IMPLEMENTATION GUIDE text IMPLEMENTATION...In order to facilitate the implementation of the HRD...

HRD Resource Pack: Part 4

Human Resource Development For the Public Service

Implementation Guide & Annual Implementation Plan


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1. FOREWORD BY DIRECTOR-GENERAL

The Human Resource Development Strategic Framework Vision 2015 has been presented in order to sustain the gains that have been made in the field of HRD within the Public Service. It seeks to advance the original intent of the first Public Service HRD Strategy 2002-2006 and, to sustain its developmental activities. Based on the inputs from a sample of HRD practitioners and other stakeholders nationally, a revised set of strategic initiatives have been identified and aligned as indicators for strategic focus in continuing to develop and enhance HRD practices.

Due to the growing demands on the Public Service for efficient and effective service delivery, there is a need for public institutions to adopt strategies that respond to the development of skills and transfer of knowledge and experience which ultimately improve performance.

In order to facilitate the implementation of the HRD Strategic Framework Vision 2015, the dpsa has prepared a Generic Implementation Guide as part of the HRD Strategy Resource Pack. The strategy rests on four distinct pillars which translate into the following initiatives : Capacity Development, Organisational Support Systems, Governance and Institutional Development and Economic and Growth Development. Each of these four key pillars is operationalised in a 12-step process for preparing, developing or implementing the organization’s HRD plan. As a result, each department will have its own priorities, timelines and strategic targets.

The guide is prepared, not only as an aid for implementing the four pillars of the strategy, but as a tool for customizing the strategic framework in line with individual departmental needs, serving as a vehicle to promote the process of dialogue and reflection in the implementation process.

This guide will provide HRD practitioners with the necessary tools to develop public service capacity to enhance performance and service delivery.

PROF. RICHARD LEVIN DIRECTOR GENERAL: DEPARTMENT OF PUBLIC SERVICE & ADMINISTRATION

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2. OVERVIEW The Implementation Guide is prepared as a resource document. Its intention is to assist HRD practitioners in implementing the provisions of the HRD Strategic Framework for the Public Service. As a Guide, the document is neither rigid nor prescriptive. At the core of its approach is the desire to assist practitioners in choosing and adapting the initiatives of the Strategic Framework to fit their own departmental needs and circumstances. In this sense, the Guide presents a process through which practitioners are supported in the development of implementation plans. These plans prioritize and specify the activities and initiatives of the strategic framework which they have chosen to undertake. The activities chosen in these plans are selected in response to the organizational circumstances relating to HRD, and the immediate demands and requirements of the organizations which affect HRD operations The process in the Guide is divided into 12 steps. Each step is specified in detail, and each presents a practical activity, resource information in the form of resource sheets, and descriptive details which explain the purpose and rationale for the activities undertaken. The steps in the process and the focus of each step are outlined and described briefly below. Step 1: Noting Rationale and Purpose It is critical to understand the rationale and purpose of the Guide so that the approach taken to foster effective implementation can be understood. This step in the process enables practitioners to develop familiarity with the focus of the Guide, but it also encourages them to reflect on their own rationale and purpose for developing their implementation plans. The step therefore seeks to highlight very early in the process that implementation of the Strategic Framework must be tailored to local needs, circumstances and perceptions. The Guide is the vehicle through which departments use the Strategic Framework to align and focus their efforts to meet their needs. Step 2: Understanding Background and Focus The background enables participants to locate the Strategic Framework within the larger field of HRD policy nationally. It seeks to provide a deeper understanding and meaning to the strategic provisions of the framework. It seeks to ensure that practitioners act from the basis of an in-depth understanding of the historical and policy contexts, and a full awareness of the current environment of delivery. Step 3: Creating a State of Readiness for Implementation This step introduces participants to the concept of implementation and to some of the issues, circumstances and conditions which undermine implementation success. The focus here is on the exposure of practitioners to the routine circumstances which affect implementation success. It seeks to educate participants on the basis of a rich body of theory on implementation successes and failures. This, however, is done in a very practical manner. Step 4: Understanding the Strategic Framework of HRD This brief section seeks to contextualize HRD in the Public Service with the overall HRD agenda of the country as a whole, and within the more specific agendas of HRD in respect to provinces, in departments and the various sectors of Government. This section of the Guide establishes and highlights an understanding that HRD in the Public Service must be contextualized as part of a wider HRD agenda to ensure the responsiveness of HRD interventions, and to facilitate continuity between policies, plans and strategies from various sources.


Step 5: General Communication and Awareness Promotion This step addresses one specific aspect of the HRD Strategy implementation process. It highlights the promotion of awareness and communication as a fundamental requirement of the process. Communication is a fundamental driver of implementation success. Unless people have full awareness and understanding, they cannot comply, and they are unable to respond in a manner that meets the overall expectations of the strategic framework. This step seeks to enable that awareness and understanding. Step 6: Assessment of Readiness for Implementation Organizational readiness to implement relates to a variety of organizational and contextual factors that determine whether an organization is in a position to successfully undertake particular aspects of the HRD strategy, or whether the organization is in a position to undertake the implementation of the strategy as a whole. One important consideration in determining readiness is the nature of the organizational structure and the nature of institutional arrangements that are in place to undertake HRD responsibilities. This step recommends a basic organizational structure which promotes effectiveness in delivery of HRD and it presents a readiness assessment schedule for organizations to undertake a self assessment. Step 7: Prioritizing Activities for Implementation This step focuses on the prioritization process to be undertaken by departments in order to ensure that only the most appropriate and feasible initiatives are entertained for adoption. Here, practitioners are introduced to processes and considerations for prioritization. The prioritization process seeks to recognize that it is not feasible to immediately adopt all the provisions of the strategic framework. It therefore establishes a process where the activities for adoption could be sequenced in such a manner that the most appropriate and feasible are adopted first. Prioritization is the first stage of sequencing or phasing. Step 8: Phasing Implementation Activities The process of phasing the implementation of activities in the strategy refers to the process of ensuring that a sequential and developmental approach to the adoption of activities is undertaken. For some initiatives, a proper foundation must be built before more advanced processes or innovations are adopted. In some cases, there may be a clear set of developmental pre-requisites to be put in place before more advanced initiatives are embraced. This step discusses the process of phasing initiatives for adoption and makes recommendations in this regard. Step 9: Preparing a Departmental Plan Each department is advised to prepare a plan which outlines the manner in which it will respond to the HRDS for the Public Service. While this plan can be prepared as a separate “stand alone” document, it is advised that such plans must be integrated with other organizational planning and strategic documents. This step of the Guide describes the plan development process and the manner in which the plan will be utilized Step 10: Overall Strategy Adoption in One’s Department Strategy adoption refers to the process of endorsing implementation activities and the process through which these activities are placed on the policy and operational agenda of the department. Here, the outline of implementation activities is explained, and recommendations are provided about the manner in which these activities are to be undertaken. Each stage of the strategy adoption process is explained.


Step 11: Undertaking Individual Implementation Initiatives The core focus of the Guide is to provide guidance on the manner in which separate initiatives can be undertaken so as to ensure success in undertaking these initiatives. This step in the Guide describes the framework for providing guidance on each initiative of the strategy framework. It seeks to assist practitioners through the provision of more in-depth guidance on the specific initiative. Step 12: Quarterly and Annual Assessment Process The key consideration here is the extent to which organizations are moving forward in respect to their HRD structures, processes and accomplishments. This step in the Guide presents details on the process of ensuring and promoting accountability in implementation and on the manner in which accountability processes are managed in the organization. The Guide seeks to facilitate success. It is designed to foster reflection, self assessment and engagement with colleagues, and to enable learning through practical exercises. The Guide is both a resource booklet and a workshop manual. It simultaneously guides and seeks input for guidance. It fosters learning through the generation of information and ideas in one’s own context. It contains specific information and guidelines, but yet it is open to further development through the information that is generated by practitioners in their engagements and interactions. The Guide is designed both as an instrument and a process which brings the provisions of the strategic framework into reality.

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TABLE OF CONTENTS 1. Foreword by Director-General 5 2. Overview 9

3. Organization of the Document 19 4.

Monitoring and Evaluation of the HRD Strategic Initiatives

Critical Steps in Implementing the HRD Strategic Framework Presentation Page

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Noting the Purpose and Rationale for the Implementation Guide

25

Understand the Background and Focus of the Strategic Framework for HRD

31

Creating a State of Readiness for the Implementation Challenge

41

Understand the Strategic Framework for HRD in the Public Service

55

General Communication and Awareness Promotion of the HRD Strategy for the Public Service

65

Conducting Overall Organizational Assessment to Determine Readiness to Implement

73

Prioritizing HRD Strategic Activities for Implementation 85

Phasing Implementation Activities for Plan Development 113 Step 8

Developing a Plan for Implementing the HRD Strategic Framework

123 Step 9

Managing the Overall Strategy Adoption Process 131 Step 10

Understanding Individual Implementation Initiatives for the HRD Strategic Framework

141

149

Step 11

Step 12


LIST OF FIGURES Figure 1 Critical Steps to be undertaken in Planning and Implementation of HRD

Strategic Provision 20

Figure 2 Guiding Principles on the Road to Implementation Success 47

Figure 3 The Strategic Framework for Human Resource Development in the Public Service

60

Figure 4 Process of Assessing Organizational Readiness

80

Figure 5

Building Blocks for Phasing Implementation : Laying the Foundations for Success & Sustainability

116

Figure 6

Outline and Format of Plans for HRDS Implementation 125

Figure 7

Planning for Disruptive Circumstances and Opportunities 126

Figure 8

Basic Monitoring & Evaluation Tool for HRDS Strategic Initiatives 151

LIST OF TABLES Table 1 Focus and Content of each Step of the Implementation Guide 21

Table 2 Responding to the Strategic Framework for Human Resource Development 57

Table 3 What will you Communicate? 67

Table 4 Pillars One to Four 87

Table 5 Mapping Process 118

Table 6 Sequence Map 119

Table 7 Managing Strategy Adoption

133

APPENDICES APPENDIX A Assessment of Organizational Readiness to Implement

157

APPENDIX B Readiness Action Plan

173

APPENDIX C Generic Implementation Plan for the HRD Strategy for the Public Service

177

APPENDIX D DPSA Activities and Timelines

201

APPENDIX E Sample Guidelines and Considerations for Implementing Strategic Initiatives

233

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3. ORGANIZATION OF THE DOCUMENT This document is a step by step Guide for planning and implementing the provisions of the HRD Strategic Framework. It is a resource document. It seeks to assist practitioners in the process of adopting HRD initiatives in a manner which is responsive to the context and circumstances of their respective departments. The Guide is not regulatory in intent or focus. It is designed to support practitioners through guidelines, packaged formats and processes for engagement and dialogue in realizing strategic decisions. In this respect, the document is organized in a manner which makes it readily accessible to readers. It provides an array of resource information for planning and implementation; it presents inter-personal engagement processes which builds understanding and support; and it provides tools, systems and assessment devices to enable monitoring and evaluation. In sum, the Guide presents a full package of devices and options for promoting successful implementation. The Guide is organized into 12 steps which together constitute a process to be undertaken in planning and implementing HRD strategic initiatives. Each step is organized into a common framework and presentation format which addresses the following: the purpose and rationale for the step; an engagement activity which seeks to foster reflection, collaboration and action; a statement of anticipated outcomes for the step; and a specification of implementation resources which can be used in understanding the objective, and in undertaking the activities and requirements of the step. Whether reflective, collaborative or action-oriented, each step serves a critical purpose in the implementation process. The Guide is designed primarily for use in a workshop process, but could also be used as a reference document. Figure 1 outlines the critical steps of the Implementation Guide. These steps represent the important activities to be undertaken in the process of implementation. Each step has an associated range of sub-activities and implementation requirements; and each step has a related set of guidelines; instructions and resource materials which could be used in managing the implementation process. Table 1 briefly describes the focus of each step. Some of the resource materials are placed in the appendix of the Guide so that the body of the Guide is not crowded with information. The remainder of the document is organized in accordance with the respective 12 steps of the implementation process. Each step is organized according to the presentation format referred to above and illustrated in both Figure 1 and Table 1.

The implementation process of the HRD

Strategic Framework is the set of

implementation activities that are to

be undertaken in order to ensure that

the provisions of the framework are

adopted successfully by the

respective departments or organizational

entities. The process

recommended here seeks to ensure that

sequenced guidelines for

successful implementation of

the strategic framework are

adopted in a cohesive manner.

The process is not prescribed, but

recommended. It is a sequence of

activities which if undertaken is likely

to render the highest probability of

success in implementation.


Figure 1 CRITICAL STEPS TO BE UNDERTAKEN IN

PLANNING AND IMPLEMENTATION OF HRD STRATEGIC PROVISION

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

Step 7

Noting the Purpose and Rationale of Implementation Guide

Understanding the Background and Focus of the Strategic Framework for HRD

Creating a State of Readiness for the Implementation Challenge

Understanding the Strategic Framework for HRD in the Public Service

Promoting General Communication and Awareness Promotion of the HRD Strategy for

the Public Service

Conducting Overall Organizational Assessment to Determine Readiness to Implement

Prioritizing HRD Strategic Activities for Implementation

Phasing Implementation Activities for Plan Development

Step 8

Developing a Plan for Implementing the HRD Strategic Framework

Step 9

Managing the Overall Strategy Adoption Process Step 10

Undertaking Individual Implementation Initiatives for the HRD Strategic Framework

Monitoring and Evaluating the HRD Strategic Initiatives Undertaken per quarter and annually

Step 11

Step 12

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Table 1 FOCUS AND CONTENT OF EACH STEP OF THE IMPLEMENTATION GUIDE

STEPS IN THE IMPLEMENTATION GUIDE

FOCUS AND CONTENT OF EACH STEP

Step 1: Noting Rationale and Purpose

It is critical to understand the rationale and purpose of the Guide so that the approach taken to foster effective implementation can be understood. This step in the process enables practitioners to develop familiarity with the focus of the Guide, but it also encourages them to reflect on their own rationale and purpose for developing their implementation plans. The step therefore seeks to highlight very early in the process that implementation of the Strategic Framework must be tailored to local needs, circumstances and perceptions. The Guide is the vehicle through which departments use the Strategic Framework to align and focus their efforts to meet their needs.

Step 2: Understanding the Background and Focus

The background enables participants to locate the Strategic Framework within the larger field of HRD policy nationally. It seeks to provide a deeper understanding and meaning to the strategic provisions of the framework. It seeks to ensure that practitioners act from the basis of an in-depth understanding of the historical and policy contexts, and a full awareness of the current environment of delivery.

Step 3: Creating a State of Readiness for Implementation

This step introduces participants to the concept of implementation and to some of the issues, circumstances and conditions which undermine implementation success. The focus here is on the exposure of practitioners to the routine circumstances which affect implementation success. It seeks to educate participants on the basis of a rich body of theory on implementation successes and failures. This, however, is done in a very practical manner.

Step 4: Understanding the Strategic Framework of HRD

This brief section seeks to contextualize HRD in the Public Service with the overall HRD agenda of the country as a whole, and within the more specific agendas of HRD in respect to provinces, in departments and the various sectors of Government. This section of the Guide establishes and highlights that an understanding that HRD in the Public Service must be contextualized as part of a wider HRD agenda to ensure the responsiveness of HRD interventions, and to facilitate continuity between policies, plans and strategies from various sources.

Step 5: General Communication and Awareness Promotion

This step addresses one specific aspect of the HRD Strategy implementation process. It highlights the promotion of awareness and communication as a fundamental requirement of the process. Communication is a fundamental driver of implementation success. Unless people have full awareness and understanding, they cannot comply, and they are unable to respond in a manner that meets the overall expectations of the strategic framework. This step seeks to enable that awareness and understanding.

Step 6: Assessment of Readiness for Implementation

Organizational readiness to implement relates to a variety of organizational and contextual factors that determine whether an organization is in a position to successfully undertake particular aspects of the HRD strategy, or whether the organization is in a position to undertake the implementation of the strategy as a whole. One important consideration in determining readiness is the nature of the organizational structure and the nature of institutional arrangements that are in place to undertake HRD responsibilities. This step recommends a basic organizational structure which promotes effectiveness in delivery of HRD and it presents a readiness assessment schedule for organizations to undertake a self assessment.

Step 7: Prioritizing Activities for Implementation

This step focuses on the prioritization process to be undertaken by departments in order to ensure that only the most appropriate and feasible initiatives are entertained for adoption. Here, practitioners are introduced to processes and considerations for prioritization. The prioritization process seeks to recognize that it is not feasible to immediately adopt all the provisions of the strategic framework. It therefore establishes a process where the activities for adoption could be sequenced in such a manner that the most appropriate and feasible are adopted first. Prioritization is the first stage of sequencing or phasing.


Table 1

FOCUS AND CONTENT OF EACH STEP OF THE IMPLEMENTATION GUIDE

STEPS IN THE

IMPLEMENTATION GUIDE

FOCUS AND CONTENT OF EACH STEP

Step 8: Phasing Implementation Activities

The process of phasing the implementation of activities in the strategy refers to the process of ensuring that a sequential and developmental approach to the adoption of activities is undertaken. For some initiatives, a proper foundation must be built before more advanced processes or innovations are adopted. In some cases there may be a clear set of developmental pre-requisites to be put in place before more advanced initiatives are embraced. This step discusses the process of phasing initiatives for adoption and makes recommendations in this regard

Step 9: Preparing Annual Departmental Plan

Each department is advised to prepare a plan which outlines the manner in which it will respond to the HRDS for the Public Service. While this plan can be prepared as a separate “stand alone” document, it is advised that such plans must be integrated with other organizational planning and strategic documents. This step of the Guide describes the plan development process and the manner in which the plan will be utilized

Step 10: Overall Strategy Adoption in One’s Department

Strategy adoption refers to the process of endorsing implementation activities and the process through which these activities are placed on the policy and operational agenda of the department. Here, the outline of implementation activities is explained, and recommendations are provided about the manner in which these activities are to be undertaken. Each stage of the strategy adoption process is explained.

Step 11: Undertaking Individual Implementation Initiatives

The core focus of the Guide is to provide guidance on the manner in which separate initiatives can be undertaken so as to ensure success in undertaking these initiatives. This step in the Guide describes the framework for providing guidance on each initiative of the strategy framework. It seeks to assist practitioners through the provision of more in-depth guidance on the specific initiative.

Step 12: Quarterly Assessment Process

The key consideration here is the extent to which organizations are moving forward in respect to their HRD structures, processes and accomplishments. This step in the Guide presents details on the process of ensuring and promoting accountability in implementation and on the manner in which accountability processes are managed in the organization

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STEP 1

NOTING THE PURPOSE AND RATIONALE FOR THE IMPLEMENTATION GUIDE

Purpose The purpose of this step in the process is to enable users of the Guide to first become familiar with its rationale, purpose and intended application. The effective use of the Guide will depend on the extent to which its purpose is clearly understood. This section of the document presents a process of engagement which will result in a collective understanding of the intent of the Guide among officials in the department.

Rationale The Guide must be used for its intended purpose if its benefits must be realised. However, the understanding of the purpose of the Guide must be a shared understanding. All parties that are involved in the implementation process must have a common understanding of what is intended so that the Guide and its processes and systems are effectively utilized.

Activity “How this Guide Can Assist” The group activity for this step is an assessment process regarding the manner in which this Guide may assist in implementation, and the extent to which this assistance is perceived as necessary.

Anticipated Outcomes

Participants and readers will be able to determine what prospective benefits they can accrue from the Guide.

Implementation Resources

Resource Sheet 1: Purpose, Objectives and Strategic Intent Resource Sheet 2: How to use the Guide Successfully

Appended

Information

No additional information is appended specifically for this activity.

STEP 1


ACTIVITY 1 How Can This Guide Assist? Instruction: Could this Guide be helpful to you? Please reflect on the questions below in respect to the HRDS 2002 or any other plan or strategy you have implemented.

Questions

Response

Do You Need Support in this

Area?

1. Have you been associated with

plans or strategies which have never been implemented?

2. Has inability to prioritize affected

your ability to implement?

3. Has lack of support affected your

ability to implement?

4. Have you required information

but did not know where to find it?

5. Have you been unclear about

expectations?

6. Have you been unclear about

timelines and milestones?

7. Have you been unable to monitor

progress?

8. Has collaboration with others

been difficult?

9. Have you been unsuccessful in

implementing all the provisions of HRDS 2002?

10. Have you been unable to link

capacity development and human capital formation to enhanced performance and service delivery?

If you have completed this exercise as a group, please discuss your responses and share your experiences. Have you responded “yes” to a majority of these questions? If you have, then this implementation Guide will assist you in implementing the current strategic framework for HRD.

Yes No Yes No


RESOURCE SHEET 1

PURPOSE, OBJECTIVES AND STRATEGIC INTENT

The purpose of the Implementation Guide is to promote and facilitate the successful implementation of the HRD strategy for the Public Service. Recognizing that implementation of the HRDS will be constrained if guidance is not provided, and, because each province and department may have its own peculiarities in respect to the challenges encountered in implementation, the Guide is made available as a tool and as a supportive reference document that will assist in the process of implementation. In this respect, the Implementation Guide is not prescriptive, but facilitative. It does not seek to confine organizations to a narrow range of options and possibilities, but to foster creativity, ensure contextual responsiveness and encourage the promotion of development according to the circumstances of particular organizations. The Guide is a companion document to the HRD strategy that seeks to encourage and support organizations in determining what the strategy means to them and what the possibilities and avenues are for adopting some of its provisions and recommendations. In this respect, the Guide facilitates a process though which the provisions of the HRDS can be adopted. Its focus is not on the content and requirements of the strategy, but rather on the manner in which an organization is assisted in deriving meaning from the strategy and taking ownership of it so that it has relevance in the context of organizational frameworks and priorities.

The Guide creates the process, facility and support for each department to plot its own course of success. 2.1 OBJECTIVES

The objectives of the Implementation Guide are as follows:

2.1.1 To provide clarity about the provisions and expectations of the HRD Strategy.

2.1.2 To provide information and guidelines which can be used by organizational entities in

promoting successful implementation.

2.1.3 To provide and support a process which can be used by organizations to adopt, apply and use the provisions and initiatives of the strategy to add value to their particular organization.

2.1.4 To provide an instrument which can establish the basis for accountability through

consistent monitoring, evaluation and support.

2.1.5 To provide a vehicle to encourage inter-unit, inter-departmental and inter-governmental collaboration, and to build continuity, cohesiveness and consistency in the application of HRD innovations, processes and techniques.

2.1.6 To consolidate the gains of the first edition of the HRD strategy and to continue on the

course of development in strengthening HRD in the Public Service.

2.1.7 To promote and sustain the link between human capital formation in the Public Service and thereby enhance organizational performance and service delivery.


RESOURCE SHEET 2

HOW TO USE THE GUIDE SUCCESSFULLY

The Guide can be considered as a roadmap, a suggested pathway or a set of sequenced considerations for promoting successful implementation. It sets out a process of understanding, reflection, engagement and action. In the end, implementation requires action in order to “get things done”. In order to use the Guide successfully, please note the following:

a. You must be familiar with the HRD Strategic Framework, its principles and its intended

outcomes. b. The Guide is designed as a workshop manual. It will be ideal if you can use the Guide to

facilitate a workshop process in your department. c. The Guide must be used in a sequenced manner. Follow the step by step process. Read,

reflect and engage in the recommended activities, either as an individual or as a group. After going through the Guide step by step, you will want to refer to specific sections of the Guide for information or guidance. In this manner the Guide can be used as a reference document.

d. Resource sheets provide useful information that can assist with each step. Review the

resource information as a basis for engaging in activities and as a basis for planning a course of action for your organization.

e. Please feel free to add your own notes and ideas to the information in the document. The

Guide is just the catalyst for a process which will capture the knowledge and mobilize the efforts of all.

f. Repeat some of the steps when necessary – either as small groups with focussed

intentions with particular audiences who may have a particular need, or to be more fully prepared as individuals who will be guiding others.

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UNDERSTAND THE BACKGROUND AND FOCUS OF THE STRATEGIC FRAMEWORK FOR HRD

Purpose The purpose of this step in the process is to enable practitioners to acquire an understanding of the factors and circumstances which led to the current HRD Strategic Framework for the Public Service. It is on the basis of this understanding that they will be able to appreciate the current focus of HRD strategic initiatives; and, it is on the basis of this understanding that they will be able to align and focus their activities and interventions so that it is in line with both national and departmental priorities.

Rationale Current strategic initiatives in HRD come from a rich history of efforts that have been made in an effort to transform the Public Service through HRD. It is essential to understand the key aspects of this history, and to understand the circumstances which currently affect the performance and success of some HRD initiatives in the Public Service. Moving forward requires that we must take heed of both this history and the effect of current circumstances on performance. This background knowledge helps to contextualize the core elements of the HRD Strategic Framework and assists departments in aligning their efforts.

Activity “Is Our Assessment Correct?” This activity itemizes a few of the more critical findings from the stakeholder review process on the performance of HRD in the Public Service. Respondents are asked to assess whether, in their opinion, these findings are correct or not. Respondents are asked to reflect on whether it is correct generally and in the specific circumstances of their department.


Practitioners will become more aware of the circumstances and the research findings which have led to the current content and focus of the HRD Strategic Framework.


Resource Sheet 3: Background Information Resource Sheet 4: What progress has been made in HRD for the Public Service

Appended

Information

No information related to this activity is appended

STEP 2


ACTIVITY 2 Is Our Assessment Correct? Instruction: A stakeholder review of the implementation of HRDS 2002 has revealed critical findings which have been used as the basis for the design and development of the HRD Strategic Framework for the Public Service. Are the findings correct? Please review a sample of these findings as itemised below and note whether you agree with them or not.

Findings

Do you Agree?

Do You Need Support in this Area in Order to Strengthen

your HRD Function

1. No buy-in and support from

senior management

2. HRD not seen as an

organizational priority

3. Fragmentation of HRD functions,

activities and initiatives

4. Inability to retain senior mangers

and officials with scarce skills and lack of comprehensive retention strategies

5. Lack of overall career planning

and pathing for officials

6. Ad hoc selection of courses and

service providers

7. Lack of integration alignment and

consolidation of the systems, structures and activities to complete and support and sustain HRD

8. Managers not taking

responsibility for the HRD component of their jobs

9. Inadequate allocation of budgets

10. Inadequate allocation of staff

Yes No Yes No


ACTIVITY 2 Is Our Assessment Correct? Continued …..

Findings

Do you Agree?


your HRD Function

11. Little or no succession planning

12. PMDS not integrated with HRD

13. Shortage of accredited providers

in many fields of training

14. Training still too theoretical and

unrelated to practice

15. Poor implementation of policies

and strategies

16. Lack of performance focus and

impact assessment for training

17. Lack of proper and integrated

information system for reporting and knowledge management system enhancing practice

18. Non-availability of model

organizational structures and arrangements for HRD Public Service organizations

19. Lack of role clarity and proper

alignment of roles and responsibilities

20. Poor implementation of a growing

number of learnerships

21. Lack of thoroughness in the development of WSPs and lack of integrity in their implementation (since units do not deliver training according to the WSP)

22. Lack of comprehensive and

integrated HR plans

Yes No Yes No


ACTIVITY 2 Is Our Assessment Correct? Continued …..

Findings

Do you Agree?


your HRD Function

23. Lack of monitoring and

enforceability of key legal provisions for HRD e.g. SDA 1%

24. Lack of adequately qualified

coaches and mentors

25. Dysfunctional and disempowered

skills development committees

26. Sub-optimal utilization of staff –

poor recruitment, poor placement, irrelevant training, mis-assignment of responsibilities

27. Little use of RPL

28. Constant change of

organizational structures, personnel and structural arrangements

29. Poor alignment between SETAs

30. Lack of pre- and post-training

interventions

If you have completed this exercise as a group, please discuss your findings and their implications for the success of the current HRD Strategic Framework for the Public Service. Have you responded “yes” to the majority of items listed above? If you have, then this Guide will assist you in implementation by giving you a more comprehensive exposure to the factors which affect performance in the field of HRD in the Public Service.

Yes No Yes No


RESOURCE SHEET 3 BACKGROUND INFORMATION

In advancing the benefit and welfare of all citizens, the Constitution of South Africa clearly defines a vision for the new state and the values, frameworks and principles of the Public Service that will bring this vision into reality. So that this vision could be realised, significant efforts have been made since 1995 to build a transformed Public Service that could meet its broad constitutional obligations. The history of such initiatives is now well known. But after more than a decade of effort, the vision which frames developments and service delivery in the Public Service has not been realised. While the transformational agenda is clear, and while the new framework of policies has assisted in establishing a solid platform for building the new state, the strength of the vision and the scope of the policy agenda have not yet borne fruit and been evident in the degree to which the “welfare of all has been advanced”. Though significant gains have been made, challenges still exist in terms of unemployment, poverty, safety and security and the capacity of the state to meet the basic needs of citizens at the rate required to emerge from the inequities and injustices of the past.

The inability of the State to keep up with the demands for service lies in the lack of capacity of many State organs to respond to the needs and circumstances which define their field of practice. On the one hand there are the new policy frameworks, structures and transformational requirements which define the manner in which Public Services will be delivered; and on the other, there are the dynamic circumstances of the citizens to which State organs must respond. Both these create organizational environments that must constantly adapt, restructure and develop in an effort to keep pace with service delivery demands. Generally, however, organizations have been able to respond technically in terms of policies, systems and structures that we recommend for adoption. They have been less successful in terms of building and retaining the human resource capacity required to meet their constitutionally mandated responsibilities. In fact, one of the major threats to the development of the State, and a most critical barrier to enhanced Public Service delivery, is inadequacy in terms of human resource capacity. The problem has its roots in a history of educational deprivation for large portions of the population. But more recently, capacity deficits are generated by the inability of the Public Service to retain scarce skills, the changing nature of Government, the absence of sustainable supply pipelines for critical skills, the impact of HIV and AIDS and, among others, shortfalls in the manner in which people are developed and managed.

The White Paper on Public Service Training and Education (WPPSTE 1998) was published in 1998 in order to provide a comprehensive framework for education and training in the Public Service. It was seen as a vehicle that would set the baseline for creating a more viable framework to build HR capacity in departments.

It was also seen as a key initiative to enable the realisation of the massive transformational agenda that is being undertaken in the Public Service. As such, this document was the first initiative undertaken by Government to formalise a more cohesive and coherent approach for managing Human Resource capacity development in the Public Service. Its analysis and prescripts formed the basis upon which the First Edition of the HRD Strategy for the Public Service was formulated; and, as a result, it constituted the basis upon which a streamlined agenda of activities was put in place to enable a more viable contribution of the Public Service’s human capital to its enhanced performance.

The first edition of the HRD Strategy was prepared and launched in April 2002. It was launched with the theme “Skills Development for Transformation and Service Delivery 2002-2006”. The intent of this first strategy was to initiate and support a more holistic approach to HRD, and to establish the foundation for a more responsive, coherent and cohesive approach to capacity development in the Public Service. The strategy sought to provide a framework for removing the base conditions which impeded performance of HRD. In essence, it sought to redefine and re-engineer HRD practice in order to respond to the demands of a new era of Public Service delivery.

The year 2006 marks the conclusion of the first edition of the strategy. The intended objectives of this first edition have not been achieved in its entirety. In fact, a series of stakeholder engagements in late 2006 and early 2007 revealed that, in spite of the significant developments it the field, some of the challenges of the past still exist; and these challenges still have their disruptive effects on the performance of the Public Service.


RESOURCE SHEET 4 WHAT PROGRESS HAS BEEN MADE IN

HRD FOR THE PUBLIC SERVICE?

Overall, there is a sense that HRD in the Public Service has moved significantly forward. Practitioners in the field are generally more capable; HRD planning and management are a bit more needs-based and outcomes-oriented, but not sufficiently so; the policy framework is more thorough and facilitative of transformation, and, among others, there is a wider range of training options and more access to training.

The extent to which education and training leads to improved performance and enhanced service delivery is still subject to question. In essence, there is a general view that, in spite of progress in the field, capacity development in the Public Service has only just begun to make in-roads on performance and service delivery. The limited progress observed has resulted from some of the traditional challenges in HRD which still persist. These challenges are reviewed below in terms of the typical areas in which these challenges have traditionally arisen.

Policy Frameworks On the whole, the policy framework for HRD in the Public Service is well advanced. There is policy guidance on the general operational issues which affect performance. However, gaps still exist at a more practical and institutional level. There is lack of uniformity in strategies and plans; training expenditures are not properly monitored; and there is little follow through to link training and performance, for instance. In this sense, further policy refinement is needed at the level of institutional operations and performance. But even more critical in this context, is the general feeling that policies and strategies are well prepared but are rarely implemented. There is a sense that our policy focus and sophistication is not properly honoured in terms of service delivery and performance.

Organizational Structures Organizational structures for HRD differ widely. Most HRD units are still placed low in the organizational hierarchy, and are not given priority in the strategic conversations of many departments. HRD units are still generally under-staffed; operations and financing are still generally fragmented; and, the framework of responsibilities in HRD is still diverse, sometimes unclear and generally incoherent.

There are, for instance, still gaps between HRD, HRM and PMDS; and the range of responsibilities undertaken by HRD units differ widely across departments nationally.

Quality of Training The quality of training, overall, has improved because of SAQA unit standards, the initiatives of SAMDI/Public Service Academy, and the emergence of partnership arrangements with service providers. More learnerships, internships and bursaries are available, and there is an increased use of mentoring and coaching as a vehicle for workplace and practical learning. But training standards vary. There are still issues in terms of the workplace relevance of training content and the unavailability of a diverse base of qualified trainers. Increasingly, competency frameworks are being used as a basis for planning training and as a source of input for assessing the competencies of employees. But even here, these competency frameworks are not yet articulated into clear performance standards, requirements and contracts.

Planning and Management Generally, HRD is more effectively planned and managed. Planning has improved because of the standards, requirements and legal expectations of Workplace Skills Plans (WSPs) and because of the increased scrutiny of the WSPs by the respective SETAs. But the overall accountability requirements of Government have also resulted in progress in this regard. More use is made of skills audits and needs assessments as a basis for planning, and more attention is given to the strategic requirements of the organization in determining the structure and content of HRD interventions. This more objective and rigorous approach, however, is not generally practiced. Training is still not linked to PDPs, and learnerships, though more available, are not always well managed. Again, the issue is not policies and strategies, but the extent to which these are successfully implemented.


RESOURCE SHEET 4 continued …

WHAT PROGRESS HAS BEEN MADE IN HRD FOR THE PUBLIC SERVICE?

Funding and Resources With the SDA, more funds are generally available for training. But, the full allocation of funding is sometimes not used because of procurement hurdles, among other challenges. Many believe that funds could be more effectively and more strategically utilized for training purposes. In some jurisdictions, the need is so great, that funding is still not sufficient even with the significant increases in the level of resourcing. In other organizational entities, there are complaints that skills development funds are sometimes utilized for non-training activities.

Status and Priority The status of HRD and the priority given to HRD initiatives are still generally low. Many managers do not seem to take their HRD responsibilities seriously, and many senior managers are perceived to be unsupportive of HRD initiatives. Although there is generally an increased sense by all concerned that HRD is critical to organizational performance, that sentiment and perception are sometimes not reflected in practice and in the level of consideration afforded to the HRD components of the organization.

Accessibility Training is generally more accessible to all levels in the organization, although there are a few exceptions. Training is still not as accessible in the rural areas because of the increased cost of delivery, the lack of training providers, and, in some cases, the unavailability of facilities. In many cases, the right people do not attend the training programmes offered. Here, the issue is the extent to which training resources are managed in a manner to meet transformational priorities. Since meeting these critical organizational priorities may pose more challenges in delivery, the course of least resistance is sometimes taken, and training is, as a result, not responsive to the needs and circumstances of the organization.

Governance Although the appropriate structures are in place, national governance arrangements to drive the HRD strategic agenda have been lacking. While some of this is due to lack of staff in organizations with oversight responsibilities, a larger part of the issue is the lack of well defined and properly communicated governance arrangements.

While the strategic objectives and delivery requirements have been set, sufficient resources have not been made available to drive the HRD agenda through effective support, properly planned monitoring and evaluation and the establishment of clear accountability lines and structures. Governance has not been sufficiently articulated inter-organizationally so that responsibilities are properly differentiated and undertaken at all levels of government. In this regard, responsibilities have not filtered through the respective national bodies and organizations to the respective points of action provincially, institutionally and locally.

Interpretation of HRD Function The meaning of HRD differs among HRD professionals and among managers in the respective departments. While some see HRD in a broader and holistic sense as an investment in human capital to meet the organization’s strategic agenda, others see HRD as merely training that is delinked from its effect on performance and productivity. Unfortunately, the perceptions of HRD are reflected in the manner in which it is organized, orchestrated and prioritized in public organizations.

One can assert therefore, that while the field of HRD in the Public Service has progressed, and while much benefit has accrued to public organizations through HRD, there is still much room for improvement. Provinces and departments have progressed at different rates depending on the level to which capacity was inherited. This HRD strategy must therefore take account of these inherent differences, and it must respond in a manner that does not further disadvantage those that are lagging behind. The greatest room for improvement is in ensuring continuity between policy provision and strategic prioritization, and in promoting successful implementation and the attainment of tangible outcomes in terms of enhanced performance and service delivery.

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STEP 1

CREATING A STATE OF READINESS FOR THE IMPLEMENTATION CHALLENGE

Purpose The purpose of this step is to introduce practitioners to the complexity of the implementation process. The intent here is to ensure that the concept of implementation is not taken lightly. Information and activities are provided so that practitioners can assess themselves and their context in respect to the possible challenges that may arise in implementing the HRD Strategic Framework. The purpose, in the end, is to prepare practitioners to engage in a strategic process of implementation planning and management so that the implementation process is not left up to chance.

Rationale Implementation is not an automatic process. The challenge to be encountered in all plans and strategies is the set of operational and practical constraints to be faced in the process of implementation. Because, in most cases, the process of implementation, planning and management is not a formal field of study; and because there is a general assumption that implementation of programmes is an easy endeavour, managers do not generally reflect on and plan for implementation success. The process of implementation is taken too lightly. This exposes practitioners to undue risks in the successful administration of strategies and programmes. This step provides a quick exposure to the complexity of implementation so that practitioners can achieve a state of readiness in understanding and using to their benefit the content of the Guide.

Activity “Is Implementation a Possible Challenge for You?” This activity is a checklist where practitioners are given the opportunity to evaluate the likelihood of implementation challenges in their specific context of delivery. Practitioners are asked to discuss, as a group, the anticipated challenges and the manner in which these challenges may be addressed.


Practitioners will complete the checklist provided, and will determine, as a result, whether implementation will possibly be a challenge in their respective circumstances. They will be provided with more in-depth information about implementation management, and will be able to provide suggestions about the manner in which strategic management of the implementation process can be undertaken.


Resource Sheet 5: Core considerations for successful implementation Resource Sheet 6: Promoting implementation success – general guidelines Resource Sheet 7: Analysis of factors which affect implementation

Appended

Information

No additional information is appended in relation to this step.

STEP 3


ACTIVITY 3 Is Implementation a Possible Challenge for You? Instruction: This activity requires you to assess, for your organization, whether implementation can be a challenge for you in adopting and pursuing the initiatives of the HRD Strategic Framework. The activity is essentially a checklist. For each “possible challenge” in the left hand column of the table below, please note (a) whether this is a challenge for you, and (b) whether you already have options for addressing these challenges. After you have completed the checklist, note the areas of possible challenges for you, and discuss them with your colleagues. Use resource sheets 5 to 7 to derive options for managing the implementation challenge.

Possible Factors Posing

Challenges in Implementation

Assessment of

Challenges

Do you have options to

address this Challenge?

1. Are the objectives of the Strategic

Framework clear to you?

2. Are current policies supportive of the strategic provisions in the framework?

3. Are initiatives of the Strategic Framework consistent with core HRD responsibilities in the organization?

4. Is the Strategic Framework for

HRD in the Public Service clear?

5. Could you say that there is no

possibility for contestation among parties in your organization in respect to the provision of the framework?

6. Have you eliminated all the policy gaps in HRD in your department?

7. Does the organizational culture

support the adoption of all strategic provisions?

8. Is support for HRD in your

organization dependable and consistent?

9. Are appropriate systems and facilities in place to support implementation of the HRD strategy?

Yes No Yes No


ACTIVITY 3 Is Implementation a Possible Challenge for You? Continued …



Assessment of

Challenges



10. Do other relevant units in the

department work together to support HRD initiatives?

11. Do you have stakeholder support

for the HRDS in your department and your Service?

12. Do you have leadership backing for critical initiatives that you wish to undertake?

13. Are leadership priorities clear in

your organization?

14. Is there commitment to the HRDS

at all levels of your department?

15. Is leadership commitment

consistent and dependable?

16. Is there a common set of HRD

priorities to which all subscribe?

17. Are the organizational structures

for HRD in place and effective?

18. Does leadership in your

organization promote the success of HRD??

19. Do you have an information

system to monitor and manage achievements in HRD?

20. Is staffing adequate for the HRD function in terms of quality, levels of appointment and capacity to effectively undertake responsibilities?

Yes No Yes No





Assessment of

Challenges



21. Is the workload in HRD fair and

balanced among staff?

22. Have you ensured that the

responsibilities in HRD are not so fragmented so as to promote gaps and discontinuities?

23. Are responsibilities clearly

defined?

24. Are resources readily available

when needed?

25. Are resources conveniently and

readily accessible?

26. Do all staff understand the

provisions of the HRD Strategic Framework?

27. To what extent are provisions of

the HRDS not in conflict with other activities in the department?

28. Are your practices similar to those promoted in the HRD Strategic Framework for the Public Service and requirements for the HRDS?

29. Do all staff understand their roles and responsibilities in the implementation of the strategy?

30. Have you taken steps to ensure that there are no differences in perceptions among the HRD staff regarding the priorities designated for HRDS?

31. In general, are ongoing policies and strategic provisions properly communicated to relevant staff?

Yes No Yes No





Assessment of

Challenges



32. Could you say that there are no

competing interests in your department which can undermine success?

33. Are provisions of the HRDS coherent with current policy and strategic provisions in your department?

34. Have the gaps in the chain of

command in your organization closed so as to avoid any discontinuity?

35. Have you mediated the

differences in policy provisions and requirements which can create conflict with HRDS provisions?

36. Have you ensured that there are

no differences in priorities which can create internal conflict in implementation?

37. Does the organization have the capacity to respond to changing circumstances in respect to HRD?

38. Is there any accommodation in

the organization for mediating differences when attitudes and perceptions differ?

39. Are you sure that the frequency

of leadership changes in your department will not create any problem in the implementation of the Strategic Framework?

40. Does your organization quickly adapt to changes in systems, requirements or organizational structures?

Yes No Yes No


RESOURCE SHEET 5 CORE CONSIDERATIONS FOR SUCCESSFUL IMPLEMENTATION

A list of essential considerations for the successful adoption of the strategy is sketched in Figure 2. These considerations are essentially general ideas or approaches which can foster implementation success. They are recurrent themes which will be played out again and again in promoting the success of initiatives to be undertaken, and good ideas which have assisted others in successfully attaining their strategic priorities in HRD. They are ideas that may work for you. We are therefore presenting these ideas as general considerations which may assist you in implementation.

In order to ensure that you are aware of the practical relevance of these principles, we have integrated some of these ideas in the process approach which we have suggested in sequencing the steps and activities of this Guide. In detailing these implementation considerations, Figure 2 has focussed on three items: the considerations themselves; their contribution to implementation success; and a set of options which could be applied in fostering effective implementation. Each is addressed briefly below.

Please note that most of these considerations were presented as principles in the HRD Strategic Framework document. In particular, many of the considerations noted here relate to the manner in which an organization may respond and adapt to the contextual uniqueness of their organization.

2.2.1 The Considerations:

A sum of 15 core considerations is identified. Each is briefly noted. These considerations have general applicability in promoting success, and are used in outlining the process for strategy adoption. For each consideration two key items are noted as follows:

2.2.2 Contribution to Success:

The potential value or contribution of each item that contributes to the success of implementation is noted. These items are presented so as to ensure that the anticipated outcomes of proper implementation management are clear.

