of the Employment Equity Report as defined by form EEA 2 should guide employers in establishing information requirements to develop a plan, and provide the basis for developing a workforce profile.

Developing the plan 8.1

Duration of the plan 8 The duration of the plan should be for a period that will allow the employer to make reasonable progress towards achieving employment equity. This period should be no shorter than one year and no longer than five years, as specified in the Act.

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8.2

SECTION 9: TOOLS FOR EACH SECTION

Broad objectives of the plan The broad objectives of the plan should be specified and a timetable developed for the fulfilment of each objective. These objectives should z take into account the output of the planning phase; z the particular circumstances of the employer, and z be aligned with and included in the broader business strategy of the employer.

8.3

Affirmative action measures 9

8.3.1 Affirmative action measures, to address the barriers identified during the analysis, should be developed to improve the under-representation of designated group members. Such measures relate to, but are not limited to the following: z Appointment of members from designated groups This would include transparent recruitment strategies such as appropriate and unbiased selection criteria and selection panels, and targeted advertising. z Increasing the pool of available candidates Community investment and bridging programmes can increase the number of potential candidates. z Training and development of people from designated groups These measures include access to training by members of designated groups, structured training and development programmes like learnerships and internships; on-the-job mentoring and coaching, and accelerated training for new recruits. Where required, diversity training should be provided to responsible managers as well as training in coaching and mentoring skills. z Promotion of people from designated groups This could form part of structured succession and experience planning and would include appropriate and accelerated training. z Retention of people from designated groups Retention strategies would include the promotion of a more diverse organisational culture; an interactive communication and feedback strategy; and ongoing labour turnover analysis. 116

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z Reasonable accommodation10 for people from designated groups These measures include providing an enabling environment for disabled workers and workers with family responsibilities so that they may participate fully and, in so doing, improve productivity. Examples of reasonable accommodation are accessible working areas, modifications to buildings and facilities, and flexible working hours where these can be accommodated. z Steps to ensure that members of designated groups are appointed in such positions that they are able to meaningfully participate in corporate decision-making processes A conscious effort should be made to avoid all forms of tokenism. Candidates must be appointed with commensurate degrees of authority. z Steps to ensure that the corporate culture of the past is transformed in a way that affirms diversity in the workplace and harnesses the potential of all employees Such steps could include programmes for all staff, including management, contextualising employment equity and sensitising employees with regard to the grounds of discrimination such as race, diversity, gender, disability, and religious accommodation. z Any other measures arising out of the consultative process. 8.3.2 All corrective measures to eliminate any barriers identified during the analysis should be specified in the plan. 8.3.3 The employer is under no obligation to introduce an absolute barrier relating to people who are not from designated groups, for example having a policy of not considering white males at all for promotion or excluding them from applying for vacant positions. 8.4

Numerical goals

11

8.4.1 Numerical goals should be developed for the appointment and promotion of people from designated groups. The purpose of these goals would be to increase the representation of people from designated

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groups in each occupational category and level in the employer’s workforce, where under-representation has been identified and to make the workforce reflective of the relevant demographics as provided for in form EEA 8. 8.4.2 In developing the numerical goals, the following factors should be taken into consideration – z The degree of under-representation of employees from designated groups in each occupational category and level in the employer’s workforce; z present and planned vacancies; z the provincial and national economically active population as presented in form EEA 8; z the pool of suitably qualified persons from designated groups, from which the employer may be reasonably expected to draw for recruitment purposes; z present and anticipated economic and financial factors relevant to the industry in which the employer operates; z economic and financial circumstances of the employer; z the anticipated growth or reduction in the employer’s workforce during the time period for the goals; z the expected turnover of employees in the employer’s workforce during the time period for the goals, and z labour turnover trends and underlying reasons, specifically for employees from designated groups. 8.5

Consensus In setting objectives and developing corrective measures, parties to the consultative processes should attempt to reach consensus on what would constitute reasonable progress over the duration of the plan.

8.6

Resources Resources, including budgets, should be appropriately allocated in order to implement the agreed components of the plan. 118

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8.7

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Assignment of responsibility Responsibility for implementation and monitoring of the plan, as assigned during the planning phase, should be confirmed and noted.

8.8

Dispute Resolution

8.8.1 Internal procedures for resolving any dispute about the interpretation and implementation of the plan should be agreed and specified. 8.8.2 The use of existing dispute resolution procedures should be encouraged provided that they are appropriate, and if necessary adapted to the needs of employment equity. 8.8.3 Alternatively, a mechanism with appropriate representation from employer and employees may be established in order to address and resolve such disputes. 8.9

Communication

8.9.1 The plan should be appropriately and comprehensively communicated to employees. This communication mechanism should indicate the parties responsible for the implementation of the plan and the agreed dispute resolution procedures. Information about the plan should be easily accessible to all levels of employees.

9.

Monitoring and evaluating the plan 9.1

Records should be kept to effectively monitor and evaluate the plan.

9.2

Mechanisms to monitor and evaluate the implementation of the plan should be agreed and include benchmarks that would permit assessment of reasonable progress.

9.3

The plan should be evaluated at regular intervals to ensure that reasonable progress is made. This evaluation should be integrated into mechanisms that the employer normally utilises to monitor its operations. 119

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9.4

The consultative forum(s) should continue to meet on a regular basis, and should receive progress reports. Progress should be recorded and communicated to employees. Such meetings should take place at reasonable intervals to ensure feedback and inform the ongoing implementation process.

9.5

The plan should be reviewed and revised, as necessary, through consultation.

9.6

Reporting 12

9.6.1 Larger employers, with 150 or more employees, will be required to submit first reports by 1 June 2000 and thereafter annually on the first working day of October, starting in 2001. 9.6.2 Smaller employers, with fewer than 150 employees, will be required to submit their first reports by 1 December 2000 and thereafter every second year, on the first working day of October, starting in 2002. 9.6.3 The reporting format for employers is contained in the Employment Equity Report as defined in form EEA2. 9.6.4 Designated employers whose operations extend across different geographical areas, functional units, workplaces or industry sectors may elect to submit either a consolidated or a separate report for each of these. This decision should be made by employers after consultation with the relevant stakeholders.

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SECTION 1: THE NATIONAL QUALIFICATIONS FRAMEWORK Published by the South African Qualifications Authority SAQA’s mission To ensure the development and implementation of a National Qualifications Framework which contributes to the full development of each learner and to the social and economic development of the nation at large. What is the NQF, and how did it come into being? The National Qualifications Framework (NQF) is a Framework on which standards and qualifications, agreed to by education and training stakeholders throughout the country, are registered. It came into being through the South African Qualifications Authority Act (No. 58 of 1995, Government Gazette No. 1521, 4 October 1995), which provides for ‘the development and implementation of a National Qualifications Framework’. The structure of the NQF is outlined below: NQF Level Band 8 7 6 5

Higher

Qualification Type

z z Education z z and z z Training z z z

Post-doctoral research degrees Doctorates Masters degrees Professional qualifications Honours degrees National first degrees Higher diplomas National diplomas National certificates

Further Education and Training Certificate (FETC) 4

Further

3

Education

2

and

National certificates

Training General Education and Training Certificate (GETC) 1

General Grade 9 ABET Level 4 Education and Training National certificates 121

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What is the purpose of the NQF? The NQF is a means for transforming education and training in South Africa. It has been designed to z z z z z

combine education and training into a single framework, and bring together separate education and training systems into a single, national system; make it easier for learners to enter the education and training system and to move and progress within it; improve the quality of education and training in South Africa; open up learning and work opportunities for those who were treated unfairly in the past because of their race or gender; and enable learners to develop to their full potential and thereby support the social and economic development of the country as a whole.

Who will implement the NQF? The South African Qualifications Authority (SAQA), which also came into being through the SAQA Act, is responsible for overseeing the development and implementation of the NQF. However, all South Africans who have a stake in education and training, have the responsibility for ensuring that the implementation of the NQF is successful – providers of education and training (e.g. schools, training centres), those who ensure the quality of that education and training, and of course learners themselves. SAQA itself comprises 29 members. These 29 Authority members represent a variety of education and training constituencies. The SAQA Act identifies those sectors which can nominate representatives, and the Minister of Education in consultation with the Minister of Labour appoints the Authority members. How will SAQA oversee the development and implementation of the NQF? z

In the NQF, all learning is organised into twelve fields. These in turn are organised into a number of sub-fields. SAQA has established twelve National Standards Bodies (NSBs), one for each organising field. Members of NSBs are drawn from six constituencies: State departments, organised business, organised labour, providers of education and training, critical interest groups and community/learner organisations. Up to six members from each of these 122

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constituencies serve on an NSB. The NSBs recommend standards and qualifications for registration on the NQF to SAQA. z

Each of these NSBs is responsible for recognising, or establishing, Standards Generating Bodies (SGBs). SGBs in turn develop standards and qualifications and recommend them to the NSBs for registration. SGBs are formed according to sub-fields, and members of SGBs are key role-players drawn from the subfield in question. For example, the SGB for Teacher Educators is made up of school teachers, professional teacher bodies, university, college and technikon teaching staff, etc.

z

SAQA accredits Education and Training Quality Assurance bodies (ETQAs) to ensure that the education and training which learners receive is of the highest quality. ETQAs in turn accredit providers to offer education and training in accordance with the standards and qualifications registered on the NQF.

z

The SAQA Office which is responsible for implementing the decisions of the Authority, is headed by the Executive Officer. There is a Standards Setting division and a Quality - Assurance division. Other divisions include a Resource Centre, Communications and Secretariat, and the division for the Evaluation of Educational Qualifications.

z

Two sets of Regulations have been published under the SAQA Act to enable SAQA to oversee the implementation of the NQF: The National Standards Bodies Regulations (Government Gazette No. 18787, 28 March 1998) and the Education and Training Quality Assurance Bodies Regulations (Government Gazette No. 19231, 8 September 1998). In addition, SAQA has drafted criteria and guidelines for the generation and evaluation of standards and qualifications and for the accreditation of ETQAs and providers. All these documents have been published on the SAQA website, and are available from the SAQA offices.