2.2.3 Practical Application:

Listed here are some of the general ideas that have been offered by colleagues in the field in their reflection on the cautionary measures that should be exercised in promoting implementation success. There are practical ideas that you may wish to apply in your own implementation planning.


Promote strategy integration

Use a project Team for each initiative

Articulation of roles and responsibilities

Foster and support development initiatives

Figure 2: GUIDING PRINCIPLES ON THE ROAD TO IMPLEMENTATION SUCCESS

CORE CONSIDERATIONS CONTRIBUTION TO SUCCESS PRACTICAL APPLICATION

Understanding one’s context is the basis for working within one’s own capacity

• Conduct a SWOT analysis • Be clear about context • Begin with what is contextually feasible • Look at those who have similar circumstances

The path you follow must respond to your context and circumstances. This is the shortest road to success.

• What you do will depend on where you are • Select interventions that can add value immediately • Integrate what you plan with what you are already doing • Tap into your strengths and comparative advantage

Use building blocks to success. Make sure that fundamentals are in place first.

• Start with core activities upon which other activities may depend

• Use process map to plan & chart your path of development • Avoid tempting initiatives if you are not ready

Self-assessment brings a state of awareness about gaps and insights about the feasibility of success. It

sets boundaries in terms of your capacity.

• Conduct participatory self-assessment • Be honest about where you are • Its not about criticism; encourage others • Progress starts from knowing where you are

Noting readiness for each initiative or engagement will assist in promoting the potential for success.

• Each initiative has its own dynamics • Involve those who will be affected • Avoid initiatives for which you are not ready • Start by creating capacity to undertake initiatives

The more knowledge you gain on the matter, the greater your level of readiness. Sharing with others

and learning from them builds lasting bonds.

• Join learning networks • Provide opportunities for sharing • Create the space for others to learn from you • Adapt and change as you grow • Manage the urge to frequently change

Support will be provided on each initiative. You can benefit from this support. Use it wisely.

• Become aware of support available • All involved should be capacitated & be given an opportunity

to contribute • Create your own avenues of support • Keep a log of lessons and ideas

Benefits can be accrued from the strengths of others through collaboration.

• Formalize partnerships through MOUs • Use partners that add value • Know when partnerships are no longer useful • Too many partners becomes unmanageable

Allocating responsibilities promotes accountability and empowers implementers.

• Note responsibilities at all levels • Specify responsibilities in writing • Define performance standards and expectations • Set time to check progress

Focus on outcomes instead of process. The end results to be achieved are the benefits in service

delivery.

• Adopt an outcomes-based approach • All parties should focus on outcomes • Monitor progress and impact • Create a scorecard and place in view of the Public

Uncertainty about what is required creates confusion and hampers success.

• Be aware of policy gaps • Lack of clarity about process is a signal for guideline

development • Guidelines should be carefully packaged and communicated

Only through the integration of strategies will critical priorities be properly addressed.

• Note linkages through the HRD strategy framework • Look for connections and linkages • Be transparent about connections

A cross functional Project Team builds bridges and expands the base of expertise.

• Construct a project team of contributing participants • Project team cannot be too large • Identify reliable team leader & give leader space to function • One team may have many responsibilities

Clarity of roles prevents duplication and discontinuities.

• Roles defined at all levels • Roles must be consistent with time available and level of

authority

This is an avenue of maintaining relevance and responsiveness

• Do not ignore core responsibilities • Promote inter-sectoral engagement • MOUs will be useful

Recognize your own uniqueness

Customize your approach to success

Sequence or Phase activities & options for

implementation

Assess capacity to perform

Learn, share and grow

Access the support provided

Use partnership to attain more

Know who is responsible for what

Keep the end in sight

Fill gaps in policies and guidelines

Conduct self-assessment on each initiative


RESOURCE SHEET 6 PROMOTING IMPLEMENTATION SUCCESS

GENERAL GUIDELINES Challenges in the implementation of policy and strategy are not new. Over the last four decades researchers have been heavily engaged in the attempts to unlock the secrets of successful policy implementation. A field of inquiry which began by examining why a small project failed eventually became a rich body of knowledge regarding the factors which contribute to implementation success and failure. Implementation as a field of knowledge is insightful in terms of its generic applicability to policies, projects, plans and strategies. In this light, the information on implementation that is currently available in the field is also useful for promoting implementation success for the HRDS. The Implementation Guide, therefore, seeks to present at the outset, some ideas which may be generally useful and applicable in managing the implementation of the HRDS.

There are eight areas or factors which generally arise as critical features of successful implementation of policies or strategies. These areas can also account for the slow implementation of some of the provisions of the first edition of the HRD strategy.

The eight areas that are critical in managing implementation success are as follows:

1. The content of the strategy and its associated policies and guidelines must be clear. 2. The nature of the context of implementation must be taken into account. 3. The level of commitment of key stakeholders and implementing agents must be high. 4. There must be capacity of the organization and its agents 5. There must be a high level of compliance integrity. 6. The adequacy of communication and awareness promotion 7. The coherence of actions, initiatives and implementation structures and systems 8. The level of change management effectiveness

Each of these is addressed briefly below and a summary of details and guidelines are provided in Resource Sheet 7. 3.1 The Content of Strategy and Policy Provisions

The content, structure and presentation of the strategy must be clear to the audience that is in receipt of the strategy. The strategy cannot be presented in a manner that “puts people off”, or in a manner that creates disinterest and anxiety. Here, the reference is not only to the strategy document that is presented by DPSA, but to the strategy document each department prepares and presents to its own staff and target audiences. Clarity and logic in presentation is the key. Be sure to adapt presentation to the targeted audiences. The strategy must be simplified so that all can understand. Whatever complexities are necessary to present the strategy in detail can be built in incrementally. An advocacy strategy must address the basic and fundamental requirements for strategy adoption.

3.2 The Context for Implementation

Each context is different, and, in each, there may be features which promote or constrain strategy implementation. It is necessary, therefore, to explore the challenges or opportunities brought about by your own context, and thereby find ways to overcome the challenges and benefit from the opportunities that exist. Proper training here could be a great ally and could accrue significant advantages. What others can accomplish easily may be difficult for you and vice versa. Know your context well in respect to the strategy provisions you may want to adopt. Each initiative will carry its unique challenges and opportunities. Become alert to them, and use them to design your path forward.

3.3 The Level of Commitment

Commitment is sometimes referred to as “buy-in” and sometimes referred to as the passion for success. Commitment is generally the level of interest one takes in an initiative to be undertaken. Without commitment, there is little effort. Without commitment, one is not motivated to be creative, to explore, to seek and derive solutions. The uncommitted give up easily, do not attend meetings, smother the passion of others. New initiatives are not casually implemented. They need the energy of one’s passion and commitment. At the outset, therefore, it is necessary to build commitment and to nurture the passion and motivation to succeed. Sell the idea and have others “buy-in”. Find ways of building commitment, especially in your leadership.


RESOURCE SHEET 6 PROMOTING IMPLEMENTATION SUCCESS

GENERAL GUIDELINES continued …

3.4 Organizational Capacity

In spite of one’s commitment, an initiative will not be successful unless one has the essential tools for success. Without his/her tools, the craftsman is helpless. Here the basic requirements are proper structures, effective systems, appropriate equipment, sound and dependable leadership, proper facilities, adequate policy guidelines, capable and committed people, enough finances and other resources, proper cultures that will nurture and sustain effort, and a host of other organizational particulars. The organizational requirements may change for different initiatives. So capacity assessment must be an ongoing process. There is no success without the available capacity to fulfil responsibilities.

3.5 Compliance Integrity

Compliance integrity refers to the extent to which the essence and intent of policy provisions are honoured; the extent to which one adheres to the strategy as provided or the extent to which one adapts the strategy so that the original intent is not lost. If the original intent is lost, the value of the strategy is reduced, sometimes significantly. Threats to compliance integrity must be eliminated. Compliance integrity is threatened by the lack of policy clarity, conflict with other activities and among implementing parties, by the pressures of practice and the tendency to compromise, by differences in priorities and by the process of ongoing policy displacement so that other priorities can come to the fore.

3.6 Adequacy of Communication and Awareness Promotion

The key to successful implementation is communication. Every effort must be made to ensure that all is aware of the provisions of the strategy, the benefits to be accrued and the policy expectations that arise. Communication is a vehicle for mobilizing support and building commitment. It is the first step and the doorway to full acceptance and ongoing support.

3.7 Coherence in Actions

Coherence of actions refers to the need to act in synergy in order to attain success. Acting in discord is unproductive, wasteful and confusing. In a practical sense, the work of one unit should support, instead of detract from or constrain other units. There must be coherence in policies, coherence between levels, coherence in responsibilities and coherence in programming and schedules. There must be coherence in interests and priorities, and coherence and continuity in the initiatives undertaken. Coherence means that each activity should flow naturally from the other in a smooth process and sequence of adoption. 3.8 Change Management Effectiveness

Change affects the level of success if it is not properly managed. Each new initiative will bring about change, and each will require adaptations and adjustments so that new provisions are properly integrated and are coherent with existing structures, systems and traditions. People, as well as systems, are affected by change. Without adaptation, fragmentation and resistance will result. Change management is a leadership requirement for innovations and new initiatives. A change management strategy must accompany each new initiative to be undertaken.

Resource Sheet 2 presents an overview of the factors which normally affect implementation. It also notes areas in which the effect of each factor could be felt, and the applicability of each factor in managing implementation success. The table in Resource Sheet 7 frames and informs the process of implementation as outlined in the subsequent sections of the Guide.


RESOURCE SHEET 7

ANALYSIS OF FACTORS WHICH AFFECT IMPLEMENTATION

FACTORS WHICH NORMALLY AFFECT IMPLEMENTATION

AREAS IN WHICH EFFECT CAN BE

NOTED

APPLICABILITY IN FOSTERING IMPLEMENTATION SUCCESS

The clarity of content of strategic provisions and its associated policies

• Objectives should be clear and should have the same meaning to all and expectations should be feasible in light of circumstances

• Policies should be supportive of strategic provisions

• Strategic provisions should be integrated and consistent with organizations core responsibilities

• If the legal framework is not clear the focus of the strategy may be misaligned

• Communicate strategy in different ways to different audiences

• The content and provisions of the strategy should be clear to all

• The policy framework which supports the strategy should be known and understood

• Policy provisions must be commensurate with core responsibilities

• The provisions of the strategy must add value to one’s context

The context of implementation

• Contestation among parties must be minimised

• Policy gaps should be minimised • Organizational culture must support and

foster implementation of specific provisions

• Level of support available should be dependable and consistent

• Appropriate systems and facilities must be in place in order to sustain success

• Relevant units must work together

• Know the context • Adapt initiatives to context • Seek to create a favourable context

before embarking on initiatives • Be aware of the context of partner

organizations. Note challenges and opportunities.

• Be alert and responsive to changes in context

• Insulate context from undesirable changes if possible

• Do what the context will allow • Prepare the groundwork if the context

is not favourable.

The level of commitment among key stakeholders and implementers

• There must be willingness among staff and stakeholders to support the selected initiatives of the HRDS

• Must have leadership backing on critical initiatives

• Leadership priorities must be clear • There must be coherence in

commitment at all levels • Commitment should not waiver in the

midst of implementation • The most successful initiatives will have

a common set of collective priorities

• First build commitment among leaders

• Commitment must be nurtured to be sustained

• Lack of trust will undermine commitment

• Full participation is a key to building commitment

• Commitment and conflict are natural enemies.

The capacity of the organization and its agents

• Proper structures must be in place and be used

• Governance and leadership at all levels must promote success

• Information is a key to HRDS management

• Staffing must be adequate and must be appropriately placed

• Workload should be balanced • Workload must be manageable without

fragmentation of responsibilities • Responsibilities must be clearly defined

and sequenced • Resources must be available in

sufficient amounts, when needed and must be conveniently accessible

• Assess organizational capacity and note capacity requirements

• Partners and agents must also have adequate capacity

• Capacity requirements change over time. Be responsive.

• Leadership capacity is the key • Procurement systems must be

efficient • Must have capacity to fully utilize

available resources


RESOURCE SHEET 7

ANALYSIS OF FACTORS WHICH AFFECT IMPLEMENTATION cont..

FACTORS WHICH NORMALLY AFFECT IMPLEMENTATION

AREAS IN WHICH EFFECT CAN BE

NOTED

APPLICABILITY IN FOSTERING IMPLEMENTATION SUCCESS

The level of compliance integrity

• All must understand policy provisions

and the content of the strategy • Ensure that there is no conflict with

other activities • Note differences in practice and legal

requirements • Note when compliance does not meet

the end to be served and the benefit intended

• Guidance should be provided to

promote compliance integrity • Short time frames to respond may

compromise level of compliance • Beware of the threats which will

promote non-compliance

The adequacy of communication and awareness promotion

• Lack of knowledge and understanding leads to lack of interest

• Note the differences in perceptions which should be mediated

• When policy and strategic decisions are not communicated to lower levels gaps in coordination develop. When there are poor communication channels and facilities, it promotes independent actions and lack of collaboration.

• Need to clarify requirements to promote understanding at all levels of the public service

• Remember language and culture in communication

• Different media; different messages; different audiences

• All staff must be agents of communication

• The message should become part of the culture

The coherence of actions, initiatives and implementation structures and systems

• Competing interests undermine success • Coherence with other policies and

requirements promotes consistency • Gaps in the chain of command create

gaps in continuity • Fragmentation of efforts undermine

productivity and efficiency • Differences in requirements create

confusion and inhibit coordination • Differences in priorities result in

differences in interests and areas of focus

• Potential conflicts and misalignments must be noted and measures must be taken to promote articulation

• Factors which create incoherence constantly arise

• Incoherent systems create isolation and a silo mentality

• There must be inter-level coherence to promote compliance integrity

• Inter-sectoral coherence advances the development agenda

The development of change management effectiveness

• Ignoring changing circumstances makes organizations become increasingly irrelevant

• Note changing perceptions about the solutions to be undertaken

• Changes in leadership create changes in momentum

• Change in systems and requirements require change management initiatives

• Change in organizational structures have knock on effects on implementation

• Importance of monitoring and evaluation to detect and manage changes

• Leaders must know how to manage change

• Note the effect of initiatives on current systems and facilities. Plan for such changes.

• All must lead and manage change • Training is one aspect of change

management

STEP FO

UR

STEP FO

UR

STEP FO

UR

Un

de

rstan

d th

e Stra

teg

ic Fra

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wo

rk fo

r HRD

in th

e P

ub

lic Se

rvice

STEP F

OU

RST

EP F

OU

RST

EP F

OU

RUn

de

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nd

the

Stra

teg

ic F

ram

ew

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fo

r H

RD

in the

Pub

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erv

ice


STEP 1

UNDERSTAND THE STRATEGIC FRAMEWORK FOR HRD IN THE PUBLIC SERVICE

Purpose The purpose of this step is to ensure that practitioners are able to understand the HRD Strategic Framework in the context of the overall strategic thrust for HRD in the Nation. In this respect, the activities, resource information and inter-personal engagement in this step give practitioners the opportunity to note the relevance of the HRD strategic initiatives for the Public Service in relation to other policy provisions that exist nationally, regionally and in the respective provinces and localities.

Rationale The HRDS Strategic Framework for the Public Service cannot be seen in isolation. As a national strategy that is applicable to the entire Public Service, it must embody and embrace other strategic provisions for HRD, and it must reflect awareness of and make accommodation for the roles of other public institutions in respect to HRD. In this sense, the provisions of the HRDS cannot be dislodged from the provisions of the National HRD Strategy, the NSDS, the role of NEPAD, the respective Provincial Growth and Development Strategies, and the role of the respective SETAs, among others. In the end, there must be one integrated and cohesive strategic framework for HRD for the nation as a whole.

Activity “Making Connections” This is a simple activity which seeks to note the relevance of all components of the National Strategic Framework for HRD to the initiatives that must be undertaken by each department. The activity seeks to encourage reflection on the interconnectedness and linkages between different strategic provisions for HRD.


As a result of this activity, practitioners will be able to understand the provisions of different strategic documents in HRD, and will be able to note the extent to which their departmental activities and undertakings in HRD respond to and comply with the various strategic provisions.


Resource Sheet 8: Introduction to the Strategic Framework for HRD Resource Sheet 9: The Strategic Framework for HRD Resource Sheet 10: A Conceptual Framework for the HRD Strategic Framework for the Public Service Resource Sheet 11: The Skills Planning Process Flow

Appended

Information

There is no appended information related to this activity

STEP 4


ACTIVITY 4 Making Connections Instruction: To what extent are you aware of and responsive to the various provisions and requirements of policy documents that form part of the National Strategic Framework for HRD? The purpose of this activity is to encourage you to reflect on these documents and to note the manner in which your department responds to the issues and priorities reflected in these documents. For each component of the strategic framework for HRD, as noted in Table 2, please reflect on the issues and priorities listed in the second column and note in the third column the initiatives of your department which constitute a strategic response. You are required to write about the manner in which your department responds to the provisions of the National Strategic Framework for HRD. After making your notes, please reflect on and the answer the following questions.

1. Does your department strategically respond to all the priorities noted? 2. Is your department’s response coordinated and cohesive? 3. Does your department collaborate with other departments in its response to all appropriate

HRD strategic initiatives? 4. Is the level of staffing in the department appropriate for responding to HRD strategic

initiatives? 5. In your view, have you contributed significantly to the National Strategic Agenda for HRD? 6. If you are not satisfied with your response, how could you improve your performance in

responding to the priorities and issues reflected in the National Strategic Framework for HRD?


Table 2

RESPONDING TO THE STRATEGIC FRAMEWORK FOR HRD

COMPONENTS OF THE

STRATEGIC FRAMEWORK FOR HRD

ISSUES AND PRIORITIES TO BE

CONSIDERED

IDEAS, GUIDELINES AND OPTIONS FOR A STRATEGIC

RESPONSE IN YOUR DEPARTMENT

The Human Resource Context of the Nation

• Unemployment • Effect of HIV and AIDS • Effect of globalization • Lack of skills base to support

economic performance • Scarce and critical skills • Ineffectiveness of supply pipeline

South African HRD Strategy • National Skills Development Strategy

(NSDS) • Improving the foundation for human

development • Increasing the supply of high quality

skills • Increasing employer participation in life

long learning • Supporting employment through

economic growth policies • Ensure linkage in the above four

strategic objectives

• Impact of poverty • Impact of health-related concerns • Income and gender equality • Race and gender inequalities • Labour market discrimination • Inequalities in the composition of staff

and students in education and training institutions

Strategic Framework for the Public Service • Capacity development • Organizational support structures • Governance • Support for Economic Growth and

Development initiatives

• Scarce skills in the Public Service • Competition for skills with the Private

Sector • Inadequacy of supply pipeline • The misplacement of skills with

organizations • The use of partnerships in promoting

capacity development • Supporting economic growth and

development initiatives

Sector HRD Strategy (e.g. Health, Education)

• Specific priorities related to sector e.g. HIV and AIDS (Health), Teacher Supply (Education). What are the priorities for your Sector?

Provincial HRD Strategy • Growth and development plans and

strategies • IDPs of municipalities

• Inadequate skills base to drive economic performance

• Youth unemployment and unemployed graduates

• HRD as the driver of development

Institutional and Departmental HRD Strategies • Provincial growth and development

plans • Sector skills plans • National strategic plan for respective

department • Workplace Skills Plans

• Plans must address both the unique

circumstance of the department and the national and provincial priorities. What are these for your department?

Operational Plan for HRD Directorates and Units • Priorities to reflect national, provincial

and departmental priorities

• Plans must address provincial and

departmental strategic priorities. What are these for your department?

Workplans for Individuals

• Plans which are consistent with business priorities and departmental and individual responsibilities

Personal Development Plans of Individuals in Departments • Priorities related to work requirements

and ability to perform

• Use of PDPs in WSP in training delivery

• Objective and comprehensive nature of PDPs as part of PMDS


RESOURCE SHEET 8 INTRODUCTION TO THE

STRATEGIC FRAMEWORK FOR HRD

Analysing the Strategic Framework for HRD is intended to represent the logic and policy foundations for deriving the strategic priorities to be undertaken in the HRDS. The provisions of the Strategic Framework for HRD are not randomly chosen, and do not arise by chance. They are founded in a well sorted and orchestrated process of prioritisation and reflection on national development priorities and issues. These issues are derived from a critical set of strategic documents which reflect national, provincial and sectoral priorities in Government. The HRD Strategic Framework for the Public Service is therefore not an isolated document with an independent and isolated set of priorities. The priorities of HRDS are in synergy with a host of other priorities which, together, provide a network of initiatives for addressing developmental priorities and issues. This network of initiatives should be understood so that the provisions of HRDS could be contextualised and implementation processes could be in accord with the larger national policy framework.

This part of the implementation process will foster reflection on the strategic framework for HRD, and will provide guidance in understanding and responding to the strategic framework as a whole. It engenders reflection on what should be known about the HRD initiatives of Government in order to be in sync with the strategic agenda of the nation, the Public Service, the provinces, the respective departments, and the respective Government Sector. Being in sync with national priorities promotes coherence and responsiveness in delivery.


RESOURCE SHEET 9 THE STRATEGIC FRAMEWORK FOR HRD

The Strategic Framework for HRD in the Public Service is governed by the overall labour market and human resource context of the nation. One cannot be separated from the other. In fact, all strategic provisions in HRD are affected by a wider national human resource context to which HRD in the Public Service must respond. This constitutes the baseline of strategic considerations. But there are many other considerations to be undertaken here. Among them are the scarce and critical skills in the nation; employment and unemployment patterns; the geographic distribution of available skills; the impact of the HIV and AIDS pandemic on labour force status and projections; the overall inefficiency and inadequacy of the supply pipeline for skills; the inefficiency of skills utilization in organizations; and, among others, the effect of globalization on the availability of skills in the local labour markets, in some sectors. The issue here is the extent to which this context affects your organization, and the nature of the organization’s response in terms of the approach to HRD strategy development and implementation. Figure 3 presents an overall outline of the different levels of the strategic framework for HRD. Please note that at each level, it is necessary to determine the issues and priorities to be considered, and the guidelines that could be provided to the departments in order to solicit the appropriate strategic responses. Here, strategic responses will embody the type of interventions that will promote HRD and ensure that it accrues benefit in terms of organizational performance and service delivery.


Figure 3: THE STRATEGIC FRAMEWORK FOR HUMAN RESOURCE DEVELOPMENT IN THE PUBLIC

SERVICE

FRAMEWORK FOR THE DEVELOPMENT

OF HUMAN RESOURCES IN THE

PUBLIC SERVICE

THE HUMAN RESOURCE CONTEXT OF THE NATION

South African/National

HRD Strategy

Framework for the Development of Human

Resources in the Public Service

Relevant Sector

HRD Strategy (eg. Health or Education)

Departmental HRD

Strategy

Operational Plan for HRD Directorates in

Departments

Work Plan

Sector Growth and

Development Strategy

Provincial

HRD Strategy

Sector

Skills Plans

PDP

Skills Planning Process

Workplace Skills Plan

Provincial Growth &

Development Strategies

DoE and DoL

DPSA

Line Departments

Departmental Strategic Plan

Individual Performance

Contracts/PMDS

Individual Employee Needs &

Gaps

Provincial Government

Occupational Specific Needs


RESOURCE SHEET 10 A CONCEPTUAL FRAMEWORK FOR THE

HRD STRATEGIC FRAMEWORK FOR THE PUBLIC SERVICE

Leadership Development Management

Strategies

Mobilization of Management Support

Values, Ethics & A

Professional Code of Practice

Responsiveness to

Millennium Development Goals

Integrated ABET

Framework

Workplace Learning

Programmes

Promoting Learnerships, Internships & Traineeships

A National / Provincial

Public Service Academy

Fostering HEI & FETC

Partnerships

E-Learning Programmes

for the Public Service

Career Planning and Talent Management

Ensuring the Adequacy of Physical & Human

Resources & Facilities

Performance Management &

Development Systems

Knowledge & Information

Management

Human Resource Planning – Supply and Demand Management

Promoting HR Learning

Networks

Managing the

Effectiveness of Communication

Fostering Effective

Monitoring, Evaluation and Impact Analysis

Managing HRD Policy & Planning Frameworks &

Guidelines

Promoting Integrated and

Inter-Sectoral Approaches to

Developmental Priorities

Capacity Development to

promote success of Industrial & Economic

Plans

Awareness promotion of growth and development

initiatives

ASGISA, JIPSA,

EPWP, PGDS, IDPs

ECONOMIC GROWTH AND

DEVELOPMENT INITIATIVES

GOVERNANCE & INSTITUTIONAL DEVELOPMENT

INITIATIVES

ORGANIZATIONAL SUPPORT

INITIATIVES

CAPACITY

DEVELOPMENT INITIATIVES

Con

tinui

ty th

roug

h al

l S

pher

es o

f G

over

nmen

t

Pro

mot

ing

the

Age

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of D

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Bui

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Com

mun

ities

&

Org

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ns

Res

pond

ing

to

S

ecto

ral d

iffer

ence

s

Mai

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ning

a

Per

form

ance

Foc

us

Rec

ogni

zing

C

onte

xtua

l Diff

eren

ces

Flex

ibili

ty &

A

dapt

abili

ty

C

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iven

ess

&

Inte

grat

ion

Res

pond

ing

to N

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of

Des

igna

ted

Gro

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(wom

en a

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with

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10 CORE PRINCIPLES INFORMING IMPLEMENTATION OF HRD STRATEGY

LEGISLATIVE FRAMEWORK AS A FOUNDATION

BUILDING HUMAN CAPITAL FOR HIGH PERFORMANCE AND ENHANCED SERVICE DELIVERY

A Dedicated, Responsive and Productive Public Service

A VISION FOR HRD

Managing Employee Health & Wellness

Strengthening & aligning governance roles in HRD

Integrating NEPAD, AU,

Regional and Global programmes

4 KEY PILLARS FOR HIGH PERFORMANCE IN THE PUBLIC SERVICE THROUGH HRD

Pillar 1 Pillar 2 Pillar 3 Pillar 4

Promoting Appropriate Organizational

Structures for HRD

Utilization of the strategic role of SETAs

Development programmes of

professional bodies


RESOURCE SHEET 11

THE SKILLS PLANNING PROCESS FLOW

HRD

Skills Strategy

Sector Skills

Plans

Organizational

Objectives

Outcomes-Based

Job Profiles

Individual Skills

Profiles

Public Service Skills

Plan

SETA/Sector Skills

Plan

Organizational Skills

Plan

Unit Skills Plans

Individual Skills

Plans (PDPs) Skills Gap

Audits

Prog

ress

Rep

ortin

g

STEP FIV

ESTE

P FIV

ESTE

P FIV

EG

en

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l Co

mm

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ica

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&

Aw

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f the

H

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Strate

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r the

Pub

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STEP F

IVE

STEP F

IVE

STEP F

IVE

Ge

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om

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&

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rom

otio

n o

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HRD

Stra

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r th

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ice


STEP 1

GENERAL COMMUNICATION AND AWARENESS PROMOTION OF THE HRD STRATEGY FOR THE PUBLIC SERVICE

Purpose The purpose of this step is to give practitioners the opportunity to reflect on the importance of communicating the provisions of the Strategic Framework for HRD in the Public Service within their department and to their respective publics. Practitioners will engage in an activity that will enable them to sketch the fundamentals of a communication plan that is appropriate for their department.

Rationale Communication is the first step to success in managing the successful implementation of the HRDS for the Public Service. Communication builds awareness and commitment; it creates the correct expectations among audiences; it motivates stakeholders to participate in planned developments; and, among other benefits, it develops capacity for delivery. If these are to be achieved, however, then the strategy and process for communication cannot be ad hoc and without focus. This step seeks to provide participants with the bare fundamentals and basic awareness of what is required for making the best use of opportunities to communicate.

Activity “What will you Communicate?” This activity seeks to explore the fundamentals of a communication plan for the respective departments. It looks at the message, the media and the audiences for each aspect of the HRD Strategic Framework for the Public Service. It promotes reflection on whether the department considers communication to be sufficiently important to invest the level of resources and the time required.


Practitioners will sketch the fundamentals of a communication plan that could be used by the department in implementing an organized communication strategy.


Resource Sheet 12: The Role of General Communication and Awareness Promotion Resource Sheet 13: The First Phase of General Communication and Awareness Promotion

Appended

Information

There are no appended resources for this activity

STEP 5


ACTIVITY 5 What will you Communicate? Instruction: Communication of the HRD Strategic Framework is critical for success in implementation. While DPSA, at the outset, will launch the strategy and take responsibility for the first phase of communication, each department also has a responsibility to successfully communicate the strategy. How will you add value to the overall communication strategy that is employed by DPSA? What will you do to ensure that the strategy is properly understood? This activity is designed to assist you in sketching a basic communication plan. In the table on the next page, please note, for each component of the strategy, the message to be sent, the media to be used and the audiences to be reached. First note your audiences at the top of the table in the space provided. Place a check (√) in the table where the specific audience is relevant. At the end of the exercise, please reflect upon whether your organization has the time and resources to effectively communicate the HRDS. What will you do now? Please discuss this with your colleagues.


Table 3 WHAT WILL YOU COMMUNICATE

WHO ARE YOUR AUDIENCES (Please note in columns below)

COMPONENT OF THE STRATEGY

THE MESSAGE TO BE SENT

THE MEDIA

1. The HRD Strategic

Framework and the documents in the resource pack.

2. Capacity

Development Initiatives.

Pillar 1

3. HRD

Organizational Support Initiatives.

Pillar 2

4. HRD Governance

& Institutional Development Initiatives.

Pillar 3

5. HRD Initiatives for

Economic Growth and Development.

Pillar 4


RESOURCE SHEET 12 THE ROLE OF GENERAL COMMUNICATION

AND AWARENESS PROMOTION

General communication and awareness promotion refers to the process through which the HRD Strategy for the Public Service becomes known and accepted in the respective organizations and Government departments. It refers to the communication and advocacy strategy that must be undertaken to put in place the first building component of implementation success. On the one hand, the strategy will be communicated through the initiatives of DPSA in terms of its national launch and a series of road shows and stakeholder engagements to ensure that the strategy is known and accepted. Here, people will have an opportunity to interrogate the strategy and build their understanding and commitment thus laying the platform for future adoption. But this process must be accompanied with the activities that are undertaken by the respective departments in order to implant the strategy within their particular organizational entity. The general advocacy of DPSA must therefore be supported by the internal advocacy of the respective department. This section of the process presents guidelines on the manner in which this is done. Understanding and acceptance of the national strategy by departmental staff and stakeholders will be used as the platform and foundation upon which the institution’s own implementation process is strengthened.


RESOURCE SHEET 13 THE FIRST PHASE OF GENERAL COMMUNICATION AND

AWARENESS PROMOTION

General communication and awareness promotion refers to the initiatives undertaken by DPSA to ensure that all stakeholders and implementers are aware of the provisions of the strategy, and are committed to implementing these provisions in their respective jurisdictions. Here, communication is referred to as general because it focuses on the strategy as a whole, and not on the individual plans and provisions which will be developed and implemented by the respective departments. While DPSA will lead the initial communication of the strategy, it is the responsibility of the respective departments to make all their staff aware of the strategy, and to embark upon a process where the provisions of the strategy could be adopted. In this sense, general communication is a process where all levels of government will be involved. The HRD Strategy documents will be made available to all; but brochures, posters, leaflets and associated awareness “trinkets” will also be made available to essentially announce a strategy. DPSA will develop an overall Communication Plan which can be used by departments as a guide to structure processes for internal communication and to be used as a vehicle for sharing the strategy with the department’s respective stakeholders. The Communication Plan will highlight the following:

1. Events to be promoted and convened 2. Target audiences per event 3. Message to be communicated and the means of communication 4. Channels of communication for each event 5. Timing and time frames 6. Senders conveying messages

The Communication Plan will serve as a handbook and will note communication process flows, critical success factors, and guiding principles for successful communication.

STEP SIX

STEP SIX

STEP SIX

Co

nd

uc

ting

Ove

rall O

rga

niza

tion

al

Asse

ssme

nt to

de

term

ine

Re

ad

ine

ss to Im

ple

me

nt

STEP S

IXST

EP S

IXST

EP S

IXC

on

duc

ting

Ove

rall

Org

an

iza

tion

al

Ass

ess

me

nt to

de

term

ine

Re

ad

ine

ss to

Im

ple

me

nt


STEP 1

CONDUCTING OVERALL ORGANIZATIONAL ASSESSMENT TO DETERMINE READINESS TO IMPLEMENT

Purpose The purpose of the organizational readiness assessment process is to enable each department to assess its own strengths and weaknesses in terms of its capacity to effectively implement the HRD Strategic Framework for the Public Service. This will be the basis upon which each department will derive an implementation plan that is unique and customised to its circumstances. The purpose of this process is to allow practitioners to understand their own circumstances so that the assessment could be used as a basis for developing a departmental plan which can have value in guiding implementation of the HRD Strategic Framework for the Public Service.

Rationale Organizational self-assessment is a powerful process for establishing the foundation upon which one can embark upon new initiatives. It is a process through which people collectively determine for their organization, who they are, what are their priorities, and the extent to which it is organizationally feasible to undertake particular initiatives. The assessment process brings the reality of organizational capacity “home” to members of the organization. This process, because of its value in revealing the status quo, is most critical to the implementation of the HRD Strategic Framework for the Public Service. The focus of the implementation is on allowing all departments to move at their own pace and to implement initiatives within the framework of their circumstances and resources. This assessment process is essentially the key in achieving this objective.

Activity “Assessment of Organizational Readiness to Implement” This activity is based on an instrument which will be administered to the group of staff who will be conducting the self-assessment. The activity facilitates a process of reflection and engagement that will result in an assessment of readiness along 10 dimensions of organizational capacity. Also resulting from the process, is a Readiness Action Plan that will note what steps are required to improve the state of readiness in each area of organizational capacity that is assessed (Refer Appendix A).


Resource Sheet 14: Introduction to Organizational Assessment of Readiness to Implement Resource Sheet 15: Organizational Readiness to Implement – The Structure Resource Sheet 16: Organizational Readiness to Implement – The Process

Appended Information

Appendix A : Assessment of Organizational Readiness to Implement Appendix B: Readiness Action Plan

STEP 6


RESOURCE SHEET 14

INTRODUCTION TO ORGANIZATIONAL ASSESSMENT OF READINESS IMPLEMENTATION

Organizational Readiness Assessment is the process through which the respective organization must prepare itself to implement the provisions of the HRD Strategy for the Public Service. This preparation fosters an understanding of its own contextual realities, its capacity constraints, its inherent advantages and its own potential for success. This self assessment will produce the base information which will be used in planning the process of strategy implementation. The assessment will answer the following questions: “where are we now?”, “what is unique about our context that should be considered?”, “which initiative do we have the capacity to successfully adopt or undertake?”, and “what initiative will add value to our organization in light of where we are and where we want to go?”

In essence, the process of organizational self-assessment is the process through which the department consolidates its gains and sets up a platform for moving forward or “taking off”. This self-assessment is also a process through which mutual understanding is built, through which vision and intentions are clarified, and through which people become motivated and committed to embrace the agenda that will be set in place. Self-assessment is not a test, but a process; it is not an event, but the first phase of an organizational journey. Self-assessment is an organizational moment for reflection, and an opportunity to restore the organization’s collective will. In this respect, the self-assessment process cannot be an individual activity or a process that is assigned to one organizational unit. The process has to be a collective process of mutual engagement, where, through dialogue and exchange, people derive meaning about what their status is, what is required for them to achieve. It is also a process which enables people to determine where they, as individuals, fit in the journey forward. This is the process that will knit the fabric of hope among people, and begin to create the culture that will enrich and support the HRD process envisioned.

This self-assessment process will be a guided process of questions, group activities, the generation of issues and the review of the assessment scores attained on set evaluative criteria for the organization. It will be a negotiated conversation that will identify priorities and will assist in noting capacity constraints and inherent advantages and opportunities. The result will be a realistic assessment of organizational capacity, a well interrogated agreement on the status of the organization and a collective determination of priorities for moving forward.


RESOURCE SHEET 15

ORGANIZATIONAL READINESS TO IMPLEMENT THE STRUCTURE

1. WHAT IS ORGANIZATIONAL READINESS? The state of organizational readiness to implement the HRD Strategy for the Public Service refers to the level to which the context and circumstances of the respective organization allows for the successful adoption of the provisions of the HRD strategy. An organization is deemed to be ready when circumstances are such that most of the potential barriers to successful implementation are eliminated. Such barriers are eliminated when the level of resources and support required are available; when organizational structures and policies permit; and, among others, when the people who are critical to implementation are receptive and ready to implement. Organizational readiness is the basis of successful implementation. If the organization is not ready, then constraints arise which have the potential of frustrating implementation success.

There are two levels of organizational readiness: one is general, and the other is more specific to the initiative that is being undertaken. This section of the Guide refers to general organizational readiness.

General organizational readiness refers to the state of readiness of the organization as a whole. It refers to the general organizational environment, and the facilities and systems that are generally available to support the implementation of any HRD related initiative. Hence, the state of readiness for the organization as a whole may be acceptable, but the state of readiness for a particular initiative may not be. Readiness here, in essence, refers to the presence of a well founded and integrated infrastructure for the delivery of HRD.

2. AREAS OF ORGANIZATIONAL READINESS

Ten areas of organizational readiness are identified. These are essentially, the readiness fundamentals. If the organization is weak in these areas, then almost all of the initiatives to be undertaken in HRD will be affected. Each one of these areas is itemized and briefly discussed below.


RESOURCE SHEET 15 continued … 2.1 Organizational Structures to Support HRD Organizational structure refers to both the organogram and HRD related functions and the distribution of position and responsibilities. It also refers to the structure and content of policies; the availability and application of systems; and the structure, completeness and continuity of processes. Organizational structures refer to the manner in which the organization is organized for the effective and efficient delivery of HRD services.

2.2 Management Support and Contributions Management support refers to the extent to which the executive management of the department gives due regard and consideration to the contribution of HRD in the attainment of the strategic priorities of the department. It refers to the extent to which top management in the department allows the HRD function to add value to the department’s performance and service delivery. 2.3 Financial Management for Efficiency and Effectiveness This refers to both the level and efficiency of resources available for HRD and the manner in which these resources are utilized. It also refers to the structure that is available and used for the management of financial resources. In the end, the resources available should be utilized in a manner that assures the highest outcome from training for every rand or resource unit utilized. 2.4 Skills Supply Management Skills supply management refers to the manner in which the organization ensures the constant availability of the desired skills for the organization. When skills supply is effectively managed, the organization has, on an ongoing basis, the range and quality of skills it needs in order to effectively undertake its responsibilities. Managing the supply of skills is concerned with both the recruitment of new talent into the organization and the application of skills development efforts within the organization in order to ensure that an adequate profile of skills is maintained. 2.5 Skills Demand Management Skills demand management refers to the extent to which the organization remains constantly aware of its gaps in skills, talent and operational capabilities. Here, the organization must have measures in place that allows it to be aware of skills gaps even before they arise. Skills demand management refers to both the technical infrastructure for maintaining this kind of awareness and the processes through which the information it produces is productively used.


RESOURCE SHEET 15 continued … 2.6 Planning Efficiency and Effectiveness Planning efficiency and effectiveness refers to the extent to which the organization is sufficiently organized so as to ensure that training resources are expended in a manner that maximally contributes to the strategic priorities of the organization. It refers to plan development and implementation, scheduling and programming of training as well as ensuring equity in the distribution of training opportunities. Planning efficiency and effectiveness is the engine that drives an investment approach to training.

2.7 Performance Orientation in the Training Culture A performance orientation to training seeks to ensure that training is not undertaken for its own sake, but is provided in order to contribute to the enhanced performance of the organization and improved service delivery to the organization’s clients. A performance orientation to training is the basis for attaining high levels of training impact. It is also a key feature and requirement in an investment-oriented approach to training. 2.8 Accessibility of Training Accessibility of training refers to scope and equity in the provision of training opportunities. This will require, among other needs: the establishment of the necessary infrastructure so that no staff member is denied access to training because of location; the provision of facilities so that those with disabilities are not denied; and the adoption of measures so that staff can have access to knowledge and support when needed on the job. 2.9 Quality of Training Initiatives Quality of training refers to course materials, training facilities, the capacity of trainers as well as training management, monitoring and evaluation. The key features of quality training in the Public Service is the availability of workplace content in course materials, and the adoption of training processes which utilize the skills, knowledge and experience of practitioners who can add value to performance outcomes. While accreditation and other requirements are important, an orientation to practice is a most critical feature for training in the Public Service. 2.10 Responsiveness to Government’s Development Initiatives Government meets its objectives through the Public Service. The efficiency and effectiveness to which this is done depends upon the manner in which public organizations perceive and undertake their responsibilities. Responsiveness to Government’s development initiatives refers to the extent to which the planning and strategic prioritization of each department is founded upon the core developmental and transformational priorities of Government’s policy agenda. Each department should have the infrastructure and processes in place to ensure that every effort is being made to align its activities with the core priorities of Government.


RESOURCE SHEET 16

THE PROCESS 3. ORGANIZATIONAL READINESS TO IMPLEMENT – THE PROCESS

A four stage process is recommended for assessing organizational readiness. This process is sketched in Figure 4. The four stages of the process are as follows: (i) planning (ii) conducting of assessment workshop, (iii) preparation of a Readiness Action Plan, (iv) selection and adoption of strategic initiatives from the HRDS for the Public Service. This process continues with the other stages of the implementation process as outlined in Figure 4. Each of the four stages of readiness assessment is described below. 3.1 Planning Planning refers to the logistical and communication arrangements that are undertaken to bring the right people together for conducting the readiness assessment. The core of the assessment group will be HRD staff at all levels of the organization, and officials who are responsible for the various units that are either related to or in support of the HRD function. Beyond this group, other staff could be involved as required. In essence, the Skills Development Committee (SDC) is the prime audience for conducting the assessment.

This assessment process can also be used as an advocacy process for HRD. In this respect, it can include managers and other key staff whose support is generally needed for the promotion of HRD activities. This assessment process will provide a deeper understanding of the delivery issues which constrain the effectiveness of HRD. In planning for the assessment event, a circular should be prepared stating its purpose, intended outcomes and format. The brochure should be distributed with sufficient time to allow prospective participants to reflect on their engagement. Before the event, therefore, each participant should be provided with the HRDS Resource Pack – the Research Review Report, the HRD Strategic Framework and the Implementation Guide. Notes should be provided to prospective participants regarding the manner in which they should prepare for the event. Please note that external persons can be invited to the workshop if this is deemed to be appropriate and if it is acceptable to all parties. It may be worthwhile to involve representatives from DPSA and from HRD in the Office of the Premier. Highlight the event as a significant occasion, and publicize the event as such. Remember that the event will involve both individual and group activities, and it will be necessary to select training facilities which will allow significant group interaction. An agenda will be prepared for the occasion.


RESOURCE SHEET 16 3.2 The Assessment Workshop The Assessment Workshop will be an interactive process. The basis for the workshop will be the questionnaire in Appendix A and, the Readiness Action Plan in Appendix B . Beyond all, the questionnaire in Appendix A is the core of the assessment process. The instructions for the questionnaire are also presented in the appendix.

First, the questionnaire will be administered to individuals who will make their personal assessment of readiness. Then, the participants in the readiness workshop will get together in the plenary and make a summary of their responses in each of the 10 categories of organizational readiness. Using this summary as the basis, an overall statement will be made about the overall level of readiness. Since the items in the questionnaire may not have covered all the pertinent issues in the respective categories, it may be necessary to add concerns and issues which speak to the state of readiness in the specific context of the particular organization. In the end, the discussion should not be limited to the items in the questionnaire, but should be extended to whatever issues may be pertinent in preparing for implementation. The focus should not be on critique. The focus should be on determining how the organization should bring itself to a higher state of readiness in light of the circumstances which exist. In some cases, organizations may want to affirm and celebrate the state and level of readiness. In the end, a readiness action plan will be developed. 3.3 The Readiness Action Plan The Readiness Action Plan is included in Appendix B. It is concerned with two sets of information. The first is the state of readiness in each of the 10 categories of assessment. Here, the findings are itemized for each category. The findings that are to be highlighted are those which will have a notable effect on the adoption of the specific HRDS initiatives in the Strategic Framework. The second category of information is the action to be taken as a result of these findings. Here, notes are made on the organizational prerequisites for the adoption of the initiatives of the HRDS. These prerequisites are itemized and are assembled at the end of the workshop to be forwarded to the executive management of the department and to the provincial coordinator for the HRDS who will normally be assigned at the Office of the Premier. 3.4 Selection and Adoption of Strategic Initiatives Based on the state of readiness as assessed, participants will seek to determine what HRDS initiatives are most appropriate for their respective context and circumstances. Here, they will review the rationale and focus statements of each initiative and will outline what they, as a department, will be able to pursue and accomplish. The focus, in this instance, is not on the preparation of a plan or phased strategy for implementation. Rather, the focus is on examining the options that are available in order to make decisions on what initiatives are most feasible for adoption by the department.


Figure 4 PROCESS OF ASSESSING ORGANIZATIONAL READINESS

Planning for Assessment

Readiness

Assessment Workshop

Readiness Action Plan

The Selection and Adoption of

Strategic Initiatives

Individual Assessment

Collective Assessment

Discussion, agreement, scheduling

Gathering of parties to participate in the assessment.

Participatory assessment process – individual and collective engagement

Sketching conclusions regarding state of readiness and noting action to be undertaken to improve the state of readiness and the HRD strategic initiatives which are appropriate for the organization at this point.

Selecting strategic initiatives to be adopted in light of the state of readiness

Status of Readiness discussion

Sharing ideas and discussion of readiness status and actions that may be necessary


RESOURCE SHEET 16

As a result of these activities, the outcomes of the workshop will be as follows:

1. Documentation of the state of readiness in each of the 10 categories of

organizational readiness. 2. Statement of action to be taken in order to improve the state of readiness. 3. Selection of HRDS initiatives that are most appropriate for adoption.

STEP SE

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STEP 1

PRIORITIZING HRD STRATEGIC ACTIVITIES FOR IMPLEMENTATION

Purpose

The purpose of this step in the process is to provide practitioners with the opportunity to select HRD strategic activities for implementation. A set of activities would have been identified in the Readiness Action Plan as activities that are essential for promoting readiness to implement. This set of activities will have provided a basis for practitioners to determine what is feasible for implementation and what is not. It is on this basis that practitioners will respond to each initiative in the HRD Strategic Framework for the Public Service; and will determine which of the initiatives are most feasible for implementation. This step in the process facilitates the identification of initiatives which have practical value to the respective department in moving its HRD Agenda forward. The process of prioritizing seeks to establish the most important activities to be selected for adoption and implementation.

Rationale Prioritization is a critical step in the implementation planning process. It is a step which seeks to bridge wishes and desires with reality and practicality. Not all initiatives are immediately implementable. Some decisions must be taken regarding which of those initiatives are appropriate to the organization and actually candidates for immediate consideration, adoption and implementation. Prioritization, however, is not a process of phasing the implementation process. It is an activity that precedes phasing. It is an activity which begins to rationalize what initiatives are appropriate for implementation in light of current organizational realities.

Activity “Where shall we Focus” This activity seeks to provide practitioners with the opportunity to determine priorities based on current organizational realities. The activity provides information on the strategic initiatives as presented in the Strategic Framework. Information is provided on the rationale and the implementation focus that is envisioned for each initiative. Practitioners are then asked to identify options and potential activities for implementation, and to note the level of priority that they will assign to each activity they select.


Resource Sheet 17: Considerations for Developing Priorities


No additional information is appended for this activity

STEP 7


ACTIVITY 7 Where shall we Focus? Instruction: The purpose of this activity is to complete the process of prioritizing interventions. Its intent is to ensure that the most critical initiatives and activities are prioritized in light of the circumstances of the organization. This exercise will therefore provide an opportunity for practitioners to prioritize using Table 4 as the basis for prioritization. Each table reflects one of the pillars or key focus areas of the strategy. For each HRD strategic initiative, as noted in the left-hand column, practitioners are requested to (a) list options and activities for implementation, and (b) assign priorities (1, 2 or 3) to each of the activities noted. Here, 1 represents a low priority and 3 represents a high priority. Please note that activities must be listed only in areas which you consider to be important to your organization. When you have completed this exercise, please make a separate list of prioritized activities with “1” representing the most important activities and “3” representing those that are of least importance. This list will be used in the next step in the process and the following activity on phasing.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)

AREAS OF STRATEGIC PRIORITIES, RATIONALE AND

IMPLEMENTATION FOCUS

OPTIONS AND

ALTERNATIVES FOR IMPLEMENTING PLAN

1 2 3 1.

2.

3.

4.

5.

To enhance the design, management and integration of capacity development interventions in the workplace to include enhancing the quality and workplace relevance

of training materials.

Rationale: In order to improve the practicality and relevance of training to the job, more use must be made of training methods that are in-house as a means of enhancing the practical relevance and applicability of training. In this respect, efforts should be made to improve the management and delivery of induction, learnerships, internships, mentoring and coaching and job rotation, among other methods. These are generally not well managed in the workplace. Many of the courses offered by training service providers do not have practical relevance in the workplace. As a result, the application of new knowledge and the impact of this knowledge on the workplace are minimized. Workplace learning is likely to have more immediate impact on the performance of employees. A number of workplace learning strategies have been implemented over the last 5 years. Success, however, has been varied. The management of these interventions have been identified as the reason for the limited success. The fact is that workplaces are not inherently designed for learning. The strategic focus here is to strengthen workplace learning interventions so that quick gains could be seen in organizational performance and in the services provided to clients and stakeholders. Implementation Focus: While the DPSA will assist in this area through policies and the development of frameworks, the respective departments of Government are expected to take the lead here. This objective is considered as one of the fundamental building blocks for enhanced performance through HRD. The intent here is to strengthen the fundamentals for the effective management of an investment-oriented HRD function. As part of the fundamentals there will be the conduct of skills audits, training needs assessments, aftercare service, and the evaluation of HR delivery training impact. In addition, systems and processes for properly managing workplace initiatives (internships, learnerships, mentoring, etc) will be strengthened. Exemplary models in these areas already exist. Accommodation will be made to ensure that these models are shared. Here, provincial leadership is expected in respect to course materials. Developments in this area will be led by SAMDI/Public Service Academy. The intent here is to make a standard set of high quality training materials in Public Service training available to all. The outcome will be a clearinghouse where such materials will become available to all Government departments. The key advantage to this set of materials is its workplace relevant content and its training process which will be practice-based. Representatives from departments will be involved in course development committees and will incrementally move to the use of a standard set of high quality training materials. Partnerships with HEIs, FET and with relevant professional bodies will be part of this programming.

6.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

5.

To use ABET in providing educational opportunities for

all employees.

Rationale: ABET should be an integral part of a department’s HRD Strategy according to the NSDS. A review of the HRD Strategy 2002-2006 revealed that managers, in general, are unable to undertake responsibilities for the development of their staff. HRD delivery sometimes breaks down because Line Mangers are unable to manage the development of their staff. Some managers are unable to understand the importance of HRD for improving performance. In addition to a general programme in leadership and management development, managers should be coached in HRD provision ABET is the prime mover in the drive for lifelong learning in the workplace. It is the vehicle which provides access to education and opportunity to all employees, but particularly to those at the lower rungs of the occupational ladder. ABET should be a key strategy in the developmental agenda of departments. The strategic focus here, again, is access to training opportunities for all. A programme of lifelong learning dictates that all employees have access to ABET training content from which they can benefit. Implementation Focus: The objective here is a comprehensive structure of ABET programming that can benefit all workers. Leadership will be provided by DPSA in collaboration with the Department of Education. Guidelines will be developed for Government departments to implement, and support will be provided through workshops and the use of learning networks to share ideas on developments. It is anticipated that while the majority of programmes will be available for staff at lower occupational levels, programmes will be available for all staff on matters which affect them personally and professionally. Programmes on managing personal finance and in preparation for retirement, for instance, could be useful.

6.

1.

2.

To promote leadership and management development programmes in general, with specific reference to the

HRD competence of SMS and special focus on the needs & requirements of women & persons with

disabilities Rationale: Leadership is critical in the attainment of the goals and objectives of the Public Service. Lack of effective leadership is a constant source of complaint about the Public Service. In particular, there are concerns regarding the inability of line managers to promote, use and foster HRD interventions for developing their employees. The strategic focus here is to ensure that there is a pipeline of leadership talent available to the Public Service and to ensure that all leaders in the Public Service are able to function effectively.

3.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)



OPTIONS AND


1 2 3 4.

5.

Implementation Focus: Leadership development management strategies refer to initiatives that are undertaken to develop, capacitate and support managers. The DPSA and SAMDI/Public Service Academy will provide leadership and management in capacity development. The objective here is to place a more thorough training and development infrastructure for ensuring effective Public Service management. The focus will be on the development of assessment and support centres for Public Service managers. A supplementary focus will be on the development of HRD competencies in line managers so that they are able to fully undertake their HRD responsibilities. While SAMDI/Public Service Academy and DPSA will lead this process, departments are expected to embark on a more long term structure for management training and leadership development.

6.

1.

2.

3.

4.

5.

Promoting learnerships, traineeships and internships in the Public Service

Rationale: The workplace is a laboratory for practical learning, not only for the employed but for those learners who are outside of the public service who may wish to engage in practical learning in the Public Service. The respective workplaces in the Public Service must make greater use of their establishments in facilitating practical learning. In this regard, learnerships, traineeships and internships represent avenues though which the workplace can be used as an educational resource. The significant advantage for the public service is a ready source of recruits with the experience to be immediately productive. Bursaries could be provided to interns and trainees who show promise as productive Public Servants, particularly in areas of scarce skills. Implementation Focus: An intern application form will be developed and interns will use these forms to apply for bursaries. Working jointly with the Department of Labour, the Department of Education and the respective SETAs and selected training institutions, protocols and systems will be set in place to maximize the use of and participation in such workplace learning. Joint workshops will be conducted in order to prepare practitioners to maximize the throughput of learners in these programmes.

6.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

To use more productively the educational capacity and role of professional bodies and councils in terms of

capacity development and formulation of standards for educational programming.

Rationale: Professional bodies and councils uphold standards for members of their profession. In most cases, they provide relevant training and they certify competencies and readiness to practice in the respective field. Their infrastructure could be used to professionalize the respective occupational categories and job classes. Again, the strategic focus here is the quality and standard of professional preparation and readiness to practice in the respective occupation. Implementation Focus: DPSA will provide leadership in this area. Here, the focus will be on professional bodies and councils which have relevance to the occupational categories in the Public Service. The benefit to be accrued is the overall professionalization of the Public Service in establishing high standards of professional practice. Guidelines will be made available to Departments which pertain to the respective occupational categories. Officials of professional bodies are expected to participate as partners in advocacy and in the promotion of registration in their organizations. Arrangements will be made to subsidize registration fees where membership is perceived to add significant value to performance, practice and enhanced service delivery. .

5.

1.

2.

3.

To coordinate a multi-campus Public Service Academy which will facilitate and coordinate national education programmes for the Public Service that are of a high

standard, relevant and responsive to developments in the Public Service

Rationale: There is need for a coordinating body for Public Service training which monitors the quality, standard and relevance of training to public servants and which accredits and coordinates a network of training providers to conduct training. The strategic focus is the standard to be achieved and the uniformity in courses and approaches. Again, access to high quality training will be enhanced, and the movement toward uniform competencies and qualifications for specified posts in Public Service will be accelerated. Implementation Focus: SAMDI/Public Service Academy will provide leadership in the structuring and negotiations related to the national Public Service Academy. Their role will be to establish policies and frameworks and to take responsibility for advocacy and public communication. Government entities

4.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)



OPTIONS AND


1 2 3 5.

will be expected to conduct their training within the overall framework of the academy. This will occur on an incremental basis as the academy takes shape. While there will be many options to pursue for training by Government entities, core courses for Government will be offered through the organizational framework for the academy. Frameworks will be developed in a participatory manner so that they are amenable to the circumstances of Government departments. All developments will be undertaken in collaboration with relevant provincial academies.

6.

1.

2.

3.

4.

5.

To promote E-learning in the Public Service to be applied in increasing accessibility to HRD

Rationale: E-learning has the potential of widening access to high quality training, promoting independence in the pursuit of professional development and reducing the overall cost of capacity development in the Public Service. The strategic focus here is creating more options for capacity development, maintaining equity in the standards of courses and reducing the overall cost and inconvenience of off-site training Implementation Focus: E-learning here will be based on formally approved and accepted courseware specially targeted to the Public Service. E-learning is a strategic initiative that would be led nationally by DPSA and SAMDI/Public Service Academy. These institutions will take responsibility for the policy frameworks within which E-learning in the Public Service will take place. Provinces and departments could engage in preparatory work in this regard to the extent that resources, capacity and inherent advantages are now available.

6.

1.

2.

3.

To foster collaborative partnerships with HEIs and FETs in order to enhance the quality, standard and

relevance of Public Service training Rationale: Partnerships build collective capacity and accelerate development by taking advantage of comparative advantage of collaborating parties. The strategic focus is to achieve quick gains in quality in order to improve the overall standard and relevance of training in the Public Service and to more effectively utilize the funds that are available for training. Implementation Focus: It is envisioned that some partnership arrangements will be orchestrated between SAMDI/PSA and the respective institutions. The policy framework for partnerships will also be developed by SAMDI/PSA which will provide leadership in the area. But some Government entities will already

4.


PILLAR ONE Table 4

ASSIGNMENT

OF PRIORITIES (√)



OPTIONS AND


1 2 3 5.

have close working relationships with FETs and HEIs. It is expected that all entities fit and operate within a common policy framework. It is anticipated that arrangements will be made to use skills development resources with the SDA as the foundation for financing the strategy.

6.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2,

3.

4.

5.

To promote effective Human Resource Planning in terms of the supply of Human Resources to the Public

Service

Rationale: The supply of skills should be more directly managed so as to enable the Public Service to maintain a sufficient and capable skills base. Initiatives and agreements must be undertaken to ensure the availability of talent to undertake the responsibilities of the respective departments. Departments must compete less on the open market and must develop both internal and external labour market environments for the flow of skilled employees to fill critical positions. The strategic focus here is the promotion of a proactive and investment approach to training in the Public Service. This approach must ensure the proper management of skills availability and the ongoing effort to maintain an adequate skills base. Implementation Focus: The objective to be attained here is the continuous supply of skills to the Public Service in all occupational areas, and in the quality and quantity desired by various sectors of the Public Service. It is anticipated that each sector will have its unique approach to manage skills supply; but there will be generic approaches which can be generally applied. Leadership will be provided by DPSA, the respective SETAs and by research institutions in providing sectoral assistance in skills supply management. Skills supply management activities will be identified and published for each sector of the Public Service, and general guidelines will be put in place by DPSA for managing skills supply from talent within the organization. Skills supply management here is a multi-faceted approach which will include recruitment strategies; establishing partnerships for the continuous supply of talent; use of learnerships and internships; talent management within the organization; creative use of scarce skills; retention programmes; marketing in educational institutions; and streamlined education and training programmes within the organization.

6.

1.

To promote effective Human Resource Planning in terms of the demand for skills and training in Public

Service organizations

Rationale: Training in the Public Service should be demand-led so that there could be the highest return on investment for training. Demand led training means that processes are set in place to continually assess and respond to skills demand. There will be a variety of measures for responding. Heretofore, many departments have not taken formal measures to monitor skills demands, and measures to ensure the proper allocation and use of human resources. In some departments the talent is in the organization but is not located in the correct job assignment.

2.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 3.

4.

5.

Available technologies must be applied to assess demand on an ongoing basis. This process must be a multi-method process to ensure the accuracy of the data outcomes. To the extent possible all departments could embark on a similar process while generating a uniform set of information that could be aggregated by various sectors. The strategic focus here is on an investment orientation to training where the highest benefit is accrued with the least and most viable investments in training. Implementation Focus: Assessing demand for skills is not a one time event but a routine and ongoing activity which keeps the organization constantly aware of its skills base and skill needs. In this regard, therefore, organizational routines should be developed so that this constant awareness is maintained. Assessing skills demand will begin with skills audits, competency assessments, training needs analysis and an assessment of the factors which effect demand, e.g. attrition rates by various categories, the effect of HIV and AIDS and the age profile for critical occupational classes, among others. Initial studies will be done in order to generate awareness on the demands for skills and constitute the basis of an approach to skills demand management. Ongoing routines are to be institutionalised and undertaken by line managers as part of their management responsibilities. While the respective SETAs and the DPSA will provide leadership and guidance in this area, the primary responsibility lies with the province and within the respective departments.

6.

1.

2.

3.

4.

To promote systems for managing the skills supply pipeline and for retention and scarce skills

management in order to sustain capacity in the Public Service

Rationale: Departments must find ways to ensure a constant supply of high quality skills for their operations. Recruitment on the open market has become less and less viable for some occupations. In order to promote skills retention and maintain scarce skills, policies must be put in place, and monitoring systems and processes must be established. The strategic focus here is proactive engagement to protect investments in training. But scarce skills management and retention of employees is a complex undertaking. Efforts and strategies must be integrated so that the key issues for attrition of talent in the organization must be addressed. As a result, compensation planning, HRD, employment conditions in terms of resources and facilities, and leadership effectiveness are all areas which must receive attention. Implementation Focus: One aspect of skills supply management is the ability to attract, manage and retain scarce and critical skills.

5.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 Because of the competition in the market place for scarce and critical skills, the Public Service must embark upon strategies to attract and retain talent. This strategy will be undertaken in three ways: knowledge dissemination and support; the adoption of skills retention and talent management strategies; and tracking of success in the maintenance of scarce and critical skills. DPSA will provide leadership through facilitating the sharing of knowledge and exemplary practices, and through the development of formats and systems to be applied within public organizations. SETAs will also provide leadership in this regard.

6.

1.

2.

3.

4.

5.

To promote the establishment of systems and processes for the acquisition and management of

knowledge and information in support of HRD in the Public Sector

Rationale: Data and data management systems are important for management and reporting in HRD. Measures must be put in place to monitor, evaluate and report on achievements in HRD. This is especially important in light of the planning and accountability systems which have been recently established in Government.The strategic focus here is not only accountability promotion, but also the promotion of overall awareness of HRD operations. But information systems must be distinguished from knowledge management. While one produces data on operations and attainment, the other seeks to promote learning and foster organizational development through how knowledge is made available, managed and used for the welfare of individuals and the organization. The strategic focus here, therefore, is also that of grooming vibrant cultures of learning within the organization. Implementation Focus: A routine set of HR information is needed in order to effectively manage HRD. Policies, systems and processes must be set up to generate this information and to facilitate its use. There must be ease of access, ongoing support, and reliable means of data collection. The HRMIS will be centrally developed and supported through DPSA. However, application of the HRMIS data to enhance performance and reporting in HRD will be undertaken by the respective departments. While the intent is to assist each department, the object here is to develop, eventually, a common National Information System for HR where data can be consistently aggregated on a national basis. The DPSA, in addition to developing the system, will also provide guidelines, a handbook and training on the use of the system. Departments will be able to demonstrate how the use of the system has enhanced their capacity to comply with and their ability to perform more efficiently. Knowledge management will be facilitated by DPSA and SAMDI/Public Service Academy through the provision of guidelines, the creation of opportunities for sharing knowledge and the promotion of exemplary practices. Achievements in this area will also be assessed and reported.

6.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

5.

To strengthen structures, systems and processes for performance management and development in the

Public Service Rationale: PMDS is the key to enhanced performance in the Public Service. It is the framework upon which all performance and promotion initiatives are managed. HRD is critical in the PMDS cycle because it constitutes the “D” in PMDS. In most cases PMDS and HRD are delinked. Measures must be taken to ensure that the PMDS system works and to ensure that the “development” dimension is at the core of performance management. The strategic focus here is to eliminate fragmentation and compartmentalization in HR related initiatives. But the focus is also on linking training to performance outcomes, and ensuring that training interventions are well considered and properly integrated with the performance requirements of the workplace Implementation Focus: Performance management and development activities must inform and support HRD planning and programming. While part of the intent of this sub-objective is to strengthen PMDS, its main feature is the link between PMDS and HRD through PDPs and WSPs. The sub-objective, in the end, seeks to ensure that the development aspects of PMDS, as reflected in PDPs, are accommodated in WSPs and that the training is actually delivered. DPSA has developed the PMDS and has provided ongoing support for its implementation. The area to be strengthened is in terms of HRD linkages. DPSA will therefore continue to provide leadership in terms of strengthening PMDS and preparing guidelines and support for its full implementation. Guidelines will be provided for examining the impact of performance management on service delivery, on the performance and actual outputs of managers and on the efficiency and effectiveness of programming training. But the outcome is neither in the application of PMDS nor in the training provided, but in the outputs achieved in terms of enhanced service delivery.

6.

1.

To ensure adequate availability and use of physical, financial and human resources and facilities

Rationale: Regardless of the amount of training provided, performance will not improve until and unless people are provided with the correct resources and facilities to undertake their responsibilities. In many areas of Government people are not provided with the correct tools to undertake their responsibilities. There must be ongoing assessment of the feasibility of application of the content learned in the actual tasks to be performed on the job. The strategic focus here is the promotion of the link between training and performance in an effort to ensure the attainment of the work outcomes desired from the engagement in training. HRD is the vehicle between structures, systems and improved performance.

2.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 3.

4.

5.

Implementation Focus: This strategic objective refers specifically to the manner in which the use of skills levy funding is governed. The object here is to ensure that skills levy funds are appropriately utilized for the purpose of training. To this end, all sub-objectives focus on monitoring and evaluating expenditure in training. Policies, guidelines and associated systems and processes will be developed by DPSA in collaboration with the respective SETAs. Departments will be expected to comply with these guidelines and to submit full reports on the manner in which these funds are utilized.

6.

1.

2.

3.

4.

5.

To groom and foster in-house capacity through effective career planning and talent management in

departments of Government. Rationale: Departments do not apply a long term perspective to the development of their employees. As a result, there is a high mobility of talent in the Public Service, and there is an inability to effectively utilize and properly manage available human resources. In some cases, the desired talent or skills are available in the organization but are incorrectly placed. The strategic focus here is on maintaining constancy in the supply of skills by grooming and promoting talent internally. Building a talented and committed workforce will depend partly on the manner in which careers are managed and the degree to which opportunities are provided for personal and professional growth, and for promotion to positions to which employees aspire. Implementation Focus: The focus here is on ensuring the proper development and utilization of employees. This sub-objective, therefore, seeks to apply a more long term and developmental vision to skills development in the Public Service where the emphasis is not merely on the skills development needs for immediate application on the job, but on the development of individuals for appropriate careers within the organization or within the Public Service as a whole. Here, the skills, competencies and attitudes of individuals are assessed before they are placed on a career path where they can continue to develop and apply their professional skills. This will serve as one aspect of the strategy for retention and skills supply management. While DPSA will develop guidelines for this purpose, the respective departments must commit to the strategy, and individual line managers must adopt and apply the career management guidelines provided. In the end, all staff members are expected to have career management plans.

6.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

5.

To effectively mobilise the support of managers in advancing the interest and enhancing the productivity

and performance of HRD Rationale: There is an overall sense in the Public Service that senior managers do not fully promote, support and use the strategic potential of HRD to promote effective performance and enhance service delivery. This could be achieved by mobilizing and training managers in the strategic use of HRD. This is especially pertinent to line managers in meeting their HRD responsibilities to those they supervise. Here again, the strategic focus is on the proper location and use of HRD to accrue benefits to the organization. Implementation Focus: This objective has two components. The first is the strategic location of HRD in the structural hierarchy of the organization; and the second is the proper administration of HRD by line managers so that HRD can add value to organizational performance. DPSA will provide leadership in seeking to position HRD in organizations so that the function could inform and support the strategic decisions of departments. This will be done through the recommendation of appropriate organizational structures for HRD; by the mobilization of managers through the HRDS communication strategy; and by conducting workshops on the use of HRD for addressing strategic priorities. In the end, each manager will be able to use HRD as a vehicle for enhancing performance and service delivery. Departments, on the other hand, will be expected to adopt the plans and policies of DPSA, ensure participation of managers in workshops, and take the opportunity to the HRD activities of line managers in support of their staff.

6.

1.

2.

To effectively manage employee health and wellness Rationale: HRD must be concerned with the individual as a whole. Technical capacities cannot be successfully applied if the general wellness of employees is threatened. There are a variety of workplace threats which could limit performance and productivity. Policies and facilities for addressing these potential threats must be within the nexus of authority of the HRD function either through direct authority, or through strong and viable collaborative ties. The strategic focus here is the need for a holistic view of individuals in order to effectively manage development and performance. Implementation Focus: Employees whose health and wellness are preserved are likely to be both more productive workers and more constructive members of the organizational community.

3.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 4.

5.

The purpose of this strategic objective, therefore, is to ensure that the development of employees is built on the firm foundation of their health and wellness. This requires that all organizations have measures for ensuring that employee’s health and wellness are properly attended. It requires, among other items, a comprehensive set of workplace policies, support facilities that are in place and operational; and, in addition, it requires an assessment and support facility that will be ale to render both evaluation and assistance. DPSA will develop the basic infrastructure for this system of support to be operational. But the respective provinces and departments will seek to ensure that employee wellness is a critical component of the growth and development dynamics for staff. In this respect, the issue of HIV and AIDS and its far reaching effects on individuals and their organizations must take centre stage. Organizations must become more and more vigilant in curtailing the spread of the pandemic, and more and more sensitive in responding in a manner which maximizes the value of each individual’s contribution.

6.

1.

2.

3.

4.

5.

To support Public Service departments in adopting appropriate structures and processes for realising an

effective and efficient HRD Rationale: Organizational structures for HRD in the Public Service vary. The capacity of some departments to perform is limited by the inappropriateness of their structural arrangements. If there must be continual development in HRD, then structures must serve the purposes intended. Support and leadership are needed in this regard so that HRD takes its rightful place in organizations in line with the national agenda and promoting skills development and developing the capacity of the State. The focus here is strategically positioning HRD to enhance the performance of public organizations. Implementation Focus: Another aspect of governance in respect to the HRD strategy is adopting measures which will promote the potential for success in implementation. One critical component of success is the capacity of the HRD function in departments to undertake the responsibility for implementing the HRD strategy. In this respect, the DPSA will provide leadership in examining structures and standards for the effective performance of HRD. A model structure for HRD in departments will be developed and promoted. As part of this structure, positions, responsibilities and qualifications will be defined, performance standards for HRD will be developed and a training and advocacy role will be undertaken in promoting the organizational structures recommended. With collaborative engagements and strategic support, each department is expected to comply with the provisions provided by DPSA for the design of organizational structures for efficiency and effectiveness in HRD.

6.


PILLAR TWO Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

5.

To ensure that policies, plans and strategic documents on HRD are appropriately integrated with and aligned

to other relevant plans, priorities and strategies of Government

Rationale: HRD plans and strategies cannot operate in isolation of the larger Public Service agenda, and must take cognizance of the national policy agenda for transformation and development. Heretofore plans and strategies have not been properly aligned, and the Public Service has not been able to accrue full benefit from a more coordinated and cohesive approach. The focus here is to minimise fragmentation and promote continuity in addressing critical development priorities. Implementation Focus: Because HRD is so fundamental to organizational performance and success in the Public Service, it is necessary to ensure that HRD and related priorities are not isolated and compartmentalized. This objective seeks to ensure that there is a cohesive and coordinated approach to plan development and management in HRD. In this respect, HRD initiatives and priorities should be linked to NSDS; to the National HRD Strategy; to the HRD Strategy for the Public Service; to the various Provincial Growth and Development Plans and Strategies; to Provincial HRD Strategies; and for municipalities, to the integrated development plans of Local Governments. Plans for HRD should also be properly integrated with the strategic planning and budgeting processes; and must be represented in the Annual Performance Plans and in Operational Plans of the HRD unit. Where strategic priorities are administered between several units, this must also be reflected in the operational plan of each unit. The objective here is to establish cohesiveness in HRD planning. While DPSA will provide general guidelines, actual implementation will take place in the various departments. A monitoring structure will be established to ensure that there is consistency and continuity in plan and strategy development in HRD.

6.


PILLAR THREE Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 2 1.

2.

3.

4.

5.

To ensure that policy and planning frameworks and

guidelines are available to assist and support practitioners in the implementation of HRD priorities

Rationale: One of the roles in the governance of the strategy is to fill the gaps in policy through the promulgation of guidelines for the various initiatives that are promoted in the strategic framework. This is one measure for mobilizing support and facilitating implementation. The focus here is on implementation management and initiatives to enable Departments the opportunity for success. The focus is also on filling policy gaps so as to enable policy refinement and effective policy guidance and support in HRD Implementation Focus: While there is a regulatory framework which governs HRD, policy gaps still exist at the operational level. These are the gaps which present challenges and promote differences in operational effectiveness. In order to affectively govern the implementation of the HRD strategy, therefore, it is necessary for DPSA to provide leadership and support in filing many of the policy gaps which now exist. The role of DPSA in this regard is facilitative. The Department will seek to intervene with policy guidance and support wherever such support is necessary. In this regard, the Department will also intervene with initiatives to capacitate and inform HRD practitioners on aspects of the HRD strategy where challenges may be encountered. Areas in which policies and guidelines will be developed are as follows: scarce and critical skills management; retention planning and talent management; the strategic use of HRD; appropriate organizational structures for the HRD function in the Public Service; management of skills audits and training needs assessments; information management for HRD; competency profiling and data utilization; appropriate use of skills development funds; and, among others, linking PMDS and HRM operational activities to the HRD function. Policy frameworks in these and other areas are essential in order to establish consistency in quality and uniformity in practice in areas where these are desirable. Other areas of policy guidance may arise as a result of the annual evaluation and reporting process that will be established. From year to year, the DPSA will revise and publish a list of areas in which policy interventions will take place in order to promote and effectively advance the HRD strategy. Departments will adopt and implement policy guidelines on an incremental basis.

6.

To ensure that HRD is effectively monitored and

evaluated and that structures and processes are set in place to monitor the impact of all investment in training

Rationale: Monitoring and evaluation is a means of ensuring accountability and a strategy for tracking progress.

1.



ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 2 2.

3.

4.

5.

There must be consistency in approaches and there must be avenues for providing support where challenges are being encountered. There is an overall concern regarding the extent to which HRD is linked to actual performance outcomes. In this regard, it is necessary to track the impact of training on performance and service delivery. The focus here is on ensuring accountability in governance and on promoting implementation success. Implementation Focus: Monitoring and evaluation is one critical aspect of an effective HRD function and a core responsibility in governance. In this regard, DPSA, SAMDI/PSA and the respective SETAs will play a critical role as governance agents in monitoring and evaluation of progress in implementing the HRD strategy. Monitoring and evaluation will not be ad hoc. A comprehensive system and strategy will be established in order to track progress, and processes for feedback, corrective action and strategic support will be established. As part of the M & E system, detailed operational success criteria will be established for each strategic objective outlined. These criteria will be outlined at three levels. At the national level there will be activities of governance agents such as DPSA, SAMDI/PSA and the respective SETAs. At the provincial level there is the role of the Office of the Premier as the coordinating and governance agent in the province, and the role of the respective departments and municipalities as the direct implementers. The monitoring and evaluation system must be linked with PMDS and the strategic planning and management cycles of the respective departments. It must be a fully integrated system of accountability and strategic management support. DPSA will take overall responsibility for the monitoring and evaluation system – its design and development; its promotion and advocacy; related training and capacity development initiatives; and reporting outcomes. The respective departments and institutions will take responsibility for its implementation. As part of the monitoring and evaluation system, the DPSA will conduct annual consultative conferences to assess progress, and will, as a result, prepare annual performance reports to note progress and chart a course for the following year. Each province and department will assign monitoring and evaluation coordinators who will undertake the function to promote success in HRDS implementation through proper monitoring and evaluation, and through proper management of the resulting supportive interventions

6.

To ensure that the provisions of the HRD Strategic Framework are properly communicated at all levels

Rationale: The first phase of successful implementation is communication so as to ensure that all is aware of the strategy and that all are clear on its expectations. Communication can be used as a tool to achieve several ends.

1.



ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 2 2.

3.

4.

5.

This includes mobilizing support and educating officials. The strategic intent here is not limited to communication, but is extended to the promotion of commitment and awareness and action. Implementation Focus: A key aspect of good governance is communication. This sub-objective seeks to ensure that the provisions of the HRDS are known and understood. This promotion of awareness constitutes the core of the communication strategy that will be undertaken by DPSA who will take responsibility to lead the process. But communication here is more than knowing and understanding. It can be used to mobilize support, to build collaborative bonds and to enlist the commitment of those responsible for implementation. The communication strategy is not limited to informing stakeholders about what must be accomplished; it must also communicate the core sentiments and principles of implementation. Stakeholders must know, for instance, that individual circumstances will be taken into account and that each entity will progress at their own rate in accordance with their capacity and circumstances. From a governance perspective, the communication strategy will be the overall responsibility of DPSA; but communication is not a one time event. It must be ongoing, and must therefore involve stakeholders as part of the ongoing communication process. In this respect, guidelines will be provided by DPSA on the management of the department’s internal communications processes in relation to the HRD strategy.

6.

1.

2.

3.

4.

To promote and manage a code of ethical conduct

among HRD practitioners

Rationale: Sound values are the basis of good professional practice. Codes of conduct will be promulgated as a basis for extending Batho Pele into value structures that are pertinent to HRD practitioners. In this respect, HRD will have a code of good practice for its practitioners. The focus here is on building strong cultures of professional practice in HRD so as to create a sound foundation in organizations for the application of training to the initiatives to enhance performance and improve service delivery. Implementation Focus: One aspect of the governance responsibility is to bring about unity, consistency, quality and ethical standards in the field of practice for HRD. These are important drivers of HRD strategy implementation since it will assist in establishing a common voice and a unified orientation to practice. The interest here is to further professionalize the field of HRD in the Public Service, and to thereby build a solid foundation for moving into the future. In this regard, DPSA will take leadership in enabling collaboration and engagement among practitioners and stakeholders in the development of ethical standards.

5.



ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 2 Efforts will also be made to conduct workshops and training sessions on the standards that are developed. In the end, however, true value will be added only if practitioners and their respective departments apply these standards in enhancing practice and performance. While DPSA will take the lead, practitioners will be expected to be the agents who will transform practice.

6.

1.

2.

3.

4.

5.

To foster and promote HR learning networks in creating a culture of learning in the profession

Rationale: More opportunities must be made available to ensure that practitioners have information and support to manage challenges and issues which arise at the workplace, and to generally keep themselves informed about matters related to their profession. HRD practitioners are generally isolated within their respective departments and have to depend on their own knowledge and experience to succeed. Those who do not have the depth of knowledge may flounder in managing the issues and challenges which normally arise. The strategic intent here is to provide ongoing support to enhance performance and improve service delivery. Implementation Focus: With the support of SAMDI/Public Service Academy, the SETAs and the respective provincial and national departments in collaboration with DPSA will seek to develop reference sources on expertise which could be accessed, and will develop systems and processes to facilitate greater availability and access to knowledge and professional support. Practitioners will be provided with workshops on the manner in which learning networks can be established so that each department is able to develop local learning networks in support of its employees. Facilities will also be put in place for greater access and sharing of knowledge and learning materials.

6.

1.

2.

3.

Strengthening and aligning governance roles in HRD

Rationale: The level of inter-institutional fragmentation in HRD has created gaps, duplications, overlaps and a variety of distortions in delivery. The primary concern here is the lack of clarity in roles and the inability of some Government departments to effectively undertake their responsibilities. There is lack of continuity in fulfilling obligations, and lack of a clear basis for collective action. The strategic focus here is on articulation and continuity in roles, policy provisions and operational processes.

4.



ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 2 5.

Implementation Focus: The approach here is to find gaps and duplications and seek to resolve these collegially and through policies and guidelines which can be mutually developed and adopted. DPSA will provide leadership on this area and, through the input and guidance of a National Steering Committee, governance roles will be aligned.

6.

1.

2.

3.

4.

5.

Full utilization of the strategic role of SETAs in

capacity development Rationale: The SETAs play a critical role in skills development in the Public Sector. While part of their role is to facilitate capacity development, a major component of their role is governance. But the governance exercised by the respective government SETAs has been disjointed and uncoordinated. It is necessary to provide strategic frameworks, policy direction and frameworks for monitoring and evaluating and consolidating training and capacity development in the Public Sector. While this must be facilitated by DPSA, the Government SETAs will play a very critical role. Coordinating capacity development in the Public Service will not be possible without the support of the respective Government SETAs. Implementation Focus: The approach taken here is one of consolidation of efforts and policy thrusts through collaboration, connecting and coordination. DPSA will seek to coordinate the preparation of consolidated WSPs, training reports and Sector Skills Plans for Government departments and to seek avenues for the use of these documents in planning, monitoring and evaluation and in the strategic management of the delivery of HRD. The result will be a coordinated strategy; alignment of resources, skills and experience; sharing of systems; and streamlining of working processes.

6.


PILLAR FOUR Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 1.

2.

3.

4.

5.

To promote full awareness of governmental priorities and their implications for HRD practice in each sector

of the Public Service Rationale: Departments are less aware of priority Government programmes if they are not part of their core responsibilities and routine obligations. As a result, some of these programmes do not benefit from the full capacity of the Public Service. The strategic focus here is on the adoption of more integrated and inter-sectoral responses to the priority programmes and initiatives of Government. . Implementation Focus: The intent here is to ensure that all departments and components within departments are aware of Government growth and development priorities and the manner in which these priorities can be addressed. This is based on an understanding that a collective response to these priorities will add significant value to their successful implementation. Here, DPSA will take the lead to promote awareness at all levels for existing priority programmes and on new growth and development projects when they arise. The focus is on the manner in which functions and programmes within the respective departments can contribute or add value. While part of this effort will be communication and advocacy, other aspects of the effort will be on planning and programming, the development of cross functional activities, and the development of integrated approaches to common problems and issues. The HRD aspect of this effort will be in promoting and conducting awareness workshops which are designed to encourage reflective sessions on delivery possibilities and to generate creative cross functional solutions between departments.

6.

1.

2.

To develop capacity among HRD practitioners to enable them to promote and be responsive to the

developmental priorities of Government Rationale: When new programmes are initiated it is necessary to assess capacity requirements and respond with training in the event that gaps exist. The occupational structure for running these programmes and the competency requirements for success is sometimes too general – especially in departments which do not have core responsibilities. The strategic focus here is on developing capacity for integrated inter-sectoral responses.

3.


PILLAR FOUR Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 4.

5.

Implementation Focus: To the extent that designated growth and development priorities and special projects may require capacity assessment and capacity development interventions, these interventions will be undertaken as one aspect of the strategic inputs of HRD. The role here will be to enable staff to properly understand and respond to requirements that may not be part of their routine engagements. While DPSA and the lead Government departments for a designated programme can provide direction in this regard, it is anticipated that the actual training will be rolled out at the provincial level so as to allow individuals who are located at different levels of the organizational hierarchy an opportunity to grow. There are so many instances where staff are assigned additional responsibilities when new projects arise without any attention to their capacity to undertake the assigned tasks and follow though. Again, these training programmes will be conducted within the auspices of the HRD function in order to advance the strategic priorities of HRDS.

6.

1.

2.

3.

4.

5.

To promote, through HRD, integrated and inter-sectoral approaches to the development of HRD priorities

Rationale: Sometimes departments of Government work in silos in addressing developmental priorities. Much benefit can be gained through integrated and collaborative efforts. The strategy focus here is to establish and facilitate inter-sectoral collaboration in addressing these priorities. Implementation Focus: Here the emphasis will be on empowering departments to explore integrated and inter-sectoral possibilities for advancing growth and development priorities. DPSA may develop guidelines which will present inter-sectoral possibilities which have been developed through a consultative process with relevant stakeholders. Emphasis will be placed on growth and development priorities where HRD is perceived to be an essential component. The objective here is to establish more integrated and cohesive approaches to Public Service issues which have inter- sectoral requirements for effective delivery.

6.

1.

To establish structures and processes to apply capacity development interventions to foster the

integration of NEPAD, AU and global programmes and initiatives in Public Service delivery to benefit the

economic sector Rationale: As the leadership role of South Africa in the region, continent and globally becomes more prominent, and as agreements and initiatives are undertaken to achieve regional and continental goals, the Public Service must become more aware of and responsive to these delivery targets and mandates. Since currently there is a low level of awareness and responsiveness, capacity development

2.


PILLAR FOUR Table 4

ASSIGNMENT OF

PRIORITIES (√)



OPTIONS AND


1 2 3 3.

4.

5.

initiatives must be employed to bring public sector institutions fully into the fold and thrust of development targets which extend beyond the boundaries of South Africa and which are embodied outside of the legal framework which defines the core responsibilities of departments. . Implementation Focus: There are three levels of responsiveness: awareness; inter-sectoral engagements; and deliberate and concerted action. Capacity development must be an aspect which facilitates each of these. The DPSA will promote awareness and advocacy workshops so that the respective departments could assess the manner in which regional initiatives relate to their core business. The DPSA will also facilitate inter-sectoral and inter- departmental engagements to collaboratively address key priorities. Monitoring and evaluation of performance will increasingly explore the extent to which these priorities are addressed.

6.

1.

2.

3.

4.

5.

To use capacity development interventions to promote responsiveness to the millennium development goals

in the Public Service. Rationale: The MDG is a global initiative with targets to which South Africa, as a nation, subscribes. The goals of the MDG are consistent with the development aspirations of South Africa. Among other areas they include goals related to the eradication of extreme poverty and hunger; gender equality; and ensuring environment sustainability. Each of these is related to the core functions of one or more departments. Although these areas are addressed these goals are not given due attention in the planning processes of most departments. Capacity must be developed to both understand these goals and to respond to them in a manner which will derive measurable outcomes. Implementation Focus: The approach here is promoting awareness, maximizing the capacity to respond, and ensuring collaborative and integrated action. DPSA will facilitate sessions for advocacy and developing capacity and will take responsibility for monitoring progress with the adoption of initiatives which will track both the manner in which the MDG goals are addressed in strategic documents and the degree to which these goals are accomplished.

6.


RESOURCE SHEET 17 CONSIDERATIONS IN DEVELOPING PRIORITIES

Please use the opportunity to carefully reflect on what you really want to accomplish as you identify and develop priorities. The Implementation Plan that you will prepare will focus on these priorities only. Please remember that you will not have another opportunity to revisit these priorities. Once they are developed, they become the basis for planning and designing your implementation options. You may want to note the following considerations in the development and identification of priorities. Please note as follows:

1. The priorities you choose must be based on your departmental circumstances as assessed in the organizational readiness exercise.

2. Priorities must add value – whether immediately or in the long term; whether in

terms of resources, service delivery, performance or strategic position. Value must be added.

3. This process of prioritization must be a collective process. Your priorities may

not be that of others. Engage your colleagues, discuss and negotiate on the priorities you select. Strive to reach consensus. It is the basis for collaboration and commitment in implementation.

4. Your highest priorities must be feasible for implementation. If an item is not

immediately feasible then it must be given a lower priority so that its implementation could be deferred into the future. Priorities for the future will need a readiness plan to implement a specifically designated time frame. One critical aspect of feasibility is the availability of resources to implement. Reflect carefully on feasibility.

5. You may develop your own set of criteria for prioritization. You must agree with

your colleagues on whatever set of criteria you choose. You must apply these criteria consistently.

6. Use the strategic documents of your department as you develop priorities. The

priorities you choose must respond to the strategic priorities of your department as expressed in various strategic documents related to your department’s vision, intention and obligations. Among these documents will be your departmental Strategic Plan and Annual Performance Plan.

7. Reflect on the priorities you choose in relation to the National Policy Agenda for

HRD and the related Growth and Economic Development initiatives.

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HRD Resource Pack: Part 4 Page 113

STEP 1

PHASING IMPLEMENTATION ACTIVITIES FOR PLAN DEVELOPMENT

Purpose

The purpose of this step in the process is to enable practitioners to map the chronological sequence in which implementation activities will unfold. The process here is intended to enable practitioners to decide on the manner or order in which activities will be implemented. A complementary purpose of this step of the process is to enable practitioners to understand one key aspect of the implementation process – choice and sequencing of interventions based on feasibility considerations.