Who benefits from the National Qualifications Framework? z

Learners: benefit from quality education provision of qualifications that enjoy national recognition and where appropriate, international comparability;

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z

Workers: benefit from clear learning paths in the qualification structure, to facilitate and support life-long learning and career advancement.

z

Employers: benefit from a workforce, competent in the skills and attitudes required in the competitive global economy of which South Africa is a part.

z

Society: benefits from a proud, learning nation with the intellectual ability to adapt swiftly to change, especially technological change.

z

Building our new nation demands the establishment of an integrated education and training system which acknowledges the achievements of all learners equally and supports a learning nation.

How do I find out about SAQA and its activities? Write to us at Postnet Suite 248 Private Bag X06 WATERKLOOF 0145

Visit us at: 659 Pienaar Street (cnr. Waterkloof Road) BROOKLYN Pretoria

Telephone us at: 012 - 482 0800 Switchboard 012 - 482 0802 Executive Office 012 - 482 0836 Resource Centre 012 - 482 0849 Secretariat 012 - 482 0810 Communications 012 - 482 0807 Standards Setting 012 - 482 0805 Quality Assurance 012 - 482 0858 Evaluation of Educational Qualifications

Fax us at: 012 - 482 0953 Executive Office 012 - 482 0966 Secretariat 012 - 482 0966 Communications 012 - 482 0907 Standards Setting 012 - 346 0905 Quality Assurance E-mail us at [email protected] Visit our website at: http://www.saqa.org.za/

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SECTION 2: SKILLS AUDITS By Heather Watson (The Skills Framework) “A key piece of information an organisation needs to improve is to know what skills and knowledge the organisation requires and what skills and knowledge the organisation currently has” (www.cognology.biz/sawhatis.htm).

1.

Introduction: What is a Skills Audit?

A skills audit is essentially a process for measuring and recording the skills of an individual or group. The main purpose for conducting a skills audit in an organisation is to identify the skills and knowledge that the organisation requires, as well as the skills and knowledge that the organisation currently has. Skills audits are also usually done to determine training needs so an organisation can improve its skills and knowledge. However skills audits are also completed for other reasons such as restructuring and deployment. A skills audit gathers more information than simply your current qualifications level. It firstly identifies the skills matrices for the organisation and then delves into what the current competencies are of each individual against this predefined set of skills required to fulfill a specific role. The outcome of the skills audit process is a skills gap analysis. This information will enable the organisation to improve by providing the appropriate training and development to individuals to cater for the identified skill gaps. The skills audit process will also provide information which can be used for purposes such as internal employee selection and to ensure that the correct person is deployed in each position.

2. Benefits of Skills Audits in the Workplace The key piece of information an organisation needs to improve and to deliver on its Mission Statement and strategy is to know what skills and knowledge the organisation requires and what skills and knowledge the organisation currently has. RTO consultancies (www.rtoconsultant.com) claim that the skills audit “provides a snapshot of the organizations skills base” that allows identification of specific training needs, prioritisation of training and meeting of employee desires and aspirations. 125

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This information is essential for a number of reasons: z z z z z

Without this information you don’t know where to improve. With this information your training and development will be better planned and more focused. Recruiting needs are better defined and more likely to result in the most appropriate candidate. Placement decisions are easier with knowledge of current competence levels. Career pathing and succession planning are assisted with accurate information on individuals.

Therefore the key benefits of a skills audit are: z z z z z

Valid and valuable Workplace Skills Plans. Improved skills and knowledge. Lower training and development costs because development efforts are more focused. Acquisition and use of information that can be used for purposes such as internal employee selection and placement. Increased productivity as people are better matched to their positions.

The results of a skills audit can be reported for each division to show individual and divisional competency gaps against competency needs. This in turn, assists with the collation of a Workplace Skills Plan that complies with the provisions of the Skills Development Act and Seta regulations. Lancaster, Mabaso and Meyer (2001, p86) claim that "the skills plan can only be produced after the organisation has conducted a skills audit and a comprehensive needs analysis". Furthermore, certain Setas, such as the Bankseta, have included skills auditing as one of the requirements for the discretionary grant. This means that organisations that conduct skills audits in a structured manner, may submit levy claims against Grant D of the skills development regulations.

3.

Techniques for Conducting a Skills Audit

There are numerous techniques to conduct a skills audit based on the context and strategy of the organisation. It is vital that the first step in implementing a skills audit 126

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be to analyse the organisational context and strategy in relation to the objectives of the skills audit. The context of the organisation may be identified based on time available, logistical issues, primary reasons for the skills audit and the prevalent socio-political environment. The organisational strategy provides the basis for alignment of skills to current and future organisational needs. This alignment is essential to ensure consistency with business strategy and value of skills audit results. The process to be followed essentially consists of the following: a. Determine skills requirements

b. Audit actual skills

c. Determine development needs and plan for training/ restructuring

There are three key stages to a skills audit. The first is to determine what skills each employee requires. The second stage is to determine which of the required skills each employee has. The third is to analyse the results and determine skills development needs. The outcome of the skills audit process is usually a training needs analysis, which will enable the organisation to target and also provide information for purposes such as recruitment and selection, performance management and succession planning.

a.

Determine skills requirements In order to determine skills requirements, an organisation should identify current and future skills requirements per job. The end result is a skills matrix with related competency definitions. Definitions can be allocated against various proficiency levels per job, such as basic, intermediate and complex.

b.

Audit actual skills The actual skills audit process is outlined below and involves an individual self-audit and skills audit. Results are collated into reporting documents that may include statistical graphs, qualitative reports and recommendations.

c.

Determine development needs and plan for training/restructuring Once skills audit information has been collected, an analysis of the results may be used for planning purposes relating to training and development and other Human Resource interventions. Recommendations are then discussed and agreed actions are implemented. 127

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The Central Queensland TAFE state that "a skills audit is a process where skills held by employees are identified and compared with skills required now and in the future so that the skill shortfall or surplus can be determined. This skill shortfall forms the basis of a Training Needs Analysis (TNA) so that the company can reach the desired skill base amongst its employees" (www.cquit.net). To fully comprehend the skills audit process, an overview of competence is useful. In order to understand the notion of competence, it is useful to examine SAQA's definition of applied competence. "Applied Competence is the union of practical, foundational and reflexive competence" (Source: Guidelines for the Assessment of NQF Registered Unit Standards). z

z

z

Practical Competence The demonstrated ability to perform a set of tasks in an authentic context. A range of actions or possibilities is considered and decisions are made about which actions to follow and to perform the chosen action. Foundational Competence The demonstrated understanding of what the learner is doing and why. This underpins the practical competence and therefore the actions taken. Reflexive Competence The learner demonstrates the ability to integrate or connect performance with understanding so as to show that s/he is able to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind an action.

Thus competence is understood as including the individual's learning, understanding and ability to transfer and apply learned skills and knowledge across a wide range of work contexts.

4.

Current Strategies for Skills Audit Implementation

Skills audits may be conducted in various ways. Current approaches to skills audits include the following: a)

Panel approach 128

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b) c)

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Consultant approach One-on-one approach Individual self-audit

Panel audit

A panel is normally made up of managers, subject matter experts and HR experts. The skills audit form is completed through discussion, and includes one-on-one feedback with the employee.

Consultant audit

External consultants interview both employees and managers, and may review performance and related documentation to establish an individual’s level of competence.

One-on-one audit

This is similar to a performance appraisal, except that an individual is rated against a pre-defined skills matrix instead of his/ or her job profile. The employee’s manager will hold a discussion with the employee to agree on skills audit ratings.

A panel is normally made up of managers, subject matter experts and HR experts. The skills audit form is completed through discussion, and includes one-on-one feedback with the employee. External consultants interview both employees and managers, and may review performance and related documentation to establish an individual's level of competence. This is similar to a performance appraisal, except that an individual is rated against a pre-defined skills matrix instead of his/ or her job profile. The employee's manager will hold a discussion with the employee to agree on skills audit ratings. The panel approach is regarded as the most valid and fair method of conducting a skills audit as it involves individuals who know the employee, subject matter experts and Human Resources personnel. The audit must be conducted in a fair and open fashion, where the employee is provided with ample opportunity to provide evidence and discuss the findings, in relation to their own self-audit.

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Skills Audit Rating Scale The skills audit rating scale allows for statistical analysis of the results of the skills audit. An individual or panel rating for each skill listing is allocated and then various calculations are made to interpret and collate skills audit reports. Each rating allocation requires a description and definition. An example of a Skills Audit rating scale is: Rating Description

Definition

0

An individual does not currently display any form or level of competence in the skill listed. He or she may require formal training and exposure to

No evidence of competence

the skill in the workplace. 0.25

Some evidence of competence

The individual may demonstrate part competence, but definitely needs formal training and exposure to the skill in the workplace.

0.5

Evidence of An individual is competent, but needs to improve. competence, needs Training is the most effective solution. The further training individual may be at a lower level than the position requires, i.e. at linear, instead of complex level.

0.75

Evidence of competence, needs more exposure to the skill

The individual is competent and has undergone training. Further exposure in the workplace would ensure improvement and full competence. The individual may be at a lower level than the position requires, i.e. at linear, instead of intermediate level.

1

Full evidence of competence

The individual is competent in the skills at the level allocated to his/ her position.

Evidence Evidence of performance and competence should be made available in the following cases:

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z z

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Where an employee deems it necessary to prove competence, and Where a panel team deems it necessary to request further evidence of competence

There are three types of evidence that may be presented in various formats: 1. 2. 3.

Direct evidence - Evidence produced by the employee Indirect evidence - Evidence produced about the employee Historical evidence - Evidence about the employee's past performance.

Evidence may be in the form of documents, work-in-progress, training certificates, witness testimonials and/ or videos. Evaluation of evidence If and when employees provide evidence of competence, such evidence should be evaluated. The evaluation of evidence should be undertaken against the following: z z

z

z z

Validity How valid is the evidence in respect to the competence in question? Authenticity Is the evidence authentic? Did the employee produce the evidence him or herself? Consistency Is the evidence proof of consistent performance of the competence in question? Currency Is the evidence proof of current competence? Sufficiency Is the evidence sufficient to make a rating decision?

A useful acronym to use for the above is VACCS. Pitfalls to Avoid in Conducting a Skills Audit z z

The Halo Effect Perfectionism/Non-Perfectionism 131

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z z

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External Factors Self-perception

The Principles of Skills Audits The principles of skills audits form the foundation upon which skills audits are conducted. They should be strictly adhered to, to ensure a fair and valid process. a) b) c) d)

Fairness Validity and Reliability Transparency/ Openness Constructive feedback

Reporting Skills Audit Results The results of skills audits provide information to collate various reports. These reports are vital as they may be used to inform organisational training and development strategy, Workplace Skills Plans, individual development plans and performance management interventions, amongst others. These reports must be stored in a manner that respects the confidentiality of individual employees. It is therefore important to agree on and communicate who has access to skills audit results, and how these people may use the results upfront. Skills audit reports may take on a number of forms. It is vital however that the following information can be extracted from the reports:

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z

Individual competency profiles (see example of report below)

z

Divisional radar report (see example of report below)

Department name – Divisional Radar Report Communication skills (B) 100 Computer skills (D)

80

Interpersonal skills (B/E)

60 40 20 Loans Processing (A/B/C/D)

Administration skills (D)

0

Planning skills (D)

Marketing (B/C) Management skills (G)

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z

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Organisational pie chart (see example below)

Company name ORGANISATIONAL STRATEGIC COMPETENCY PROFILE

69%

66% 73%

A. Strategic competency listing

5.

71%

69%

75%

B.

75%

C.

D.

E.

F.

G.

Case Study

A large agricultural bank implemented the entire skills audit process utilising the panel approach in late 2001. The project took place over a period of 5 months and was implemented by internal staff who were trained and provided with advice from external consultants. The scope of the project included over 900 employees in 329 sites across the country. The process involved the following steps: z

z z

Development of skills matrices per department: Starting with skills matrix training, competencies and related definitions per job were identified along with allocation of proficiency levels. This was verified with managers in each department. Skills audit training for panel members (managers in each department) Individual self-audit: Each job incumbent received instructions from their manager and completed an individual self-audit against the specific competencies for their job. 134

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z z

z

z

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Panel skills audit: A panel per department agreed and allocated skills audit ratings per job incumbent. Rating verification: Skills audit ratings were verified through a process of comparing and calculating an average between individual and panel skill ratings. Where ratings differed substantially, further discussion between panel members took place and evidence was re-evaluated, upon which agreement was reached on a rating. Individual feedback: Managers provided individual feedback to job incumbents on the results of the skills audit. Discussions on training and development per individual substantiated the results. Skills audit analysis and reporting: Aggregated ratings were then transferred onto graphs for reporting purposes. Graphs included individual and departmental competency profiles, as well as an organisational competency profile. On analysis of these reports valid training and development plans were produced and used to collate the company's Workplace Skills Plan.

Results from the skills audit project were presented to the organisation's management committee and the related Workplace Skills Plan was implemented. Feedback from the organisation indicated the value of training and development was substantially more valid due to the implementation of an effective skills audit process. The skills audit procedure is now in place and is used on an ongoing basis for various purposes, including re-structuring interventions and skills planning.

6.

Skills Audit Implementation in Different Organisations

Implementation of skills audits in different types and sizes of organisation need not vary in terms of steps to be followed. The primary distinction between skills audits in the SMME versus larger employer organisations relate to project time frames and costs. During project planning, time frames and costs are established by identifying number of departments, number of jobs, number of individuals, purpose of the skills audit, skills audit approach and whether external consultants are to be used or not. In smaller organisations, the most basic and essential skills audit steps should be to identify what competencies the organisation requires currently and in the future per job, and then to establish what competencies the organisation currently has. This involves rating individual competence levels against identified competencies, and using rating results for skills development planning purposes. The key objective of the skills audit is to ensure usefulness of information in achieving organisational strategy through skills development.

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7.

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Cost Implications

Costs to be incurred during skills audit implementation include: z z z z z z

Training Time Administrative expenses (e.g. stationery) Information system/ software Communication Use of consultants, where necessary.

8.

Problem of Not Conducting a Skills Audit

Meyer, Mabaso & Lancaster (ETD practices in South Africa, Butterworths, 2001) recommend proactive needs identification and a more futuristic approach to the assessment of training needs. Instead of being reactive and responding to competence problems that arise by sending an individual on training, proactive use of skills audits to plan and implement training needs allows for achievement of company strategic goals. The potential repercussions of not conducting a valid skills audit process for training planning purposes include: z z z z z

Invalid and unreliable training plans Training plans that are not specific to individual, departmental and organisational needs Little or no commitment to training & development by management and staff, as plans are not seen as value adding Little or no alignment of training and development to organisational strategy and objectives Non-implementation of the Workplace Skills Plan and therefore the organisation will not be able to claim reporting grants.

9. Summary In summary, it is clear that implementation of a skills audit process to inform Human resource planning efforts is vital. Strategic Human Resource management focuses 136

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on integrating and relating skills development to business strategy. By following the simple skills audit route, organisations can ensure that skills development and other related HR interventions are proactive and successful.

10. References z z z z z

Carrell et al, Human Resource Management in South Africa (Thomson, 2002, 2nd ed.). Central Queensland TAFE: www.cquit.net Cognology learning centre: www.cognology.biz/sawhatis.htm Lancaster.K, Mabaso.J, and Meyer.M. ETD practices in South Africa (Butterworths, 2001). RTO Consultancies: www.rtoconsultant.com

Heather Watson The Skills Framework February 2004

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SECTION 2: INTEGRATED COMPETENCY MANAGEMENT Published by the South African Qualifications Authority Innovative strategy for the implementation of Nationally aligned and SAQA criteriagoverned Training and Development Systems Roger is an accomplished speaker who believes in the future of South Africa. He has walked over 17 000 km both in South Africa and America promoting South Africa and South African issues. He is the owner of Freeroad Communications, a Rustenburg-based HRD Consultancy that currently provides training and development expertise to Rustenburg Business. He has been involved in training in industry at all levels but with particular emphasis on technical and supervisory mining skills. It is against this difficult background that he has developed solutions for most training challenges. Roger leads the Anglo Platinum Competency Methodology Design Team which is developing and implementing practical solutions to National Outcomes Based Education Training and Development Philosophy. An overview of the Freeroad Communications approach to this issue includes methods of alignment, creation of learning and the use of IT. The system is cost effective and provides high quality assessment and management of individual and group competency growth.

Integrated competency management An integrated approach is the only way to achieve a system that will perform as required for cost effective management of training and development. The history of HRD has been one of as many suppliers as there are theories around learning. The National philosophy will change this forever as it channels efforts and results into universally applied criteria and Nationally acceptable competency levels. Basic principles of good management will govern the way we will achieve developmental objectives in the future. The process is simple… 1. 2. 3. 4.

Get the work design and the role descriptions right. Define the required competencies against the knows and do’s of the roles. Audit the existing competencies in the employees. Manage the accumulation of competencies by the individuals, departments and disciplines until the required needs are met. 138

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There exists a set of tools designed to achieve all of the above in a single integrated system. The tools are … THE ROLE THE COMPETENCY PROFILE THE TRANSITIONAL GRID DEVELOPMENT MAPS THE ASSESSMENT TOOL DETAILS OF EVIDENCE UNITS OF LEARNING

OVERVIEW The role The Roles are the essential foundation for setting the validity and scope of the entire system. The contents of the role that need to be validated are: WORK OUTPUT KEY TASKS RESPONSIBILITIES ROLE DECISIONS RELATIONSHIPS

THE COMPETENCY PROFILE The role leads to a list of knows and do’s that are linked to the above information and are translated into the competency stock list for the role, section or department, the discipline and the organisation. The template is designed to simplify the management of what must be against what each individual or defined group actually possesses.

THE TRANSITIONAL GRID The Competency Profile becomes the basis for a Transitional Grid that views the Competency list per role against the entry-level requirements of the role and the status quo of the existing Unit standards and current learning resources. It is the core of managing the change required by National Alignment.

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DEVELOPMENT MAPS A development map depicts the multiple learning routes through a defined set of skills or competencies and provides choices to both the individual and Career Development Panels. Individual profiles are used to position individuals on these maps indicating the options remaining to such individuals. Discipline development map templates show the competency profiles for each role on the organogram. The development of persons through a series of roles towards a planned position can be evaluated against which of the required competencies reside in which roles. The most effective way forward can be selected from a range of options.

THE ASSESMENT TOOL It is becoming internationally accepted that single assessment of individual unit standards taxes resources beyond the means of most organisations. This is an approach that compacts common issues across many unit standards’ eliminating more than half of the work associated with stand-alone assessments at formally structured interviews. This tool breaks down the Specific Outcomes and Assessment Criteria into the evidence required to demonstrate competency. These “UNITS of EVIDENCE” are supported by the necessary standards and specifications that ensure the quality of the assessments performed. This system meets all of the prescribed SAQA criteria for quality assessment.

DETAILS OF EVIDENCE An identified unit of evidence is a stand-alone component consisting of knowledge, understanding and demonstration of skill. The “DETAILS of EVIDENCE” is the description of any or all of these three aspects of the competency. It provides the assessor with support much like a set of model answers and at the same time, when created, a precise description of the learning required for that piece of evidence. By changing the title of the document to “UNITS of LEARNING” it becomes the definitive list of learning resource content.

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UNITS OF LEARNING A complete assessment of an individual or department will define the gap between the required and existing in precise terms. The units of evidence that are not achieved are defined as units of learning that must be provided. Departments or specific sections can be targeted. Training needs analysis becomes an exact exercise rather than a conceptual evaluation.

CONCLUSION This is an entire philosophy that answers all the needs of any HRD strategy. It is not simple to implement but is simple to manage. It is, possibly for the first time, a definitive and measurable way of planning, implementing and controlling Training and Development. The achievement of individuals is structured and measured, the achievements of departments and sections are measured against numerical data in terms of their progress and competency status at any one time. National requirements and standards are assimilated, as they are made available creating the South African skills level upliftment we all desire. Each stand-alone learning unit is traceable through its related evidence to the defined competency to the role description and the specific task that it supports. Consistent information is available around associated skills levies and grants. The system is SAP friendly and serves the employees, management teams and career development panels.