Rationale The phasing process is critical since all activities cannot be undertaken at the same time. A choice must be made of the sequence of interventions. This choice must be made on criteria which will promote rather than undermine success. As a precursor to plan development, the sequence of activities must be determined. The most critical feature of sequencing and phasing is its time element. Time and timing are two key considerations. Time considerations in the implementation plan are concerned with critical timelines and milestones. It is concerned with the chronological location of the activity on the calendar. But timing on the other hand, is concerned with more strategic considerations that will promote success. Timing is concerned with the choice of the moment in time when circumstances are such so as to allow the highest probability of success. The significance of phasing, therefore, cannot be underestimated.

Activity “Sequence Mapping” The sequence mapping exercise is a process through which each activity or intervention is allocated a specific designation of sequence or phase of implementation. The activity entails consideration and allocation of each intervention according to the specific phase to which it belongs. There are five designated phases.


As a result of this activity, practitioners will prepare a sequence map of the manner in which interventions will unfold.


Resource Sheet 18: Phasing Strategic Implementation – General Guidelines for Departments and Institutions


Appendix D: Indicative Activities and Timelines for Implementation

STEP 8


RESOURCE SHEET 18 PHASING STRATEGIC IMPLEMENTATION

GENERAL GUIDELINES FOR DEPARTMENTS & INSTITUTIONS Phasing strategic implementation is the process through which initiatives and activities are organized and programmed so that the fundamental building blocks are set in place before more advanced and complex projects are undertaken. Each initiative and its related activities have its place in the development continuum of the department’s HRD delivery infrastructure. In this regard, therefore, development must be incremental. Undertaking a complex project for which the essential fundamentals are not in place will lead to failure and lack of sustainability. Phasing implementation is therefore a process through which the department organizes the initiatives it undertakes according to set timelines so that a proper foundation could be laid for each project undertaken to build on the platform laid by the other. Figure 5 presents a general guide to phasing activities, and Appendix D presents a sample of indicative timelines and targets that could be adopted in a phased approach to implementation. But these targets are not set in stone. Please note, in this regard, that DPSA timelines and targets will be set on an annual basis as part of the HRD performance review workshop.

The timelines and targets specified in Appendix D sets out general milestones for both national lead departments and institutions (noted with an x) and for provincial departments and institutions (noted with an o). The timelines and milestones should serve as a guide in mapping out and phasing project initiatives and activities in the respective departments. Since each department customises its own HRDS implementation plan, the targets specified in Appendix D will serve only as a guide in setting the boundaries for the activities to be undertaken. Within this general framework, each department will have to establish its own set of activities with their associated timelines.

The general guide for phasing activities as presented in Figure 5 seeks to specify levels of intervention, or building blocks for the department’s selection and implementation of HRDS projects over time. There are five levels of interventions or essential building blocks of project activities. The levels of intervention start at the bottom layer of the figure with the activities for which the organization will generally be prepared to initiate implementation. At the top of the figure are the more complex and newer activities for which resources must be mobilised. These levels represent the actual sequencing pattern for phasing activities in implementation. The focus of each level is addressed below.



General Awareness Promotion These are initiatives that are undertaken to make stakeholders and implementers aware of the provisions of plans and strategies to be undertaken. All organizations will have avenues through which communication will normally be channelled. This awareness process could be part of this general structure of sequencing. Awareness promotion is basic and must be accommodated very early in the phasing process.

Activities related to Structures, Policies and Mobilization of Support These are considered to be the essential fundamentals of success. Structures and policies must be in place for the HRD function to be undertaken. While basic structures and policies will be in place, it will be necessary to ensure that policy gaps are eliminated, and that all structural deficiencies are remedied. Undertaking HRDS initiatives within unfavourable structures or in areas where policy requirements are uncertain will foster an environment that will not be favourable to success.

Activities which Build Upon or Extend Inherent Processes, Structures and Operational Advantages The next phase or level of activities is where the department has already undertaken initiatives and may wish to extend or build upon these initiatives. Here, structures and processes will already be in place, and there may be inherent operational advantages upon which the organization can capitalize. In this respect, projects can be undertaken that will essentially build upon what is already there, or which will take advantage of the inherent organizational capacity.

New Activities which Current Infrastructure and Capabilities will Allow Here new activities can be undertaken only if current infrastructure and capabilities exist. This assessment must be carefully made. The infrastructure or capabilities will include staffing, finances, operational processes, facilities and equipment or strategic location within the department or province. There may be donor support for such new ventures, or existing collaborative arrangements may make it feasible.

New Activities for which Capacity, Resources and Support must be Mobilized This is the category of phasing where there will be new beginnings, where resources must be identified to embark upon HRDS initiatives.

It will be necessary to review the HRDS and prepare an initial sketch of the manner in which projects and initiatives will be adopted and phased over time. This will also allow enough time to plan for initiatives that will be placed at a lower priority in sequencing and phasing.


Figure 5: BUILDING BLOCKS FOR PHASING HRDS IMPLEMENTATION

LAYING THE FOUNDATIONS FOR SUCCESS AND SUSTAINABILITY

NEW ACTIVITIES FOR WHICH CAPACITY, RESOURCES AND SUPPORT MUST BE MOBILIZED

NEW ACTIVITIES FOR WHICH CURRENT INFRASTRUCTURE AND CAPABILITIES WILL ALLOW

ACTIVITIES WHICH WILL BUILD UPON INHERENT PROCESSES, STRUCTURES AND OPERATIONAL ADVANTAGES

ACTIVITIES RELATED TO STRUCTURE, POLICIES, SUPPORT, MOBILIZATION AND COMMUNICATION

GENERAL AWARENESS PROMOTION

DPSA HRDS

Departmental

Plans

Specific

HRDS Initiatives


ACTIVITY 8 Sequence Mapping Instruction: The process of sequence mapping is a process which results in the phasing of activities in a chronological sequence to allow the highest probability of successful implementation. This activity seeks to develop a sequence map of HRD initiatives, activities and interventions. Table 5 presents a table which will facilitate the mapping process. Please write out your own activities in the left-hand column of the table. For each activity, please use a check mark (√) to indicate the phasing category (or categories) in which the activity falls. When you have done this for each activity, please determine and allocate the final phasing category in the last column of the table. Where an activity is placed in two or more categories in the table, a determination must be made about the final single category in which this activity must be placed. After you have allocated or designated one phase for each activity, use Table 6 to present a mapping of the manner in which activities may unfold.

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STEP 1

DEVELOPING A PLAN FOR IMPLEMENTING THE HRD STRATEGIC FRAMEWORK

Purpose

The purpose of this step in the process is to prepare an implementation plan for implementing the prioritized activities in the HRD Strategic Framework for the Public Service. Based on the set of activities that are mapped and sequenced, an implementation plan will be developed. The implementation plan will focus on the critical features that must be undertaken in order to successfully accomplish the activities and interventions that were chosen.

Rationale The implementation plan is the focus and basis of successful implementation. It is the means through which resources and responsibilities are allocated, structures and systems are established, and monitoring, evaluation and supporting systems are set in place to ensure success. The implementation plan is also the basis upon which potential hurdles are overcome and the basis upon which operational avenues are cleared to maximize the probability of success. Implementation planning is the road map which assures implementation success. It is required, however, that all implementation considerations, both intended and unintended, must be taken into account.

Activity “Completing Format for Implementation Plan Document” A format is provided for sketching the details of the HRD implementation plan. This activity will require practitioners from the same department to sketch the details of the plan according to the format provided.


A completed implementation plan is anticipated at the end of the process.


Resource Sheet 19: Introduction to Integrative Planning for HRDS Resource Sheet 20: Departmental Plans for HRD Strategy Implementation


There is no appended information for this activity

STEP 9


ACTIVITY 9 A Completed Implementation Plan Instruction: The plan is the blue print of implementation success. This activity requires participants to sketch an implementation plan for the set of activities and interventions which they have chosen. A format is provided for completing the plan. Please complete the information that is requested in Figure 6 and Figure 7. After completing the information, please discuss your plans, findings and observations as a group. Please feel free to make changes to your plan after engaging in discussions.


Figure 6. OUTLINE AND FORMAT OF PLANS FOR HRDS IMPLEMENTATION

DEPARTMENT: HUMAN RESOURCE DEVELOPMENT DIRECTORATE

OUTLINE FOR HRDS IMPLEMENTATION PLAN

1. CONTEXT AND BACKGROUND 2. OVERVIEW OF READINESS ASSESSMENT

3. STRATEGIC PRIORITIES AND RATIONALE

IMPLEMENTATION PLANS FOR HRDS HRDS

INITIATIVE ACTIVITIES TO

BE UNDERTAKEN

RESPONSIBILITY TIMELINES FOR COMPLETION

SUPPORT REQUIREMENTS

Initiative 1: Pillar 1

Initiative 2: Pillar 2 Initiative 3: Pillar 3 Initiative 4: Pillar 4

TIMELINES FOR COMPLETION

2007 2008 2009 2010

INITIATIVES AND ACTIVITIES

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Initiatives:

Activities:

Initiatives:

Activities:

Initiatives:

Activities:

Initiatives:

Activities:

Initiatives:

Activities:


Figure 7 PLANNING FOR DISRUPTIVE CIRCUMSTANCES AND OPPORTUNITIES

ACTIVITIES INTERVENTION

ANTICIPATED BARRIERS

AND POTENTIAL RESPONSES

ANTICIPATED

OPPORTUNITIES THAT MAY ARISE AND POTENTIAL

RESPONSES


RESOURCE SHEET 19 INTRODUCTION TO INTEGRATIVE PLANNING FOR HRDS

Based on the self-assessment generated, each organization will develop its own implementation plan for the HRD strategy. This is key to the process. The organization must decide what aspect of the HRDS it will adopt and implement in what specific time period. The HRDS provisions to be adopted must be consistent with the organization’s context, circumstances and capacity. Here, the organization is given the prerogative to choose its pathway forward. It will prioritise, for its own welfare, which of the HRDS provisions it will adopt over what time period. This can be a departmental HRDS plan on its own, or it can be an integrated component of the institution’s strategic plan, its annual performance plan or its internal HRD strategy. However it is approached, a set of planned activities must result from the process of self-assessment; and this set of activities must, at least in part, address the provisions of HRDS for the Public Service. This implementation plan will be the basis of adoption.


RESOURCE SHEET 20 DEPARTMENTAL PLANS FOR HRD STRATEGY IMPLEMENTATION After the organizational readiness assessment has been conducted and the initiatives which could be undertaken by the organization are selected, then it is necessary to develop a tentative plan on the manner in which the HRDS for the Public Service will be implemented. This tentative plan is an outline and a phasing of the manner in which the initiatives of the HRDS will be adopted. The plan will first identify which aspects of the HRDS will be undertaken in a phased and sequential manner. Then it will specify: activities, the allocation of responsibilities, internal and external supply requirements and timelines for completion of each activity. The activities must be specified in a year time horizon, and must be aligned, if possible, with the activities and timelines determined by DPSA. The format is outlined in Figure 6.

Processing Departmental Plans

The plans will be prepared through the Skills Development Committee of the department, and will be submitted for review and endorsement to the Executive Management Committee of the department. The required resources for the support of activities must be identified for the first year of implementation. Subsequently, all resource requirements will be handled through the normal budgeting process. The plan will be distributed to the individuals who are responsible for implementation. For each activity that is assigned to an implementing official, the implementation process and the reporting requirements will be sketched

It is advised that once this process is finalised, implementation should begin as soon as possible.

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STEP 1

MANAGING THE OVERALL STRATEGY ADOPTION PROCESS

Purpose

The purpose of this step in the process is to assist practitioners in creating an environment that will promote effective implementation of the plans which they have developed.

Rationale Once plans are developed, they must be implemented as soon as possible. There are critical aspects of the implementation process that must always be taken into account. This step of the process is concerned about the manner in which these critical aspects are considered.

Activity “Managing Strategy Adoption” Managing strategy adoption is a process of determining what must be done in respect to each intervention in order to “move things forward”. Managing strategy adoption relates to the overall plan, and the manner in which it will be sold within the organization and to its stakeholders. But it also relates on the “moves to be made” so as to ensure that the path is clear for particular activities to be undertaken. The activity here relates to one particular activity or intervention.


A list of considerations will be noted for promoting one of the interventions of the HRD Strategic Framework.


Resource Sheet 21: Introduction: Strategy Adoption and Implementation Resource Sheet 22: The Strategy Adoption Process – Managing the Overall Plan



STEP 10


ACTIVITY 10 Managing Strategy Adoption Instruction: Managing strategy adoption is a process of noting what will be taken in relation to specific circumstances that may arise in order to ensure, at the outset, that conditions are appropriate for successful adoption. The activity here requires the participant to note considerations for strategy adoption for one intervention only. In each area noted in Table 7 please list the circumstances which exist in your organization and the considerations which could be taken into account to facilitate strategy adoption. These could be positive or negative circumstances. The idea here is to reflect on the manner in which positive circumstances could be used as opportunities, and the extent to which constraining circumstances could be circumvented.


Table 7 MANAGING STRATEGY ADOPTION

CONSIDERATIONS IN

STRATEGY ADOPTION CIRCUMSTANCES IN

RESPECT TO ONE INTERVENTION

CONSIDERATIONS TO FACILITATE STRATEGY

ADOPTION Communication and Awareness Promotion

Allocation of Responsibilities

Appropriate Policy Frameworks

Appropriate Organizational Structures

Systems and Processes

Accountability Measures


RESOURCE SHEET 21 INTRODUCTION: STRATEGY ADOPTION AND IMPLEMENTATION STRATEGY ADOPTION AND IMPLEMENTATION – MANAGING THE OVERALL PLAN The department’s HRDS plan will be endorsed and set in place for implementation. This is the critical process where the intentions of the organization will be structured so that it will become reality. There is a process through which this plan, as a whole, is prepared for and adopted. Here there are three critical stages of adoption as briefly noted below. These will be addressed in detail on the following Resource Sheet. Awareness Promotion In order to promote awareness, the department will conduct a Communication and Advocacy campaign for its own HRDS plan. This awareness campaign will address what aspects of the National HRD Strategy to be adopted, why the respective components were chosen and what are the objectives to be accomplished. It will also address the manner in which activities are to be realised. Implementing Structuring and Processing Here, the overall implementation process will be designed. This will include the organizational structure for meeting the objectives of the plan; the manner in which responsibilities will be assigned; the allocation of resources; specification of timelines and milestones; and, among others, the nature of support rendered, both organizationally and externally, to promote success. Accountability Measures Here, accountability and reporting particulars will be established and communicated. Systems for monitoring and evaluation will also be set in place.


RESOURCE SHEET 22

THE STRATEGY ADOPTION PROCESS – MANAGING THE OVERALL PLAN FOR STRATEGY ADOPTION

The strategy adoption process is the set of activities that are undertaken in order to ensure the effective implementation of the organization’s HRDS plan. There are two aspects of the adoption process – the adoption of the plan as a whole, and the adoption of the various initiatives of the plan. The adoption of the plan as a whole is the process through which the plan is accepted, endorsed and communicated as a plan of action for the organization. Adoption here does not mean implementation of initiatives. It merely means acceptance and the establishment of all the protocols and measures for implementation. There are three stages of adoption of the overall plan: awareness; the establishment of implementation structures; and the development of accountability measures. Each of these is addressed below.

Awareness The plan has been formally accepted by the Executive Management of the department. In preparing for implementation, the plan must be properly communicated to implementing parties and to relevant stakeholders. This is the process of awareness promotion. Awareness promotion informs staff about the HRDS initiatives of the department. In doing so, information is communicated about the following: objectives to be achieved and benefits to be accrued; who is involved, and in what manner; expectations and obligations of responsible parties; reporting requirements; and timelines and milestones. This information should be communicated as a major HRD thrust of the department, and its linkages and contributions to other departmental initiatives should be made clear. Awareness promotion can also be used as an initiative to mobilize the commitment and support of mangers and staff of other units and related functions. In essence, this will be the department’s communication strategy for its adapted versions of the HRDS that it has crafted for implementation. It is important that the content of the plan is reflected in other critical departmental documents such as: its Strategic Plan; its Annual Performance Plan (APP); its HRD Strategy; its HR Plan; and in its Operational Plans for the associated Units and Directorates. Some aspects of the plan must also be reflected in the Workplace Skills Plan (WSP). The activities of HRDS must not be appended to the routine organizational tasks and undertakings. It must become an integral part of the department’s agenda, and it must be aligned with all the structures that are in place for managing and reporting on performance.



IMPLEMENTATION STRUCTURES Implementation structures refer to the policies, assignments and organizational arrangements that are set in place so that the plan could be put into effect. In this sense, implementation structures are the arrangements that are put in place in order to bring objectives and intentions into organizational reality. Among the considerations to be entertained are the following items which are noted and explained briefly below:

Policy Pronouncements Directives must come from the highest level (Executive Management or HOD) regarding what arrangements are for implementation so that allocation of responsibilities and the communication of expectations are seen to be authorised. One policy, for instance, may be on the use of existing departmental structures instead of seeking to create new structures that are unnecessary. Protocols should be established at the outset regarding the specification of roles and associated linkages to HRD. Responsibilities should be fully enumerated, and expectations and standards of performance should be clear. In this sense, responsible parties should be given Terms of Reference (TOR) regarding their anticipated roles. This will be done for both individual units and teams. For instance, the TOR which outlines the roles of the task forces for the various HRDS initiatives should be clear. Although in many cases, the task force may be the SDC.

Allocation of Resources There must be some discussion regarding the manner in which resources will be made available, either as routine funding or as special allocations. Resources here will include facilities, time, people, equipment and materials. Resource requirements should be clear, and protocols should be set in place to ensure resource allocation is in line with business and development priorities. Authority Delegation and Accountability The manner in which authority will be delegated should be clear. It may be part of the normal delegations of the department, or it may require special delegations to be put into effect. This must not be left to chance. The limits of authority should also be clear. In this respect, the roles and limits of the SDC should be specified along with the roles and authority of line managers in respect to HRDS. Monitoring and Evaluation A monitoring and evaluation structure must be established. In this respect, the manner in which progress is made must be tracked in a comprehensive and consistent manner. Timelines and milestones must be specified, and reports on progress must be submitted. Reporting protocols must not be new. They must fit within existing structures for reporting on achievements. The SDC could be used as the point of accountability for reviewing progress.


RESOURCE SHEET 22 continued … Accountability Measures The key consideration here is the manner in which people are committed to produce results. Responsibilities must be assigned from managers down to the respective individuals and work teams. Responsibilities must then be embodied in Operational Plans and Performance Contracts, and must be linked to PMDS and the reward schemes of the organization. The key here is that this procedure for accountability management must be specified and must be widely known. Accountability for results will then be embedded in the Performance Management System.

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STEP 1

UNDERSTANDING INDIVIDUAL IMPLEMENTATION INITIATIVES FOR THE HRDS STRATEGIC FRAMEWORK

Purpose

The purpose of this step in the implementation process is to assist practitioners in managing and successfully adopting each individual initiative of the HRD Strategic Framework for the Public Service. While the overall plan with an array of HRD initiatives could be structured in order to facilitate implementation, adoption and implementation cannot be successful unless each individual initiative or each single intervention is given due consideration on its own. This step in the process seeks to provide practitioners with guidance in managing each of the initiatives undertaken in their departmental plans.

Rationale Each initiative or intervention has its own uniqueness, and each will require a particular approach that responds to the circumstances which surround its adoption. It is necessary, therefore, to look at each intervention on its own so that its peculiar differences are not overlooked, and its unique implementation requirements are not ignored.

Activity “Laying the Groundwork for Success” This activity looks at one particular intervention and explores the manner in which that selected initiative may have its own set of unique circumstances.


At the end of this activity, each participant would have explored the implementation requirements and considerations in respect to one particular initiative. The sample frameworks for analysis in Appendix E could be used as a guide.


Resource Sheet 23: Introduction: The Strategy Adoption Process for Managing HRDS Initiatives Resource Sheet 24: The Strategy Adoption Process for Managing HRDS Initiatives


Appendix E: Sample Guidelines and Considerations for Implementing Strategic Initiatives

STEP 11


ACTIVITY 11 Laying the Groundwork for Success Instruction: Each intervention or initiative is unique. It is necessary to be flexible, open and creative in terms of exploring possibilities for promoting success. This activity seeks to explore these possibilities. Please choose one of the initiatives which you expect to adopt and implement. In reflecting on that initiative, please complete the information outlined below:

1. What is your rationale for adopting that initiative? 2. In your specific context, what policies and legal requirements govern the implementation of

that initiative in the Public Service? Are you constrained by any of these legal requirements? How will you manage these constraints?

3. Conduct a status assessment on that initiative using the questions for that initiative in

Appendix E. Are you ready to adopt this initiative? What are the risks to be faced in your context?

4. Are the structures and frameworks for adoption appropriate?

What are the risks involved? How will you manage them? 5. What specific implementation initiatives have you noted?

What are the risks involved? How will you manage them?

6. What resource information and support networks are available for implementation? What risks are involved? How will these be managed?

7. How confident do you feel about adopting this initiative? You may work on this activity as a group, and share your ideas, and considerations and recommendations with colleagues.


RESOURCE SHEET 23 INTRODUCTION: THE STRATEGY ADOPTION PROCESS FOR

MANAGING HRDS INITIATIVES

The strategy will not be implemented as a whole, but through individual initiatives as specified in the conceptual framework presented in Resource Sheet 10 of this Guide. The presentation of the overall plan promotes a general awareness of the full implementation picture. Undertaking the individual initiatives to be adopted is where the strategy would really be brought home to reality. The Guide is, therefore, structured in a manner so that each initiative is a full project directed to a specifically targeted outcome to be achieved. The success of the strategy will depend on the manner in which each initiative is adopted. The Guide seeks to set out a full process for the management of selected initiatives. Each initiative will follow a 5 step process of adoption. These are outlined briefly below and described fully in Resource Sheet 24. Status Assessment This is the assessment of organizational and contextual realities pertaining to the particular initiative under consideration. Project Team Allocation It is recommended that a set project team is allocated for each initiative. The team will be made up of people with the capacity and strategic location in the organization to drive the agenda. Since it will be counterproductive to have too many teams, efforts should be made to assign more than one initiative to a team. Ideally, the initiatives assigned should be related in some manner. Organizational Structures Here, organizational structures for implementation success will be established. This will include the assignment of responsibilities; the allocation of resources; the definition of outcomes anticipated within set timeframes; and among others, the definition of accountability and reporting requirements. Implementation Activities A set of focussed activities will be set in place with implementation timeframes and assigned responsibilities. Accountability and Reporting Here the structures, systems and forms will be put in place for comprehensive and efficient reporting. Appendix E of the Implementation Guide will provide guidelines and details on each initiative of the HRDS. These guidelines are intended to assist departments in planning and implementing the initiatives they have chosen. Each separate component of the strategy is addressed on the Resource Sheet to follow.


RESOURCE SHEET 24 THE STRATEGY ADOPTION PROCESS FOR MANAGING HRDS

INITIATIVES Each initiative to be undertaken must follow a particular process of implementation. This process seeks to ensure that the basic and most critical activities for implementation success are considered. There are 5 key features for the implementation process. These are as follows: status assessment; project team allocation; structures, responsibilities, accountability and oversight; specification of implementation activities; accountability and reporting protocols. Each of these will be addressed briefly below.

Status Assessment Status assessment is essentially a SWOT analysis on each initiative. This assessment seeks to determine the extent to which the organizational environment either promotes or constrains success of the initiative. It is the basis for the development of an approach to the initiative which capitalizes on advantages, but minimizes the potential blockages that could arise. Each organizational environment will have its own distinct advantages and opportunities that could be exploited. Each will also bring its own constraints. Actions must be undertaken to overcome potential hurdles and avoid inherent threats and risks. In this sense, each initiative must be strategically planned and managed in order to promote successful implementation. This kind of strategic implementation ensures that the implementation process is adapted and responsive to the circumstances that exist at the time when project activities are being initiated.

Project Team Allocation Each initiative will have a project team. The project team approach seeks to bridge the limitations imposed by the restricted capacity of organizational units. The project team approach will enable assignments to be made outside of the organizational unit that takes direct responsibility. Perhaps, there could even be project team members who come from outside the organization. The objective here is to bring together the right range of talent and strategically located people to provide inspiration and bring about project success. It should be noted, however, that no value will be added with an excessive number of project teams or with too many members in one team. The number of teams should be minimised. In this respect, existing structures could be used where viable teams already exist, or assigned teams could undertake responsibilities for more that one project. The number of team members need not be excessive. The number will depend on the nature of the initiative, the range of talent required or the number of organizational units or functions that must be involved. The project team concept must bridge the divide between organizational units, and it must serve as the conduit that will bring the organizational talent to the points of implementation where such talent could find maximum utilization. In some cases, project teams could be sub-committees of the SDC. It will be useful if all project teams could be coordinated by the HRD Directorate of the department. Project team members could be recommended by the HRD Unit or Directorate and endorsed by Executive Management.



Structures, Responsibilities, Accountability & Oversight The organizational arrangements for the initiative to be undertaken must be clear. All Managers should be notified of the responsibilities to be undertaken by their staff. These responsibilities should be clearly specified so that they can be accommodated in the work plan and performance contracts of individuals. Protocols must be in place so that managers allow time for staff to undertake responsibilities as part of their assigned project teams. Acting on behalf and in coordination with Executive Management of the department, the SDC will have oversight authority for the work and performance of project teams. Implementation Activities Implementation activities must be properly specified beforehand so that they could be properly scheduled, programmed and assigned. This will be the responsibility of the project team. Project team members will also take responsibility for undertaking these activities. The object here is to ensure that the work of the project teams is not ad hoc. A set project plan must be specified for each initiative, and all activities must have milestones and must be properly monitored. Accountability and Reporting There should be set events or occasions for reporting. Reporting for all project teams should be undertaken at SDC meetings or at quarterly meetings that are specifically designed for tracking progress on HRDS initiatives. This event can be organized as an occasion, not only to monitor, but to provide encouragement and support and to share successes and constraints. The event may coincide with, or be conducted jointly with, other meetings or events that are scheduled to monitor progress on a quarterly basis. While the success of each initiative will be managed separately, the whole array of initiatives will be coordinated at one single point in the organization.

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STEP 1

MONITORING AND EVALUATION OF THE HRD STRATEGIC INITIATIVES

Purpose

The purpose of this step in the implementation process is to assist practitioners in becoming familiar and being able to use the tracking tool for HRDS initiatives. The tool is to be used for each initiative so that HRDS interventions can be monitored from readiness assessment to the attainment of the goals and objectives of the initiative.

Rationale Monitoring and evaluation is essential in order to ensure that there is progress in attaining the objectives of the Strategic Framework. Monitoring is the process through which one takes account of the progress made in undertaking a task or activity. It is the process through which one seeks to manage the circumstances which may affect success in implementation. Evaluation, on the other hand, is the process used to assess whether an objective has been accomplished and to determine the factors which may have affected its accomplishment. Evaluation is an ongoing activity. It not only occurs at the end of the task, but is undertaken intermittently during the accomplishment of the task so that corrective measures can be applied as necessary. This type of monitoring and evaluation is critical to success in implementing the strategy. While each HRD practitioner in the respective department will be able to keep track and report on individual initiatives, the DPSA will also conduct quarterly and annual monitoring and evaluation visits, and will use the same tracking tool in order to take note what has been accomplished. The progress of implementation will be coordinated by the Steering Committee.

Activity “Tracking Progress – A Simulated Activity” In this activity, practitioners will be asked to track a project which they have already undertaken.


Each practitioner will have completed one of the tracking forms for a project of their choice.


Resource Sheet 25: Promoting Progress and Accountability through Tracking



STEP 12


ACTIVITY 12 Tracking Progress – A Simulated Activity Instruction: The tracking process is designed to determine the level of progress made in attaining each initiative of the HRDS. A tracking form is provided in Figure 8. Please practice completing the form by using a project or programme which you have already undertaken. Please note the steps to be followed. Each item or tracking criterion represents, in sequence, an important milestone in accomplishing the initiative. For each milestone, please note the date accomplished and write relevant comments in the left-hand column of the table. At the end, or upon completion of the initiative, please provide your overall assessment at the end of the form. Please note that for items 9 to 12, the targets for the initiative must have been pre-established. Accordingly, please note or specify the specific targets for the HRDS initiative in reference on that specific tracking form.


Figure 8 BASIC MONITORING AND EVALUATION TOOL FOR

HRDS STRATEGIC INITIATIVES BASIC INFORMATION

Initiative being Undertaken: Date if Initiative: Supervisor/Manager:

TRACKING CRITERIA DATE ACCOMPLISHED COMMENTS 1. Readiness assessment

completed

2. Implementation plan and protocols developed

3. Initiative endorsed by Senior Management

4. Resources allocated

5. Success and performance criteria in place

6. Responsibilities are assigned

7. Targets and timelines established

8. Those undertaking responsibilities are capacitated

9. Targets met (25%) Specify:




13. All tasks in initiative completed

14. Implementation evaluation performed and report prepared

15. Project accomplishments are sustainable

Overall Assessment:


RESOURCE SHEET 25

PROMOTING PROGRESS AND ACCOUNTABILITY THROUGH TRACKING

Promoting progress and accountability refers to the initiatives that are undertaken in order to provide the structures, motivation and incentives that will ensure progress and success in implementation. Nine activities and considerations are provided below as examples for motivating sustained progress. Each one is noted and briefly described below. Mapping Milestones Mapping milestones refers to the process of mapping, over time, the activities which will be undertaken within one’s own jurisdiction. Phasing activities, as noted earlier, is a preliminary process to mapping milestones. In the mapping process, dates are designated, and the sequential and developmental relationship between projects is noted. A set of activities that are properly mapped will have the appearance of a (PERT) Performance Evaluation and Review Technique and chart with designated timelines.

Publicly Tracking Progress It is advised that a notice board be placed in public view with all the designated projects, initiatives and activities to be undertaken. Public tracking of progress will generate a collective desire to achieve and all will bear some responsibility and accountability for progress. Organizing Key Events as Review Points It is sometimes useful to plan a major event to review progress. This event may be a conference, a luncheon or a departmental retreat. Such events will highlight the importance of the projects being undertaken, and will create a positive spirit for generating solutions where problems and issues arise. Annual Performance Review Conference In order to track progress in the implementation of the strategy, provinces and DPSA will host an annual performance review conferences or workshops in which all departments will participate. Reports on performance, progress and on issues and challenges which arise will be tabled. Reports by DPSA Based on the input provided, an annual performance report will be prepared. The report will review progress, note achievements and challenges and, perhaps, plot a revised course forward for the following financial year. In this process, annual targets will be established. Learning and Support Networks Learning and support networks will be established for each component of the HRDS. Here, practitioners will be able to receive assistance, advice, and support materials on particular components of the strategy.


RESOURCE SHEET 25 continued ... Award Schemes Awards can be presented to high achievers: departments with creative initiatives, organizations that have made notable progress and achievements and organizations that have rendered notable assistance and support to other departments. Such award schemes will not only serve as incentives which motivate, but will also serve as notable events to highlight the importance of the strategy and maintain a high level of public awareness. Centres for Excellence Some departments or provinces can be identified as centres of excellence on particular HRDS initiatives. These departments will be supported to publish their achievements and to render assistance to others. Courses developed by departments can be translated into e-learning courses and made available through the HR Learning Network. HRDS Scorecard System Each department will be encouraged to develop a scorecard for their HRDS implementation. This scorecard system must be linked with the responsibilities of staff and the reward systems that are applied in the workplace.

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APPENDIX A ORGANIZATIONAL READINESS ASSESSMENT

PURPOSE The purpose of this activity is to enable departmental officials in HRD to conduct a self-assessment of their readiness to implement the HRD Strategy for the Public Service. The activity explores many aspects of organizational performance in respect to HRD, and provides HRD officials with the opportunity to reflect on their state of readiness. OBJECTIVES

1. Assessment of organizational readiness and implementation proficiency. 2. Identification of gaps in capacity to implement HRDS initiatives. 3. Promotion of discussion on many aspects of organizational readiness for implementation as

a means of fostering shared understanding. 4. Helping to nurture commitment among stakeholders regarding the implementation of

HRDS. OUTCOMES

1. Assessment scores on 10 aspects of organizational readiness. 2. More in-depth understanding about the basic requirements for a successful system for the

implementation of HRD initiatives. INSTRUCTIONS

Step 1 Read all the statements on the organizational readiness questionnaire and decide which of the statements are true for your department by placing a checkmark (√) in the box marked “yes”. Please be sure to place a checkmark only for the statements that are true.

Step 2 When you have gone through all the statements, please turn to the table entitled “Recording Responses” and circle each number in the table for which you have a checkmark on the questionnaire. Please be sure to circle only the numbers for which you have a checkmark (√). The other numbers will remain blank.

Step 3 Add the number of circles in each of the columns A to J and write this number at the bottom of each of the respective columns. You have 10 columns, so you will have 10 separate totals in the bottom row.

Step 4 The total score for each column is 10. In the table provided on page 165 write your score for each of the columns. Please note the title provided for each of the columns by looking at the category letters (A-J) and the associated component of organizational readiness.

Step 5 Please refer to the page on “Assessing Responses” and transfer your scores to the graph on page 167 and shade your scores. Note the extent to which your department could be assessed as ready to implement.


Step 6 For each category (A-J) please average the scores for your group and place averages on the same graph on page 167. See step # 5.

Step 7 Look at the category of your scores in the table on page 168 and determine the level of readiness to implement in your organization in each area of assessment.

Step 8 Discuss the results of your assessment with your colleagues. Are your scores in agreement? In your group list your scores for each category so that the range and variation of scores is clear. Examine the very high scores and the very low scores. Check to determine on what specific item there was a high level of agreement or disagreement. Do this by examining the table on page 165 (the table with 100 numbers). Look at the column for the specific category and compare which items you circled and which items you did not. Discuss the differences in your assessment. Could you reach consensus or an overall assessment?

Step 9 Break into different groups according to each of the 10 categories and prepare the statement of organizational readiness (page 169) and the selection of HRDS initiatives for your group.

Step 10 Break into groups representing each of the 10 areas discussed and prepare your readiness action plan as a group. Please see format in Appendix B for preparing your Readiness Action Plan. Please discuss your overall plan as a group.

Step 11 Share your findings with your colleagues in a plenary session


ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT

ASSESSMENT ITEMS

Is this true for

you?

1. The Senior HRD Manager is supervised at the level of Chief Director and above.

2. The Senior HRD Manager is part of the Senior Management Executive body.

3. All the financial resources for training in the department are consolidated in and managed as one budget by an HRD Manager.

4. The HRM function is aware of the scarce and critical skills in the department.

5. A Skills Audit has been undertaken for the department as a whole.

6. Workplace Skills Plans are developed and submitted on time.

7. There is a strategic understanding in the department that training must contribute to enhanced workplace performance.

8. A variety of training options are available to all departmental staff.

9. Most of the training provided is made available through accredited providers.

10. All staff members are aware of the development priorities of Government as a whole.

11. All HRD personnel have detailed job descriptions with performance standards.

12. Senior Management seeks strategic advice for the HRD component.

13. There are sufficient resources allocated to HRD for training purposes.

14. Special policies, plans and processes are available for managing scarce skills in the department.

15. The Skills Database is updated on a periodic basis.

16. The Workplace Skills Planning process is participatory and involves all stakeholders/components of the department.

17. There is an understanding in the department that training must contribute to enhanced service delivery.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No



ASSESSMENT ITEMS

Is this true for

you?

18. Departmental staff who are located in remote and rural areas have equal access to training.

19. The content of training is generally negotiated between the training provider and the recipient unit in the respective Departments so as to ensure relevance.

20. All staff members are aware of the transformational priorities of Government as a whole.

21. There is an HRD policy handbook available to all managers.

22. HRD training information and schedules are considered in the strategic decisions of the department.

23. The department spends 100% of its budget that is allocated for training purposes.

24. There are partnership arrangements with training institutions HEI & FETC for the supply of critical skills to the department.

25. Training needs assessments are conducted on an ongoing basis.

26. The Workplace Skills Plan is an accurate reflection of the training priorities of the department and/or Sector.

27. Aftercare support programmes to reinforce training undertaken are given high priority.

28. All staff at different levels of the occupational performa levels have equal access to training.

29. Most of the training provided is aligned with available SAQA unit standards.

30. All staff members are aware of the poverty alleviation programmes of Government.

31. There is an information system available for managing training and development initiatives and programmes.

32. The recommendations of the Skills Development Committee of the department are generally implemented.

33. Some of the funds allocated to training are sometimes used for non-training purposes (more than 5%).

34. The department has a retention plan and policy.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No



ASSESSMENT ITEMS

Is this true for

you?

35. Training provided is generally based on Skills Audits or Training Needs Assessments from PDPs

36. No Directorates or work units conduct training that is not included in the Workplace Skills Plan.

37. A post training assessment is made on the impact of training on performance.

38. Qualified service providers are readily available for the range of training required by the department.

39. The contributions of professional bodies/councils in particular occupational fields are explored in order to enhance the quality of training and practice.

40. All staff members are aware of the programmes of Government that are focused on promoting employment.

41. HRD staff report to a manager who is appointed at or above director level.

42. All managers are aware of the content and obligations of the Workplace Skills Plan.

43. Resources are allocated for training in addition to funds from the Skills Development Act.

44. The department engages in outreach campaigns to schools to encourage interest and applications for positions with the Public Service.

45. Personal Development Plans resulting from PMDS or other processes are used for the development of training plans.

46. All other plans (PGDS, Strategic Plans, National HRD Strategy, etc.) are considered in HRD planning and strategy development.

47. Analysis is done to assess the return on investment (ROI) for training provided.

48. Facilities are available at the workplace for staff to undertake initiatives to develop themselves, to seek knowledge and information and to grow professionally.

49. Competency frameworks are used in planning training programmes.

50. Efforts are made by all staff to address the development priorities of Government in their respective job responsibilities.

51. The post establishment for the HRD function is at least 80% filled.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No



ASSESSMENT ITEMS

Is this true for

you?

52. The Workplace Skills Plan is tabled and approved at the Senior Management Meetings before signature and submission by the HOD.

53. The training budget is managed directly by the HRD unit.

54. There are succession plans available in the department for critical positions.

55. There are competency profiles for all positions or the most critical positions in the department.

56. The department has an HRD Strategy in place

57. Training is based on the actual workplace needs of staff members.

58. Trained mentors and coaches are readily available.

59. Training materials are practice-based and are relevant to the content and circumstances of the respective jobs.

60. Inter-departmental initiatives are undertaken to address the development priorities of Government.

61. All HRD personnel are fully aware of laws and policies related to HRD.

62. Additional financial resources are allocated to training when available resources are insufficient.

63. Projections are made on the level of training expenditure for the year.

64. The department has plans and policies on talent management.

65. The HRD function is generally responsive to the changing job requirements of staff.

66. The department has an HR plan in place.

67. The content of training programmes is generally related to the actual performance requirements of the job.

68. Managers are generally willing to release their staff to undertake training.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No



ASSESSMENT ITEMS

Is this true for

you?

69. The process of training undertaken generally allows participants to learn from the experiences of others.

70. Training initiatives are undertaken to ensure that all staff are aware of and are able to address the development priorities of Government.

71. HRD is properly aligned with the PMDS process.

72. Line managers engage in a pre-training intervention process before training is conducted.

73. Quarterly reports are prepared on training expenditure.

74. There is a responsive programme of workplace based training to keep staff in a state of readiness to undertake their responsibilities.

75. The skills demands of new policy requirements are generally assessed.

76. HRD is always responsive to the changing requirements and circumstances of the department.

77. Standards of performance for each position are well defined.

78. ABET programmes are available to all staff at all levels for advancing personal and professional growth and development.

79. Trainers are generally of high quality, and have an understanding of the Public Sector and the workplace related particulars of the job.

80. Assessment is conducted to determine the level of contribution of the department to the development priorities of Government.

81. HRD is properly aligned and coordinated with HRM.

82. Line Managers provide post training debriefings and aftercare support.

83. Department has ring fenced the 1% for pre-service training; in-service training and bursaries.

84. A variety of options are generally explored for ensuring a constant supply of skills and talent to the department.

85. The competency profiles of jobs are generally used in the recruitment process.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No



ASSESSMENT ITEMS

Is this true for

you?

86. There is an overall annual HRD or training schedule for the department

87. Staff members are involved in assessing the workplace performance of their colleagues.

88. Training opportunities are made available in a fair and equitable manner.

89. The capacity of employees is properly and accurately assessed after training.

90. Training needs for addressing developmental priorities are generally assessed.

91. All managers properly inform and report on their training and development initiatives.

92. HRD features as a highly prioritised objective in the Strategic Plan of the department.

93. Procurement processes do not impede or disrupt the training process.

94. All of the critical positions that are essential to the performance of the department are filled.

95. Action is taken to ensure that all talent in the department is effectively groomed and utilized.

96. Training is effectively monitored and evaluated and feedback is used for corrective action.

97. Training is applied as a critical component of the PMDS process and training outcomes are properly defined, registered and pursued.

98. There are convenient and adequate facilities available so that training can be effectively delivered in all geographic regions.

99. Training programmes for staff are developmental and part of a long term career management plan.

100. The development and transformation priorities of Government are reflected in HRD plans, strategies and programmes.

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


RECORDING RESPONSES

A

B C D E F G H I J

1

2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 56 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100


ASSESSING YOUR ORGANIZATION

CATEGORY

COMPONENT

TOTAL SCORE

YOUR

SCORE

AVERAGE

SCORE

A Organizational structures to support HRD 10

B Management Support and Contribution

10

C Financial Management for Efficiency and Effectiveness

10

D Skills Supply Management

10

E Skills Demand Management

10

F Maintaining efficiency and effectiveness

10

G Performance Orientation

10

H Accessibility of training and development initiatives

10

I Quality of training initiatives

10

J Responsiveness to Government’s development priorities

10


ASSESSING RESPONSES Level of Organizational Readiness

10

9

8

7

6

5

4

3

2

1

0

A B C D E F G H I J

Areas of Readiness

2. Comments on overall assessment of organizational readiness

1. Comments on your assessment of organizational readiness

Leve

lsof

Rea

dine

ss


ASSESSING YOUR ORGANIZATIONAL READINESS

SCORE

ACHIEVED

OVERALL ASSESSMENT OF

LEVEL OF READINESS TO IMPLEMENT

1 – 3

Scores in this category are assessed as a very low level of readiness in the area for which the score was derived. Careful assessment must be made as to the extent to which more capacity is needed in this area to implement particular provisions of the HRDS. If this area can have an effect, it will be advisable to develop capacity in this area before adoption of initiatives which may be affected. This must be reflected in your implementation plan.

4 – 5

This is assessed as a low level of readiness. If this area has the potential of affecting initiatives to be undertaken, it will also be prudent to apply corrective measures in order to develop capacity. The initiative may not fail as a result of this level of readiness, but there will be significant difficulties during implementation. If scores fall into this category, your department is not quite ready.

6 – 8

Scores in this category are assessed as average. Here, initiatives which may be affected can be undertaken, but efforts must be made to address weaknesses and threats in one’s implementation plan. Potential constraints could be mediated through careful planning.

9 - 10

This score is assessed as a high level of readiness. Here, the organization will be assessed to have an appropriative organizational infrastructure for effectively adopting initiatives of the HRDS. With scores at this level, very few hurdles are anticipated in implementation. While constraints may arise, many of them will be unanticipated, and could not really be predicted. Notwithstanding, one’s implementation plan must also cater for contingencies.

Please note that on this score one can assess individual scores, average scores per assessment category, or overall average score for your organization. Overall scores for your organization could be derived by taking an average of the average scores for each category of assessment.