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SECTION 3: HR DEVELOPMENT CHARTER: EDUCATION, TRAINING AND DEVELOPMENT VISION The actions and commitments set out below are in pursuit of a vision of the Company as a globally competitive company that draws fully on the abundance of competencies and potential in its employees and offers real benefits to all stakeholders. The goal of this charter is to create an organisation that encourages lifelong learning, recognises talent and develops all of its employees.

PRE-AMBLE Recognising: z z z· z

That the history of South Africa has resulted in Black people, women and people with disabilities, being employed mainly in low-skill positions The relative abundance in the organisation of historically disadvantaged people with experience and the potential to develop higher level skills and knowledge The scarcity of a number of skills required by the organisation and thus the need to develop such skills urgently and thoroughly The following laws and strategies that can assist and guide human resource development actions: √ √ √ √ √ √ √ √ √ √

The Skills Development Act The Skills Development Levies Act The South African Qualifications Authority Act The Employment Equity Act The Broad Based Black Economic Empowerment Act The Occupational Health and Safety Act The National Skills Development Strategy Regulations to the Skills Development Act Regulations to the Skills Development Levies Act Strategies of the Sector Education and Training Authority

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Therefore The signatories have developed this Charter to provide a framework for progressing the development of historically disadvantaged South Africans in the organisation while at the same time addressing the key competencies required to improve the performance of the organisation.

OBJECTIVES The objectives of the Charter are to: z z z z

Implement the Organisation’s vision of a competent workforce that continuously meets productivity and customer service targets Support the implementation of the Organisation’s Affirmative Action and Black Economic Empowerment initiatives Contribute to the development of a pool of skilled South African workers to support National Economic and Skills Development strategies Implement quality processes to ensure that ETD has an impact on the business of the organisation by: √

√ √ √

Giving preference to learning programmes that are based on unit standards and that lead to credits on the National Qualifications Framework. Thorough planning, skills audits, training needs analysis, consultation and follow-up monitoring Encouraging employees to commit to implementing the new or improved skills and knowledge on the job Implementing the Investors in People standard or any similar quality standard or quality management system.

UNDERTAKINGS All Stakeholders undertake to create an enabling environment for the education, training and development of employees of the Company by subscribing to the following:

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Training Department Ensure that the Organisation’s human resources have the competencies necessary to meet performance and quality standards in their current jobs. Ensure that education, training and development interventions develop individual employees’ career and personal potential in order to meet their growth needs as well as the future human resource needs of the Organisation. Prepare an Individual Development Plan for each employee and ensure that such Individual Development Plan is based on the core, fundamental and elective competence requirements for each job. Comply with SETA requirements and make all reasonable and cost-effective efforts to obtain the highest possible rebate on the Skills Development Levy.

Top Management Recognise that the competence of its human resources is a critical factor for its future progress and prosperity, especially in the face of global competition and that it is strategically necessary to invest in the education, training and skills development of its employees. Allocate financial resources towards training and development and monitor the cost-benefit of ETD to the organisation.

Human Resources Department Establish targets for employment equity, particularly in the junior and senior management categories and focus training programmes on historically disadvantaged South Africans. Offer every employee the opportunity to be functionally literate and numerate by December 2006. Implement career paths to provide opportunities to employees to progress in their chosen careers. 144

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Develop systems through which learners can be mentored as a means of capacity building. Develop all employees with potential in terms of the Succession Planning Policy. Individual employees identified in terms of the Succession Planning Policy shall be prepared for promotion by comparison of their existing competencies with those for the more senior job and by targeted development interventions indicated by such assessment. Recognise the links between broad-based Black economic empowerment, affirmative action and skills development and take all reasonable steps to provide for the preferential development of previously disadvantaged employees in order to promote them into senior positions on merit. Recognise the need for developing the skills pool for the industry and ensure that appropriate opportunities are made available to pre-employed and unemployed individuals with potential.

Supervisors and Managers Identify training needs and monitor the effectiveness of skills development interventions through appropriate measurement and evaluation methods. z z

Monitor transfer of skills Provide on-the-job coaching.

Employees z z

Participate in identifying training needs Agree to transfer new skills.

Acknowledge that the direct and indirect costs of education, training and development are an investment by the Organisation and therefore undertake to implement new skills and knowledge for the benefit of the Organisation.

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Training Providers and Assessors z z

Agree to the Terms of the Training provider Agreement Provide attendance registers, course evaluations, reports and certificates.

Consultative Forums Participate fully in all opportunities to develop capacity to be fully competent to fulfil their role. Act at all times in the best interests of the Company and all of its Employees and approach statutory and related duties in a responsible and sensitive manner. Represent, communicate with and gather feedback from employees and other stakeholders as required by the Act and table this feedback for discussion in committee meetings.

SIGNATORIES DIVISION

NAME

SURNAME

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SECTION 3: TIPS FOR FINDING UNIT STANDARDS AND QUALIFICATIONS To search using the Internet, go to www.saqa.org.za z

Scan the list on the right-hand side of the SAQA home page and click on “Qualifications and Unit Standards”

z

Choose from the four options: √ √ √ √

Registered qualifications and unit standards Qualifications and unit standards for public comment Qualifications and unit standards between comment and registration Fundamental unit standards.

z

Select whether you are looking for a unit standard or qualification.

z

Complete the form by inputting the minimum amount of information required to identify what you want. If you have the SAQA ID number, input it. If you are looking for a specific NQF level, select it from the “tab down’. If you have no specific information, choose a relevant key word and type it into the space for “Title”. If you input specific information such as an exact title or an ID number, the qualification or unit standard will come up. If you have typed in a key word, you can choose if you’d like to view a list or a table of all possible qualifications or unit standards that include your key word. If you use a key word, the search engine will search very broadly, for example, if you have typed in the word “ship”, you will get all of the qualifications or unit standard titles that include the word ship as well as those that include words such as, e.g., leadership.

z

If you have called up a list, select a unit standard by clicking on the title; if you have called up a table, select a unit standard by clicking on the ID number.

z

Save or print the document you have selected.

NB: It is useful to create a folder on your PC desktop and save qualifications and unit standards to this folder so that they are easily accessible if you need them. 147

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SECTION 3: WHAT TO LOOK FOR IN A TRAINING PROVIDER You need a “yes” answer to all of the following questions: 1.

Is the provider accredited? Ask for proof in the form of a SETA/ETQA document or an accreditation number that you can verify with the relevant SETA/ETQA

2.

Is the provider accredited for the learnership/unit standards that you need? Ask for proof in the form of a SETA/ETQA document

3.

Are the provider’s fees in line with your budget and/or SETA grants? Ask for a quote or other written confirmation of all costs

4.

Does the provider offer or arrange assessment, RPL and/or workplace assignments? Check if there are additional costs involved

5.

Does the provider have an existing learning programme/course material relevant to your unit standards? Confirm that the course material will meet your needs

6.

Does the provider have entry level and learner support policies? Ask to see them and confirm that they meet your needs

7.

Does the provider issue certificates immediately after the assessment?

8.

Does the provider offer a report on the learner’s performance during assignments and/or assessment?

9.

Does the provider keep an attendance register that has all of the information you need to monitor attendance?

10. Does the provider use a course evaluation form and will he/she make it available to you? 11. Does the provider have facilitator performance standards and does he/she monitor the performance of the facilitator? 12. Is the provider prepared to agree to basic service levels and sign your training provider contract? 13. Can the provider cater for any special needs of specific learners? 148

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SECTION 3: TIPS FOR DEVELOPING A TRAINING BUDGET 1.

Identify and list the training costs that should be covered by the budget

z z z

Identify statutory training needs Identify any prior commitments to carry out training Identify Organisational skills priorities and related interventions, including interventions that may be subsidised by the SETA Identify Departmental skills priorities and related interventions, including interventions that may be subsidised by the SETA Identify Training Committee skills priorities and related interventions, including interventions that may be subsidised by the SETA.

z z

2.

Calculate the cost of training interventions

z

Obtain quotes from accredited Training Providers and calculate the cost of the required training and/or assessments Identify additional costs that may be associated with training, for example, travel; accommodation; refreshments; materials; learners’ allowances.

z

3.

Estimate mandatory and discretionary grant income and deduct this from the cost of training

z

Identify learnerships that could be subsided by SETA grants and estimate the amount of the subsidy Identify projects that could be funded by SETA discretionary grants and estimate the amount of the subsidy Identify projects that could be funded by National Skills Fund grants and estimate the amount of the subsidy Identify the anticipated mandatory grant income for the budget period.

z z z

NB: Determine if your budget includes or is separate from the company bursary and study assistance schemes.

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SECTION 3: KEY STAKEHOLDERS STAKEHOLDERS FOR COMMUNICATION ABOUT SKILLS DEVELOPMENT The Approvals Framework is the basic management decision-making document. It indicates some consultation and negotiation requirements but information on specific issues does need to be communicated to stakeholders from time to time. The schedule below covers issues for communication related to the Strategic HR action plan. Even though managers are required and/or advised to communicate, decision making is always the right and responsibility of managers.

SOME DEFINITIONS Stakeholders are groups who have an interest in an issue and who should be consulted so that their comments and group needs are taken into account in the final decisionmaking. Consultation is a form of communication that includes managers: z Disclosing sufficient relevant information z Allowing enough time for employees to consider the information and form a response z Considering the feedback and taking account of it when making a decision. Negotiation is a form of communication where both parties: z Decide in advance what they want and how much they will compromise z Discuss their positions and shift a little bit at a time until one party gives in.

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ISSUE Clarify the stakeholder interests of permanent and non-permanent employees

POSSIBLE Shareholders STAKEHOLDERS Managing Director Directors Managers Supervisors and Foremen Human Resources Manager Training Co-ordinator Employees Trade Union/Shop Stewards Training Committee Internal Training Providers External Training Providers SDF’s from other business units and head office

REASONS FOR To get their views on what CONSULTATION they should be consulted on and identify their priorities in order to respond to these and also to clarify unrealistic expectations

Outsourcing Contracts and Agreements

Directors Managers, especially Finance Manager re SARS compliance Procurement personnel Supervisors and Foremen Human Resources Manager

To be informed so that they can fulfill their function more effectively and also to give input from their different perspectives

Skills Development Policies and Procedures

Managing Director Directors Managers Supervisors and Foremen Human Resources Manager Employees Training Committee Internal Training Providers External Training Providers SDF’s from other business units and head office

To ensure acceptance and commitment to implementation by all concerned

Competence Management System and Individual Development Plans

Managing Director Directors Managers Supervisors and Foremen Human Resources Manager Training Committee

To prevent disputes and ensure acceptance and commitment to implementation by all parties

Training Consultative Processes

Directors Managers Supervisors and Foremen Human Resources Manager Employees Shop Stewards Training Committee

To ensure that all parties understand and accept their legislated roles and the these are aligned to company policies and practices

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ISSUE

POSSIBLE STAKEHOLDERS

REASONS FOR CONSULTATION

Occupational Safety, Health and Environment Training, including statutory training

Directors Managers Supervisors and Foremen Human Resources Manager Training Committee Safety Committee Members Shop Stewards

To ensure that all parties understand and accept their legislated roles and the these are aligned to company policies and practices

Allocation of SETA grant income

HR Manager Training Committee Finance Manager.

To agree on the use of the income

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SECTION 4: EMPLOYER GUIDE TO CONSULTATION Published by FASSETT A Guide to the Consultation Process (for employers with more than 50 employees)

Introduction 1.

The basic process required by the Regulations to the Skills Development Act of 1998 (“the SDA”) to fairly appoint skills development facilitators, complete workplace skills plans and to report on the implementation of workplace skills plans, is one of consultation. Consultation means to discuss and take cognisance of different views, it does not mean to “negotiate” which implies bargaining in order to reach an agreement. In other words, whilst it often happens that consultation leads to agreement, an employer is not prevented from continuing with the appointment of workplace skills facilitators or the completion of a workplace skills plan in the event that it does not concur/ accept the representations put forward by employees – having heard these representations, the employer is entitled to proceed with what it reasonably perceives to be the most appropriate course of action.

2.

Consultation must take place prior to taking the final decision to appoint workplace skills facilitators or the completion of workplace skills plans or the implementation report. For this reason, all discussions with employees or their representatives or the Skills Development Committee and any written documents pertaining to this process should avoid any express or implied suggestion that the employer has already reached its decision before the conclusion of the process.

3.

The entire process can conveniently be divided into three phases, namely: 3.1 preparation for the consultation; 3.2 the consultation itself; 3.3 the implementation of any decision taken pursuant to the consultation.

What needs to be consulted on? 4.

When applying for a workplace skills plan grant, the employer will be required to answer the following broad questions: 153

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4.1 4.2 4.3

4.4

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what process was used to develop the workplace skills plan? how does the plan relate to the organisation’s employment equity? if a Skills Development Committee has been established, please outline its composition. Was the draft plan reviewed and considered by the Committee? if no Committee exists, please outline the steps taken to consult with employees about the workplace skills plan.

5.

Alternatively, should you be applying for a workplace skills implementation grant, you will be required to answer the following questions: 5.1 what process was used to develop the report on the implementation of the workplace skills plan? 5.2 did the workplace skills plan implementation assist in achieving the company’s employment equity goals? 5.3 did the Skills Development Committee review the implementation report? If not, what arrangements were made to ensure that worker representatives had an opportunity to comment on the report?

6.

It is recommended for organisations with more than 50 employees that a training or Skills Development Committee be established for the purpose of consultation on training matters. This committee as a whole, should reflect the interests of employees from all occupational groups in the organisation’s workforce.

Preparation 7.

Prior to embarking upon the process, the employer should:7.1 decide on the manner in which a Skills Development Committee is to be elected. It is very difficult to formulate general principles with regard to the election of the committee or what constitutes an employer or employee representative as this will differ from workplace to workplace. It would however be advisable to include shop stewards and representative unions in consultation structures. Non-unionised employees should also be allowed to elect a representative/s to the consultation structures. It would also be advisable for the committees to be representative of the various levels of seniority, especially in large organisations. 154

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clearly formulate the process intended to be used to develop and complete a workplace skills plan; establish how the plan relates to the company’s employment equity plan.

For the submission of an implementation report: 7.4 7.5 7.6 7.7

clearly formulate the process intended to be used to report on the implementation of the workplace skills plan; establish how the Skills Development Committee is to be appointed, if such has not already been done; establish whether training has benefited your organisation and how; assess whether the workplace skills plan assisted in achieving the company’s employment equity goal.

For both submissions 7.8

establish whether the employees are members of a trade union. If so, then the trade union would have to be involved in the consultative process. 7.9 establish whether there is a collective agreement in place, pertaining to the consultation process. If so, then the employer would be obliged to act in accordance with the provisions of any collective agreement that exists, whereas if no collective agreement is in place regulating the consultative process, the employer would be free to establish new consultative channels. 7.10 establish whether there are any organisation policies relevant to the consultation process. 8.

Having prepared, you will: 8.1 8.2

9.

have formed a prima facie view of what is to be discussed at the first consultation; be prepared to answer questions from employees and to supply information regarding the broad issues that require consultation.

In order to avoid any misunderstanding or later argument about what was disclosed and what was not, we recommend that as much of this information 155

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as is relevant be set out in writing at the commencement of the process by way of letters or briefs to be given to each of the employees.

Consultation 10.

The employer is obliged to consult with all employees and/or with their representatives. Reasonable notice must be given to employees and/or their representatives.

11.

For purposes of providing some procedural substance to these guidelines, we have divided the process into three “notional” meetings.

12.

At the first meeting, the employer will simply convey to employees or their representatives its proposals (and answer any questions which employees may have) regarding:

For the submission of a workplace skills plan 12.1 what steps the employer proposes taking or has considered taking in order to appoint a Skills Development Committee and a Skills Development Facilitator; 12.2 the information that is required in order to complete the workplace skills plan, which shall include but not be limited to: skills priorities; a list of the proposed beneficiaries who will benefit from the training to be provided (including a breakdown of the beneficiaries per population group); 12.3 how training will assist the employer in the attainment of its employment equity goals. Although distinct, the process required here contributes to the consultative process required for the purposes of complying with the Employment Equity Act. The two processes should however not be confused with each other as the Employment Equity consultative process deals with various topics such as setting of numerical goals and identifying employment barriers. Employment Equity does not concern itself with the issue of training.

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For the submission of an implementation report 12.4 the information that is required in order to complete the report on the workplace skills plan, which shall include but not be limited to: an assessment of training records and management reports; the accuracy of scores and data pertaining to the success of the training provided and input as to whether strategic skills development priorities have changed over the past financial year; 12.5 the attainment of the company’s employment equity goals over the past year. 13.

At the conclusion of this first meeting, which was essentially convened for purposes of conveying information from the employer to the employees, the employer should:13.1 invite all employees and/or their representatives to make representations to the employer in regard to any of the proposals of the company during the course of the meeting. It should specify the period within which these representations are to be furnished. The easiest method of dealing with this would probably be to set up a second meeting (approximately three days later) for purposes of listening to the employees’ proposals; 13.2 ensure that the purpose of the meeting and its message are clearly understood, by preparing and distributing a written summary of the company’s proposals, together with its invitation to hear representations. This document will also constitute written proof of the company’s willingness to consult.

14.

The purpose of the second meeting is simply to note down the representations put forward by employees and to seek clarity on any proposals which may be made by them. We recommend that once the representations have been obtained, the employer arrange a third meeting to convey its decision to employees after having had an opportunity to consider the representations. Again, it would be advisable to furnish to employees a short summary of the proceedings of the second meeting.

15.

Having obtained the employees’ representations, the employer should now consider these. As we have stated previously, it is not necessary for the 157

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employer to comply with demands put forward by employees. However, the employer should ensure that it has proper reasons for rejecting any proposals which may be made and that these reasons are clearly stated. 16.

At the third meeting, the employer will convey to the employees and/or their representatives its decision in regard to:16.1 the information to be included in the workplace skills plan (if applicable): 16.2 the information to be included in the report on the implementation of the workplace skills plan (if applicable): and 16.3 any other relevant information.

Implementation 17.

Having consulted on the general issues as required by the Skills Development Act and its Regulations, the employer and/or the Skills Development Facilitator is required to present a draft of the plans to the Skills Development Committee, prior to the submission thereof to Fasset.

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SECTION 4: TRAINING COMMITTEE ADMINISTRATION INTRODUCTION The main task of the Training Committee is to represent all employees and managers and to consult as their representatives with Management on various issues, specifically the Workplace Skills Plan. Consultation on the WSP is a matter of legislation and to this extent; the Training Committee is a statutory body. The Training Committee is potentially a very exciting forum and it is a priority to ensure that it works and is relevant. Besides its statutory duties, there may be other tasks that could involve the Training Committee in greater participation in decision making in the future. These tasks need to be identified and facilitated. Consultation: Management will inform the Training Committee of various issues and get their feedback. In order to do this fairly, Management will disclose information, give time for the Training Committee to consider it and will collect feedback. Only after the feedback and/or a recommendation has been prepared by the Training Committee and considered by Management, shall Management make its decision. In its proper and legislated role of receiving information and giving feedback, there is no potential in the Training Committee for conflict nor requirement for negotiation. Even if a range of different opinions is expressed, they can all be included as feedback to management and there is no need for the Committee to have to choose between them. A vital role of the Training Committee is to communicate with the employees they represent and each Training Committee member should address this and decide how they could go about it. Various methods are appropriate including notice boards, distribution of documents, e-mail and personal communication. The Training Committee should also decide how it will deal with the roles of chairperson and secretary. In a committee of this nature, care should be taken not to assume that a woman should carry out the secretarial function.

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CONSTITUTION OF THE TRAINING COMMITTEE 1.

Definitions z

z

z

z

2.