STATEMENT OF ORGANIZATIONAL READINESS

CATEGORY OF ASSESSMENT (A-J)

(Please write full title of category)

INSTRUCTIONS: For this specific category, please note the level of organizational readiness below. First state the average level of readiness for the group and the range and variability of scores. State items on which there was a high level of agreement, and items on which people disagreed. Explain reasons why. Note the potential effect of this assessment on implementation of the HRDS overall, and on the implementation of particular initiatives that may be significantly affected. Discuss a plan of action for (a) corrective interventions (b) implementing planning to mediate the effect of low readiness in this area, and (c) implementation planning to take advantage of strengths in this area.

APPEN

DIX

BA

PPEN

DIX

BA

PPEN

DIX

B

Re

ad

ine

ss Ac

tion

Pla

n

Page 171

APPEN

DIX

BA

PPEN

DIX

BA

PPEN

DIX

B

Re

ad

ine

ss A

ctio

n P

lan

Page 172


APPENDIX B READINESS ACTION PLAN

CATEGORY OF

ORGANIZATIONAL READINESS

READINESS ASSESSMENT

ACTION REQUIRED

Organizational Structures to Support HRD

Management Support and Contributions

Financial Management for Efficiency and Effectiveness

Skills Supply Management

Skills Demand Management

Planning Efficiency and Effectiveness

Performance Orientation in the Training Culture

Accessibility of Training

Quality of Training Initiatives

Responsiveness to Government Development Initiatives

APPEN

DIX

CA

PPEN

DIX

CA

PPEN

DIX

CG

en

eric

Imp

lem

en

tatio

n fo

r the

HRD

Strate

gy fo

r the

Pub

lic Se

rvcie

Page 175

APPEN

DIX

CA

PPEN

DIX

CA

PPEN

DIX

CG

en

eric

Im

ple

me

nta

tion

fo

r th

eH

RD

Stra

teg

y fo

r th

e P

ub

lic S

erv

cie

Page 176

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 17

7

APP

END

IX C

STR

ATE

GIC

OB

JEC

TIVE

AN

D R

ATI

ON

ALE

PI

LLA

R O

NE

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.1.

1 G

uide

lines

dev

elop

ed fo

r man

agin

g an

d ev

alua

ting

HR

D in

the

wor

kpla

ce

1.1.

2 T

rain

ing

prov

ided

in m

anag

ing

HR

D in

the

wor

kpla

ce fo

r HR

D p

ract

ition

ers

and

for l

ine

man

ager

s

1.13

A h

andb

ook

and

guid

elin

es d

evel

oped

for p

re- a

nd

post

-trai

ning

inte

rven

tions

1.1.

4 C

omm

on fr

amew

ork

and

guid

elin

es a

re in

pla

ce fo

r sk

ills

audi

ts, n

eeds

ass

essm

ent a

nd th

e ev

alua

tion

of th

e im

pact

of t

rain

ing

on w

orkp

lace

per

form

ance

1.1

To e

nhan

ce th

e de

sign

, man

agem

ent a

nd

inte

grat

ion

of c

apac

ity d

evel

opm

ent

inte

rven

tions

in th

e w

orkp

lace

to in

clud

e en

hanc

ing

the

qual

ity a

nd w

orkp

lace

re

leva

nce

of tr

aini

ng m

ater

ials

. R

atio

nale

: In

ord

er to

impr

ove

the

prac

tical

ity a

nd re

leva

nce

of tr

aini

ng to

the

job,

mor

e us

e m

ust b

e m

ade

of

train

ing

met

hods

that

are

in-h

ouse

as

a m

eans

of

enha

ncin

g th

e pr

actic

al re

leva

nce

and

appl

icab

ility

of

trai

ning

. In

this

resp

ect,

effo

rts s

houl

d be

mad

e to

impr

ove

the

man

agem

ent a

nd d

eliv

ery

of

indu

ctio

n, le

arne

rshi

ps, i

nter

nshi

ps, m

ento

ring

and

coac

hing

and

job

rota

tion,

am

ong

othe

r met

hods

. Th

ese

are

gene

rally

not

wel

l man

aged

in th

e w

orkp

lace

. M

any

of th

e co

urse

s of

fere

d by

trai

ning

ser

vice

pr

ovid

ers

do n

ot h

ave

prac

tical

rele

vanc

e in

the

wor

kpla

ce.

As

a re

sult,

the

appl

icat

ion

of n

ew

know

ledg

e an

d th

e im

pact

of t

his

know

ledg

e on

th

e w

orkp

lace

are

min

imiz

ed.

Wor

kpla

ce le

arni

ng

is li

kely

to h

ave

mor

e im

med

iate

impa

ct o

n th

e pe

rform

ance

of e

mpl

oyee

s. A

num

ber o

f w

orkp

lace

lear

ning

stra

tegi

es h

ave

been

im

plem

ente

d ov

er th

e la

st 5

yea

rs.

Suc

cess

, ho

wev

er, h

as b

een

varie

d. T

he m

anag

emen

t of

thes

e in

terv

entio

ns h

ave

been

iden

tifie

d as

the

reas

on fo

r the

lim

ited

succ

ess.

The

fact

is th

at

wor

kpla

ces

are

not i

nher

ently

des

igne

d fo

r le

arni

ng.

The

stra

tegi

c fo

cus

here

is to

stre

ngth

en

wor

kpla

ce le

arni

ng in

terv

entio

ns s

o th

at q

uick

ga

ins

coul

d be

see

n in

org

aniz

atio

nal p

erfo

rman

ce

and

in th

e se

rvic

es p

rovi

ded

to c

lient

s an

d st

akeh

olde

rs.

1.1.

5 C

omm

on fr

amew

orks

and

pro

cess

es a

re a

vaila

ble

for m

anag

ing

wor

kpla

ce le

arni

ng –

lear

ners

hips

, in

tern

ship

s

Perf

orm

ance

Indi

cato

rs:

• E

ach

depa

rtmen

t has

a H

uman

Res

ourc

e D

evel

opm

ent s

trate

gy w

hich

has

bee

n fu

lly

impl

emen

ted

• E

ach

depa

rtmen

t has

a fr

amew

ork

of

cour

ses,

exp

erie

ntia

l lea

rnin

g an

d ca

paci

ty

deve

lopm

ent r

equi

rem

ents

for e

ach

leve

l of

staf

f •

The

PD

Ps

from

PM

DS

are

fully

use

d as

a

basi

s fo

r pro

gram

me

plan

ning

•

The

com

pete

ncy

fram

ewor

k fo

r SM

S is

us

ed a

s th

e ba

sis

for r

ecru

itmen

t, ca

paci

ty

deve

lopm

ent a

nd p

erfo

rman

ce a

sses

smen

t •

All

man

ager

s us

e a

com

mon

fram

ewor

k an

d pr

oces

s fo

r man

agin

g H

RD

in

terv

entio

ns

Inte

nded

Out

com

es:

Effe

ctiv

ely

man

aged

edu

catio

nal i

nitia

tives

in

the

wor

kpla

ce w

here

ski

lls a

re d

evel

oped

on

a co

ntin

ual b

asis

Specific Timelines to be negotiated annually

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 17

8

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.2.

1 E

ach

depa

rtmen

t pre

pare

s an

AB

ET

stra

tegy

1.2.

2 F

orm

at a

nd g

uide

lines

for d

epar

tmen

tal A

BE

T st

rate

gies

dev

elop

ed

1.2.

3 E

ach

depa

rtmen

t ass

esse

s an

nual

ly th

e w

orkp

lace

an

d le

arni

ng p

rogr

ess

of it

s A

BE

T ca

ndid

ates

1.2.

4 E

ach

AB

ET

lear

ner h

as a

PD

P a

s a

road

map

for

adva

ncem

ent

1.2.

5 A

BE

T le

arne

rshi

ps a

re in

itiat

ed a

nd a

re s

ucce

ssfu

l

1.2

To u

se A

BET

in p

rovi

ding

edu

catio

nal

oppo

rtun

ities

for a

ll em

ploy

ees.

R

atio

nale

: A

BE

T sh

ould

be

an in

tegr

al p

art o

f a d

epar

tmen

t’s

HR

D s

trate

gy a

ccor

ding

to th

e N

SD

S.

A re

view

of

the

HR

D S

trate

gy 2

002-

2006

reve

aled

that

m

anag

ers,

in g

ener

al, a

re u

nabl

e to

und

erta

ke

resp

onsi

bilit

ies

for t

he d

evel

opm

ent o

f the

ir st

aff.

H

RD

del

iver

y so

met

imes

bre

aks

dow

n be

caus

e Li

ne M

ange

rs a

re u

nabl

e to

man

age

the

deve

lopm

ent o

f the

ir st

aff.

Som

e m

anag

ers

are

unab

le to

und

erst

and

the

impo

rtanc

e of

HR

D fo

r im

prov

ing

perfo

rman

ce.

In a

dditi

on to

a g

ener

al

prog

ram

me

in le

ader

ship

and

man

agem

ent

deve

lopm

ent,

man

ager

s sh

ould

be

coac

hed

in

HR

D p

rovi

sion

A

BE

T is

the

prim

e m

over

in th

e dr

ive

for l

ifelo

ng

lear

ning

in th

e w

orkp

lace

. It

is th

e ve

hicl

e w

hich

pr

ovid

es a

cces

s to

edu

catio

n an

d op

portu

nity

to

all e

mpl

oyee

s, b

ut p

artic

ular

ly to

thos

e at

the

low

er ru

ngs

of th

e oc

cupa

tiona

l lad

der.

AB

ET

shou

ld b

e a

key

stra

tegy

in th

e de

velo

pmen

tal

agen

da o

f dep

artm

ents

. Th

e st

rate

gic

focu

s he

re, a

gain

, is

acce

ss to

tra

inin

g op

portu

nitie

s fo

r all.

A p

rogr

amm

e of

lif

elon

g le

arni

ng d

icta

tes

that

all

empl

oyee

s ha

ve

acce

ss to

AB

ET

train

ing

cont

ent f

rom

whi

ch th

ey

can

bene

fit.

1.2.

6 P

rogr

amm

es a

re s

ched

uled

so

that

all

wor

kers

can

ac

crue

ben

efit

from

AB

ET

prog

ram

mes

Perf

orm

ance

Indi

cato

rs:

• A

ll de

partm

ents

impl

emen

ting

AB

ET

lear

ners

hips

•

Pub

lic S

ervi

ce A

BE

T le

arne

rs h

ave

mad

e pr

ogre

ss in

thei

r car

eers

•

All

AB

ET

cour

ses

in th

e P

ublic

Ser

vice

are

de

sign

ed o

n th

e ba

sis

of w

orkp

lace

re

leva

nce

• A

ll le

vels

of e

mpl

oyee

s ar

e ab

le to

pa

rtici

pate

in A

BE

T pr

ogra

mm

es

Inte

nded

Out

com

es:

Em

ploy

ees

at lo

wer

leve

ls o

f the

occ

upat

iona

l la

dder

will

have

an

oppo

rtuni

ty to

impr

ove

them

selv

es a

nd a

spire

to q

ualif

icat

ions

and

ca

reer

s.


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 17

9

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.3.

1 D

esig

n an

d es

tabl

ish

com

pete

ncy

audi

t cen

tres

per

sect

or o

r pro

vinc

e

1.3.

2 D

esig

n an

d es

tabl

ish

deve

lopm

ent s

uppo

rt &

le

arni

ng c

entre

s

1.3.

3 D

evel

op g

uide

lines

for t

he u

se o

f SM

S c

ompe

tenc

y fra

mew

ork

1.3.

4 E

nsur

e th

at le

ader

ship

and

man

agem

ent

deve

lopm

ent c

ours

es in

Pub

lic S

ervi

ce tr

aini

ng a

re

alig

ned

with

the

SM

S c

ompe

tenc

y fra

mew

ork

1.3.

5 D

evel

op p

olic

ies,

pro

toco

ls a

nd o

pera

tiona

l pr

oced

ures

for t

he u

se o

f com

pete

ncy

audi

t cen

tres

and

deve

lopm

ent s

uppo

rt ce

ntre

s by

dep

artm

ents

1.3.

6 P

repa

ratio

n of

line

man

ager

s fo

r man

agem

ent o

f th

eir H

RD

resp

onsi

bilit

ies

1.3.

7 P

repa

re a

udit

repo

rts u

se o

f ass

essm

ent a

nd

deve

lopm

enta

l sup

port

cent

res

1.3

To p

rom

ote

lead

ersh

ip a

nd m

anag

emen

t de

velo

pmen

t pro

gram

mes

in g

ener

al, w

ith

spec

ific

refe

renc

e to

the

HR

D c

ompe

tenc

e of

SM

S an

d sp

ecia

l foc

us o

n th

e ne

eds

and

requ

irem

ents

of w

omen

and

per

sons

with

di

sabi

litie

s.

Rat

iona

le:

Lead

ersh

ip is

crit

ical

in th

e at

tain

men

t of t

he g

oals

an

d ob

ject

ives

of t

he P

ublic

Ser

vice

. La

ck o

f ef

fect

ive

lead

ersh

ip is

a c

onst

ant s

ourc

e of

co

mpl

aint

abo

ut th

e P

ublic

Ser

vice

. In

par

ticul

ar,

ther

e ar

e co

ncer

ns re

gard

ing

the

inab

ility

of l

ine

man

ager

s to

pro

mot

e, u

se a

nd fo

ster

HR

D

inte

rven

tions

for d

evel

opin

g th

eir e

mpl

oyee

s.

The

stra

tegi

c fo

cus

here

is to

ens

ure

that

ther

e is

a

pipe

line

of le

ader

ship

tale

nt a

vaila

ble

to th

e P

ublic

Ser

vice

and

to e

nsur

e th

at a

ll le

ader

s in

the

Pub

lic S

ervi

ce a

re a

ble

to fu

nctio

n ef

fect

ivel

y to

en

hanc

e th

e pe

rform

ance

of D

epar

tmen

ts.

1.3.

8

Con

duct

ong

oing

ass

essm

ents

and

aud

its to

en

sure

that

ther

e is

a h

ighe

r qua

lity

of m

anag

emen

t in

the

Pub

lic S

ervi

ce

Perf

orm

ance

Indi

cato

rs:

• LM

D fr

amew

ork

inst

itutio

naliz

ed

• C

ompe

tenc

y fra

mew

orks

util

ized

by

all

depa

rtmen

ts fo

r the

SM

S s

taff

• S

kills

and

com

pete

ncie

s au

dit c

entre

s es

tabl

ishe

d gi

ving

acc

ess

to a

ll S

MS

•

Dev

elop

men

tal s

uppo

rt ce

ntre

s es

tabl

ishe

d in

eac

h pr

ovin

ce

• S

MS

in th

e P

ublic

Ser

vice

hav

e un

derta

ken

com

pete

ncy

asse

ssm

ent

• S

MS

in th

e P

ublic

Ser

vice

hav

e be

en

assi

sted

in d

evel

opm

enta

l sup

port

cent

res

• A

ll lin

e m

anag

ers

in th

e P

ublic

Ser

vice

ha

ve u

nder

take

n tra

inin

g on

the

man

agem

ent o

f the

ir H

RD

resp

onsi

bilit

ies

• Ta

rget

s in

resp

ect t

o w

omen

and

per

sons

w

ith d

isab

ilitie

s in

man

agem

ent p

ositi

ons

are

met

. In

tend

ed O

utco

mes

: Li

ne m

anag

ers

who

und

erst

and

the

role

of

HR

D in

impr

ovin

g pe

rform

ance

and

are

abl

e to

use

cap

acity

dev

elop

men

t ini

tiativ

es to

m

axim

ize

the

perfo

rman

ce o

f the

ir un

it.

1.4.

1 P

rovi

de tr

aini

ng fo

r men

tors

in o

rder

to m

axim

ize

supp

ort f

or a

nd th

roug

hput

of l

earn

ers

in w

orkp

lace

le

arni

ng

1.

4 Pr

omot

ing

lear

ners

hips

, tra

inee

shi

ps a

nd

Inte

rnsh

ips

in th

e Pu

blic

Ser

vice

1.4.

2 E

stab

lish

syst

ems

for e

valu

atin

g th

e im

pact

of s

uch

wor

kpla

ce le

arni

ng.

Perf

orm

ance

Indi

cato

rs:

• B

ursa

ries

are

offe

red

to p

re-s

ervi

ce in

tern

s w

ho h

ave

pote

ntia

l in

scar

ce s

kills

are

as

• A

sig

nific

ant i

ncre

ase

in th

e nu

mbe

r of

lear

ners

hips

, int

erns

hips

and

trai

nees

hips

un

derta

ken

in e

ach

depa

rtmen

t


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

0

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.4.

3 T

rack

the

num

ber o

f lea

rner

s in

this

rega

rd w

ho

subs

eque

ntly

take

up

empl

oym

ent i

n th

e P

ublic

Ser

vice

.

1.4.

4 C

reat

e lin

kage

s w

ith F

ETs

and

HE

Is w

hich

will

giv

e st

uden

ts a

con

duit

to e

nter

the

Pub

lic S

ervi

ce fo

r ex

perie

nce

and

train

ing.

1.4.

5 T

rain

men

tors

and

sup

ervi

sors

to m

anag

e th

e en

viro

nmen

t of w

orkp

lace

lear

ning

to th

e be

nefit

of

lear

ners

, int

erns

and

trai

nees

.

Rat

iona

le:

The

wor

kpla

ce is

a la

bora

tory

for p

ract

ical

le

arni

ng, n

ot o

nly

for t

he e

mpl

oyed

but

for t

hose

le

arne

rs w

ho a

re o

utsi

de o

f the

pub

lic s

ervi

ce w

ho

may

wis

h to

eng

age

in p

ract

ical

lear

ning

in th

e P

ublic

Ser

vice

. Th

e re

spec

tive

wor

kpla

ces

in th

e P

ublic

Ser

vice

mus

t mak

e gr

eate

r use

of t

heir

esta

blis

hmen

ts in

faci

litat

ing

prac

tical

lear

ning

. In

th

is re

gard

, lea

rner

ship

s, tr

aine

eshi

ps a

nd

inte

rnsh

ips

repr

esen

t ave

nues

thou

gh w

hich

the

wor

kpla

ce c

an b

e us

ed a

s an

edu

catio

nal

reso

urce

. Th

e si

gnifi

cant

adv

anta

ge fo

r the

pub

lic

serv

ice

is a

read

y so

urce

of r

ecru

its w

ith th

e ex

perie

nce

to b

e im

med

iate

ly p

rodu

ctiv

e.

Bur

sarie

s co

uld

be p

rovi

ded

to in

tern

s an

d tra

inee

s w

ho s

how

pro

mis

e as

pro

duct

ive

Pub

lic

Ser

vant

s, p

artic

ular

ly in

are

as s

carc

e sk

ills.

1.4.

6 C

reat

e a

data

base

of i

nter

n an

d le

arne

rshi

p ap

plic

ants

who

hav

e su

bmitt

ed a

pplic

atio

ns o

n th

e re

quire

d fo

rms

• A

sig

nific

ant i

ncre

ase

in th

e nu

mbe

r of

lear

ners

who

suc

cess

fully

com

plet

e le

arni

ng p

rogr

amm

es w

ith P

ublic

Ser

vice

w

orkp

lace

atta

chm

ents

•

Gre

ater

effi

cien

cy a

nd e

ffect

iven

ess

in th

e m

anag

emen

t of l

earn

ing

prog

ram

mes

with

w

orkp

lace

atta

chm

ents

. •

A s

igni

fican

t num

ber o

f int

erns

and

lear

ners

ar

e em

ploy

ed b

y th

e D

epar

tmen

ts

Inte

nded

Out

com

es:

A s

igni

fican

t inc

reas

e in

the

num

ber o

f le

arne

rshi

ps, i

nter

nshi

ps a

nd tr

aine

eshi

ps

and

a si

gnifi

cant

incr

ease

in le

arne

rs

com

plet

ing

lear

ning

pro

gram

mes

as

wel

l as

grea

ter e

ffici

ency

and

effe

ctiv

enes

s in

the

man

agem

ent o

f lea

rnin

g pr

ogra

mm

es

1.5.

1 P

oten

tially

rele

vant

pro

fess

iona

l bod

ies

iden

tifie

d an

d m

obili

zed

1.5.

2 A

fram

ewor

k fo

r neg

otia

tion

with

pro

fess

iona

l bo

dies

form

ulat

ed

1.5.

3 M

OU

s de

velo

ped

and

sign

ed w

ith a

ll re

leva

nt

prof

essi

onal

bod

ies

and

coun

cils

1.5.

4 G

uide

lines

ava

ilabl

e to

dep

artm

ents

for

colla

bora

ting

with

pro

fess

iona

l bod

ies

and

coun

cils

1.5

To u

se m

ore

prod

uctiv

ely

the

educ

atio

nal

capa

city

and

role

of p

rofe

ssio

nal b

odie

s an

d co

unci

ls in

term

s of

cap

acity

dev

elop

men

t and

fo

rmul

atio

n of

sta

ndar

ds fo

r edu

catio

nal

prog

ram

min

g.

. Rat

iona

le:

Pro

fess

iona

l bod

ies

and

coun

cils

uph

old

stan

dard

s fo

r mem

bers

of t

heir

prof

essi

on.

In

mos

t cas

es, t

hey

prov

ide

rele

vant

trai

ning

and

th

ey c

ertif

y co

mpe

tenc

ies

and

read

ines

s to

pr

actic

e in

the

resp

ectiv

e fie

ld.

Thei

r inf

rast

ruct

ure

coul

d be

use

d to

pro

fess

iona

lize

the

resp

ectiv

e oc

cupa

tiona

l cat

egor

ies

and

job

clas

ses.

A

gain

, the

stra

tegi

c fo

cus

here

is th

e qu

ality

and

st

anda

rd o

f pro

fess

iona

l pre

para

tion

and

read

ines

s to

pra

ctic

e in

the

resp

ectiv

e oc

cupa

tion.

1.5.

5 A

com

mun

icat

ion

stra

tegy

is d

evel

oped

and

ex

ecut

ed to

enc

oura

ge P

ublic

Ser

vant

s to

join

rele

vant

pr

ofes

sion

al b

odie

s an

d co

unci

ls

Perf

orm

ance

Indi

cato

rs:

• P

ublic

Ser

vant

s ar

e m

embe

rs o

f pr

ofes

sion

al b

odie

s •

A p

rofe

ssio

nal b

ody

and

coun

cils

es

tabl

ishe

d fo

r Pub

lic S

erva

nts

• M

OU

s ar

e in

pla

ce w

ith P

ublic

Ser

vice

re

leva

nt p

rofe

ssio

nal b

odie

s •

Pub

lic S

ervi

ce A

cade

my

has

MO

Us

with

re

leva

nt p

rofe

ssio

nal b

odie

s In

tend

ed O

utco

mes

: O

ffici

als

of th

e P

ublic

Ser

vice

will

rem

ain

at

the

top

of th

eir p

rofe

ssio

n, a

nd th

eir

com

pete

nce

will

be

refle

cted

in th

eir

perfo

rman

ce a

nd in

the

prof

essi

onal

imag

e of

th

e P

ublic

Ser

vice


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

1

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.5.

6 P

olic

ies

are

in p

lace

to a

pply

the

stan

dard

s an

d et

hica

l fra

mew

ork

of p

rofe

ssio

nal b

odie

s to

the

Pub

lic

Ser

vice

1.5.

7 P

ublic

Ser

vice

Aca

dem

y si

gns

MO

Us

with

rele

vant

pr

ofes

sion

al b

odie

s

.

1.5.

8 P

ublic

offi

cial

s ar

e re

gist

ered

with

pro

fess

iona

l bo

dies

1.6.

1 S

truct

ure,

pol

icie

s an

d op

erat

iona

l fra

mew

ork

alig

ned

with

the

visi

on o

f the

aca

dem

y

1.6.

2 N

etw

ork

of tr

aini

ng p

rovi

ders

neg

otia

ted

prov

inci

ally

by

the

Pub

lic S

ervi

ce A

cade

my

1.6.

3 N

eeds

ass

essm

ent c

ondu

cted

to d

evel

op a

fra

mew

ork

of c

ours

es

1.6.

4 A

fram

ewor

k fo

r exp

erie

ntia

l lea

rnin

g an

d ac

adem

ic

exch

ange

dev

elop

ed

1.6.

5 A

fram

ewor

k of

rele

vant

cou

rses

with

com

mon

br

andi

ng d

evel

oped

1.6.

6 C

ours

e by

cou

rse

requ

irem

ents

for a

cade

my

train

ers

deve

lope

d

1.6.

7 A

dat

abas

e of

aca

dem

y tra

iner

s de

velo

ped

for t

he

natio

n as

a w

hole

and

for e

ach

regi

on

1.6.

8 C

ours

e de

liver

y pr

otoc

ols

esta

blis

hed

and

endo

rsed

1.6

To c

oord

inat

e a

mul

ti-ca

mpu

s P

ublic

Se

rvic

e A

cade

my

whi

ch w

ill fa

cilit

ate

and

coor

dina

te n

atio

nal

educ

atio

n pr

ogra

mm

es

for t

he P

ublic

Ser

vice

that

are

of a

hig

h st

anda

rd, r

elev

ant a

nd re

spon

sive

to

deve

lopm

ents

in th

e Pu

blic

Ser

vice

. R

atio

nale

: Th

ere

is n

eed

for a

coo

rdin

atin

g bo

dy fo

r Pub

lic

Ser

vice

trai

ning

whi

ch m

onito

rs th

e qu

ality

, st

anda

rd a

nd re

leva

nce

of tr

aini

ng to

pub

lic

serv

ants

and

whi

ch a

ccre

dits

and

coo

rdin

ates

a

netw

ork

of tr

aini

ng p

rovi

ders

to c

ondu

ct tr

aini

ng.

The

stra

tegi

c fo

cus

is th

e st

anda

rd to

be

achi

eved

an

d th

e un

iform

ity in

cou

rses

and

app

roac

hes.

A

gain

, acc

ess

to h

igh

qual

ity tr

aini

ng w

ill b

e en

hanc

ed, a

nd th

e m

ovem

ent t

owar

d un

iform

co

mpe

tenc

ies

and

qual

ifica

tions

for s

peci

fied

post

s in

Pub

lic S

ervi

ce w

ill b

e ac

cele

rate

d.

1.

6.9

Wor

kpla

ce s

uppo

rt an

d af

terc

are

prog

ram

mes

and

pr

otoc

ols

deve

lope

d

Perf

orm

ance

Indi

cato

rs:

• M

ulti-

cam

pus

acad

emy

esta

blis

hed

• G

reat

er a

cces

s to

hig

h qu

ality

cou

rses

for

publ

ic s

erva

nts

• W

ider

rang

e of

cou

rses

offe

red

to P

ublic

S

erva

nts

• C

omm

on s

tand

ards

est

ablis

hed

for a

ll co

urse

s pr

ovid

ed to

Pub

lic S

erva

nts

• Th

e P

ublic

Ser

vice

Aca

dem

y su

cces

sful

ly

man

ages

a n

etw

ork

of q

ualif

ied

serv

ice

prov

ider

s w

ho c

onfo

rm to

a c

omm

on s

et o

f st

anda

rds

Inte

nded

Out

com

es:

Impr

oved

acc

ess

to a

hig

h qu

ality

and

a w

ide

rang

e of

hig

h qu

ality

, up

to d

ate

and

rele

vant

co

urse

s fo

r the

Pub

lic S

ervi

ce


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

2

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.6.

10 A

dvoc

acy

on A

cade

my

and

its o

fferin

gs ta

kes

plac

e

1.6.

11 G

over

nmen

t offi

cial

s be

gin

enro

lmen

t in

the

Aca

dem

y

1.7.

1 G

uide

lines

and

pol

icie

s on

the

use

of E

-lear

ning

in

the

wor

kpla

ce e

stab

lishe

d

1.7.

2 E

-lear

ning

regi

stra

tion

and

certi

ficat

ion

prot

ocol

s es

tabl

ishe

d

1.7.

3 E

-lear

ning

wor

kpla

ce o

pera

tiona

l fra

mew

ork

esta

blis

hed

1.7.

4 E

-lear

ning

fully

inco

rpor

ated

in m

anag

emen

t and

le

ader

ship

stra

tegy

1.7.

5 E

-lear

ning

fully

inco

rpor

ated

into

PM

DS

1.7

To p

rom

ote

E-le

arni

ng in

the

Publ

ic S

ervi

ce

to b

e ap

plie

d in

incr

easi

ng a

cces

sibi

lity

to

HR

D

Rat

iona

le:

E-le

arni

ng h

as th

e po

tent

ial o

f wid

enin

g ac

cess

to

high

qua

lity

train

ing,

pro

mot

ing

inde

pend

ence

in

the

purs

uit o

f pro

fess

iona

l dev

elop

men

t and

re

duci

ng th

e ov

eral

l cos

t of c

apac

ity d

evel

opm

ent

in th

e P

ublic

Ser

vice

. Th

e st

rate

gic

focu

s he

re is

cr

eatin

g m

ore

optio

ns fo

r cap

acity

dev

elop

men

t, m

aint

aini

ng e

quity

in th

e st

anda

rds

of c

ours

es a

nd

redu

cing

the

over

all c

ost a

nd in

conv

enie

nce

of o

ff-si

te tr

aini

ng

1.7.

6 G

over

nmen

t ent

ities

hav

e pa

rtici

pant

s on

form

al E

-le

arni

ng p

rogr

amm

es

Perf

orm

ance

Indi

cato

rs:

• E

mpl

oyee

s in

all

Dep

artm

ents

hav

e ac

cess

to

E-le

arni

ng

• D

epar

tmen

ts h

ave

polic

ies

to g

over

n th

e us

e of

E-le

arni

ng

Inte

nded

Out

com

es:

Gre

ater

acc

essi

bilit

y to

hig

h qu

ality

cou

rses

an

d lo

wer

cos

t of c

apac

ity d

evel

opm

ent i

n th

e P

ublic

Ser

vice

1.8.

1 C

olla

bora

te w

ith N

atio

nal D

epar

tmen

t of E

duca

tion

to e

stab

lish

MO

Us

with

HE

Is

1.8.

2 F

inan

cing

pol

icy

deve

lope

d

1.8.

3 F

inan

cing

fram

ewor

k ne

gotia

ted

1.8

To

fost

er c

olla

bora

tive

part

ners

hips

with

H

EIs

and

FETs

in o

rder

to e

nhan

ce th

e qu

ality

, sta

ndar

d an

d re

leva

nce

of P

ublic

Se

rvic

e tr

aini

ng

Rat

iona

le:

Par

tner

ship

s de

velo

p co

llect

ive

capa

city

and

ac

cele

rate

dev

elop

men

t by

taki

ng a

dvan

tage

of

com

para

tive

adva

ntag

e of

col

labo

ratin

g pa

rties

.

1.8.

4 P

rogr

amm

e m

anag

emen

t pol

icy

and

guid

elin

es

prep

ared

Perf

orm

ance

Indi

cato

rs:

• M

OU

s al

igne

d w

ith H

EIs

and

FE

Ts

• Fu

ndin

g m

echa

nism

s in

pla

ce u

sing

ski

lls

deve

lopm

ent f

undi

ng fr

om re

spec

tive

SE

TAs

• A

ll de

partm

ents

hav

e es

tabl

ishe

d pa

rtner

ship

s


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

3

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

ON

E

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

bui

ld th

e ca

paci

ty

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s

1.8.

5 F

ram

ewor

k of

Pub

lic S

ervi

ce re

late

d co

urse

s ar

e de

velo

ped

in p

artn

ersh

ip w

ith S

AM

DI/P

ublic

Ser

vice

A

cade

my

1.8.

6 C

ours

es a

re re

gist

ered

with

in th

e S

AQ

A fr

amew

ork

with

rele

vant

uni

t sta

ndar

ds

1.8.

7 S

elec

ted

cour

ses

are

appr

oved

for t

he E

-lear

ning

fra

mew

ork

1.8.

8 P

artn

ersh

ip M

OU

s si

gned

bet

wee

n H

EIs

, FET

s an

d G

over

nmen

t dep

artm

ents

The

stra

tegi

c fo

cus

is to

ach

ieve

qui

ck g

ains

in

qual

ity to

impr

ove

the

over

all s

tand

ard

and

rele

vanc

e of

trai

ning

and

to m

ore

effe

ctiv

ely

utili

ze

the

fund

s th

at a

re a

vaila

ble

for t

rain

ing.

1.8.

9 P

ublic

Ser

vice

offi

cial

s pa

rtici

patin

g in

a n

atio

nally

re

cogn

ised

set

of c

ours

es fo

r the

Pub

lic S

ervi

ce

Inte

nded

Out

com

es:

Rel

evan

t cou

rses

and

qua

lific

atio

ns th

at a

re

tailo

red

for P

ublic

Ser

vice

requ

irem

ents


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

4

STR

ATE

GIC

OB

JEC

TIVE

AN

D R

ATI

ON

ALE

PI

LLA

R T

WO

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.

1.1

Ski

lls s

uppl

y al

tern

ativ

es a

re id

entif

ied

for e

ach

sect

or p

er o

ccup

atio

nal c

lass

2.1.

2 S

ETA

s in

the

resp

ectiv

e se

ctor

s pr

ovid

e su

ppor

t an

d as

sist

ance

in th

e de

velo

pmen

t and

impl

emen

tatio

n of

vi

able

stra

tegi

es to

man

age

the

supp

ly p

ipel

ine

in th

e re

spec

tive

sect

or

2.1.

3 G

uide

lines

are

put

in p

lace

for m

anag

ing

the

supp

ly

of s

kills

inte

rnal

ly.

2.1

To p

rom

ote

effe

ctiv

e H

uman

Res

ourc

e Pl

anni

ng in

term

s of

sup

ply

of H

uman

R

esou

rces

to th

e Pu

blic

Ser

vice

R

atio

nale

: Th

e su

pply

of s

kills

sho

uld

be m

ore

dire

ctly

m

anag

ed s

o as

to e

nabl

e th

e P

ublic

Ser

vice

to

mai

ntai

n a

suffi

cien

t and

cap

able

ski

lls b

ase.

In

itiat

ives

and

agr

eem

ents

mus

t be

unde

rtake

n to

en

sure

the

avai

labi

lity

of ta

lent

to u

nder

take

the

resp

onsi

bilit

ies

of th

e re

spec

tive

depa

rtmen

ts.

Dep

artm

ents

mus

t com

pete

less

on

the

open

m

arke

t and

mus

t dev

elop

bot

h in

tern

al a

nd

exte

rnal

labo

ur m

arke

t env

ironm

ents

for t

he fl

ow

of s

kille

d em

ploy

ees

to fi

ll cr

itica

l pos

ition

s.

The

stra

tegi

c fo

cus

here

is th

e pr

omot

ion

of a

pr

oact

ive

and

inve

stm

ent a

ppro

ach

to tr

aini

ng in

th

e P

ublic

Ser

vice

. Th

is a

ppro

ach

mus

t ens

ure

the

prop

er m

anag

emen

t of s

kills

ava

ilabi

lity

and

the

ongo

ing

effo

rt to

mai

ntai

n an

ade

quat

e sk

ills

base

. 2.

1.4

Ser

vice

pro

vide

rs a

re re

crui

ted

to a

ssis

t in

skill

su

pply

man

agem

ent i

n th

e va

rious

sec

tors

of t

he P

ublic

S

ervi

ce

Perf

orm

ance

Indi

cato

rs:

• E

ach

depa

rtmen

t has

an

adeq

uate

stra

tegy

fo

r man

agin

g th

e su

pply

of i

ts s

carc

e an

d cr

itica

l ski

lls

• D

epar

tmen

ts in

the

resp

ectiv

e se

ctor

s ha

ve

no g

aps

in te

rms

of s

carc

e an

d cr

itica

l ski

lls

• D

epar

tmen

ts in

resp

ectiv

e se

ctor

s to

geth

er

with

the

rele

vant

SE

TA h

ave

colla

bora

tivel

y pr

oduc

ed a

stra

tegy

on

mai

ntai

ning

the

supp

ly p

ipel

ine

for r

elev

ant s

kills

in th

e S

ecto

r •

Eac

h de

partm

ent h

as re

leva

nt M

OU

s in

pl

ace

to m

anag

e th

e sk

ill s

uppl

y pi

pelin

e •

Wor

king

col

labo

rativ

ely

with

the

Nat

iona

l an

d P

rovi

ncia

l Edu

catio

n D

epar

tmen

ts ,

depa

rtmen

ts u

se s

choo

ls a

nd H

EIs

as

the

key

sour

ces

in b

uild

ing

a vi

able

sup

ply

pipe

line

• H

R p

lans

and

HR

D s

trate

gies

refle

ct

mea

sure

s fo

r man

agin

g th

e su

pply

of s

kills

In

tend

ed O

utco

mes

: H

RD

pra

ctiti

oner

s w

ill w

ork

colla

bora

tivel

y w

ith o

ther

func

tions

in th

e or

gani

zatio

n in

or

der t

o en

sure

a s

trate

gic

resp

onse

in

mai

ntai

ning

an

adeq

uate

leve

l of c

apab

le

staf

f. T

his

colla

bora

tion

will

be

refle

cted

in

HR

pla

ns.

2.

2.1

Stu

dies

are

con

duct

ed o

n sk

ills d

eman

d fo

r de

partm

ents

of G

over

nmen

t in

spec

ific

sect

ors

2.

2 To

pro

mot

e ef

fect

ive

Hum

an R

esou

rce

Plan

ning

in te

rms

of d

eman

d fo

r ski

lls a

nd

trai

ning

in P

ublic

Ser

vice

org

aniz

atio

ns

2.2.

2 E

ach

depa

rtmen

t pre

pare

s a

tabl

e an

d re

port

on

curr

ent a

nd p

roje

cted

dem

and

for s

kills

Perf

orm

ance

Indi

cato

rs:

• Tr

aini

ng n

eeds

ass

essm

ent i

s co

nduc

ted

on a

con

tinua

l bas

is

• S

kills

aud

its a

re c

ondu

cted

by

each

de

partm

ent a

s a

basi

s fo

r pla

nnin

g H

RD

•

Eac

h de

partm

ent h

as s

ucce

ssio

n pl

ans

for

key

post

s


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

5

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.

2.3

Eac

h de

partm

ent r

epor

ts a

nnua

lly o

n its

cap

acity

to

mee

t th

e de

man

ds fo

r crit

ical

ski

lls

2.2.

4 E

ach

com

pone

nt o

f the

dep

artm

ent m

aint

ains

, on

a ro

utin

e ba

sis,

the

train

ing

need

s of

its

empl

oyee

s

2.2.

5 S

kills

dem

and

cons

ider

atio

ns a

re a

ddre

ssed

in th

e H

R p

lan,

in th

e W

SP

and

in H

RD

Stra

tegy

doc

umen

ts

Rat

iona

le:

Trai

ning

in th

e P

ublic

Ser

vice

sho

uld

be d

eman

d-le

d so

that

ther

e co

uld

be th

e hi

ghes

t ret

urn

on

inve

stm

ent f

or tr

aini

ng.

Dem

and

led

train

ing

mea

ns th

at p

roce

sses

are

set

in p

lace

to

cont

inua

lly a

sses

s an

d re

spon

d to

ski

lls d

eman

d.

Ther

e w

ill b

e a

varie

ty o

f mea

sure

s fo

r re

spon

ding

. H

eret

ofor

e, m

any

depa

rtmen

ts h

ave

not t

aken

form

al m

easu

res

to m

onito

r ski

lls

dem

ands

, and

mea

sure

s to

ens

ure

the

prop

er

allo

catio

n an

d us

e of

hum

an re

sour

ces.

In

som

e de

partm

ents

the

tale

nt is

in th

e or

gani

zatio

n bu

t is

not l

ocat

ed in

the

corr

ect j

ob a

ssig

nmen

t. A

vaila

ble

tech

nolo

gies

mus

t be

appl

ied

to a

sses

s de

man

d on

an

ongo

ing

basi

s. T

his

proc

ess

mus

t be

a m

ulti-

met

hod

proc

ess

to e

nsur

e th

e ac

cura

cy

of th

e da

ta o

utco

mes

. To

the

exte

nt p

ossi

ble

all

depa

rtmen

ts c

ould

em

bark

on

a si

mila

r pro

cess

w

hile

gen

erat

ing

a un

iform

set

of i

nfor

mat

ion

that

co

uld

be a

ggre

gate

d by

var

ious

sec

tors

. Th

e st

rate

gic

focu

s he

re is

on

an in

vest

men

t or

ient

atio

n to

trai

ning

whe

re th

e hi

ghes

t ben

efit

is

accr

ued

with

the

leas

t and

mos

t via

ble

inve

stm

ents

in tr

aini

ng.

2.2.

6 A

han

dboo

k fo

r ski

lls d

eman

d as

sess

men

t and

m

anag

emen

t is

deve

lope

d an

d th

e re

spec

tive

SE

TA

assi

sts

depa

rtmen

ts in

man

agin

g sk

ills

dem

and

in li

ne

with

sec

tor s

kills

pla

ns.

• S

tudi

es a

re c

ondu

cted

to d

eter

min

e th

e sk

ills

need

s of

eac

h se

ctor

•

Nat

iona

l dep

artm

ents

pre

pare

repo

rts o

n th

e de

man

d fo

r ski

lls in

thei

r res

pect

ive

sect

ors

• H

R p

lans

and

HR

D s

trate

gies

refle

ct

mea

sure

s fo

r mee

ting

skills

dem

ands

In

tend

ed O

utco

mes

: •

All

HR

D a

ctiv

ities

will

be b

ased

on

obje

ctiv

e cr

iteria

in o

rder

to e

nsur

e th

at h

uman

re

sour

ces

are

effe

ctiv

ely

and

effic

ient

ly

train

ed a

nd u

tiliz

ed.

2.3.

1 M

anag

emen

t pol

icie

s fo

r ret

entio

n an

d sc

arce

ski

lls

deve

lope

d

2.3.

2 W

orks

hops

hel

d in

eac

h se

ctor

on

the

man

agem

ent

and

rete

ntio

n of

sca

rce

skill

s

2.3

To p

rom

ote

syst

ems

for m

anag

ing

the

skill

s su

pply

pip

elin

e an

d fo

r ret

entio

n an

d sc

arce

ski

lls m

anag

emen

t in

orde

r to

sust

ain

capa

city

in th

e Pu

blic

Ser

vice

R

atio

nale

: D

epar

tmen

ts m

ust f

ind

way

s to

ens

ure

a co

nsta

nt

supp

ly o

f hig

h qu

ality

ski

lls fo

r the

ir op

erat

ions

. R

ecru

itmen

t on

the

open

mar

ket h

as b

ecom

e le

ss

and

less

via

ble

for s

ome

occu

patio

ns.

In o

rder

to

prom

ote

skill

s re

tent

ion

and

mai

ntai

n sc

arce

ski

lls,

2.3.

3 A

nnua

l rep

orts

are

pre

pare

d by

eac

h de

partm

ent o

n th

e re

tent

ion

and

man

agem

ent o

f sca

rce

skill

s

Perf

orm

ance

Indi

cato

rs:

• A

ll de

partm

ents

hav

e a

skill

s re

tent

ion

and

scar

ce s

kills

pla

n –

even

as

part

of a

n H

RD

S

trate

gy.

• A

ll de

partm

ents

in th

e re

spec

tive

sect

ors

are

fully

cap

acita

ted

with

the

rele

vant

sc

arce

ski

lls

• A

ll de

partm

ents

hav

e ag

reem

ents

and

pr

oces

ses

in p

lace

to m

anag

e th

e su

pply

of

skill

s •

Ther

e is

a h

ighe

r ret

entio

n ra

te in

de

partm

ents

in th

e le

ader

ship

cad

re a

nd in

ar

eas

of s

carc

e sk

ills


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

6

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

po

licie

s m

ust b

e pu

t in

plac

e, a

nd m

onito

ring

syst

ems

and

proc

esse

s m

ust b

e es

tabl

ishe

d. T

he

stra

tegi

c fo

cus

here

is p

roac

tive

enga

gem

ent t

o pr

otec

t inv

estm

ents

in tr

aini

ng.

But

sca

rce

skill

s m

anag

emen

t and

rete

ntio

n of

em

ploy

ees

is a

co

mpl

ex u

nder

taki

ng.

Effo

rts a

nd s

trate

gies

mus

t be

inte

grat

ed s

o th

at th

e ke

y is

sues

for a

ttriti

on o

f ta

lent

in th

e or

gani

zatio

n m

ust b

e ad

dres

sed.

As

a re

sult,

com

pens

atio

n pl

anni

ng, H

RD

, em

ploy

men

t con

ditio

ns in

term

s of

reso

urce

s an

d fa

cilit

ies,

and

lead

ersh

ip e

ffect

iven

ess

are

all

area

s w

hich

mus

t rec

eive

atte

ntio

n.

2.3.

4 A

gree

men

ts a

nd s

yste

ms

deve

lope

d to

man

age

the

supp

ly o

f ski

lls

In

tend

ed O

utco

mes

: •

Mor

e co

st e

ffect

ive,

resp

onsi

ve a

nd

rele

vant

HR

D in

terv

entio

ns a

s a

resu

lt of

th

e us

e of

Info

rmat

ion

Sys

tem

s •

Mor

e ac

cura

te re

porti

ng in

ann

ual t

rain

ing

repo

rts

• G

reat

er c

onte

xtua

l aw

aren

ess

amon

g H

RD

pr

actit

ione

rs

2.4.

1 H

RM

IS is

est

ablis

hed

in e

ach

depa

rtmen

t with

co

mpo

nent

s th

at a

re a

dequ

ate

for p

lann

ing

and

repo

rting

in

HR

D

2.4.

2 G

uide

lines

and

a h

andb

ook

are

deve

lope

d on

the

man

agem

ent a

nd u

se o

f HR

MIS

2.4.

3 T

rain

ing

is p

rovi

ded

on th

e us

e of

HR

MIS

in th

e pr

epar

atio

n of

ann

ual t

rain

ing

repo

rts

2.4.

4 E

nsur

e ef

fect

ive

qual

ity m

anag

emen

t sys

tem

for

repo

rting

in th

e P

ublic

Ser

vice

2.4.

5 T

he im

pact

of t

rain

ing

on th

e pe

rform

ance

of

depa

rtmen

ts a

nd o

n th

e ov

eral

l per

form

ance

of t

he P

ublic

S

ecto

r is

asse

ssed

ann

ually

2.4.

6 H

andb

ook

on k

now

ledg

e m

anag

emen

t for

D

epar

tmen

ts is

dev

elop

ed

2.4

To p

rom

ote

the

esta

blis

hmen

t of s

yste

ms

and

proc

esse

s fo

r the

acq

uisi

tion

and

man

agem

ent o

f kno

wle

dge

and

info

rmat

ion

in

supp

ort o

f HR

D in

the

Publ

ic S

ervi

ce.

Rat

iona

le:

Dat

a an

d da

ta m

anag

emen

t sys

tem

s ar

e im

porta

nt fo

r man

agem

ent a

nd re

porti

ng in

HR

D.

Mea

sure

s m

ust b

e pu

t in

plac

e to

mon

itor,

eval

uate

and

repo

rt on

ach

ieve

men

ts in

HR

D.

This

is e

spec

ially

impo

rtant

in li

ght o

f the

pla

nnin

g an

d ac

coun

tabi

lity

syst

ems

whi

ch h

ave

been

re

cent

ly e

stab

lishe

d in

Gov

ernm

ent.

The

stra

tegi

c fo

cus

here

is n

ot o

nly

acco

unta

bilit

y pr

omot

ion,

but

als

o th

e pr

omot

ion

of o

vera

ll aw

aren

ess

of H

RD

ope

ratio

ns.

But

info

rmat

ion

syst

ems

mus

t be

dist

ingu

ishe

d fro

m k

now

ledg

e m

anag

emen

t. W

hile

one

pro

duce

s da

ta o

n op

erat

ions

and

atta

inm

ent,

the

othe

r see

ks to

pr

omot

e le

arni

ng a

nd fo

ster

org

aniz

atio

nal

deve

lopm

ent t

hrou

gh h

ow k

now

ledg

e is

mad

e av

aila

ble,

man

aged

and

use

d fo

r the

wel

fare

of

indi

vidu

als

and

the

orga

niza

tion.

The

stra

tegi

c fo

cus

here

, the

refo

re, i

s al

so th

at o

f gro

omin

g 2.

4.7

Rep

orts

are

pro

duce

d on

atta

inm

ents

in re

spec

t to

know

ledg

e m

anag

emen

t

Perf

orm

ance

Indi

cato

rs:

• A

ll de

partm

ents

use

HR

MIS

in m

anag

ing

data

on

HR

D

• A

ll de

partm

ents

hav

e un

derta

ken

effo

rts to

gr

oom

and

man

age

a le

arni

ng c

ultu

re

• A

ll de

partm

ents

hav

e kn

owle

dge

man

agem

ent p

lans

and

stra

tegi

es

• M

ore

evid

ence

is a

vaila

ble

that

the

wor

kpla

ce is

a d

ynam

ic le

arni

ng

envi

ronm

ent f

or e

mpl

oyee

s •

HR

D s

trate

gies

and

repo

rts re

flect

thei

r ef

forts

and

ach

ieve

men

ts in

resp

ect t

o kn

owle

dge

man

agem

ent

Inte

nded

Out

com

es:

• Tr

aini

ng th

at is

mor

e re

leva

nt to

the

need

s of

the

orga

niza

tion

• H

ighe

r im

pact

of t

rain

ing

on p

erfo

rman

ce

• B

ette

r col

labo

ratio

n be

twee

n H

RD

and

P

MD

S


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

7

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

vi

bran

t cul

ture

s of

lear

ning

with

in th

e or

gani

zatio

n.

2.5.

1 S

uppo

rt is

pro

vide

d to

dep

artm

ents

in th

e ap

plic

atio

n an

d us

e of

PM

DS

2.5.

2 S

uppo

rt is

pro

vide

d to

dep

artm

ents

in th

e as

sess

men

t and

repo

rting

of s

ervi

ce d

eliv

ery

perfo

rman

ce

2.5

To s

tren

gthe

n st

ruct

ures

, sys

tem

s an

d pr

oces

ses

for p

erfo

rman

ce m

anag

emen

t and

de

velo

pmen

t in

the

Publ

ic S

ervi

ce

Rat

iona

le:

PM

DS

is th

e ke

y to

enh

ance

d pe

rform

ance

in th

e P

ublic

Ser

vice

. It

is th

e fra

mew

ork

upon

whi

ch a

ll pe

rform

ance

and

pro

mot

ion

initi

ativ

es a

re

man

aged

. H

RD

is c

ritic

al in

the

PM

DS

cyc

le

beca

use

it co

nstit

utes

the

“D” i

n P

MD

S.

In m

ost

case

s P

MD

S a

nd H

RD

are

del

inke

d. M

easu

res

mus

t be

take

n to

ens

ure

that

the

PM

DS

sys

tem

w

orks

and

to e

nsur

e th

at th

e “d

evel

opm

ent”

dim

ensi

on is

at t

he c

ore

of p

erfo

rman

ce

man

agem

ent.

The

stra

tegi

c fo

cus

here

is to

elim

inat

e fra

gmen

tatio

n an

d co

mpa

rtmen

taliz

atio

n in

HR

re

late

d in

itiat

ives

. B

ut th

e fo

cus

is a

lso

on li

nkin

g tra

inin

g to

per

form

ance

out

com

es, a

nd e

nsur

ing

that

trai

ning

inte

rven

tions

are

wel

l con

side

red

and

prop

erly

inte

grat

ed w

ith th

e pe

rform

ance

re

quire

men

ts o

f the

wor

kpla

ce.

2.5.

3 C

riter

ia e

stab

lishe

d fo

r the

ser

vice

del

iver

y pe

rform

ance

of e

ach

SM

S in

the

resp

ectiv

e de

partm

ents

an

d th

ese

are

refle

cted

as

mea

sura

ble

obje

ctiv

es in

an

nual

per

form

ance

pla

ns a

nd o

pera

tiona

l pla

ns o

f di

rect

orat

es.

Perf

orm

ance

Indi

cato

rs:

• A

ll de

partm

ents

effe

ctiv

ely

appl

y P

MD

S

• A

ll em

ploy

ees

in G

over

nmen

t hav

e P

DP

s al

igne

d w

ith o

rgan

izat

iona

l prio

ritie

s •

The

PD

Ps

of e

mpl

oyee

s ar

e ac

hiev

ed e

ach

year

•

All

empl

oyee

s ha

ve p

erfo

rman

ce c

ontra

cts

base

d on

the

stra

tegi

c ob

ject

ives

of t

he

resp

ectiv

e de

partm

ent

Inte

nded

Out

com

es:

The

adop

tion

of o

rgan

izat

iona

l stru

ctur

es a

nd

the

prom

otio

n of

org

aniz

atio

nal p

roce

sses

w

hich

fost

er th

e lin

kage

s be

twee

n al

l or

gani

zatio

nal c

ompo

nent

s th

at re

late

to th

e H

RD

func

tion.

2.6.

1 P

olic

ies

and

guid

elin

es d

evel

oped

on

the

use

of

skill

s le

vy fu

nds

by D

epar

tmen

ts

2.

6 To

ens

ure

adeq

uate

ava

ilabi

lity

and

use

of

phys

ical

, fin

anci

al a

nd h

uman

reso

urce

s an

d fa

cilit

ies

Rat

iona

le:

Reg

ardl

ess

of th

e am

ount

of t

rain

ing

prov

ided

, pe

rform

ance

will

not i

mpr

ove

until

and

unl

ess

2.6.

2 A

nnua

l rep

orts

are

pre

pare

d by

dep

artm

ents

on

the

use

of s

kills

levy

fund

ing

Perf

orm

ance

Indi

cato

rs:

• A

ll H

RD

pra

ctiti

oner

s ha

ve v

iabl

e jo

b de

scrip

tions

with

per

form

ance

sta

ndar

ds

and

indi

cato

rs

• S

kills

dev

elop

men

t fun

ds a

re fu

lly u

sed

for

train

ing

purp

oses

•

Trai

ning

in th

e de

partm

ents

is c

onsi

sten

t


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

8

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

pe

ople

are

pro

vide

d w

ith th

e co

rrec

t res

ourc

es

and

faci

litie

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s. I

n m

any

area

s of

Gov

ernm

ent p

eopl

e ar

e no

t pr

ovid

ed w

ith th

e co

rrec

t too

ls to

und

erta

ke th

eir

resp

onsi

bilit

ies.

The

re m

ust b

e on

goin

g as

sess

men

t of t

he fe

asib

ility

of a

pplic

atio

n of

the

cont

ent l

earn

ed in

the

actu

al ta

sks

to b

e pe

rform

ed o

n th

e jo

b.

The

stra

tegi

c fo

cus

here

is th

e pr

omot

ion

of th

e lin

k be

twee

n tra

inin

g an

d pe

rform

ance

in a

n ef

fort

to e

nsur

e th

e at

tain

men

t of t

he w

ork

outc

omes

de

sire

d fro

m th

e en

gage

men

t in

train

ing.

HR

D is

th

e ve

hicl

e be

twee

n st

ruct

ures

, sys

tem

s an

d im

prov

ed p

erfo

rman

ce.

2.6.

3 S

uppo

rt is

giv

en to

dep

artm

ents

on

HR

pla

nnin

g an

d th

e st

rate

gic

use

of H

RD

to e

nhan

ce p

erfo

rman

ce

w

ith s

trate

gic

prio

ritie

s an

d sc

arce

ski

lls

requ

irem

ents

•

All

depa

rtmen

ts h

ave

HR

pla

ns a

nd H

RD

st

rate

gies

•

Pol

icie

s an

d st

ruct

ures

are

in p

lace

to

mon

itor e

xpen

ditu

res

in tr

aini

ng a

nd

mea

sure

the

impa

ct o

f tra

inin

g In

tend

ed O

utco

mes

: Th

e en

hanc

ed a

vaila

bilit

y an

d m

ore

effe

ctiv

e us

e of

reso

urce

s fo

r tra

inin

g as

wel

l as

for

unde

rtaki

ng re

spon

sibi

litie

s

2.7.

1 G

uide

lines

on

care

er m

anag

emen

t of e

mpl

oyee

s ar

e in

pla

ce

2.7.

2 H

andb

ooks

and

ope

ratio

nal d

ocum

ents

are

in p

lace

fo

r car

eer p

lann

ing

and

man

agem

ent

2.7

To g

room

and

fost

er in

-hou

se c

apac

ity

thro

ugh

effe

ctiv

e ca

reer

pla

nnin

g an

d ta

lent

m

anag

emen

t in

depa

rtm

ents

of G

over

nmen

t R

atio

nale

: D

epar

tmen

ts d

o no

t app

ly a

long

term

per

spec

tive

to th

e de

velo

pmen

t of t

heir

empl

oyee

s. A

s a

resu

lt, th

ere

is a

hig

h m

obili

ty o

f tal

ent i

n th

e P

ublic

Ser

vice

, and

ther

e is

an

inab

ility

to

effe

ctiv

ely

utili

ze a

nd p

rope

rly m

anag

e av

aila

ble

hum

an re

sour

ces.

In

som

e ca

ses,

the

desi

red

tale

nt o

r ski

lls a

re a

vaila

ble

in th

e or

gani

zatio

n bu

t ar

e in

corr

ectly

pla

ced.

Th

e st

rate

gic

focu

s he

re is

on

mai

ntai

ning

co

nsta

ncy

in th

e su

pply

of s

kills

by

groo

min

g an

d pr

omot

ing

tale

nt in

tern

ally

. B

uild

ing

a ta

lent

ed

and

com

mitt

ed w

orkf

orce

will

dep

end

partl

y on

the

man

ner i

n w

hich

car

eers

are

man

aged

and

the

degr

ee to

whi

ch o

ppor

tuni

ties

are

prov

ided

for

pers

onal

and

pro

fess

iona

l gro

wth

, and

for

prom

otio

n to

pos

ition

s to

whi

ch e

mpl

oyee

s as

pire

.

2.7.

3 M

anag

ers

are

train

ed in

car

eer p

lann

ing

and

man

agem

ent o

f the

ir st

aff

Perf

orm

ance

Indi

cato

rs:

• E

ach

empl

oyee

has

a lo

ng te

rm P

DP

and

ca

reer

pla

n •

Eac

h de

partm

ent h

as a

faci

lity

for c

aree

r co

unse

lling

and

sup

port

• E

ach

depa

rtmen

t has

a p

roce

ss to

man

age

succ

essi

on p

lann

ing

• D

epar

tmen

ts h

ave

acce

lera

ted

lead

ersh

ip

prog

ram

mes

•

Car

eer p

lann

ing

is u

sed

as o

ne o

f the

m

easu

res

for t

he re

tent

ion

of ta

lent

•

Low

turn

over

of S

MS

sta

ff In

tend

ed O

utco

mes

: •

Car

eer p

lann

ing

and

supp

ort s

ervi

ces

to

each

em

ploy

ee

• H

ighe

r ret

entio

n in

org

aniz

atio

ns


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 18

9

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.

8.1

Mob

ilize

man

ager

s th

roug

h H

RD

S c

omm

unic

atio

n st

rate

gy

2.8.

2 P

lan

and

deliv

er w

orks

hops

and

sup

port

on H

RD

fo

r mee

ting

stra

tegi

c pr

iorit

ies

2.8.

3 E

nsur

e th

e st

rate

gic

loca

tion

of H

RD

uni

ts s

o th

at

HR

DS

is im

plem

ente

d

2.8.

4 D

evel

op H

RS

& P

mod

ule

2.8

To e

ffect

ivel

y m

obili

se th

e su

ppor

t of a

ll m

anag

ers

in th

e st

rate

gic

appl

icat

ion

of H

RD

R

atio

nale

: Th

ere

is a

n ov

eral

l sen

se in

the

Pub

lic S

ervi

ce

that

sen

ior m

anag

ers

do n

ot fu

lly p

rom

ote,

sup

port

and

use

the

stra

tegi

c po

tent

ial o

f HR

D to

pro

mot

e ef

fect

ive

perfo

rman

ce a

nd e

nhan

ce s

ervi

ce

deliv

ery.

Thi

s co

uld

be a

chie

ved

by m

obili

zing

an

d tra

inin

g m

anag

ers

in th

e st

rate

gic

use

of

HR

D.

This

is e

spec

ially

per

tinen

t to

line

man

ager

s in

mee

ting

thei

r HR

D re

spon

sibi

litie

s to

thos

e th

ey

supe

rvis

e.

Her

e ag

ain,

the

stra

tegi

c fo

cus

is o

n th

e pr

oper

lo

catio

n an

d us

e of

HR

D to

acc

rue

bene

fits

to th

e or

gani

zatio

n.

2.8.

5 S

MS

hav

e H

R s

trate

gies

for t

heir

com

pone

nts

and

are

succ

essf

ul in

impl

emen

ting

thes

e.

Perf

orm

ance

Indi

cato

rs:

• S

trate

gic

plan

s of

dep

artm

ents

doc

umen

t th

e H

RD

impl

icat

ions

of s

trate

gic

prio

ritie

s •

Dep

artm

enta

l vis

ion

craf

ting

for H

RD

is

used

in a

ll de

partm

ents

as

a ve

hicl

e to

m

obili

se m

anag

ers

• P

erce

ntag

e of

mid

dle

and

SM

S M

anag

ers

do H

RD

mod

ule

• A

ll S

MS

man

ager

s ha

ve e

ffect

ive

HR

sy

stem

s an

d pr

oces

ses

in th

eir r

espe

ctiv

e co

mpo

nent

s In

tend

ed O

utco

mes

: •

Stra

tegi

c in

tegr

atio

n of

HR

D in

to th

e ke

y in

itiat

ives

of D

epar

tmen

ts

• M

ore

effe

ctiv

e al

loca

tion

and

use

of

reso

urce

s in

HR

D

2.

9.1

A c

ompr

ehen

sive

set

of w

orkp

lace

pol

icie

s fo

r em

ploy

ee h

ealth

and

wel

lnes

s is

dev

elop

ed, d

isse

min

ated

an

d w

orks

hopp

ed

2.9.

2 F

acili

ties

are

put i

n pl

ace

for e

mpl

oyee

sup

port

2.9.

3 P

olic

ies,

stru

ctur

es a

nd b

usin

ess

proc

esse

s ar

e pu

t in

pla

ce to

link

HR

D w

ith th

e co

unse

lling

and

sup

port

faci

litie

s at

the

wor

kpla

ce

2.9

To

effe

ctiv

ely

man

age

empl

oyee

hea

lth

and

wel

lnes

s R

atio

nale

: H

RD

mus

t be

conc

erne

d w

ith th

e in

divi

dual

as

a w

hole

. Te

chni

cal c

apac

ities

can

not b

e su

cces

sful

ly a

pplie

d if

the

gene

ral w

elln

ess

of

empl

oyee

s is

thre

aten

ed.

Ther

e ar

e a

varie

ty o

f w

orkp

lace

thre

ats

whi

ch c

ould

lim

it pe

rform

ance

an

d pr

oduc

tivity

. P

olic

ies

and

faci

litie

s fo

r ad

dres

sing

thes

e po

tent

ial t

hrea

ts m

ust b

e w

ithin

th

e ne

xus

of a

utho

rity

of th

e H

RD

func

tion

eith

er

thro

ugh

dire

ct a

utho

rity,

or t

hrou

gh s

trong

and

vi

able

col

labo

rativ

e tie

s.

The

stra

tegi

c fo

cus

here

is th

e ne

ed fo

r a h

olis

tic

view

of i

ndiv

idua

ls in

ord

er to

effe

ctiv

ely

man

age

deve

lopm

ent a

nd p

erfo

rman

ce.

2.9.

4 C

ouns

ellin

g an

d su

ppor

t fac

ilitie

s at

the

wor

kpla

ce

are

linke

d to

com

pete

ncy

asse

ssm

ent c

entre

s an

d to

P

MD

S p

roce

sses

Perf

orm

ance

Indi

cato

rs:

• P

olic

ies

are

in p

lace

and

impl

emen

ted

to

seek

the

inte

rest

of t

hose

infe

cted

and

af

fect

ed b

y H

IV a

nd A

IDS

•

All

Dep

artm

ents

hav

e po

licie

s re

gard

ing

viol

ence

and

abu

sive

beh

avio

ur in

the

wor

kpla

ce

• A

ll D

epar

tmen

ts m

eet r

equi

rem

ents

for

occu

patio

nal h

ealth

and

saf

ety

of

empl

oyee

s •

All

empl

oyee

s ha

ve fa

cilit

ies

avai

labl

e fo

r co

unse

lling

and

for p

erso

nal a

nd

prof

essi

onal

sup

port

Inte

nded

Out

com

es:

Col

labo

rativ

e pl

anni

ng b

etw

een

all H

R

func

tions

to e

nsur

e th

at is

sues

rela

ted

to

heal

th a

nd w

elln

ess

do n

ot u

nder

min

e ov

eral

l pe

rform

ance

and

ser

vice

del

iver

y


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

0

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TW

O

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

2: T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.

10.1

Gui

delin

es o

n th

e st

ruct

ure

and

resp

onsi

bilit

ies

of

HR

D p

ublis

hed

2.10

.2 E

xecu

tive

man

ager

s at

tend

wor

ksho

ps o

n th

e st

ruct

ure,

loca

tion

and

use

of H

RD

2.10

To

sup

port

Pub

lic S

ervi

ce d

epar

tmen

ts

in a

dopt

ing

appr

opria

te s

truc

ture

s an

d pr

oces

ses

for r

ealis

ing

an e

ffect

ive

and

effic

ient

HR

D

Rat

iona

le:

Org

aniz

atio

nal s

truct

ures

for H

RD

in th

e P

ublic

S

ervi

ce v

ary.

The

cap

acity

of s

ome

depa

rtmen

ts

to p

erfo

rm is

lim

ited

by th

e in

appr

opria

tene

ss o

f th

eir s

truct

ural

arr

ange

men

ts.

If th

ere

mus

t be

cont

inua

l dev

elop

men

t in

HR

D, t

hen

stru

ctur

es

mus

t ser

ve th

e pu

rpos

es in

tend

ed.

Sup

port

and

lead

ersh

ip a

re n

eede

d in

this

rega

rd s

o th

at H

RD

ta

kes

its ri

ghtfu

l pla

ce in

org

aniz

atio

ns in

line

with

th

e na

tiona

l age

nda

and

prom

otin

g sk

ills

deve

lopm

ent a

nd d

evel

opin

g th

e ca

paci

ty o

f the

S

tate

. Th

e fo

cus

here

is s

trate

gica

lly p

ositi

onin

g H

RD

to

enha

nce

the

perfo

rman

ce o

f pub

lic o

rgan

izat

ions

.

2.10

.3 C

omm

unic

atio

n st

rate

gy u

nder

take

n on

the

stru

ctur

e an

d st

rate

gic

role

of H

RD

in p

ublic

org

aniz

atio

ns

Perf

orm

ance

Indi

cato

rs:

• A

ll de

partm

ents

hav

e H

RD

func

tions

that

ar

e ef

fect

ivel

y lo

cate

d •

Stra

tegi

c ro

le o

f HR

D is

enh

ance

d •

Incr

ease

in th

e co

ntrib

utio

n of

HR

D to

the

desi

red

perfo

rman

ce o

utco

mes

of t

he

orga

niza

tion

Inte

nded

Out

com

es:

• G

uide

lines

pro

vide

d on

the

orga

niza

tion

and

staf

fing

of H

RD

func

tions

•

HR

D fu

nctio

ns in

Dep

artm

ents

are

mor

e id

eally

pla

ced

and

stru

ctur

ed to

impa

ct o

n or

gani

zatio

nal p

erfo

rman

ce

2.11

.1 G

uide

lines

dev

elop

ed o

n th

e pl

an in

tegr

atio

n fo

r H

RD

2.11

.2 T

rain

ing

initi

ativ

es a

re u

nder

take

n on

pla

n in

tegr

atio

n fo

r HR

D

2.11

To

ensu

re th

at p

olic

ies,

pla

ns a

nd

stra

tegi

c do

cum

ents

on

HR

D a

re a

ppro

pria

tely

in

tegr

ated

with

and

alig

ned

to o

ther

rele

vant

pl

ans,

prio

ritie

s an

d st

rate

gies

of G

over

nmen

t R

atio

nale

: H

RD

pla

ns a

nd s

trate

gies

can

not o

pera

te in

is

olat

ion

of th

e la

rger

Pub

lic S

ervi

ce a

gend

a, a

nd

mus

t tak

e co

gniz

ance

of t

he n

atio

nal p

olic

y ag

enda

for t

rans

form

atio

n an

d de

velo

pmen

t.

Her

etof

ore

plan

s an

d st

rate

gies

hav

e no

t bee

n pr

oper

ly a

ligne

d, a

nd th

e P

ublic

Ser

vice

has

not

be

en a

ble

to a

ccru

e fu

ll be

nefit

from

a m

ore

coor

dina

ted

and

cohe

sive

app

roac

h. T

he fo

cus

here

is to

min

imis

e fra

gmen

tatio

n an

d pr

omot

e co

ntin

uity

in a

ddre

ssin

g cr

itica

l dev

elop

men

t pr

iorit

ies.

2.11

.3 A

mon

itorin

g st

ruct

ure

is e

stab

lishe

d to

ass

ess

the

degr

ee to

whi

ch p

lans

and

stra

tegi

es h

ave

been

alig

ned

with

the

broa

der a

gend

a of

Gov

ernm

ent

Perf

orm

ance

Indi

cato

rs:

• H

RD

stra

tegi

es re

flect

aw

aren

ess

of

stra

tegi

c pr

iorit

ies

of d

epar

tmen

ts a

nd

grow

th a

nd d

evel

opm

ent p

riorit

ies

of

prov

ince

s •

All

depa

rtmen

ts p

lay

a ro

le in

add

ress

ing

the

stra

tegi

c pr

iorit

ies

of th

e na

tion

and

thei

r pro

vinc

es in

are

as o

f cor

e re

spon

sibi

litie

s an

d in

are

as w

here

they

ha

ve c

apac

ity a

nd s

trate

gic

loca

tion

Inte

nded

Out

com

es:

• G

uide

lines

on

plan

s an

d st

rate

gy

deve

lopm

ent f

or H

RD

at a

ll le

vels

•

Inte

grat

ed p

lans

and

stra

tegi

es fo

r HR

D in

al

l Dep

artm

ents


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

1

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TH

REE

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

3:

To e

nsur

e th

at H

RD

in th

e Pu

blic

Ser

vice

is e

ffect

ivel

y go

vern

ed in

ord

er to

pro

mot

e ef

fect

ive

impl

emen

tatio

n of

the

stra

tegy

3.1.

1 G

uide

lines

dev

elop

ed fo

r sca

rce

skill

s m

anag

emen

t to

ass

ist a

nd s

uppo

rt pr

actit

ione

rs in

the

impl

emen

tatio

n of

HR

D p

riorit

ies

3.1.

2 G

uide

lines

dev

elop

ed fo

r ski

lls a

udits

to a

ssis

t and

su

ppor

t pra

ctiti

oner

s in

the

impl

emen

tatio

n of

HR

D

prio

ritie

s

3.1.

3 W

orks

hops

dev

elop

ed fo

r ski

lls a

udits

to a

ssis

t and

su

ppor

t pra

ctiti

oner

s in

the

impl

emen

tatio

n of

HR

D

prio

ritie

s

3.1

To e

nsur

e th

at p

olic

y an

d pl

anni

ng

fram

ewor

ks a

nd g

uide

lines

are

ava

ilabl

e to

as

sist

and

sup

port

pra

ctiti

oner

s in

the

im

plem

enta

tion

of H

RD

prio

ritie

s R

atio

nale

: O

ne o

f the

role

s in

the

gove

rnan

ce o

f the

stra

tegy

is

to fi

ll th

e ga

ps in

pol

icy

thro

ugh

the

prom

ulga

tion

of g

uide

lines

for t

he v

ario

us

initi

ativ

es th

at a

re p

rom

oted

in th

e st

rate

gic

fram

ewor

k. T

his

is o

ne m

easu

re fo

r mob

ilizi

ng

supp

ort a

nd fa

cilit

atin

g im

plem

enta

tion.

Th

e fo

cus

here

is o

n im

plem

enta

tion

man

agem

ent

and

initi

ativ

es to

ena

ble

depa

rtmen

ts th

e op

portu

nity

for s

ucce

ss.

The

focu

s is

als

o on

fil

ling

polic

y ga

ps s

o as

to e

nabl

e po

licy

refin

emen

t and

effe

ctiv

e po

licy

guid

ance

and

su

ppor

t in

HR

D

3.1.

4 W

orks

hops

des

igne

d an

d co

nduc

ted

in

colla

bora

tion

with

the

Pub

lic S

ervi

ce A

cade

my

to a

ssis

t an

d su

ppor

t pra

ctiti

oner

s in

the

impl

emen

tatio

n of

HR

D

prio

ritie

s

Perf

orm

ance

Indi

cato

rs:

• Fr

amew

orks

and

gui

delin

es a

re a

vaila

ble

for s

carc

e sk

ills

man

agem

ent;

rete

ntio

n po

licie

s; o

pera

tiona

l stru

ctur

es fo

r HR

D a

nd

cont

ribut

ing

to g

row

th a

nd d

evel

opm

ent

prog

ram

mes

•

Com

mon

met

hods

and

stra

tegi

es a

re

avai

labl

e fo

r ski

lls a

udits

, tra

inin

g ne

eds

asse

ssm

ent a

nd a

sses

sing

the

impa

ct o

f tra

inin

g on

org

aniz

atio

nal p

erfo

rman

ce

Inte

nded

Out

com

es:

Pol

icy

guid

elin

es a

re d

evel

oped

to p

rom

ote

and

guid

e th

e in

itiat

ives

that

are

und

erta

ken

in th

e H

RD

Stra

tegy

3.2.

1 M

&E

sys

tem

is d

evel

oped

3.2.

2 T

rain

ing

prov

ided

on

M&

E s

yste

m fo

r dep

artm

enta

l of

ficia

ls

3.2.

3 In

terv

entio

n st

rate

gies

are

dev

elop

ed to

sup

port

depa

rtmen

ts w

hich

face

cha

lleng

es

3.2

To e

nsur

e th

at H

RD

is e

ffect

ivel

y m

onito

red

and

eval

uate

d an

d th

at s

truc

ture

s an

d pr

oces

ses

are

set i

n pl

ace

to a

sses

s th

e im

pact

of a

ll in

vest

men

t in

trai

ning

R

atio

nale

: M

onito

ring

and

eval

uatio

n is

a m

eans

of e

nsur

ing

acco

unta

bilit

y an

d a

stra

tegy

for t

rack

ing

prog

ress

. Th

ere

mus

t be

cons

iste

ncy

in a

ppro

ache

s an

d th

ere

mus

t be

aven

ues

for p

rovi

ding

sup

port

whe

re c

halle

nges

are

bei

ng e

ncou

nter

ed.

Ther

e is

an

over

all c

once

rn re

gard

ing

the

exte

nt to

whi

ch

HR

D is

link

ed to

act

ual p

erfo

rman

ce o

utco

mes

. In

th

is re

gard

, it i

s ne

cess

ary

to tr

ack

the

impa

ct o

f tra

inin

g on

per

form

ance

and

ser

vice

del

iver

y. T

he

focu

s he

re is

on

ensu

ring

acco

unta

bilit

y in

go

vern

ance

and

on

prom

otin

g im

plem

enta

tion

succ

ess.

3.2.

4 M

echa

nism

put

in p

lace

to s

hare

less

ons

lear

nt a

nd

exem

plar

y pr

actic

e

Perf

orm

ance

Indi

cato

rs:

• A

n M

&E

sys

tem

is in

pla

ce fo

r HR

D in

the

Pub

lic S

ervi

ce

• A

sys

tem

is in

pla

ce fo

r ren

derin

g su

ppor

t an

d ta

king

cor

rect

ive

mea

sure

s as

a

com

pone

nt o

f the

M&

E s

yste

m

Inte

nded

Out

com

es:

• P

erfo

rman

ce a

nd s

ucce

ss in

dica

tors

will

be

clea

rly m

appe

d ou

t •

Cle

ar m

onito

ring

stra

tegy

will

be p

ut in

pl

ace

with

invo

lvem

ent a

t all

leve

ls o

f G

over

nmen

t •

Eva

luat

ion

repo

rts w

ill be

pre

pare

d an

d ci

rcul

ated

and

cor

rect

ive

supp

ort

mec

hani

sms

initi

ated

.


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

2

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TH

REE

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

3:

To e

nsur

e th

at H

RD

in th

e Pu

blic

Ser

vice

is e

ffect

ivel

y go

vern

ed in

ord

er to

pro

mot

e ef

fect

ive

impl

emen

tatio

n of

the

stra

tegy

3.3.

1 D

evel

op c

omm

unic

atio

n st

rate

gy

3.3.

2 D

efin

e co

mm

unic

atio

n re

spon

sibi

litie

s at

all

leve

ls

3.3.

3 R

un w

orks

hops

and

adv

ocac

y se

ssio

ns o

n st

rate

gy

3.3

To e

nsur

e th

at th

e pr

ovis

ions

of t

he H

RD

St

rate

gic

Fram

ewor

k ar

e pr

oper

ly

com

mun

icat

ed a

t all

leve

ls

Rat

iona

le:

The

first

pha

se o

f suc

cess

ful i

mpl

emen

tatio

n is

co

mm

unic

atio

n so

as

to e

nsur

e th

at a

ll is

aw

are

of

the

stra

tegy

and

that

all

are

clea

r on

its

expe

ctat

ions

. C

omm

unic

atio

n ca

n be

use

d as

a

tool

to a

chie

ve s

ever

al e

nds.

Thi

s in

clud

es

mob

ilizi

ng s

uppo

rt an

d ed

ucat

ing

offic

ials

. Th

e st

rate

gic

inte

nt h

ere

is n

ot li

mite

d to

co

mm

unic

atio

n, b

ut is

ext

ende

d to

the

prom

otio

n of

com

mitm

ent a

nd a

war

enes

s an

d ac

tion.

3.3.

4 A

sses

s th

e im

pact

of t

he c

omm

unic

atio

n st

rate

gy

on th

e im

plem

enta

tion

of th

e H

RD

stra

tegy

Perf

orm

ance

Indi

cato

rs:

• A

ll pu

blic

offi

cial

s ar

e aw

are

of th

e H

RD

st

rate

gy

• A

ll re

leva

nt s

take

hold

ers

have

con

tribu

ted

to th

e re

aliz

atio

n of

the

HR

D s

trate

gy

• Th

e st

atur

e an

d pr

iorit

y of

HR

D in

de

partm

ents

hav

e in

crea

sed

• H

RD

pra

ctiti

oner

s ta

ke a

n ac

tive

role

in

com

mun

icat

ing

and

advo

catin

g th

e H

RD

st

rate

gy

Inte

nded

out

com

es:

A c

omm

unic

atio

n st

rate

gy fo

r the

HR

D

stra

tegy

mus

t be

put i

n pl

ace

and

mus

t lea

d to

suc

cess

ful i

mpl

emen

tatio

n

3.4.

1 T

o es

tabl

ish

and

prom

ote

prof

essi

onal

bod

ies

or

coun

cils

by

occu

patio

nal c

lass

es to

pro

mot

e no

rms

and

stan

dard

s an

d pr

ofes

sion

al c

odes

of c

ondu

ct

3.4.

2 B

atho

Pel

e pe

rform

ance

indi

cato

rs a

re d

evel

oped

fo

r HR

D

3.4.

3 A

cod

e of

eth

ical

pra

ctic

e is

dev

elop

ed fo

r HR

D

prac

titio

ners

in a

con

sulta

tive

man

ner

3.4.

4 W

orks

hops

hel

d on

cod

e of

eth

ical

pra

ctic

e fo

r HR

D

3.4

To p

rom

ote

and

man

age

a co

de o

f eth

ical

co

nduc

t am

ong

HR

D p

ract

ition

ers

Rat

iona

le:

Sou

nd v

alue

s ar

e th

e ba

sis

of g

ood

prof

essi

onal

pr

actic

e. C

odes

of c

ondu

ct w

ill b

e pr

omul

gate

d as

a

basi

s fo

r ext

endi

ng B

atho

Pel

e in

to v

alue

st

ruct

ures

that

are

per

tinen

t to

HR

D p

ract

ition

ers.

In

this

resp

ect,

HR

D w

ill h

ave

a co

de o

f goo

d pr

actic

e fo

r its

pra

ctiti

oner

s.

The

focu

s he

re is

on

build

ing

stro

ng c

ultu

res

of

prof

essi

onal

pra

ctic

e in

HR

D s

o as

to c

reat

e a

soun

d fo

unda

tion

in o

rgan

izat

ions

for t

he

appl

icat

ion

of tr

aini

ng to

the

initi

ativ

es to

enh

ance

pe

rform

ance

and

impr

ove

serv

ice

deliv

ery.

3.4.

5 T

o en

sure

HR

D p

rofe

ssio

nals

join

rela

ted

HR

D

bodi

es w

hich

will

assi

st in

enh

anci

ng th

eir p

ract

ice

Perf

orm

ance

Indi

cato

rs:

• B

atho

Pel

e is

ope

ratio

naliz

ed fo

r HR

D

prac

tice

and

stan

dard

s ar

e in

pla

ce

• A

n H

RD

cod

e of

goo

d pr

actic

e is

wid

ely

avai

labl

e •

HR

D p

ract

ition

ers

abid

e by

a s

et c

ode

of

ethi

cs

Inte

nded

Out

com

es:

• Th

e av

aila

bilit

y of

nat

iona

l, pr

ovin

cial

and

w

orkp

lace

lear

ning

and

sup

port

netw

orks

w

here

HR

D p

rofe

ssio

nals

can

kee

p ab

reas

t of

dev

elop

men

ts a

nd s

olic

it su

ppor

t, w

hen

nece

ssar

y, in

ove

rcom

ing

hurd

les

they

may

en

coun

ter


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

3

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TH

REE

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

3:

To e

nsur

e th

at H

RD

in th

e Pu

blic

Ser

vice

is e

ffect

ivel

y go

vern

ed in

ord

er to

pro

mot

e ef

fect

ive

impl

emen

tatio

n of

the

stra

tegy

3.5.

1 D

evel

opm

ent o

f dat

abas

es a

nd c

lear

ing

hous

es fo

r sh

arin

g in

form

atio

n

3.5.

2 P

repa

ring

mat

eria

ls a

nd c

ondu

ctin

g w

orks

hops

on

the

deve

lopm

ent o

f lea

rnin

g ne

twor

ks

3.5.

3 M

akin

g m

ater

ials

for p

rofe

ssio

nal d

evel

opm

ent

mor

e av

aila

ble

and

acce

ssib

le a

t the

wor

kpla

ce

3.5

To

fost

er a

nd p

rom

ote

HR

lear

ning

ne

twor

ks in

cre

atin

g a

cultu

re o

f lea

rnin

g in

th

e pr

ofes

sion

R

atio

nale

: M

ore

oppo

rtuni

ties

mus

t be

mad

e av

aila

ble

to

ensu

re th

at p

ract

ition

ers

have

info

rmat

ion

and

supp

ort t

o m

anag

e ch

alle

nges

and

issu

es w

hich

ar

ise

at th

e w

orkp

lace

, and

to g

ener

ally

kee

p th

emse

lves

info

rmed

abo

ut m

atte

rs re

late

d to

thei

r pr

ofes

sion

. H

RD

pra

ctiti

oner

s ar

e ge

nera

lly

isol

ated

with

in th

eir r

espe

ctiv

e de

partm

ents

and

ha

ve to

dep

end

on th

eir o

wn

know

ledg

e an

d ex

perie

nce

to s

ucce

ed.

Thos

e w

ho d

o no

t hav

e th

e de

pth

of k

now

ledg

e m

ay fl

ound

er in

man

agin

g th

e is

sues

and

cha

lleng

es w

hich

nor

mal

ly a

rise.

Th

e st

rate

gic

inte

nt h

ere

is to

pro

vide

ong

oing

su

ppor

t to

enha

nce

perfo

rman

ce a

nd im

prov

e se

rvic

e de

liver

y.

3.5.

4 C

reat

ing

oppo

rtuni

ties,

sys

tem

s an

d pr

oces

ses

for

grea

ter s

harin

g of

kno

wle

dge

and

info

rmat

ion

and

grea

ter

colla

bora

tion

in c

onfro

ntin

g ch

alle

nges

and

sol

ving

pr

oble

ms

whi

ch a

rise

in H

RD

.

Per

form

ance

Indi

cato

rs:

• In

crea

sed

colla

bora

tion

betw

een

prof

essi

onal

s in

the

field

in p

rovi

ding

su

ppor

t to

colle

ague

s w

ho n

eed

assi

stan

ce.

• Th

e pa

rtici

patio

n of

a n

atio

nal c

adre

of

coac

hes

and

men

tors

who

und

erta

ke th

e re

spon

sibi

lity

to g

uide

, nur

ture

and

sup

port

HR

D p

ract

ition

ers

• Th

e av

aila

bilit

y of

upd

ated

refe

renc

e m

ater

ials

on

whi

ch in

form

atio

n an

d as

sist

ance

can

be

soug

ht o

n va

rious

topi

cs.

• Th

e in

crea

sed

appl

icat

ion

of te

chno

logy

in

the

oper

atio

n of

HR

D le

arni

ng n

etw

orks

•

Eac

h de

partm

ent h

as e

stab

lishe

d an

in

itiat

ive

(or u

nit)

for f

acili

tatin

g th

e op

erat

ion

of le

arni

ng n

etw

orks

In

tend

ed O

utco

mes

: In

crea

sed

colla

bora

tion

betw

een

prof

essi

onal

s; th

e pa

rtici

patio

n of

a n

atio

nal

cadr

e of

coa

ches

and

men

tors

to g

uide

, nu

rture

and

sup

port

HR

D p

ract

ition

ers

as w

ell

as a

vaila

bilit

y of

upd

ated

refe

renc

e m

ater

ials

.

3.6.

1 Id

entif

ying

and

ana

lyzi

ng th

e le

gal m

anda

tes

whi

ch

gove

rn th

e ac

tiviti

es o

f eac

h en

tity.

Not

e po

licy

prov

isio

ns, n

ote

gaps

and

ove

rlaps

.

3.6.

2 C

olla

bora

tion

betw

een

inst

itutio

ns to

dev

elop

cle

ar

and

artic

ulat

ed fr

amew

orks

of a

ctio

n.

3.6

Stre

ngth

enin

g an

d al

igni

ng g

over

nanc

e ro

les

in H

RD

R

atio

nale

: Th

e le

vel o

f int

er-in

stitu

tiona

l fra

gmen

tatio

n in

H

RD

has

cre

ated

gap

s, d

uplic

atio

ns, o

verla

ps a

nd

a va

riety

of d

isto

rtion

s in

del

iver

y. T

he p

rimar

y co

ncer

n he

re is

the

lack

of c

larit

y in

role

s an

d th

e in

abili

ty o

f som

e go

vern

men

t Dep

artm

ents

to

effe

ctiv

ely

unde

rtake

thei

r res

pons

ibili

ties.

The

re

is la

ck o

f con

tinui

ty in

fulfi

lling

obl

igat

ions

, and

la

ck o

f a c

lear

bas

is fo

r col

lect

ive

actio

n. T

he

stra

tegi

c fo

cus

here

is o

n ar

ticul

atio

n an

d

3.6.

3 P

ublic

atio

n of

doc

umen

ts w

hich

cla

rify

to th

e fie

ld

the

role

s an

d ob

ligat

ions

of e

ntiti

es in

resp

ect t

o H

R, a

nd

the

role

of d

epar

tmen

tal H

RD

com

pone

nts

in re

spec

t to

com

plia

nce.

Perf

orm

ance

Indi

cato

rs:

• Th

e ro

les

of S

ETA

s, S

AM

DI/P

SA

, DP

SA

, D

oL a

nd D

oE a

re c

lear

ly u

nder

stoo

d by

all

depa

rtmen

ts a

nd H

RD

pra

ctiti

oner

s •

Gap

s, d

uplic

atio

ns a

nd o

verla

ps b

etw

een

gove

rnan

ce a

genc

ies

are

min

imiz

ed s

o as

to

avo

id c

onfu

sion

and

und

er p

erfo

rman

ce

• In

ter-

gove

rnm

enta

l rol

es, i

nclu

ding

the

role

s of

diff

eren

t sph

eres

of g

over

nmen

t are

pr

oper

ly d

ocum

ente

d, u

nder

stoo

d,

com

mun

icat

ed a

nd e

xecu

ted.