“Committee” means the Training Committee constituted in terms of this Constitution which shall act as the training committee envisaged by the Skills Development Act “Eligible Employees” means permanent employees who represent employees in the various levels and categories and groups as defined by the Employment Equity Act “Employee Representative” means an employee selected for the position of employee representative in accordance with Section 6 of this Constitution “Workplace” means the site/s where employees carry out their work and includes all branches of the company.

Objectives of this constitution To regulate the relationship between Management and Employees, and in so doing to strive to establish an effective and cooperative working relationship. To consult on and assist in all matters as indicated in the Regulations of the Skills Development Act. To consult on other matters as may be determined from time to time.

3.

General principles The parties affirm their fundamental belief in dialogue, discussion and consultation as being the preferred method for conducting their relationship. Management and the Committee shall endeavour in good faith to seek reasonable and satisfactory solutions to grievances that may arise between them, and undertake to process all disputes in accordance with the procedures outlined in this Constitution, and they shall consult each other where they anticipate that such disputes may arise.

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4.

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Employee representative Employee Representatives are employees who have duties and functions in terms of their employment with the Company. Employee representatives are subject to the same policies, rules, regulations and other conditions of employment as other employees of the Company. Employee representatives shall be entitled to: z z z

5.

Communicate and disclose Committee-related information to those employees he/she represents unless otherwise agreed during a meeting Collect feedback from and give feedback on behalf of those employees he/she represents Carry out any other duties prescribed in this Constitution and any other legitimate duties necessary to fulfill the role and function of an employee representative as prescribed by the principles contained in this Constitution.

Membership of the committee Employee Representatives The number of employee representatives shall be less than ten, shall reflect the company and its employees as follows: z z z z z z

A representative of each occupational level A representative of each occupational category A representative of each gender group A representative of each race group A representative of employees with disabilities At least one representative of each recognised trade union.

Any employee may represent one, or more than one, of the groups listed above. Other committee members Other Committee members shall include the HR Manager; the Skills 161

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Development Facilitator and a maximum of 2 Management representatives appointed by Management

6.

Selection of employee representatives Employee representatives shall be selected in the following manner: -

z z z

Management shall ask for nominations at each work premises in order to install a new Committee or to replace members who leave The nominations shall be made anonymously on standard forms and individuals may nominate themselves Management shall select the employee representatives from the nominations by applying the criteria stated in the Regional Training Committee policy guideline

An employee representative shall vacate his/her office on account of any one or more of the following circumstances: z z z

z z

Resignation as an employee representative; If he/she ceases to be an employee of the Company; On the expiry of his/her term of office as an employee representative which shall not exceed two years. Such employee representative will be eligible for re-election. If the majority of the Committee members so decree notwithstanding the reason therefore and including misconduct and incompatibility If he/she is in breach of the Terms of Reference

In the event of any vacancy occurring in any constituency, selection of a replacement representative shall be made within 30 days

TRAINING COMMITTEE MEETINGS Meetings shall be held as follows: z z

Regular meetings shall take place to discuss standard agenda matters A quorum of at least one half of the employee representatives and one manager shall be required for a properly constituted meeting 162

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z

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These meetings shall be; Held during working hours; √ At agreed times and dates; √ Chaired by an appointed person; √ Preceded by an agenda which has been prepared by an appointed person √ Followed by minutes prepared by an appointed person and distributed √ to all members within 10 working days of each meeting

z After each meeting representatives shall report back to their respective constituencies.

RESOLUTION OF DISPUTES It is accepted by both parties that grievances and/or disputes related to the Terms of Reference could arise that may lead to disagreements. To this end the parties have entered into this dispute procedure in order that when such an event occurs the matter can be resolved as fairly and as speedily as possible. To this end parties agree that all collective disputes will be dealt with as follows: The aggrieved party shall furnish particulars of the issue in dispute in writing to the other party (the answering party). Such notice shall set out the nature of the dispute and the proposed terms of settlement. Meetings of the parties aimed at resolving the dispute, shall be held as early as possible but at least within 10 (ten) working days of receipt by the answering party of the written notice of dispute. Should the dispute remain unresolved the parties may mutually agree to invoke either arbitration or mediation in respect of any dispute. Should the parties still be unable to resolve the dispute and either party wishes to take the matter further, it shall invoke the dispute machinery cited in the Labour Relations Act, as amended from time to time.

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GENERAL No relaxation or indulgence, which Management or the Committee may grant to the other party, shall constitute a waiver by the former of any of its rights under this Constitution. THUS AGREED AND SIGNED AT ___________________ ON THIS ______ DAY OF __________________ 200_ FOR MANAGEMENT __________________________

FOR THE COMMITTEE ______________________________

__________________________

______________________________

__________________________

______________________________

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TERMS OF REFERENCE FOR THE TRAINING COMMITTEE As a member of the Training Committee, I undertake: To act at all times in the best interests of the Company and all of its Employees and to approach my statutory and related duties in a responsible and sensitive manner. To recognise that the Training Committee is a statutory body that will exist for at least the next 5 years and act to achieve objectives defined by the Skills Development Act. To focus on these statutory objectives and not attempt to use the committee as a forum to address the interests of individuals or other parties. To act as a fully involved committee member, to attend all committee meetings and to recognise that this duty is included as a normal part of my planning and time management of my work for the company. To co-operate with management to prepare, implement and monitor an employment equity plan that provides clear, practical and reasonable targets and measures to overcome employment barriers for the designated groups and to increase diversity at all levels of the workforce. To co-operate with management to implement and monitor a workplace skills plan that provides clear, practical and reasonable targets to improve job performance and productivity and to train and develop employees at all levels of the workforce. To represent, communicate with and gather feedback from employees and other stakeholders as required by the Act and to timeously table this feedback for discussion in committee meetings. To respect the sensitive and/or controversial nature of some of the information that will be disclosed by communicating it sensitively and within its context and by refraining from using such information to achieve other objectives. To recognise that whereas management is required to comply with the legislation, it has also decided to adopt a constructive and pro-active attitude towards its legislated duties .To recognise that whereas the Acts require management to consult and attempt to reach agreement, management reserves the right to make the final decision after due consideration of the recommendations of the Training Committee

NAME: ________________ SIGNATURE: __________ DATE: ___________ 165

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TRAINING COMMITTEE Minutes of a meeting held on __________________________________________

DISTRIBUTION Committee member

Representing/role

Present Y/N

MINUTES No Agenda Item

Action

By whom By when

1 2 3 4 5

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AGENDA FOR THE NEXT MEETING No Topic 1

Responsibility

Matters arising from/since the last meeting All

2 3 4

General

All

5

Date of next meeting

All

Details of the next meeting: DATE:

_______________________________

TIME:

_______________________________

VENUE:

_______________________________

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NOMINATION OF A REPLACEMENT REPRESENTATIVE TO THE TRAINING COMMITTEE We have a vacancy on the Training Committee for a representative for __________________________________________________________________ If you would like to nominate someone to fill this position, please complete this form and return it to ____________________________ by __________________. Please note that Management will select the representative from the nominations received by the cut off date. Name of person nominated: _____________________________________________ Nominee’s Job Title and Department: _____________________________________ Race group to which nominee considers herself/himself to belong: _______________ Gender group of the nominee: ___________________________________________ Please confirm that the person you have nominated is willing to join the Committee and ask for her/his input to help you answer the following questions: Is the nominee prepared to actively participate in the Committee? Is the nominee prepared to attend all meetings? Does the nominee understand her/his role on the Committee? Is the nominee prepared to carry out all statutory duties required of Committee members? Is the nominee prepared to comply with the Terms of Reference of the Committee?

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NOMINATION FORM FOR MEMBERS FOR A NEW COMMITTEE In order to ensure that the Training Committee is fully representative, you are invited to nominate male and female persons who reflect your interests. NAME OF NOMINEE: _________________________________________________ (Please nominate only one person per form) DEPARTMENT IN WHICH NOMINEE WORKS: ____________________________ JOB TITLE OF NOMINEE: ______________________________________________ To represent (tick one or more categories) African employees Indian/coloured employees White employees Employees with disabilities Unionised employees TO BE COMPLETED BY THE NOMINEE If I am selected, I agree to participate as required in the Training Committee as a representative of the interests of: ________________________________________ Signed by: ___________________________________________________________ PLEASE NOTE Your nomination is important because Management will constitute the Training Committee from the nominations that are received. . Please hand in your completed nomination form to ____________ by ____________

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THE ROLE OF THE TRAINING COMMITTEE IN SKILLS DEVELOPMENT The workplace skills plan and implementation report The Workplace Skills Plan must be compiled as required by the Department of Labour and the Transport SETA and submitted by the end of June each year. The Workplace Skills Plan is based on the Company’s business goals and its skills priorities to achieve these business goals. The Committee gives input on the priorities for developing employees and it monitors implementation and ensures that the implementation contributes to the achievement of the Employment Equity goals. The Committee also needs to be involved monitoring competence gaps to ensure that the Company has the skills it needs to achieve its business goals. Where skills are lacking, learning interventions will have to be identified and these should support the Employment Equity Plan.

The role of all employees and managers Skills Development is a consultative process. The Committee represents all Employees and Managers and part of its role is to inform every one of the issues being discussed and to get feedback. Minutes of each meeting are available to every one through their representative on the Committee. Anyone who wishes to give any feedback or input on Skills Development is encouraged to do so verbally or in writing through his/her representative or through the Training Manager

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SECTION 5: TRAINING PROVIDER AGREEMENT Letterhead

TRAINING PROVIDER AGREEMENT made and entered by and between ___________________________________________ (hereinafter referred to as …………..) and ___________________________________________ (hereinafter referred to as “the Provider”) Provider’s Accreditation Number: _____________________ ETQA: ____________ The Provider shall provide training and/or assessment in respect of (name of skills programme or title and ID of unit standards or learnership): _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ The Parties agree to the following: Duration of the programme Training/assessment dates Number of Learners to participate Assessments and assessment reports Provider’s fee and fee structure

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The parties as stated herein agree as follows: 1.

…………. shall make available to the Provider on request: z z z z z z

A list of names and job titles of Learners Copies of Learners ID’s Information about learners’ previous training and/or skills levels and/or training needs Refreshments Facilities and equipment (specify) Other

2.