•

The

esta

blis

hmen

t of a

Nat

iona

l Ste

erin

g C

omm

ittee

on

HR

D in

the

Pub

lic S

ervi

ce


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

4

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

TH

REE

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

3:

To e

nsur

e th

at H

RD

in th

e Pu

blic

Ser

vice

is e

ffect

ivel

y go

vern

ed in

ord

er to

pro

mot

e ef

fect

ive

impl

emen

tatio

n of

the

stra

tegy

co

ntin

uity

in ro

les,

pol

icy

prov

isio

ns a

nd

oper

atio

nal p

roce

sses

.

3.6.

4 T

he p

repa

ratio

n an

d ap

plic

atio

n (to

the

exte

nt

poss

ible

) of j

oint

repo

rting

form

ats

by d

iffer

ent

depa

rtmen

ts u

nder

taki

ng g

over

nanc

e re

spon

sibi

litie

s in

H

RD

In

tend

ed O

utco

mes

: Th

e ro

les

of S

ETA

s, S

AM

DI/P

SA

, DP

SA

, DoL

an

d D

oE a

re c

lear

ly u

nder

stoo

d by

all

depa

rtmen

ts a

nd H

RD

pra

ctiti

oner

s

3.7.

1 P

repa

ratio

n of

con

solid

ated

ann

ual t

rain

ing

repo

rts

for G

over

nmen

t dep

artm

ents

3.7.

2 P

repa

ratio

n of

Pub

lic S

ecto

r Wor

kpla

ce S

kills

Pla

n

3.7

Ful

l util

izat

ion

of th

e st

rate

gic

role

of

SETA

s in

cap

acity

dev

elop

men

t R

atio

nale

: Th

e S

ETA

s pl

ay a

crit

ical

role

in s

kills

de

velo

pmen

t in

the

Pub

lic S

ervi

ce.

Whi

le p

art o

f th

eir r

ole

is to

faci

litat

e ca

paci

ty d

evel

opm

ent,

a m

ajor

com

pone

nt o

f the

ir ro

le is

gov

erna

nce.

But

th

e go

vern

ance

exe

rcis

ed b

y th

e re

spec

tive

gove

rnm

ent S

ETA

s ha

s be

en d

isjo

inte

d an

d un

coor

dina

ted.

It i

s ne

cess

ary

to p

rovi

de s

trate

gic

fram

ewor

ks, p

olic

y di

rect

ion

and

fram

ewor

ks fo

r m

onito

ring,

eva

luat

ing

and

cons

olid

atin

g tra

inin

g an

d ca

paci

ty d

evel

opm

ent i

n th

e P

ublic

Sec

tor.

W

hile

this

mus

t be

faci

litat

ed b

y D

PS

A, t

he

Gov

ernm

ent S

ETA

s w

ill p

lay

a ve

ry c

ritic

al ro

le.

Coo

rdin

atin

g ca

paci

ty d

evel

opm

ent i

n th

e P

ublic

S

ervi

ce w

ill n

ot b

e po

ssib

le w

ithou

t the

sup

port

of

the

resp

ectiv

e G

over

nmen

t SE

TAs.

3.7.

3 P

repa

ratio

n of

a c

onso

lidat

ed S

ecto

r Ski

lls P

lan

for

the

Pub

lic S

ervi

ce

Perf

orm

ance

Indi

cato

rs:

• G

-SE

TA fo

rum

est

ablis

hed

and

mee

tings

ar

e co

nduc

ted

• C

ompi

le a

con

solid

ated

Pub

lic S

ervi

ce

skill

s re

port

annu

ally

•

Con

solid

ate

all S

ecto

r Ski

lls P

lans

rela

ted

to th

e de

partm

ents

in th

e P

ublic

Ser

vice

In

tend

ed O

utco

mes

: •

All

HR

D in

the

Pub

lic S

ecto

r will

be

coor

dina

ted

and

cons

olid

ated

thro

ugh

com

mon

fram

ewor

ks fo

r pla

nnin

g an

d re

porti

ng.

Specific Timelines to be negotiated

annually

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

5

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

FO

UR

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

pla

ns, s

trat

egie

s an

d ac

tiviti

es in

tegr

ate,

pro

mot

e an

d re

spon

d to

the

econ

omic

gro

wth

and

dev

elop

men

t prio

ritie

s of

Gov

ernm

ent

4.

1.1

W

orks

hop

on H

RD

impl

icat

ions

of G

over

nmen

t pr

iorit

y pr

ogra

mm

es

4.1.

2

Bro

chur

es a

nd b

ookl

ets

on p

riorit

y pr

ogra

mm

es

to b

e di

strib

uted

4.1

To p

rom

ote

full

awar

enes

s of

gov

ernm

enta

l pr

iorit

ies

and

thei

r im

plic

atio

ns fo

r HR

D

prac

tice

in e

ach

sect

or o

f the

Pub

lic S

ervi

ce

Rat

iona

le:

Dep

artm

ents

are

less

aw

are

of p

riorit

y G

over

nmen

t pro

gram

mes

if th

ey a

re n

ot p

art o

f th

eir c

ore

resp

onsi

bilit

ies

and

rout

ine

oblig

atio

ns.

As

a re

sult,

som

e of

thes

e pr

ogra

mm

es d

o no

t be

nefit

from

the

full

capa

city

of t

he P

ublic

Ser

vice

. Th

e st

rate

gic

focu

s he

re is

on

the

adop

tion

of

mor

e in

tegr

ated

and

inte

r-se

ctor

al re

spon

ses

to

the

prio

rity

prog

ram

mes

and

initi

ativ

es o

f G

over

nmen

t.

4.1.

3

SM

S in

diff

eren

t Dep

artm

ents

brie

fed

abou

t the

m

anne

r in

whi

ch th

ey c

an c

ontri

bute

to th

e pr

iorit

y pr

ogra

mm

es o

f Gov

ernm

ent

Perf

orm

ance

Indi

cato

rs:

• A

ll em

ploy

ees

in d

epar

tmen

ts a

re a

war

e of

G

over

nmen

t prio

rity

prog

ram

mes

and

ac

tivel

y co

ntrib

ute

to th

em

• A

ll de

partm

ents

acc

omm

odat

e G

over

nmen

t pr

iorit

y pr

ogra

mm

es in

thei

r stra

tegi

c pl

ans

and

busi

ness

prio

ritie

s •

All

depa

rtmen

ts a

ctiv

ely

enga

ge in

trai

ning

pe

rson

nel t

o re

spon

d to

Gov

ernm

ent

prio

rity

prog

ram

mes

•

Ann

ual a

sses

smen

ts re

veal

an

incr

ease

in

awar

enes

s an

d ac

tiviti

es to

add

ress

G

over

nmen

t prio

rity

prog

ram

mes

in a

n in

tegr

ated

man

ner

Inte

nded

out

com

es:

• In

-dep

th u

nder

stan

ding

of t

he

deve

lopm

enta

l age

nda

and

its a

pplic

abilit

y to

var

ious

dep

artm

ents

in G

over

nmen

t

4.2.

1 H

RD

stra

tegy

doc

umen

ts p

repa

red

for e

ach

prio

rity

prog

ram

me

4.

2 To

bui

ld c

apac

ity a

mon

g H

RD

pra

ctiti

oner

s to

ena

ble

them

to p

rom

ote

and

be re

spon

sive

to

the

deve

lopm

enta

l prio

ritie

s of

Gov

ernm

ent

Rat

iona

le:

Whe

n ne

w p

rogr

amm

es a

re in

itiat

ed it

is

nece

ssar

y to

ass

ess

capa

city

requ

irem

ents

and

re

spon

d w

ith tr

aini

ng in

the

even

t tha

t gap

s ex

ist.

The

occu

patio

nal s

truct

ure

for r

unni

ng th

ese

prog

ram

mes

and

the

com

pete

ncy

requ

irem

ents

fo

r suc

cess

is s

omet

imes

too

gene

ral –

esp

ecia

lly

in d

epar

tmen

ts w

hich

do

not h

ave

core

re

spon

sibi

litie

s. T

he s

trate

gic

focu

s he

re is

on

deve

lopi

ng c

apac

ity fo

r int

egra

ted

inte

r-se

ctor

al

resp

onse

s.

4.2.

2 A

ll re

leva

nt p

erso

nnel

are

fully

cap

acita

ted

to

impl

emen

t Gov

ernm

ent p

riorit

y pr

ogra

mm

es

Perf

orm

ance

Indi

cato

rs:

• H

RD

stra

tegy

dev

elop

ed to

add

ress

all

prio

rity

grow

th a

nd d

evel

opm

ent

prog

ram

mes

of G

over

nmen

t •

Eac

h se

ctor

of G

over

nmen

t ful

ly

capa

cita

ted

to c

ontri

bute

to G

over

nmen

t pr

iorit

y pr

ogra

mm

es

Inte

nded

Out

com

es:

The

desi

gn a

nd e

xecu

tion

of a

co

mpr

ehen

sive

trai

ning

initi

ativ

e fo

r eac

h in

ter-

sect

oral

dev

elop

men

t pro

gram

me

in

Gov

ernm

ent


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

6

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

FO

UR

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

pla

ns, s

trat

egie

s an

d ac

tiviti

es in

tegr

ate,

pro

mot

e an

d re

spon

d to

the

econ

omic

gro

wth

and

dev

elop

men

t prio

ritie

s of

Gov

ernm

ent

4.

3 T

o pr

omot

e, th

roug

h H

RD

, int

egra

ted

and

inte

r-se

ctor

al a

ppro

ache

s to

eco

nom

ic g

row

th

and

deve

lopm

ent

prio

ritie

s R

atio

nale

: S

omet

imes

dep

artm

ents

of G

over

nmen

t wor

k in

si

los

in a

ddre

ssin

g de

velo

pmen

tal p

riorit

ies.

Muc

h be

nefit

can

be

gain

ed th

roug

h in

tegr

ated

and

co

llabo

rativ

e ef

forts

. Th

e st

rate

gy fo

cus

here

is to

est

ablis

h an

d fa

cilit

ate

inte

r-se

ctor

al c

olla

bora

tion

in a

ddre

ssin

g th

ese

prio

ritie

s.

Fo

r eac

h G

over

nmen

t prio

rity

prog

ram

me

book

lets

ar

e de

velo

ped

on in

ter-

sect

oral

pos

sibi

litie

s

Pe

rfor

man

ce In

dica

tors

: •

Incr

ease

in in

ter-

sect

oral

col

labo

ratio

n fo

r im

plem

entin

g gr

owth

and

dev

elop

men

t pr

iorit

ies

Inte

nded

Out

com

es:

• G

uide

lines

for t

he d

evel

opm

ent o

f int

er-

sect

oral

app

roac

hes

• C

ompr

ehen

sive

inte

r-se

ctor

al a

ppro

ach

to

deve

lop

prio

ritie

s at

eac

h le

vel

4.4.

1 A

war

enes

s br

ochu

res

on re

gion

al p

riorit

ies

to b

e de

velo

ped

and

dist

ribut

ed.

4.4.

2 T

he a

sses

smen

t of s

trate

gic

plan

s to

det

erm

ine

the

exte

nt to

whi

ch s

ome

of th

e cr

itica

l reg

iona

l prio

ritie

s ar

e ad

dres

sed.

4.4.

3 W

orks

hops

and

sem

inar

s co

nduc

ted

on th

e re

leva

nce

of re

gion

al d

evel

opm

ent p

riorit

ies

for s

trate

gic

actio

n in

the

resp

ectiv

e de

partm

ents

of t

he P

ublic

Ser

vice

4.4

To e

stab

lish

stru

ctur

es a

nd p

roce

sses

to

appl

y ca

paci

ty d

evel

opm

ent i

nter

vent

ions

to

fost

er th

e in

tegr

atio

n of

NEP

AD

, AU

and

glo

bal

prog

ram

mes

and

initi

ativ

es in

Pub

lic S

ervi

ce

deliv

ery

to b

enef

it th

e ec

onom

ic s

ecto

r R

atio

nale

: A

s th

e le

ader

ship

role

of S

outh

Afri

ca in

the

regi

on, c

ontin

ent a

nd g

loba

lly b

ecom

es m

ore

prom

inen

t, an

d as

agr

eem

ents

and

initi

ativ

es a

re

unde

rtake

n to

ach

ieve

regi

onal

and

con

tinen

tal

goal

s, th

e P

ublic

Ser

vice

mus

t bec

ome

mor

e aw

are

of a

nd re

spon

sive

to th

ese

deliv

ery

targ

ets

and

man

date

s. S

ince

cur

rent

ly th

ere

is a

low

leve

l of

aw

aren

ess

and

resp

onsi

vene

ss, c

apac

ity

deve

lopm

ent i

nitia

tives

mus

t be

empl

oyed

to b

ring

Pub

lic S

ecto

r ins

titut

ions

fully

into

the

fold

and

th

rust

of d

evel

opm

ent t

arge

ts w

hich

ext

end

beyo

nd th

e bo

unda

ries

of S

outh

Afri

ca a

nd w

hich

ar

e em

bodi

ed o

utsi

de o

f the

lega

l fra

mew

ork

whi

ch d

efin

es th

e co

re re

spon

sibi

litie

s of

de

partm

ents

.

4.4.

4 S

trate

gic

supp

ort p

rovi

ded

to d

epar

tmen

ts in

re

spon

ding

to re

gion

al in

itiat

ives

and

prio

ritie

s.

Perf

orm

ance

Indi

cato

rs:

• M

anag

ers

in a

ll de

partm

ents

are

aw

are

of

prio

ritie

s re

late

d to

NE

PA

D, A

U, S

AD

C a

nd

glob

al p

riorit

ies

are

rele

vant

to th

eir a

reas

of

cor

e bu

sine

ss

• Th

ese

prio

ritie

s ar

e re

flect

ed in

pla

ns a

nd

othe

r stra

tegi

c do

cum

ents

•

Cap

acity

dev

elop

men

t ini

tiativ

es a

re

unde

rtake

n to

pre

pare

em

ploy

ees

to

unde

rsta

nd a

nd a

ddre

ss th

ese

prio

ritie

s In

tend

ed o

utco

mes

: M

anag

ers

in a

ll de

partm

ents

are

aw

are

of

prio

ritie

s re

late

d to

NE

PA

D, A

U, S

AD

C a

nd

glob

al p

riorit

ies

are

rele

vant

to th

eir a

reas

of

core

bus

ines

s


HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 19

7

ST

RA

TEG

IC O

BJE

CTI

VE A

ND

RA

TIO

NA

LE

PILL

AR

FO

UR

A

CTI

VITI

ES

TI

MEL

INES

PER

FOR

MA

NC

E IN

DIC

ATO

RS

AN

D

INTE

ND

ED O

UTC

OM

ES A

ND

PE

RFO

RM

AN

CE

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

pla

ns, s

trat

egie

s an

d ac

tiviti

es in

tegr

ate,

pro

mot

e an

d re

spon

d to

the

econ

omic

gro

wth

and

dev

elop

men

t prio

ritie

s of

Gov

ernm

ent

4.

5.1

Aw

aren

ess

broc

hure

s on

regi

onal

prio

ritie

s to

be

deve

lope

d an

d di

strib

uted

.

4.5.

2 T

he a

sses

smen

t of s

trate

gic

plan

s to

det

erm

ine

the

exte

nt to

whi

ch s

ome

of th

e cr

itica

l reg

iona

l prio

ritie

s ar

e ad

dres

sed.

4.5.

3 W

orks

hops

and

sem

inar

s co

nduc

ted

on th

e re

leva

nce

of re

gion

al d

evel

opm

ent p

riorit

ies

for s

trate

gic

actio

n in

the

resp

ectiv

e de

partm

ents

of t

he P

ublic

Ser

vice

4.5

To u

se c

apac

ity d

evel

opm

ent i

nter

vent

ions

to

pro

mot

e re

spon

sive

ness

to th

e m

illen

nium

de

velo

pmen

t goa

ls in

the

Publ

ic S

ervi

ce.

Rat

iona

le:

The

MD

G is

a g

loba

l ini

tiativ

e w

ith ta

rget

s to

whi

ch

Sou

th A

frica

, as

a na

tion,

sub

scrib

es.

The

goal

s of

the

MD

G a

re c

onsi

sten

t with

the

deve

lopm

ent

aspi

ratio

ns o

f Sou

th A

frica

. A

mon

g ot

her a

reas

th

ey in

clud

e go

als

rela

ted

to th

e er

adic

atio

n of

ex

trem

e po

verty

and

hun

ger;

gend

er e

qual

ity; a

nd

ensu

ring

envi

ronm

ent s

usta

inab

ility

. E

ach

of

thes

e is

rela

ted

to th

e co

re fu

nctio

ns o

f one

or

mor

e de

partm

ents

. A

lthou

gh th

ese

area

s ar

e ad

dres

sed

thes

e go

als

are

not g

iven

due

atte

ntio

n in

the

plan

ning

pro

cess

es o

f mos

t dep

artm

ents

. C

apac

ity m

ust b

e bu

ilt to

bot

h un

ders

tand

thes

e go

als

and

to re

spon

d to

them

in a

man

ner w

hich

w

ill de

rive

mea

sura

ble

outc

omes

.

4.5.

4 S

trate

gic

supp

ort p

rovi

ded

to d

epar

tmen

ts in

re

spon

ding

the

goal

s an

d ob

ject

ives

of t

he m

illen

nium

de

velo

pmen

t goa

ls a

s ap

prop

riate

to th

e re

spec

tive

depa

rtmen

ts

Perf

orm

ance

Indi

cato

rs:

• O

vera

ll aw

aren

ess

of th

e m

illen

nium

de

velo

pmen

t goa

ls in

Pub

lic S

ervi

ce

inst

itutio

ns a

nd d

epar

tmen

ts

• R

espo

nsiv

enes

s to

the

MD

G is

refle

cted

in

the

stra

tegi

c pl

ans

and

repo

rts o

f de

partm

ents

in re

spec

t to

the

area

s ap

prop

riate

to th

eir c

ore

busi

ness

•

Cap

acity

dev

elop

men

t ini

tiativ

es th

at a

re

unde

rtake

n cr

eate

gre

ater

faci

lity

in

addr

essi

ng a

spec

ts o

f the

MD

G th

at a

re

appr

opria

te to

the

busi

ness

of t

he

resp

ectiv

e de

partm

ents

In

tend

ed O

utco

mes

: O

vera

ll aw

aren

ess

of th

e m

illen

nium

de

velo

pmen

t goa

ls in

Pub

lic S

ervi

ce

inst

itutio

ns a

nd d

epar

tmen

ts

Specific Timelines to be negotiated

annually

APPEN

DIX

DA

PPEN

DIX

DA

PPEN

DIX

D

DPSA

Ac

tivities a

nd

Time

line

s

Page 199

APPEN

DIX

DA

PPEN

DIX

DA

PPEN

DIX

D

DPSA

Ac

tiviti

es

an

d T

ime

line

s

Page 200

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

1

X =

Nat

iona

l O

= P

rovi

ncia

l TA

RG

ET B

Y YE

AR

AN

D B

Y Q

UA

RTE

R

2007

20

08

2009

20

10

IT

EM

STR

ATE

GIC

O

BJE

CTI

VE, S

UB

-O

BJE

CTI

VE &

A

CTI

VITI

ES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

1 To

enh

ance

the

desi

gn, m

anag

emen

t and

inte

grat

ion

of c

apac

ity d

evel

opm

ent i

nter

vent

ions

in th

e w

orkp

lace

to in

clud

e en

hanc

ing

the

qual

ity a

nd w

orkp

lace

re

leva

nce

of tr

aini

ng m

ater

ials

1.

1.1

Gui

delin

es d

evel

oped

fo

r man

agin

g an

d ev

alua

ting

HR

D in

the

wor

kpla

ce

x

0

1.1.

2 Tr

aini

ng p

rovi

ded

in

man

agin

g H

RD

in th

e w

orkp

lace

for H

RD

pr

actit

ione

rs a

nd fo

r lin

e m

anag

ers

0

1.1.

3 A

han

dboo

k an

d gu

idel

ines

dev

elop

ed

for p

re- a

nd p

ost-

train

ing

inte

rven

tions

x 0

1.1.

4 C

omm

on fr

amew

ork

and

guid

elin

es a

re in

pl

ace

for s

kills

aud

its,

need

s as

sess

men

t and

th

e ev

alua

tion

of th

e im

pact

of t

rain

ing

on

wor

kpla

ce

perfo

rman

ce

x 0

1.1.

5 G

uide

lines

dev

elop

ed

for m

anag

ing

and

eval

uatin

g H

RD

in th

e w

orkp

lace

Whi

le th

e D

PS

A w

ill a

ssis

t in

this

are

a th

roug

h po

licie

s an

d th

e de

velo

pmen

t of f

ram

ewor

ks, t

he re

spec

tive

depa

rtmen

ts o

f G

over

nmen

t are

exp

ecte

d to

take

the

lead

her

e. T

his

obje

ctiv

e is

con

side

red

as o

ne o

f the

fund

amen

tal b

uild

ing

bloc

ks fo

r en

hanc

ed p

erfo

rman

ce th

roug

h H

RD

. Th

e in

tent

her

e is

to

stre

ngth

en th

e fu

ndam

enta

ls fo

r the

effe

ctiv

e m

anag

emen

t of a

n in

vest

men

t-orie

nted

HR

D fu

nctio

n. A

s pa

rt of

the

fund

amen

tals

th

ere

will

be

the

cond

uctin

g of

ski

lls a

udits

, tra

inin

g ne

eds

asse

ssm

ents

, afte

rcar

e se

rvic

e, a

nd th

e ev

alua

tion

of H

R

deliv

ery

train

ing

impa

ct.

In a

dditi

on, s

yste

ms

and

proc

esse

s fo

r pr

oper

ly m

anag

ing

wor

kpla

ce in

itiat

ives

(int

erns

hips

, le

arne

rshi

ps, m

ento

ring,

etc

) will

be

stre

ngth

ened

. E

xem

plar

y m

odel

s in

thes

e ar

eas

alre

ady

exis

t. A

ccom

mod

atio

n w

ill b

e m

ade

to e

nsur

e th

at th

ese

mod

els

are

shar

ed.

Her

e, P

rovi

ncia

l le

ader

ship

is e

xpec

ted

in re

spec

t to

cour

se m

ater

ials

. D

evel

opm

ents

in th

is a

rea

will

be

led

by S

AM

DI/P

SA

. Th

e in

tent

he

re is

to m

ake

a st

anda

rd s

et o

f hig

h qu

ality

trai

ning

mat

eria

ls

in P

ublic

Sec

tor t

rain

ing

avai

labl

e to

all.

The

out

com

e w

ill b

e a

clea

ringh

ouse

whe

re s

uch

mat

eria

ls w

ill b

ecom

e av

aila

ble

to a

ll G

over

nmen

t dep

artm

ents

. Th

e ke

y ad

vant

age

to th

is s

et o

f m

ater

ials

is it

s w

orkp

lace

rele

vant

con

tent

and

its

train

ing

proc

ess

whi

ch w

ill b

e pr

actic

e-ba

sed.

Rep

rese

ntat

ives

from

D

epar

tmen

ts w

ill b

e in

volv

ed in

cou

rse

deve

lopm

ent c

omm

ittee

s an

d w

ill in

crem

enta

lly m

ove

to th

e us

e of

a s

tand

ard

set o

f hig

h qu

ality

trai

ning

mat

eria

ls.

Par

tner

ship

s w

ith H

EIs

, FE

T an

d w

ith

rele

vant

pro

fess

iona

l bod

ies

will

be

part

of th

is p

rogr

amm

ing.

0

APP

END

IX D

In

dica

tive

Act

iviti

es a

nd T

imel

ines

for I

mpl

emen

tatio

n

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

2

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

2 To

use

AB

ET in

pro

vidi

ng e

duca

tiona

l opp

ortu

nitie

s fo

r all

empl

oyee

s.

1.2.

1 E

ach

depa

rtmen

t pr

epar

es a

n A

BE

T st

rate

gy

x

0

1.2.

2 Fo

rmat

and

gui

delin

es

for d

epar

tmen

tal A

BE

T st

rate

gies

dev

elop

ed

x

0

1.2.

3 E

ach

depa

rtmen

t pr

epar

es a

n A

BE

T st

rate

gy

0

1.2.

4 E

ach

AB

ET

lear

ner

has

a P

DP

as

a ro

adm

ap fo

r ad

vanc

emen

t

0

1.2.

5 A

BE

T le

arne

rshi

ps a

re

initi

ated

and

are

su

cces

sful

0

1.2.

6 P

rogr

amm

es a

re

sche

dule

d so

that

all

wor

kers

can

acc

rue

bene

fit fr

om A

BE

T pr

ogra

mm

es

The

obje

ctiv

e he

re is

a c

ompr

ehen

sive

stru

ctur

e of

AB

ET

prog

ram

min

g th

at c

an b

enef

it al

l wor

kers

. Le

ader

ship

w

ill b

e pr

ovid

ed b

y D

PS

A in

col

labo

ratio

n w

ith th

e D

epar

tmen

t of E

duca

tion.

Gui

delin

es w

ill b

e de

velo

ped

for G

over

nmen

t dep

artm

ents

to im

plem

ent,

and

supp

ort

will

be

prov

ided

thro

ugh

wor

ksho

ps a

nd th

e us

e of

le

arni

ng n

etw

orks

to s

hare

idea

s on

dev

elop

men

ts.

It is

an

ticip

ated

that

whi

le th

e m

ajor

ity o

f pro

gram

mes

will

be

avai

labl

e fo

r sta

ff at

low

er o

ccup

atio

nal l

evel

s,

prog

ram

mes

will

be a

vaila

ble

for a

ll st

aff o

n m

atte

rs

whi

ch a

ffect

them

per

sona

lly a

nd p

rofe

ssio

nally

. Pr

ogra

mm

es o

n m

anag

ing

pers

onal

fina

nce

and

in

prep

arat

ion

for r

etire

men

t, fo

r ins

tanc

e, c

ould

be

usef

ul.

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

3

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

3 To

pro

mot

e le

ader

ship

and

man

agem

ent d

evel

opm

ent p

rogr

amm

es in

gen

eral

, with

spe

cific

refe

renc

e to

the

HR

D c

ompe

tenc

e of

SM

S an

d sp

ecia

l foc

us o

n th

e ne

eds

and

requ

irem

ents

of w

omen

and

per

sons

with

dis

abili

ties.

1.

3.1

Des

ign

and

esta

blis

h co

mpe

tenc

y au

dit

cent

res

per s

ecto

r or

prov

ince

x

1.3.

2 D

esig

n an

d es

tabl

ish

deve

lopm

ent s

uppo

rt &

le

arni

ng c

entre

s

x

1.3.

3 D

evel

op g

uide

lines

for

the

use

of S

MS

co

mpe

tenc

y fra

mew

ork

x

1.3.

E

nsur

e th

at le

ader

ship

an

d m

anag

emen

t de

velo

pmen

t cou

rses

in

Pub

lic S

ervi

ce

train

ing

are

alig

ned

with

the

SM

S

com

pete

ncy

fram

ewor

k

x

1.3.

5 D

evel

op p

olic

ies,

pr

otoc

ols

and

oper

atio

nal p

roce

dure

s fo

r the

use

of

com

pete

ncy

audi

t ce

ntre

s an

d de

velo

pmen

t sup

port

cent

res

by

depa

rtmen

ts

x

1.3.

6 P

repa

ratio

n of

line

m

anag

ers

for

man

agem

ent o

f the

ir H

RD

resp

onsi

bilit

ies

Lead

ersh

ip d

evel

opm

ent m

anag

emen

t stra

tegi

es re

fer t

o in

itiat

ives

that

are

und

erta

ken

to d

evel

op, c

apac

itate

and

su

ppor

t man

ager

s. T

he D

PS

A a

nd S

AM

DI/P

SA

will

pr

ovid

e le

ader

ship

and

man

agem

ent i

n ca

paci

ty

deve

lopm

ent.

The

obje

ctiv

e he

re is

to p

lace

a

mor

e th

orou

gh tr

aini

ng a

nd d

evel

opm

ent i

nfra

stru

ctur

e fo

r ens

urin

g ef

fect

ive

Pub

lic S

ervi

ce m

anag

emen

t. T

he

focu

s w

ill be

on

the

deve

lopm

ent o

f ass

essm

ent a

nd

supp

ort c

entre

s fo

r Pub

lic S

ervi

ce m

anag

ers.

A

supp

lem

enta

ry fo

cus

will

be

on th

e de

velo

pmen

t of H

RD

co

mpe

tenc

ies

in li

ne m

anag

ers

so th

at th

ey a

re a

ble

to

fully

und

erta

ke th

eir H

RD

resp

onsi

bilit

ies.

Whi

le

SA

MD

I/PS

A a

nd D

PS

A w

ill le

ad th

is p

roce

ss,

depa

rtmen

ts a

re e

xpec

ted

to e

mba

rk o

n a

mor

e lo

ng

term

stru

ctur

e fo

r man

agem

ent t

rain

ing

and

lead

ersh

ip

deve

lopm

ent.

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

4

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

3.7

Pre

pare

aud

it re

ports

us

e of

ass

essm

ent a

nd

deve

lopm

enta

l sup

port

cent

res

x

1.3.

8 C

ondu

ct o

ngoi

ng

asse

ssm

ents

and

au

dits

to e

nsur

e th

at

ther

e is

a h

ighe

r qu

ality

of m

anag

emen

t in

the

Pub

lic S

ervi

ce

x

1.4

Prom

otin

g le

arne

rshi

ps, t

rain

ee s

hips

and

inte

rnsh

ips

in th

e Pu

blic

Ser

vice

1.

4.1

Pro

vide

trai

ning

for

men

tors

in o

rder

to

max

imiz

e su

ppor

t for

an

d th

roug

hput

of

lear

ners

in w

orkp

lace

le

arni

ng

0

1.4.

2 E

stab

lish

syst

ems

for

eval

uatin

g th

e im

pact

of

suc

h w

orkp

lace

le

arni

ng.

x 0

1.4.

3 Tr

ack

the

num

ber o

f le

arne

rs in

this

rega

rd

who

sub

sequ

ently

take

up

em

ploy

men

t in

the

Pub

lic S

ervi

ce.

X 0

1.4.

4 C

reat

e lin

kage

s w

ith

FETs

and

HE

Is w

hich

w

ill g

ive

stud

ents

a

cond

uit t

o en

ter t

he

Pub

lic S

ervi

ce fo

r ex

perie

nce

and

train

ing.

An

inte

rn a

pplic

atio

n fo

rm w

ill b

e de

velo

ped

and

inte

rns

will

use

thes

e fo

rms

to a

pply

for b

ursa

ries.

Wor

king

jo

intly

with

the

Dep

artm

ent o

f Lab

our,

the

Dep

artm

ent o

f Ed

ucat

ion

and

the

resp

ectiv

e SE

TAs

and

sele

cted

tra

inin

g in

stitu

tions

, pro

toco

ls a

nd s

yste

ms

will

be s

et in

pl

ace

to m

axim

ize

the

use

of a

nd p

artic

ipat

ion

in s

uch

wor

kpla

ce le

arni

ng.

Join

t wor

ksho

ps w

ill b

e co

nduc

ted

in

orde

r to

prep

are

prac

titio

ners

to m

axim

ize

the

thro

ughp

ut

of le

arne

rs in

thes

e pr

ogra

mm

es.

X 0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

5

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

4.5

Trai

n m

ento

rs a

nd

supe

rvis

ors

to m

anag

e th

e en

viro

nmen

t of

wor

kpla

ce le

arni

ng to

th

e be

nefit

of l

earn

ers,

in

tern

s an

d tra

inee

s.

x

0

1.4.

6 C

reat

e a

data

base

of

inte

rn a

nd le

arne

rshi

p ap

plic

ants

who

hav

e su

bmitt

ed a

pplic

atio

ns

on th

e re

quire

d fo

rms

0

1.5

To

use

mor

e pr

oduc

tivel

y th

e ed

ucat

iona

l cap

acity

and

role

of p

rofe

ssio

nal b

odie

s an

d co

unci

ls in

term

s of

cap

acity

dev

elop

men

t and

form

ulat

ion

of s

tand

ards

for

educ

atio

nal p

rogr

amm

ing.

1.

5.1

Pot

entia

lly re

leva

nt

prof

essi

onal

bod

ies

iden

tifie

d an

d m

obili

zed

x

1.5.

2 A

fram

ewor

k fo

r ne

gotia

tion

with

pr

ofes

sion

al b

odie

s fo

rmul

ated

x

1.5.

3 M

OU

s de

velo

ped

and

sign

ed w

ith a

ll re

leva

nt

prof

essi

onal

bod

ies

and

coun

cils

x

1.5.

4 G

uide

lines

ava

ilabl

e to

de

partm

ents

for

colla

bora

ting

with

pr

ofes

sion

al b

odie

s an

d co

unci

ls

DP

SA

will

pro

vide

lead

ersh

ip in

this

are

a. H

ere,

the

focu

s w

ill be

on

prof

essi

onal

bod

ies

and

coun

cils

whi

ch

have

rele

vanc

e to

the

occu

patio

nal c

ateg

orie

s in

the

Pub

lic S

ervi

ce.

The

bene

fit to

be

accr

ued

is th

e ov

eral

l pr

ofes

sion

aliz

atio

n of

the

Publ

ic S

ervi

ce in

est

ablis

hing

hi

gh s

tand

ards

of p

rofe

ssio

nal p

ract

ice.

Gui

delin

es w

ill

be m

ade

avai

labl

e to

Dep

artm

ents

whi

ch p

erta

in to

the

resp

ectiv

e oc

cupa

tiona

l cat

egor

ies.

Offi

cial

s of

pr

ofes

sion

al b

odie

s ar

e ex

pect

ed to

par

ticip

ate

as

partn

ers

in a

dvoc

acy

and

in th

e pr

omot

ion

of re

gist

ratio

n in

thei

r org

aniz

atio

ns.

Arra

ngem

ents

will

be

mad

e to

su

bsid

ize

regi

stra

tion

fees

whe

re m

embe

rshi

p is

pe

rcei

ved

to a

dd s

igni

fican

t val

ue to

per

form

ance

, pr

actic

e an

d en

hanc

ed s

ervi

ce d

eliv

ery.

x

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

6

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

5.5

A c

omm

unic

atio

n st

rate

gy is

dev

elop

ed

and

exec

uted

to

enco

urag

e P

ublic

S

erva

nts

to jo

in

rele

vant

pro

fess

iona

l bo

dies

and

cou

ncils

x

0

1.5.

6 P

olic

ies

are

in p

lace

to

appl

y th

e st

anda

rds

and

ethi

cal f

ram

ewor

k of

pro

fess

iona

l bod

ies

to th

e P

ublic

Ser

vice

x

1.5.

7 P

ublic

Ser

vice

A

cade

my

sign

s M

OU

s w

ith re

leva

nt

prof

essi

onal

bod

ies

x

1.5.

8 P

ublic

offi

cial

s ar

e re

gist

ered

with

pr

ofes

sion

al b

odie

s

x

1.6

To

coor

dina

te a

mul

ti-ca

mpu

s Pu

blic

Ser

vice

Aca

dem

y w

hich

will

faci

litat

e an

d co

ordi

nate

nat

iona

l edu

catio

n pr

ogra

mm

es fo

r the

Pub

lic S

ervi

ce th

at is

of a

hig

h st

anda

rd, r

elev

ant a

nd re

spon

sive

to d

evel

opm

ents

in th

e Pu

blic

Ser

vice

1.

6.1

Stru

ctur

e, p

olic

ies

and

oper

atio

nal f

ram

ewor

k al

igne

d w

ith th

e vi

sion

of

the

acad

emy

x

1.6.

2 N

etw

ork

of tr

aini

ng

prov

ider

s ne

gotia

ted

prov

inci

ally

by

the

Pub

lic S

ervi

ce

Aca

dem

y

SA

MD

I/PS

A w

ill p

rovi

de le

ader

ship

in th

e st

ruct

urin

g an

d ne

gotia

tions

rela

ted

to th

e N

atio

nal P

ublic

Ser

vice

Ac

adem

y. T

heir

role

will

be

to e

stab

lish

polic

ies

and

fram

ewor

ks a

nd to

take

resp

onsi

bilit

y fo

r adv

ocac

y an

d pu

blic

com

mun

icat

ion.

Gov

ernm

ent e

ntiti

es w

ill b

e ex

pect

ed to

con

duct

thei

r tra

inin

g w

ithin

the

over

all

fram

ewor

k of

the

acad

emy.

Thi

s w

ill oc

cur o

n an

in

crem

enta

l bas

is a

s th

e ac

adem

y ta

kes

shap

e. W

hile

th

ere

will

be

man

y op

tions

to p

ursu

e fo

r tra

inin

g by

G

over

nmen

t ent

ities

, cor

e co

urse

s fo

r Gov

ernm

ent w

ill be

offe

red

thro

ugh

the

orga

niza

tiona

l fra

mew

ork

for t

he

acad

emy.

Fra

mew

orks

will

be

deve

lope

d in

a

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

7

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

6.3

Nee

ds a

sses

smen

t co

nduc

ted

to d

evel

op

a fra

mew

ork

of

cour

ses

x

1.6.

4 A

fram

ewor

k fo

r ex

perie

ntia

l lea

rnin

g an

d ac

adem

ic

exch

ange

dev

elop

ed

x

x

1.

6.5

A fr

amew

ork

of

rele

vant

cou

rses

with

co

mm

on b

rand

ing

deve

lope

d

x

1.6.

6 A

dat

abas

e of

ac

adem

y tra

iner

s de

velo

ped

for t

he

natio

n as

a w

hole

and

fo

r eac

h re

gion

1.6.

7 A

fram

ewor

k of

re

leva

nt c

ours

es w

ith

com

mon

bra

ndin

g de

velo

ped

x

1.6.

8 C

ours

e by

cou

rse

requ

irem

ents

for

acad

emy

train

ers

deve

lope

d

parti

cipa

tory

man

ner s

o th

at th

ey a

re a

men

able

to th

e ci

rcum

stan

ces

of G

over

nmen

t dep

artm

ents

. A

ll de

velo

pmen

ts w

ill b

e un

derta

ken

in c

olla

bora

tion

with

re

leva

nt p

rovi

ncia

l Aca

dem

ies.

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

8

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

6.9

Wor

kpla

ce s

uppo

rt an

d af

terc

are

prog

ram

mes

and

pr

otoc

ols

deve

lope

d

x

1.6.

10

Adv

ocac

y on

Aca

dem

y an

d its

offe

rings

take

s pl

ace

x

0

1.6.

11

Gov

ernm

ent o

ffici

als

begi

n en

rolm

ent i

n th

e A

cade

my

0

1.7

To p

rom

ote

E-le

arni

ng in

the

Publ

ic S

ervi

ce to

be

appl

ied

in in

crea

sing

acc

essi

bilit

y to

HR

D

1.7.

1 G

uide

lines

and

pol

icie

s on

the

use

of E

-le

arni

ng in

the

wor

kpla

ce e

stab

lishe

d

x

0

1.7.

2 E

-lear

ning

regi

stra

tion

and

certi

ficat

ion

prot

ocol

s es

tabl

ishe

d

x

0

1.7.

3 E

-lear

ning

wor

kpla

ce

oper

atio

nal f

ram

ewor

k es

tabl

ishe

d

x

0

1.7.

4 E

-lear

ning

fully

in

corp

orat

ed in

m

anag

emen

t and

le

ader

ship

stra

tegy

x

0

1.7.

5 E

-lear

ning

fully

in

corp

orat

ed in

to

PM

DS

E-le

arni

ng h

ere

will

be

base

d on

form

ally

app

rove

d an

d ac

cept

ed c

ours

ewar

e sp

ecia

lly ta

rget

ed to

the

Pub

lic

Ser

vice

. E

-lear

ning

is a

stra

tegi

c in

itiat

ive

that

wou

ld b

e le

d na

tiona

lly b

y D

PS

A a

nd S

AM

DI/P

SA

. Th

ese

inst

itutio

ns w

ill ta

ke re

spon

sibi

lity

for t

he p

olic

y fra

mew

orks

with

in w

hich

E-le

arni

ng in

the

Pub

lic S

ervi

ce

will

take

pla

ce.

Pro

vinc

es a

nd d

epar

tmen

ts c

ould

en

gage

in p

repa

rato

ry w

ork

in th

is re

gard

to th

e ex

tent

th

at re

sour

ces,

cap

acity

and

inhe

rent

adv

anta

ges

are

now

ava

ilabl

e.

x

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 20

9

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

7.6

Gov

ernm

ent e

ntiti

es

have

par

ticip

ants

on

form

al E

-lear

ning

pr

ogra

mm

es

x

0

x

0

1.8

To

fost

er c

olla

bora

tive

part

ners

hips

with

HEI

s an

d FE

Ts in

ord

er to

enh

ance

the

qual

ity, s

tand

ard

and

rele

vanc

e of

Pub

lic S

ervi

ce tr

aini

ng

1.8.

1 C

olla

bora

te w

ith

Nat

iona

l Dep

artm

ent o

f E

duca

tion

to e

stab

lish

MO

Us

with

HEI

s

x

0

1.8.

2 Fi

nanc

ing

polic

y de

velo

ped

x

1.8.

3 Fi

nanc

ing

fram

ewor

k ne

gotia

ted

x

1.8.

4 P

rogr

amm

e m

anag

emen

t pol

icy

and

guid

elin

es

prep

ared

x

1.8.

5 Fr

amew

ork

of P

ublic

S

ervi

ce re

late

d co

urse

s ar

e de

velo

ped

in p

artn

ersh

ip w

ith

SA

MD

I/Pub

lic S

ervi

ce

Aca

dem

y

x

1.8.

6 C

ours

es a

re re

gist

ered

w

ithin

the

SA

QA

fra

mew

ork

with

re

leva

nt u

nit s

tand

ards

It is

env

isio

ned

that

som

e pa

rtner

ship

arra

ngem

ents

will

be

orc

hest

rate

d be

twee

n S

AM

DI/P

SA

and

the

resp

ectiv

e in

stitu

tions

. Th

e po

licy

fram

ewor

k fo

r par

tner

ship

s w

ill

also

be

deve

lope

d by

SA

MD

I/PS

A w

hich

will

pro

vide

le

ader

ship

in th

e ar

ea.

But

som

e G

over

nmen

t ent

ities

w

ill a

lread

y ha

ve c

lose

wor

king

rela

tions

hips

with

FE

Ts

and

HE

Is.

It is

exp

ecte

d th

at a

ll en

titie

s fit

and

ope

rate

w

ithin

a c

omm

on p

olic

y fra

mew

ork.

It i

s an

ticip

ated

that

ar

rang

emen

ts w

ill b

e m

ade

to u

se s

kills

dev

elop

men

t re

sour

ces

with

the

SD

A a

s th

e fo

unda

tion

for f

inan

cing

th

e st

rate

gy.

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

0

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

&

AC

TIVI

TIES

Pi

llar 1

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

1: T

o ad

opt a

wid

e se

t of o

ptio

ns fo

r cap

acity

dev

elop

men

t in

orde

r to

resp

ond

to th

e va

ryin

g ne

eds

and

requ

irem

ents

of t

he P

ublic

Ser

vice

and

dev

elop

the

capa

city

of e

mpl

oyee

s to

und

erta

ke th

eir r

espo

nsib

ilitie

s 1.

8.7

Sel

ecte

d co

urse

s ar

e ap

prov

ed fo

r the

E-

lear

ning

fram

ewor

k

x

1.8.

8 P

artn

ersh

ip M

OU

s si

gned

bet

wee

n H

EIs

, FE

Ts a

nd G

over

nmen

t de

partm

ents

1.8.