.......... shall advise Learners and their Supervisors in advance and obtain their commitment to participate fully in the learning process.

3.

.......... shall fully support the completion of any agreed workplace assignments and/or workplace learning that the Provider may require

4.

The Provider shall make available to .......... before the course: z z z z z z z z

5.

Proof of accreditation as a Training Provider of the agreed learning programme A copy of the learning material to be used (as agreed) Entry requirements for learners Details of assignments and/or any planned workplace learning component Daily start and end times Numbers of learners that can be accommodated on each day Details of the venue Facilities available for learners with disabilities or other special needs

The Provider shall make available to .......... at the end of the course: z z z z

A daily attendance register in an agreed format A course evaluation form completed by each learner Any assessment reports that may have been agreed by the parties Learners certificates of achievement or certificates of attendance (as agreed)

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6.

.......... reserves the right to postpone or cancel any training or assessment programme and/or change the numbers of Learners and/or change the Learners selected to participate if so required by operational demands or SETA conditions

7.

In the case of training resulting from discretionary grants, ..........’s training decisions, including the fee it pays to providers, will comply with the requirements and conditions of the SETA

8.

.......... hereby agrees to contract with the provider on the terms detailed herein and shall pay the provider the amount of R ________________________ on receipt of a tax invoice by the provider after completion of the training.

9.

Invoices should be for the attention of the Training Manager and should detail the work done, including the name of the course, the course dates and the number of learners

THUS SIGNED AND AGREED AT ____________________________________ ON THIS ____________ DAY OF _______________________________ 2005 COMPANY: Name of signatory: Designation: THE PROVIDER: Provider’s contact details: Name of contact person:

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SECTION 5: LEARNERSHIP REGULATIONS DEPARTMENT OF LABOUR SKILLS DEVELOPMENT ACT 1998 (NO 97 OF 1998) REGULATIONS CONCERNING THE REGISTRATION OF INTENDED LEARNERSHIPS AND LEARNERSHIP AGREEMENTS The Minister of Labour, after consultation with the National Skills Authority, has made the regulations in the Schedule in terms of Section 36, read with sections 16(d) and 17 (3) and (6) of the Skills Development Act, 1998 (Act No. 97 of 1998). M M S MDLADLANA MINISTER OF LABOUR

SCHEDULE Contents list 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Definitions Registering Intended Learnership Registering Learnership Agreement Altering terms of Learnership Agreement Substituting party to Learnership Agreement Terminating Learnership Agreement Making of decisions by SETA Keeping of records Referring of dispute Short title

Annexure A: Learnership Registration Form Annexure B: Learnership Agreement

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1.

SECTION 9: TOOLS FOR EACH SECTION

Definitions In this Schedule any word or expression to which a meaning has been assigned in the Act shall have the meaning so assigned, unless the context indicates otherwise (a)

“submit” means to deliver by hand or registered post or to transmit a communication by electronic mechanism as a result of which the recipient is capable of printing the communication “the Act” means the Skills Development Act, 1998 (Act No 97 of 1998).

(b)

2. Registering intended learnership (1)

(2)

A SETA applying to register an intended learnership, in terms of Section 16 of the Act, must complete the registration form set out in Annexure A. The completed registration form referred to in sub-regulation (1) must be submitted to the Director-General at one of the following addresses-

(3)

when posted, be addressed to: The Director-General: Department of Labour Private Bag X117 Pretoria 0001; or

(b)

when delivered by hand, be delivered to: The Director-General: Department of Labour 215 Schoeman Street Pretoria

Upon registration of a learnership, the Director-General must: i. ii.

(4)

(a)

issue a certificate of registration to the SETA; and allocate and issue a learnership code.

A SETA may apply in writing to the Director-General to amend the registered learnership.

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(5)

3.

SECTION 9: TOOLS FOR EACH SECTION

If the registered learnership is amended, the Director-General must amend the relevant certificate of registration accordingly or issue a new certificate of registration.

Registering Learnership Agreement (1) (2)

(3)

(4)

(5)

A learnership agreement must be in the form set out in Annexure B. A SETA may require the parties to a learnership agreement to submit relevant information in addition to that required in terms of subregulation (1). A SETA may register a learnership agreement in terms of section 17(3) of the Act if (a) the Director-General has registered the learnership; (b) a completed learnership agreement form referred to in subregulation (1) has been submitted to the SETA in duplicate; (c) all parties to the agreement have signed the agreement and, if the learner is a minor , the learner’s parent or guardian has signed the agreement on behalf of the learner; (d) the employer party to the learnership agreement falls within the scope of coverage of the SETA; (e) the terms of the agreement comply with the Act and any other applicable law; and (f) the learnership agreement was concluded before the start of the learnership. A SETA may only register a learnership agreement to which a group of employers is party if (a) one of the employers is identified in the agreement as the lead employer; and (b) the lead employer undertakes to ensure compliance with the employer’s duties in terms of the agreement. A SETA may only register a learnership agreement to which a group of training providers is party if (a) one of the training providers is identified in the agreement as the lead training provider; and (b) the lead training provider undertakes to ensure compliance with the training provider’ duties in terms of the agreement.

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(6)

(7) (8)

(9)

4.

Within 30 days of receiving the learnership agreement, the SETA must decide (a) whether or not to register the learnership agreement; (b) in respect of every learnership agreement that is registered, whether or not to pay a grant: (i) towards the costs of the learnership; (ii) towards the allowance to be paid to a learner who was not in the employment of the employer at the time the learnership agreement was concluded. A SETA must advise the employer of the amount of any grant that it will pay in terms of sub-regulation 6(b). If a SETA decides not to register the learnership agreement, the SETA must notify the parties to the agreement accordingly in writing, providing reasons thereof. A SETA must record the name and the date of registration of each learnership agreement that it registers and forthwith send a copy to each of the parties to the agreement at the addresses stated in the agreement.

Altering terms of Learnership Agreement (1)

(2)

5.

SECTION 9: TOOLS FOR EACH SECTION

The parties to a learnership agreement registered with the relevant SETA may, subject to the SETA’s approval, alter the terms of the said agreement. A SETA may only register an alteration referred to in sub-regulation (1), if a copy of the learnership agreement, together with the alterations to the said agreement, signed by all the parties thereto, is submitted to the SETA.

Substituting a party to a Learnership Agreement (1)

(2)

A SETA may approve the substitution of the employer or the training provider party to a learnership agreement in terms of section 17(5) of the Act if a written application, accompanied by an agreement setting out the terms of the substitution, is submitted to the SETA. The parties to a learnership agreement may, with the approval of the SETA, substitute a new learnership agreement for a learnership agreement that the SETA has already registered. 177

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6.

Terminating Learnership Agreement (1)

(2)

7.

SECTION 9: TOOLS FOR EACH SECTION

A SETA may approve the termination of a learnership agreement in terms of section 17(4)(b) of the Act if (a) the employer and learner have agreed in writing to terminate the agreement; (b) the employer or employee has requested, on good cause, to terminate the agreement and the other parties to the learnership agreement have had the opportunity to make representations as to why the agreement should not be terminated; (c) the employee has terminated the contract of employment with the employer; or (d) the training provider has requested on good cause to terminate the agreement and (i) the other parties to the agreement have had the opportunity to make representations; and (ii) the SETA and the employer have been unable to arrange for a new training provider to be substituted for the old training provider in accordance with regulation 5 (1). An application to terminate a learnership agreement in terms of subregulation (1) must be submitted to the SETA in writing together with (a) a copy of the relevant learnership agreement; (b) in the case of sub-paragraph (a), a written agreement signed by the employer and the learner setting out the reasons for the termination.

Making of decisions by SETA A SETA must make any decision required in terms of these regulations within 30 working days of receiving the relevant documents.

8.

Keeping of Records (1)

Every SETA must keep an updated record of: (a) all learnership agreements registered by the SETA, including the title and code of the learnerships; (b) all grants paid by the SETA in respect of learnerships;

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(c)

(2)

9.

Referring of dispute (1)

(2)

10.

all alterations to the terms of learnership agreements referred to in paragraph 4(a); (d) all learnership agreements successfully concluded, including the title and code of the learnerships; (e) all learnership agreements that the SETA did not register and the reasons for not registering the agreements; and (f) all learnership agreements terminated in terms of regulation 6, including the reasons for termination. Records referred to in sub-regulation (1) may be kept in any form, provided that at least one set of the records is kept in hard copy.

A party referring a dispute in terms of section 19(2) of the Act must submit a completed Form 7.11 published in terms of the Labour Relations Act 66 of 1995 to the Commission for Conciliation, Mediation and Arbitration. The relevant provisions of Parts C and D of Chapter VII of the Labour Relations Act 66 of 1995, read with the changes required by the context, apply in respect of a dispute in terms of section 19 of the Act.

Short Title

These regulations are to be known as the Learnership Regulations, 2001.

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SECTION 6: MONITORING TOOLS ANNUAL TRAINING REPORT MONITORING TOOL Conforming Requirements

Evidence Guidelines

1. Levy payments up-to-date

Proof of payment

2. ATR developed in line with SETA guidelines

ATR template and guidelines

3. ATR submitted by the due date

Receipts signed by SETA

4. A minimum of 70 % of planned training beneficiaries have received training

Total number of beneficiaries

5. Training committee established

List of Training Committee members and Minutes of meetings

6. ATR approval by the Training committee

Signatures of employee and employer representatives and minutes

Y

N

7. ATR reflects a minimum of 20% of Training of the temporary beneficiaries receive NQF aligned workers courses COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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EQUITY TARGETS MONITORING TOOL Conforming Requirements 1. Percentage of women who receive training reaches 54%

Evidence Guidelines z z z z z

Y

N

40% in compliance of year 1. 50% in compliance of year 2. 60% in compliance of year 3. 80 % in compliance of year 4. 100% in compliance of year 5.

2. Percentage of disabled persons z 40% in compliance of year 1. who receive training reaches 4% z 50% in compliance of year 2. z 60% in compliance of year 3. z 80 % in compliance of year 4. z 100% in compliance of year 5. 3. Percentage of Black employees who receive training reaches 85%

z z z z z

40% in compliance of year 1. 50% in compliance of year 2. 60% in compliance of year 3. 80 % in compliance of year 4. 100% in compliance of year 5.

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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CLASSROOM TRAINING PROVISION MONITORING TOOL Conforming Requirements

Evidence Guidelines

1. Classroom visits scheduled

Site visit schedules

2. Training venue is conducive to learning

All required physical resources in place

3. Facilitator is a subject matter expert

Facilitator able to handle the subject and the learners’ questions

4. Learners are fully participating in their learning

Learner involvement

5. Training manual is in line with unit standard and outcomes based

Training manual user friendly

Y

N

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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DISCRETIONARY GRANT PROJECTS MONITORING TOOL Conforming Requirements

Evidence Guidelines

1. DG application signed and submitted for funding

Application and project plan

2. Contract signed by all parties

Contract/s

Y

N

3. Training schedule for the delivery Training schedule of the project drawn up 4. Tranche 1 deliverables delivered satisfactorily

Tranche 1 disbursement

5. Tranche 2 deliverables delivered satisfactorily

Tranche 2 disbursement

6. Tranche 3 deliverables delivered satisfactorily

Tranche 3 disbursement

7. Tranche 4 deliverables delivered satisfactorily

Tranche 4 disbursement

8. Discretionary grant project reflects the project objectives being achieved

Training programme

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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LEARNER SATISFACTION MONITORING TOOL Conforming Requirements

Evidence Guidelines

1. Good facilitators

Sample reflects high levels of satisfaction with the facilitators

2. Good training material

Sample reflects high levels of satisfaction with the training material used

3. Good training venues

Sample indicates high levels of satisfaction with the training venues

4. Good assessment methods

Sample reflects high levels of satisfaction with assessment methods.

Y

N

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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SECTION 9: TOOLS FOR EACH SECTION

PROVIDER ACCREDITATION MONITORING TOOL Conforming Requirements

Evidence Guidelines

1. Training provider accredited

Proof of accreditation (provisional or full) from relevant SETA

2. Training manual aligned to unit standard

Copy of unit standard and manual

3. Company profile submitted

Copy of company profile

4. Lists of facilitators and CVs and contact details

Lists of facilitators

5. Provider contract signed

Signed contract

Y

N

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________

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Workplace Skills Plan Monitoring Tool Conforming Requirements

Evidence Guidelines

1. Levy payments up-to-date

Proof of payment

2. SDF registered with SETA

Name of registered company SDF

Y

N

3. WSP developed in line with SETA WSP template and guidelines guidelines 4. WSP submitted by the due date

Receipts signed by SETA

5. A minimum of 20% of all planned activities within WSP lead to a formal qualification or credits towards a formal qualification in line with the NQF

SAQA registered courses University & Technikon Programmes Learnerships & Skills Programmes

6. Training committee established

List of Training Committee members Minutes of meetings

7. WSP approval by the Training committee

Signatures of employee and employer representatives and minutes

8. WSP indicates measures to training of the employees below NQF 1

Training of the temporary workers

COMMENTS:

Monitoring conducted by: ____________________ Date:___________________ 186

SURNAME

LEARNER’S NAME

INITIALS

ID NUMBER

DATE: ________________________________________

M

F

A

W

GENDER RACE

TOTAL NUMBER OF LEARNERS ON THIS PROGRAMME: ____________________

LEARNING PROGRAMME DURATION: _________ DAYS

I

C

PENSION No

EMPLOYEE

JOB GRADE

DEPARTMENT

SIGNATURE

TIME: START ____________________________ END _______________________________

FROM ___________________________________ TO _______________________________

LEARNING PROGRAMME TITLE: ______________________________________________________________________________________________________________________

SECTION 6: LEARNING PROGRAMME ATTENDANCE REGISTER NAME OF TRAINING PROVIDER: ______________________________________________________________________________________________________________________

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 9: TOOLS FOR EACH SECTION

187

___________________________________________________________________________________________________

Learning Programme Title:

188

We did not get enough material

Was less than I expected

N

He/she knew the subject and answered questions well

I did not understand him/her

He/she made things Y easy to understand and facilitated learning

My opinion of the training facilitator

ADDITIONAL COMMENTS:

_____________________________________________________ Signature

It was difficult to read or use

Was more than I expected

Y

It was clear and well presented

N

Helped me achieve my goals

Y

My opinion of the learning material

What I learnt from the course N

It was too difficult to find

It was too dark or cold or hot or bright or noisy

It was conducive to learning

My opinion about the venue

Y

The facilities were not suitable for my needs

The equipment did not work properly

N Facilities and equipment to support learning were available

My opinion about the facilities

____________________________________ Date

It did not allow for my dietary preferences

I did not enjoy it

Y N I enjoyed it

My opinion about the lunch/refreshments

Y

N

Date/s of Learning Programme: From ________________________________________ to ______________________________________________________

___________________________________________________________________________________________________

Name of Training Provider:

SECTION 6: LEARNING PROGRAMME EVALUATION To be completed at the end of the learning programme

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SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 9: TOOLS FOR EACH SECTION

SECTION 6: COURSE EVALUATION REPORT ITEMS TO BE MONITORED AS PART OF A QMS z

Monitor Attendance

z

Monitor Learners’ Satisfaction

z

Verify Provider Accreditation

z

Verify Learner Entry Requirements

z

Monitor Training Budget

z

Monitor Learners’ Achievements

z

Monitor Progress

z

Monitor SETA Approval

z

Monitor Effectiveness of Training Intervention

z

Monitor Training Provision

z

Monitor Disbursement of Learner Allowances

z

Monitor Equity Targets

z

Review Progress and Develop Mechanisms for Corrective Action.

189

190

TOTAL TOTAL

TOTAL

TOTAL

TOTAL

TOTAL

KEY ISSUES AND CONCERNS RAISED BY LEARNERS:

The facilities were not suitable for my needs

N Facilities and equipment to support learning were available

It did not allow for my dietary preferences

Y

It was too difficult to find

Y N I enjoyed it

He/she knew the subject and answered questions well

It was conducive to learning

We did not get enough material

N

Was less than I expected

Y He/she made things easy to understand and facilitated learning

The equipment did not work properly

N

My opinion about the facilities

I did not enjoy it

Y

My opinion about the lunch/refreshments

It was too dark or cold or hot or bright or noisy

It was clear and well presented

My opinion about the venue

I did not understand him/her

N

My opinion of the training facilitator

It was difficult to read or use

Y

My opinion of the learning material

Was more than I expected

Helped me achieve my goals

What I learnt from the course

Y

N

NUMBER OF LEARNERS: _________________________________________________________________________________________________________

YEAR: ________________________________________________________________________________________________________________________

NAME OF TRAINING PROVIDER: __________________________________________________________________________________________________

REPORT ON LEARNING PROGRAMME EVALUATION

SECTION 6: COURSE EVALUATION REPORT (continued)

SKILLS DEVELOPMENT: PRACTICE MADE EASY SECTION 9: TOOLS FOR EACH SECTION

SKILLS DEVELOPMENT: PRACTICE MADE EASY

SECTION 9: TOOLS FOR EACH SECTION

SECTION 6: RETENTION STRATEGY DEVELOPING A RETENTION STRATEGY: ITEMS FOR CONSIDERATION Introduction The key outcomes that should be expected from an effectively implemented Retention Strategy are: 1. 2.

Increased retention of staff in key positions / with key skills Increased retention of talent , that is, top performing employees, especially those with potential to develop into leaders in the organisation

These two groups of employees add more value to an organisation than most employees do; are usually difficult to replace; and often, the organisation would have invested more in their training and development. A retention strategy should improve the work environment within the company; should ensure that the company’s work environment is at least on par with other company’s in the industry. This will obviously benefit all employees and the organisation as a whole but in designing the strategy, these two groups should be kept in mind.

Key items that could be included in a retention strategy Item

Reason

Process

1. Identify key positions/skills To identify the employees the company can least afford to lose, especially black people

Skills Audit

2. Identify star performers

To identify the employees who add the most value and who have the potential to be developed further

Performance Management

3. Offer opportunities for personal and career development

Star performers often leave an organisation that does not offer them advancement opportunities

Succession Planning

4. Conduct exit interviews

To record, on a standard format, opinions and perceptions of the company by employees who have resigned

Exit Interviews

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Item

Reason

Process

5. Analyse exit trends over time

To highlight key trends in opinions and perceptions of people who resign so that they can be addressed

Analytical Report

6. Conduct climate surveys

Research the morale, opinions and perceptions of all current employees

Climate Survey

7. Analyse results of the climate survey

To highlight key trends in opinions and perceptions of employees so that they can be addressed

Analytical Report

8. Manage the psychological contract

To make expectations of both employer and employee explicit so that they can be managed

Open communication

9. Monitor grievance trends

To highlight key trends in the things/ people that make employees unhappy so that they can be addressed

Analytical Report

10. Monitor remuneration and To minimise the risk that key employees benefits to ensure that and stars do not leave for more money they are at or above market value

Implement a remuneration policy and manage the compensation system

11. Monitor remuneration and To ensure fair remuneration in respect of benefits to ensure internal job grades; income differentials; length of equity service and to monitor the effects of overtime and performance bonuses on internal pay equity

Analyse payroll and payment trends and calculate income differentials within and between job grades

12. Identify financial and non-financial rewards for star achievers

To reward good performance and ensure Establish a that top performers are acknowledged and reward system feel valued and install processes for consistent application of the reward system

13. Ensure that the jobs of key To ensure that top performers and Monitor job employees and stars are employees in key positions do not become content and add challenging bored and that their abilities are developed responsibilities and stretched. Also to raise job grades and or redesign jobs thereby increase remuneration and periodically decision making levels by increasing responsibilities

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EXIT INTERVIEW STANDARD FORM Interview conducted by: ___________________________ Date: ______________

INFORMATION GIVEN BY THE TERMINATING EMPLOYEE IS CONFIDENTIAL ADMINISTRATIVE DATA Race group

African; Indian/Asian; Coloured;

White Gender

Man; Woman

Age group