9 P

ublic

Ser

vice

offi

cial

s pa

rtici

patin

g in

a

natio

nally

reco

gnis

ed

set o

f cou

rses

for t

he

Pub

lic S

ervi

ce

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

1

TA

RG

ET B

Y YE

AR

AN

D B

Y Q

UA

RTE

R

2007

20

08

2009

20

10

IT

EM

STR

ATE

GIC

O

BJE

CTI

VE, S

UB

-O

BJE

CTI

VE A

ND

A

CTI

VITI

ES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.1

To

prom

ote

effe

ctiv

e H

uman

Res

ourc

e Pl

anni

ng in

term

s of

the

supp

ly o

f Hum

an R

esou

rces

to th

e Pu

blic

Ser

vice

2.

1.1

Ski

lls s

uppl

y al

tern

ativ

es a

re

iden

tifie

d fo

r eac

h se

ctor

per

oc

cupa

tiona

l cla

ss

X

2.1.

2 S

ETA

s in

the

resp

ectiv

e se

ctor

s pr

ovid

e su

ppor

t and

as

sist

ance

in th

e de

velo

pmen

t and

im

plem

enta

tion

of

viab

le s

trate

gies

to

man

age

the

supp

ly

pipe

line

in th

e re

spec

tive

sect

or

X

2.1.

3 G

uide

lines

are

put

in

plac

e fo

r man

agin

g th

e su

pply

of s

kills

in

tern

ally

.

X

2.1.

4 S

ervi

ce p

rovi

ders

are

re

crui

ted

to a

ssis

t in

skill

sup

ply

man

agem

ent i

n th

e va

rious

sec

tors

of t

he

Pub

lic S

ervi

ce

The

obje

ctiv

e to

be

atta

ined

her

e is

the

cont

inuo

us

supp

ly o

f ski

lls to

the

Pub

lic S

ervi

ce in

all

occu

patio

nal

area

s, a

nd in

the

qual

ity a

nd q

uant

ity d

esire

d by

var

ious

se

ctor

s of

the

Pub

lic S

ervi

ce.

It is

ant

icip

ated

that

eac

h se

ctor

will

hav

e its

uni

que

appr

oach

to m

anag

e sk

ills

supp

ly; b

ut th

ere

will

be

gene

ric a

ppro

ache

s w

hich

can

be

gen

eral

ly a

pplie

d. L

eade

rshi

p w

ill b

e pr

ovid

ed b

y D

PS

A, t

he re

spec

tive

SE

TAs

and

by re

sear

ch in

stitu

tions

in

pro

vidi

ng s

ecto

ral a

ssis

tanc

e in

ski

lls s

uppl

y m

anag

emen

t. S

kills

sup

ply

man

agem

ent a

ctiv

ities

will

be

iden

tifie

d an

d pu

blis

hed

for e

ach

sect

or o

f the

Pub

lic

Serv

ice,

and

gen

eral

gui

delin

es w

ill b

e pu

t in

plac

e by

D

PS

A fo

r man

agin

g sk

ills

supp

ly fr

om ta

lent

with

in th

e or

gani

zatio

n. S

kills

sup

ply

man

agem

ent h

ere

is a

mul

ti-fa

cete

d ap

proa

ch w

hich

will

incl

ude

recr

uitm

ent

stra

tegi

es; e

stab

lishi

ng p

artn

ersh

ips

for t

he c

ontin

uous

su

pply

of t

alen

t; us

e of

lear

ners

hips

and

inte

rnsh

ips;

ta

lent

man

agem

ent w

ithin

the

orga

niza

tion;

cre

ativ

e us

e of

sca

rce

skills

; ret

entio

n pr

ogra

mm

es; m

arke

ting

in

educ

atio

nal i

nstit

utio

ns; a

nd s

tream

lined

edu

catio

n an

d tra

inin

g pr

ogra

mm

es w

ithin

org

aniz

atio

ns.

X

2.2

To

prom

ote

effe

ctiv

e H

uman

Res

ourc

e Pl

anni

ng in

term

s of

the

dem

and

for s

kills

and

trai

ning

in P

ublic

Sec

tor o

rgan

izat

ions

2.

2.1

Stu

dies

are

con

duct

ed

on s

kills

dem

and

for

depa

rtmen

ts o

f G

over

nmen

t in

spec

ific

sect

ors

Ass

essi

ng d

eman

d fo

r ski

lls is

not

a o

ne ti

me

even

t but

a

rout

ine

and

ongo

ing

activ

ity w

hich

kee

ps th

e or

gani

zatio

n co

nsta

ntly

aw

are

of it

s sk

ills b

ase

and

skill

need

s. I

n th

is

rega

rd, t

here

fore

, org

aniz

atio

nal r

outin

es s

houl

d be

de

velo

ped

so th

at th

is c

onst

ant a

war

enes

s is

mai

ntai

ned.

A

sses

sing

ski

lls d

eman

d w

ill b

egin

with

ski

lls a

udits

,

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

2

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.2.

2 E

ach

depa

rtmen

t pr

epar

es a

tabl

e an

d re

port

on c

urre

nt a

nd

proj

ecte

d de

man

d fo

r sk

ills

0

2.2.

3 E

ach

depa

rtmen

t re

ports

ann

ually

on

its

capa

city

to m

eet

the

dem

ands

for c

ritic

al

skill

s

0

2.2.

4 E

ach

com

pone

nt o

f the

de

partm

ent m

aint

ains

, on

a ro

utin

e ba

sis,

the

train

ing

need

s of

its

empl

oyee

s

0

2.2.

5 S

kills

dem

and

cons

ider

atio

ns a

re

addr

esse

d in

the

HR

pl

an, i

n th

e W

SP

and

in

HR

D S

trate

gy

docu

men

ts

0

0

0

0

2.2.

6 A

han

dboo

k fo

r ski

lls

dem

and

asse

ssm

ent

and

man

agem

ent i

s de

velo

ped

and

the

resp

ectiv

e S

ETA

as

sist

s de

partm

ents

in

man

agin

g sk

ills

dem

and

in li

ne w

ith

sect

or s

kills

pla

ns.

com

pete

ncy

asse

ssm

ents

, tra

inin

g ne

eds

anal

ysis

and

an

ass

essm

ent o

f the

fact

ors

whi

ch e

ffect

dem

and,

e.g

. at

tritio

n ra

tes

by v

ario

us c

ateg

orie

s, th

e ef

fect

of H

IV a

nd

AID

S a

nd th

e ag

e pr

ofile

for c

ritic

al o

ccup

atio

nal c

lass

es,

amon

g ot

hers

. In

itial

stu

dies

will

be

done

in o

rder

to

gene

rate

aw

aren

ess

on th

e de

man

ds fo

r ski

lls a

nd

cons

titut

e th

e ba

sis

of a

n ap

proa

ch to

ski

lls d

eman

d m

anag

emen

t. O

ngoi

ng ro

utin

es a

re to

be

inst

itutio

nalis

ed a

nd u

nder

take

n by

line

man

ager

s as

par

t of

thei

r man

agem

ent r

espo

nsib

ilitie

s. W

hile

the

resp

ectiv

e S

ETA

s an

d th

e D

PS

A w

ill p

rovi

de le

ader

ship

an

d gu

idan

ce in

this

are

a, th

e pr

imar

y re

spon

sibi

lity

lies

with

the

prov

ince

and

with

in th

e re

spec

tive

depa

rtmen

ts.

X

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

3

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

To

pro

mot

e Sy

stem

s fo

r man

agin

g th

e sk

ills

supp

ly p

ipel

ine

and

for r

eten

tion

and

scar

ce s

kills

man

agem

ent i

n or

der t

o su

stai

n ca

paci

ty in

the

Publ

ic S

ervi

ce

2.3.

1 M

anag

emen

t pol

icie

s fo

r ret

entio

n an

d sc

arce

ski

lls d

evel

oped

X

0

2.3.

2 W

orks

hops

hel

d in

ea

ch s

ecto

r on

the

man

agem

ent a

nd

rete

ntio

n of

sca

rce

skill

s

X

2.2.

3 A

nnua

l rep

orts

are

pr

epar

ed b

y ea

ch

depa

rtmen

t on

the

rete

ntio

n an

d m

anag

emen

t of s

carc

e sk

ills

0

0

0

0

2.3.

4 A

gree

men

ts a

nd

syst

ems

deve

lope

d to

m

anag

e th

e su

pply

of

skill

s

One

asp

ect o

f ski

lls s

uppl

y m

anag

emen

t is

the

abilit

y to

at

tract

, man

age

and

reta

in s

carc

e an

d cr

itica

l ski

lls.

Bec

ause

of t

he c

ompe

titio

n in

the

mar

ket p

lace

for

scar

ce a

nd c

ritic

al s

kills

, the

Pub

lic S

ervi

ce m

ust e

mba

rk

upon

stra

tegi

es to

attr

act a

nd re

tain

tale

nt.

This

stra

tegy

w

ill b

e un

derta

ken

in th

ree

way

s: k

now

ledg

e di

ssem

inat

ion

and

supp

ort;

the

adop

tion

of s

kills

re

tent

ion

and

tale

nt m

anag

emen

t stra

tegi

es; a

nd tr

acki

ng

of s

ucce

ss in

the

mai

nten

ance

of s

carc

e an

d cr

itica

l sk

ills.

DP

SA

will

prov

ide

lead

ersh

ip th

roug

h fa

cilit

atin

g th

e sh

arin

g of

kno

wle

dge

and

exem

plar

y pr

actic

es, a

nd

thro

ugh

the

deve

lopm

ent o

f for

mat

s an

d sy

stem

s to

be

appl

ied

with

in p

ublic

org

aniz

atio

ns.

SE

TAs

will

als

o pr

ovid

e le

ader

ship

in th

is re

gard

.

0

2.4

To

prom

ote

the

esta

blis

hmen

t of s

yste

ms

and

proc

esse

s fo

r the

acq

uisi

tion

and

man

agem

ent o

f kno

wle

dge

and

info

rmat

ion

in s

uppo

rt o

f HR

D in

the

Publ

ic S

ervi

ce

2.4.

1 H

RM

IS is

est

ablis

hed

in e

ach

depa

rtmen

t w

ith c

ompo

nent

s th

at

are

adeq

uate

for

plan

ning

and

repo

rting

in

HR

D

0

0

2.4.

2 G

uide

lines

and

a

hand

book

are

de

velo

ped

on th

e m

anag

emen

t and

use

of

HR

MIS

A ro

utin

e se

t of H

R in

form

atio

n is

nee

ded

in o

rder

to

effe

ctiv

ely

man

age

HR

D.

Pol

icie

s, s

yste

ms

and

proc

esse

s m

ust b

e se

t up

to g

ener

ate

this

info

rmat

ion

and

to fa

cilit

ate

its u

se.

Ther

e m

ust b

e ea

se o

f acc

ess,

on

goin

g su

ppor

t, an

d re

liabl

e m

eans

of d

ata

colle

ctio

n.

The

HR

MIS

will

be

cent

rally

dev

elop

ed a

nd s

uppo

rted

thro

ugh

DP

SA

. H

owev

er, a

pplic

atio

n of

the

HR

MIS

dat

a to

enh

ance

per

form

ance

and

repo

rting

in H

RD

will

be

unde

rtake

n by

the

resp

ectiv

e de

partm

ents

. Whi

le th

e in

tent

is to

ass

ist e

ach

depa

rtmen

t, th

e ob

ject

her

e is

to

deve

lop,

eve

ntua

lly, a

com

mon

Nat

iona

l Inf

orm

atio

n S

yste

m fo

r HR

whe

re d

ata

can

be c

onsi

sten

tly

aggr

egat

ed o

n a

natio

nal b

asis

.

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

4

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.4.

3 Tr

aini

ng is

pro

vide

d on

th

e us

e of

HR

MIS

in

the

prep

arat

ion

of

annu

al tr

aini

ng re

ports

x

2.4.

4 E

nsur

e ef

fect

ive

qual

ity m

anag

emen

t sy

stem

for r

epor

ting

in

the

Pub

lic S

ervi

ce

x 0

2.4.

5 Th

e im

pact

of t

rain

ing

on th

e pe

rform

ance

of

depa

rtmen

ts a

nd o

n th

e ov

eral

l pe

rform

ance

of t

he

Pub

lic S

ecto

r is

asse

ssed

ann

ually

0

0

0

2.4.

6 H

andb

ook

on

know

ledg

e m

anag

emen

t for

de

partm

ents

is

deve

lope

d

2.4.

7 R

epor

ts a

re p

rodu

ced

on a

ttain

men

ts in

re

spec

t to

know

ledg

e m

anag

emen

t

The

DP

SA

, in

addi

tion

to d

evel

opin

g th

e sy

stem

, will

also

pr

ovid

e gu

idel

ines

, a h

andb

ook

and

train

ing

on th

e us

e of

th

e sy

stem

. D

epar

tmen

ts w

ill b

e ab

le to

dem

onst

rate

ho

w th

e us

e of

the

syst

em h

as e

nhan

ced

thei

r cap

acity

to

com

ply

with

and

thei

r abi

lity

to p

erfo

rm m

ore

effic

ient

ly.

Kno

wle

dge

man

agem

ent w

ill b

e fa

cilit

ated

by

DP

SA

and

SA

MD

I/PS

A th

roug

h th

e pr

ovis

ion

of

guid

elin

es, t

he c

reat

ion

of o

ppor

tuni

ties

for s

harin

g kn

owle

dge

and

the

prom

otio

n of

exe

mpl

ary

prac

tices

. A

chie

vem

ents

in th

is a

rea

will

als

o be

ass

esse

d an

d re

porte

d.

2.5

To

stre

ngth

en s

truc

ture

s, s

yste

ms

and

proc

esse

s fo

r per

form

ance

man

agem

ent a

nd d

evel

opm

ent i

n th

e Pu

blic

Ser

vice

2.

5.1

Sup

port

is p

rovi

ded

to

depa

rtmen

ts in

the

appl

icat

ion

and

use

of

PM

DS

x

0

2.5.

2 S

uppo

rt is

pro

vide

d to

de

partm

ents

in th

e as

sess

men

t and

Per

form

ance

man

agem

ent a

nd d

evel

opm

ent a

ctiv

ities

m

ust i

nfor

m a

nd s

uppo

rt H

RD

pla

nnin

g an

d pr

ogra

mm

ing.

Whi

le p

art o

f the

inte

nt o

f thi

s su

b-ob

ject

ive

is to

stre

ngth

en P

MD

S, i

ts m

ain

feat

ure

is th

e lin

k be

twee

n P

MD

S an

d H

RD

thro

ugh

PDPs

and

WSP

s.

The

sub-

obje

ctiv

e, in

the

end,

see

ks to

ens

ure

that

the

deve

lopm

ent a

spec

ts o

f PM

DS

, as

refle

cted

in P

DP

s, a

re

acco

mm

odat

ed in

WS

Ps

and

that

the

train

ing

is a

ctua

lly

x

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

5

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

re

porti

ng o

f ser

vice

de

liver

y pe

rform

ance

2.5.

3 C

riter

ia e

stab

lishe

d fo

r th

e se

rvic

e de

liver

y pe

rform

ance

of e

ach

SM

S in

the

resp

ectiv

e de

partm

ents

and

thes

e ar

e re

flect

ed a

s m

easu

rabl

e ob

ject

ives

in

ann

ual p

erfo

rman

ce

plan

s an

d op

erat

iona

l pl

ans

of d

irect

orat

es.

deliv

ered

. D

PS

A h

as d

evel

oped

the

PM

DS

and

has

pr

ovid

ed o

ngoi

ng s

uppo

rt fo

r its

impl

emen

tatio

n. T

he

area

to b

e st

reng

then

ed is

in te

rms

of H

RD

link

ages

. D

PS

A w

ill th

eref

ore

cont

inue

to p

rovi

de le

ader

ship

in

term

s of

stre

ngth

enin

g P

MD

S a

nd p

repa

ring

guid

elin

es

and

supp

ort f

or it

s fu

ll im

plem

enta

tion.

Gui

delin

es w

ill b

e pr

ovid

ed fo

r exa

min

ing

the

impa

ct o

f per

form

ance

m

anag

emen

t on

serv

ice

deliv

ery,

on

the

perfo

rman

ce

and

actu

al o

utpu

ts o

f man

ager

s an

d on

the

effic

ienc

y an

d ef

fect

iven

ess

of p

rogr

amm

ing

train

ing.

But

the

outc

ome

is n

eith

er in

the

appl

icat

ion

of P

MD

S n

or in

the

train

ing

prov

ided

, but

in th

e ou

tput

s ac

hiev

ed in

term

s of

en

hanc

ed s

ervi

ce d

eliv

ery.

x

0

2.6

To

ensu

re a

dequ

ate

avai

labi

lity

and

use

of p

hysi

cal,

finan

cial

and

hum

an re

sour

ces

and

faci

litie

s 2.

6.1

Pol

icie

s an

d gu

idel

ines

de

velo

ped

on th

e us

e of

ski

lls le

vy fu

nds

by

depa

rtmen

ts

x

2.6.

2 A

nnua

l rep

orts

are

pr

epar

ed b

y de

partm

ents

on

the

use

of s

kills

levy

fu

ndin

g

x

2.6.

3 S

uppo

rt is

giv

en to

de

partm

ents

on

HR

pl

anni

ng a

nd th

e st

rate

gic

use

of H

RD

to

enh

ance

pe

rform

ance

This

stra

tegi

c ob

ject

ive

refe

rs s

peci

fical

ly to

the

man

ner

in w

hich

the

use

of s

kills

levy

fund

ing

is g

over

ned.

The

ob

ject

her

e is

to e

nsur

e th

at s

kills

levy

fund

s ar

e ap

prop

riate

ly u

tiliz

ed fo

r the

pur

pose

of t

rain

ing.

To

this

en

d, a

ll su

b-ob

ject

ives

focu

s on

mon

itorin

g an

d ev

alua

ting

expe

nditu

re in

trai

ning

. Po

licie

s, g

uide

lines

an

d as

soci

ated

sys

tem

s an

d pr

oces

ses

will

be

deve

lope

d by

DP

SA

in c

olla

bora

tion

with

the

resp

ectiv

e S

ETA

s.

Dep

artm

ents

will

be e

xpec

ted

to c

ompl

y.

x

0

0

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

6

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.7

To

groo

m a

nd fo

ster

in-h

ouse

cap

acity

thro

ugh

effe

ctiv

e ca

reer

pla

nnin

g an

d ta

lent

man

agem

ent i

n D

epar

tmen

ts o

f Gov

ernm

ent.

2.7.

1 G

uide

lines

on

care

er

man

agem

ent o

f em

ploy

ees

are

in p

lace

x

0

2.7.

2 H

andb

ooks

and

op

erat

iona

l doc

umen

ts

are

in p

lace

for c

aree

r pl

anni

ng a

nd

man

agem

ent

x

0

2.7.

3 M

anag

ers

are

train

ed

in c

aree

r pla

nnin

g an

d m

anag

emen

t of t

heir

staf

f

The

focu

s he

re is

on

ensu

ring

the

prop

er d

evel

opm

ent

and

utili

zatio

n of

em

ploy

ees.

Thi

s su

b-ob

ject

ive,

th

eref

ore,

see

ks to

app

ly a

mor

e lo

ng te

rm a

nd

deve

lopm

enta

l vis

ion

to s

kills

dev

elop

men

t in

the

Pub

lic

Ser

vice

whe

re th

e em

phas

is is

not

mer

ely

on th

e sk

ills

deve

lopm

ent n

eeds

for i

mm

edia

te a

pplic

atio

n on

the

job,

bu

t on

the

deve

lopm

ent o

f ind

ivid

uals

for a

ppro

pria

te

care

ers

with

in th

e or

gani

zatio

n or

with

in th

e P

ublic

S

ervi

ce a

s a

who

le.

Her

e, th

e sk

ills, c

ompe

tenc

ies

and

attit

udes

of i

ndiv

idua

ls a

re a

sses

sed

befo

re th

ey a

re

plac

ed o

n a

care

er p

ath

whe

re th

ey c

an c

ontin

ue to

de

velo

p an

d ap

ply

thei

r pro

fess

iona

l ski

lls.

This

will

serv

e as

one

asp

ect o

f the

stra

tegy

for r

eten

tion

and

skills

sup

ply

man

agem

ent.

Whi

le D

PS

A w

ill d

evel

op

guid

elin

es fo

r thi

s pu

rpos

e, th

e re

spec

tive

depa

rtmen

ts

mus

t com

mit

to th

e st

rate

gy, a

nd in

divi

dual

line

m

anag

ers

mus

t ado

pt a

nd a

pply

the

care

er m

anag

emen

t gu

idel

ines

pro

vide

d. I

n th

e en

d, a

ll st

aff m

embe

rs a

re

expe

cted

to h

ave

care

er m

anag

emen

t pla

ns.

0

2.8

To

effe

ctiv

ely

mob

ilise

the

supp

ort o

f man

ager

s in

adv

anci

ng th

e in

tere

st a

nd e

nhan

cing

the

prod

uctiv

ity a

nd p

erfo

rman

ce o

f HR

D

2.8.

1 M

obili

ze m

anag

ers

thro

ugh

HR

DS

co

mm

unic

atio

n st

rate

gy

x

2.8.

2 P

lan

and

deliv

er

wor

ksho

ps a

nd

supp

ort o

n H

RD

for

mee

ting

stra

tegi

c pr

iorit

ies

x

0

2.8.

3 E

nsur

e th

e st

rate

gic

loca

tion

of H

RD

uni

ts

so th

at H

RD

S is

im

plem

ente

d

This

obj

ectiv

e ha

s tw

o co

mpo

nent

s. T

he fi

rst i

s th

e st

rate

gic

loca

tion

of H

RD

in th

e st

ruct

ural

hie

rarc

hy o

f the

or

gani

zatio

n; a

nd th

e se

cond

is th

e pr

oper

adm

inis

tratio

n of

HR

D b

y lin

e m

anag

ers

so th

at H

RD

can

add

val

ue to

or

gani

zatio

nal p

erfo

rman

ce.

DP

SA

will

pro

vide

le

ader

ship

in s

eeki

ng to

pos

ition

HR

D in

org

aniz

atio

ns s

o th

at th

e fu

nctio

n co

uld

info

rm a

nd s

uppo

rt th

e st

rate

gic

deci

sion

s of

dep

artm

ents

. Th

is w

ill b

e do

ne th

roug

h th

e re

com

men

datio

n of

app

ropr

iate

org

aniz

atio

nal s

truct

ures

fo

r HR

D; b

y th

e m

obili

zatio

n of

man

ager

s th

roug

h th

e H

RD

S c

omm

unic

atio

n st

rate

gy; a

nd b

y co

nduc

ting

wor

ksho

ps o

n th

e us

e of

HR

D fo

r add

ress

ing

stra

tegi

c pr

iorit

ies.

For

thes

e w

orks

hops

, DP

SA

will

colla

bora

te

with

SA

MD

I/PS

A to

dev

elop

mat

eria

ls, a

nd w

ill m

ake

mat

eria

ls a

vaila

ble

so th

at tr

aini

ng c

an b

e co

nduc

ted

on

x

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

7

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.8.

4 D

evel

op H

RS

& P

m

odul

e

x

2.8.

5 S

MS

hav

e H

R

stra

tegi

es fo

r the

ir co

mpo

nent

s an

d ar

e su

cces

sful

in

impl

emen

ting

thes

e.

a w

ide

scal

e. I

n th

e en

d, e

ach

man

ager

will

be

able

to

use

HR

D a

s a

vehi

cle

for e

nhan

cing

per

form

ance

and

se

rvic

e de

liver

y. D

epar

tmen

ts, o

n th

e ot

her h

and,

will

be

expe

cted

to a

dopt

the

plan

s an

d po

licie

s of

DP

SA

, en

sure

par

ticip

atio

n of

man

ager

s in

wor

ksho

ps, a

nd ta

ke

the

oppo

rtuni

ty to

the

HR

D a

ctiv

ities

of l

ine

man

ager

s in

su

ppor

t of t

heir

staf

f.

0

2.9

To

effe

ctiv

ely

man

age

empl

oyee

hea

lth a

nd w

elln

ess

2.9.

1 A

com

preh

ensi

ve s

et

of w

orkp

lace

pol

icie

s fo

r em

ploy

ee h

ealth

an

d w

elln

ess

is

deve

lope

d,

diss

emin

ated

and

w

orks

hopp

ed

x

0

2.9.

2 Fa

cilit

ies

are

put i

n pl

ace

for e

mpl

oyee

su

ppor

t

0

2.9.

3 P

olic

ies,

stru

ctur

es

and

busi

ness

pr

oces

ses

are

put i

n pl

ace

to li

nk H

RD

with

th

e co

unse

lling

and

su

ppor

t fac

ilitie

s at

the

wor

kpla

ce

0

2.9.

4 C

ouns

ellin

g an

d su

ppor

t fac

ilitie

s at

the

wor

kpla

ce a

re li

nked

to

com

pete

ncy

asse

ssm

ent c

entre

s an

d to

PM

DS

pr

oces

ses

Empl

oyee

s w

hose

hea

lth a

nd w

elfa

re a

re p

rese

rved

are

lik

ely

to b

e bo

th m

ore

prod

uctiv

e w

orke

rs a

nd m

ore

cons

truct

ive

mem

bers

of t

he o

rgan

izat

iona

l com

mun

ity.

The

purp

ose

of th

is s

trate

gic

obje

ctiv

e, th

eref

ore,

is to

en

sure

that

the

deve

lopm

ent o

f em

ploy

ees

is b

uilt

on th

e fir

m fo

unda

tion

of th

eir h

ealth

and

wel

lnes

s. T

his

requ

ires

that

all

orga

niza

tions

hav

e m

easu

res

for

ensu

ring

that

em

ploy

ee’s

hea

lth a

nd w

elln

ess

are

prop

erly

atte

nded

. It

requ

ires,

am

ong

othe

r ite

ms,

a

com

preh

ensi

ve s

et o

f wor

kpla

ce p

olic

ies,

sup

port

faci

litie

s th

at a

re in

pla

ce a

nd o

pera

tiona

l; an

d, in

ad

ditio

n, it

requ

ires

an a

sses

smen

t and

sup

port

faci

lity

that

will

be

able

to re

nder

bot

h ev

alua

tion

and

assi

stan

ce.

DP

SA

will

dev

elop

the

basi

c in

frast

ruct

ure

for t

his

syst

em o

f sup

port

to b

e op

erat

iona

l. B

ut th

e re

spec

tive

prov

ince

s an

d de

partm

ents

will

see

k to

ens

ure

that

em

ploy

ee w

elln

ess

is a

crit

ical

com

pone

nt o

f the

gr

owth

and

dev

elop

men

t dyn

amic

s fo

r sta

ff. I

n th

is

resp

ect,

the

issu

e of

HIV

and

AID

S a

nd it

s fa

r rea

chin

g ef

fect

s on

indi

vidu

als

and

thei

r org

aniz

atio

ns m

ust t

ake

cent

re s

tage

. O

rgan

izat

ions

mus

t bec

ome

mor

e an

d m

ore

vigi

lant

in c

urta

iling

the

spre

ad o

f the

pan

dem

ic,

and

mor

e an

d m

ore

sens

itive

in re

spon

ding

in a

man

ner

whi

ch m

axim

izes

the

valu

e of

eac

h in

divi

dual

’s

cont

ribut

ion.

0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

8

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

2.10

To

supp

ort P

ublic

Ser

vice

dep

artm

ents

in a

dopt

ing

appr

opria

te s

truc

ture

s an

d pr

oces

ses

for r

ealis

ing

2.

10.1

G

uide

lines

on

the

stru

ctur

e an

d re

spon

sibi

litie

s of

HR

D

publ

ishe

d

x

2.10

.2

Exe

cutiv

e m

anag

ers

atte

nd w

orks

hops

on

the

stru

ctur

e, lo

catio

n an

d us

e of

HR

D

x

2.10

.3

Com

mun

icat

ion

stra

tegy

und

erta

ken

on

the

stru

ctur

e an

d st

rate

gic

role

of H

RD

in

pub

lic o

rgan

izat

ions

Ano

ther

asp

ect o

f gov

erna

nce

in re

spec

t to

the

HR

D

stra

tegy

is a

dopt

ing

mea

sure

s w

hich

will

pro

mot

e th

e po

tent

ial f

or s

ucce

ss in

impl

emen

tatio

n. O

ne c

ritic

al

com

pone

nt o

f suc

cess

is th

e ca

paci

ty o

f the

HR

D

func

tion

in d

epar

tmen

ts to

und

erta

ke th

e re

spon

sibi

lity

for

impl

emen

ting

the

HR

D s

trate

gy.

In th

is re

spec

t, th

e D

PS

A w

ill p

rovi

de le

ader

ship

in e

xam

inin

g st

ruct

ures

and

st

anda

rds

for t

he e

ffect

ive

perfo

rman

ce o

f HR

D.

A

mod

el s

truct

ure

for H

RD

in d

epar

tmen

ts w

ill b

e de

velo

ped

and

prom

oted

. A

s pa

rt of

this

stru

ctur

e,

posi

tions

, res

pons

ibili

ties

and

qual

ifica

tions

will

be

defin

ed, p

erfo

rman

ce s

tand

ards

for H

RD

will

be

deve

lope

d an

d a

train

ing

and

advo

cacy

role

will

be

unde

rtake

n in

pro

mot

ing

the

orga

niza

tiona

l stru

ctur

es

reco

mm

ende

d. W

ith c

olla

bora

tive

enga

gem

ents

and

st

rate

gic

supp

ort,

each

dep

artm

ent i

s ex

pect

ed to

com

ply

with

the

prov

isio

ns p

rovi

ded

by D

PS

A fo

r the

des

ign

of

orga

niza

tiona

l stru

ctur

es fo

r effi

cien

cy a

nd e

ffect

iven

ess

in H

RD

.

x

2.11

To

ensu

re th

at p

olic

ies,

pla

ns a

nd s

trat

egic

doc

umen

ts o

n H

RD

are

app

ropr

iate

ly in

tegr

ated

with

and

alig

ned

to o

ther

rele

vant

pla

ns, p

riorit

ies

and

stra

tegi

es o

f G

over

nmen

t 2.

11.1

G

uide

lines

dev

elop

ed

on th

e pl

an in

tegr

atio

n fo

r HR

D

x

2.11

.2

Trai

ning

initi

ativ

es a

re

unde

rtake

n on

pla

n in

tegr

atio

n fo

r HR

D

x

2.11

.3

A m

onito

ring

stru

ctur

e is

est

ablis

hed

to

asse

ss th

e de

gree

to

whi

ch p

lans

and

st

rate

gies

hav

e be

en

alig

ned

with

the

broa

der a

gend

a of

Beca

use

HR

D is

so

fund

amen

tal t

o or

gani

zatio

nal

perfo

rman

ce a

nd s

ucce

ss in

the

Pub

lic S

ervi

ce, i

t is

nece

ssar

y to

ens

ure

that

HR

D a

nd re

late

d pr

iorit

ies

are

not i

sola

ted

and

com

partm

enta

lized

. Th

is o

bjec

tive

seek

s to

ens

ure

that

ther

e is

a c

ohes

ive

and

coor

dina

ted

appr

oach

to p

lan

deve

lopm

ent a

nd m

anag

emen

t in

HR

D.

In th

is re

spec

t, H

RD

initi

ativ

es a

nd p

riorit

ies

shou

ld b

e lin

ked

to N

SD

S; t

o th

e N

atio

nal H

RD

Stra

tegy

; to

the

HR

D S

trate

gy fo

r the

Pub

lic S

ervi

ce; t

o th

e va

rious

P

rovi

ncia

l Gro

wth

and

Dev

elop

men

t Pla

ns a

nd

Stra

tegi

es; t

o P

rovi

ncia

l HR

D S

trate

gies

; and

for

mun

icip

aliti

es, t

o th

e in

tegr

ated

dev

elop

men

t pla

ns o

f Lo

cal G

over

nmen

ts.

Pla

ns fo

r HR

D s

houl

d al

so b

e pr

oper

ly in

tegr

ated

with

the

stra

tegi

c pl

anni

ng a

nd

budg

etin

g pr

oces

ses;

and

mus

t be

repr

esen

ted

in th

e

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 21

9

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 2

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

2. T

o st

reng

then

sup

port

stru

ctur

es a

nd s

yste

ms

in p

ublic

org

aniz

atio

ns in

cre

atin

g a

soun

d fo

unda

tion

for H

RD

pra

ctic

e.

G

over

nmen

t

Ann

ual P

erfo

rman

ce P

lans

and

in O

pera

tiona

l Pla

ns o

f th

e H

RD

uni

t. W

here

stra

tegi

c pr

iorit

ies

are

adm

inis

tere

d be

twee

n se

vera

l uni

ts, t

his

mus

t als

o be

refle

cted

in th

e op

erat

iona

l pla

n of

eac

h un

it. T

he o

bjec

tive

here

is to

es

tabl

ish

cohe

sive

ness

in H

RD

pla

nnin

g. W

hile

DP

SA

w

ill p

rovi

de g

ener

al g

uide

lines

, act

ual i

mpl

emen

tatio

n w

ill ta

ke p

lace

in th

e va

rious

dep

artm

ents

. A

mon

itorin

g st

ruct

ure

will

be

esta

blis

hed

to e

nsur

e th

at th

ere

is

cons

iste

ncy

and

cont

inui

ty in

pla

n an

d st

rate

gy

deve

lopm

ent i

n H

RD

.

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

0

TA

RG

ET B

Y YE

AR

AN

D B

Y Q

UA

RTE

R

2007

20

08

2009

20

10

IT

EM

STR

ATE

GIC

O

BJE

CTI

VE, S

UB

-O

BJE

CTI

VE A

ND

A

CTI

VITI

ES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

3.1

To

ensu

re th

at p

olic

y an

d pl

anni

ng fr

amew

orks

and

gui

delin

es a

re a

vaila

ble

to a

ssis

t and

sup

port

pra

ctiti

oner

s in

the

impl

emen

tatio

n of

HR

D p

riorit

ies

3.1.

1 G

uide

lines

dev

elop

ed

for s

carc

e sk

ills

man

agem

ent t

o as

sist

an

d su

ppor

t pr

actit

ione

rs in

the

im

plem

enta

tion

of

HR

D p

riorit

ies

x

3.1.

2 G

uide

lines

dev

elop

ed

for s

kills

aud

its to

as

sist

and

sup

port

prac

titio

ners

in t

he

impl

emen

tatio

n of

H

RD

prio

ritie

s

x

3.1.

3 W

orks

hops

dev

elop

ed

for s

kills

aud

its to

as

sist

and

sup

port

prac

titio

ners

in t

he

impl

emen

tatio

n of

H

RD

prio

ritie

s

x

3.1.

4 W

orks

hops

des

igne

d an

d co

nduc

ted

in

colla

bora

tion

with

the

Pub

lic S

ervi

ce

Aca

dem

y to

ass

ist a

nd

supp

ort p

ract

ition

ers

in

the

impl

emen

tatio

n of

H

RD

prio

ritie

s

Whi

le th

ere

is a

regu

lato

ry fr

amew

ork

whi

ch g

over

ns

HR

D, p

olic

y ga

ps s

till e

xist

at t

he o

pera

tiona

l lev

el.

Thes

e ar

e th

e ga

ps w

hich

pre

sent

cha

lleng

es a

nd

prom

ote

diffe

renc

es in

ope

ratio

nal e

ffect

iven

ess.

In

orde

r to

effe

ctiv

ely

gove

rn th

e im

plem

enta

tion

of th

e H

RD

stra

tegy

, the

refo

re, i

t is

nece

ssar

y fo

r DP

SA

to

prov

ide

lead

ersh

ip a

nd s

uppo

rt in

fillin

g m

any

of th

e po

licy

gaps

whi

ch n

ow e

xist

. Th

e ro

le o

f DP

SA

in th

is

rega

rd is

faci

litat

ive.

The

dep

artm

ent w

ill s

eek

to

inte

rven

e w

ith p

olic

y gu

idan

ce a

nd s

uppo

rt w

here

ver

such

sup

port

is n

eces

sary

. In

this

rega

rd, t

he

depa

rtmen

t will

als

o in

terv

ene

with

initi

ativ

es to

ca

paci

tate

and

info

rm H

RD

pra

ctiti

oner

s on

asp

ects

of

the

HR

D s

trate

gy w

here

cha

lleng

es m

ay b

e en

coun

tere

d.

Area

s in

whi

ch p

olic

ies

and

guid

elin

es w

ill b

e de

velo

ped

are

as fo

llow

s: s

carc

e an

d cr

itica

l ski

lls m

anag

emen

t; re

tent

ion

plan

ning

and

tale

nt m

anag

emen

t; th

e st

rate

gic

use

of H

RD

; app

ropr

iate

org

aniz

atio

nal s

truct

ures

for t

he

HR

D fu

nctio

n in

the

Pub

lic S

ervi

ce; m

anag

emen

t of s

kills

au

dits

and

trai

ning

nee

ds a

sses

smen

ts; i

nfor

mat

ion

man

agem

ent f

or H

RD

; com

pete

ncy

prof

iling

and

dat

a ut

ilizat

ion;

app

ropr

iate

use

of s

kills

dev

elop

men

t fun

ds;

and,

am

ong

othe

rs, l

inki

ng P

MD

S an

d H

RM

ope

ratio

nal

activ

ities

to th

e H

RD

func

tion.

Pol

icy

fram

ewor

ks in

th

ese

and

othe

r are

as a

re e

ssen

tial i

n or

der t

o es

tabl

ish

cons

iste

ncy

in q

ualit

y an

d un

iform

ity in

pra

ctic

e in

are

as

whe

re th

ese

are

desi

rabl

e. O

ther

are

as o

f pol

icy

guid

ance

may

aris

e as

a re

sult

of th

e an

nual

eva

luat

ion

and

repo

rting

pro

cess

that

will

be

esta

blis

hed.

Fro

m y

ear

to y

ear,

the

DP

SA

will

revi

se a

nd p

ublis

h a

list o

f are

as in

w

hich

pol

icy

inte

rven

tions

will

take

pla

ce in

ord

er to

pr

omot

e an

d ef

fect

ivel

y ad

vanc

e th

e H

RD

stra

tegy

. D

epar

tmen

ts w

ill ad

opt a

nd im

plem

ent p

olic

y gu

idel

ines

on

an

incr

emen

tal b

asis

.

x

x

x

x

x

x

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

1

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

3.2

To

ensu

re th

at H

RD

is e

ffect

ivel

y m

onito

red

and

eval

uate

d an

d th

at s

truc

ture

s an

d pr

oces

ses

are

set i

n pl

ace

to m

onito

r the

impa

ct o

f all

inve

stm

ent i

n tr

aini

ng

3.2.

1 M

&E

sys

tem

is

deve

lope

d

x

3.2.

2 Tr

aini

ng p

rovi

ded

on

M&

E s

yste

m fo

r de

partm

enta

l offi

cial

s

X0

3.2.

3 In

terv

entio

n st

rate

gies

ar

e de

velo

ped

to

supp

ort d

epar

tmen

ts

whi

ch fa

ce c

halle

nges

x

3.2.

4 M

echa

nism

put

in

plac

e to

sha

re le

sson

s le

arnt

and

exe

mpl

ary

prac

tice

Mon

itorin

g an

d ev

alua

tion

is o

ne c

ritic

al a

spec

t of a

n ef

fect

ive

HR

D fu

nctio

n an

d a

core

resp

onsi

bilit

y in

go

vern

ance

. In

this

rega

rd, D

PS

A, S

AM

DI/P

SA

and

the

resp

ectiv

e S

ETA

s w

ill p

lay

a cr

itica

l rol

e as

gov

erna

nce

agen

ts in

mon

itorin

g an

d ev

alua

tion

of p

rogr

ess

in

impl

emen

ting

the

HR

D s

trate

gy.

Mon

itorin

g an

d ev

alua

tion

will

not

be

ad h

oc.

A c

ompr

ehen

sive

sys

tem

an

d st

rate

gy w

ill b

e es

tabl

ishe

d in

ord

er to

trac

k pr

ogre

ss, a

nd p

roce

sses

for f

eedb

ack,

cor

rect

ive

actio

n an

d st

rate

gic

supp

ort w

ill b

e es

tabl

ishe

d. A

s pa

rt of

the

M &

E s

yste

m, d

etai

led

oper

atio

nal s

ucce

ss c

riter

ia w

ill

be e

stab

lishe

d fo

r eac

h st

rate

gic

obje

ctiv

e ou

tline

d.

Thes

e cr

iteria

will

be

outli

ned

at th

ree

leve

ls.

At t

he

natio

nal l

evel

ther

e w

ill b

e ac

tiviti

es o

f gov

erna

nce

agen

ts s

uch

as D

PS

A, S

AM

DI/P

SA

and

the

resp

ectiv

e S

ETA

s. A

t the

pro

vinc

ial l

evel

ther

e is

the

role

of t

he

Offi

ce o

f the

Pre

mie

r as

the

coor

dina

ting

and

gove

rnan

ce

agen

t in

the

prov

ince

, and

the

role

of t

he re

spec

tive

depa

rtmen

ts a

nd m

unic

ipal

ities

as

the

dire

ct

impl

emen

ters

. Th

e m

onito

ring

and

eval

uatio

n sy

stem

m

ust b

e lin

ked

with

PM

DS

and

the

stra

tegi

c pl

anni

ng a

nd

man

agem

ent c

ycle

s of

the

resp

ectiv

e de

partm

ents

. It

mus

t be

a fu

lly in

tegr

ated

sys

tem

of a

ccou

ntab

ility

and

st

rate

gic

man

agem

ent s

uppo

rt. D

PS

A w

ill ta

ke o

vera

ll re

spon

sibi

lity

for t

he m

onito

ring

and

eval

uatio

n sy

stem

–

its d

esig

n an

d de

velo

pmen

t; its

pro

mot

ion

and

advo

cacy

; re

late

d tra

inin

g an

d ca

paci

ty d

evel

opm

ent i

nitia

tives

; and

re

porti

ng o

utco

mes

. Th

e re

spec

tive

depa

rtmen

ts a

nd

inst

itutio

ns w

ill ta

ke re

spon

sibi

lity

for i

ts im

plem

enta

tion.

A

s pa

rt of

the

mon

itorin

g an

d ev

alua

tion

syst

em, t

he

DP

SA

will

con

duct

ann

ual c

onsu

ltativ

e co

nfer

ence

s to

as

sess

pro

gres

s, a

nd w

ill, a

s a

resu

lt, p

repa

re a

nnua

l re

ports

to n

ote

prog

ress

and

cha

rt a

cour

se fo

r the

fo

llow

ing

year

. E

ach

prov

ince

and

dep

artm

ent w

ill a

ssig

n m

onito

ring

and

eval

uatio

n co

ordi

nato

rs w

ho w

ill

unde

rtake

the

func

tion

to p

rom

ote

succ

ess

in H

RD

S

impl

emen

tatio

n th

roug

h pr

oper

mon

itorin

g an

d ev

alua

tion,

and

thro

ugh

prop

er m

anag

emen

t of t

he

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

2

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

re

sulti

ng s

uppo

rtive

inte

rven

tions

3.3

To

ensu

re th

at th

e pr

ovis

ions

of t

he H

RD

Str

ateg

ic F

ram

ewor

k ar

e pr

oper

ly c

omm

unic

ated

at a

ll le

vels

3.

3.1

Dev

elop

co

mm

unic

atio

n st

rate

gy

x

3.3.

2 D

efin

e co

mm

unic

atio

n re

spon

sibi

litie

s at

all

leve

ls

x

3.3.

3 R

un w

orks

hops

and

ad

voca

cy s

essi

ons

on

stra

tegy

x

x x

3.3.

4 A

sses

s th

e im

pact

of

the

com

mun

icat

ion

stra

tegy

on

the

impl

emen

tatio

n of

the

HR

D s

trate

gy

A k

ey a

spec

t of g

ood

gove

rnan

ce is

com

mun

icat

ion.

Th

is s

ub-o

bjec

tive

seek

s to

ens

ure

that

the

prov

isio

ns o

f th

e H

RD

S ar

e kn

own

and

unde

rsto

od.

This

pro

mot

ion

of

awar

enes

s co

nstit

utes

the

core

of t

he c

omm

unic

atio

n st

rate

gy th

at w

ill b

e un

derta

ken

by D

PS

A w

ho w

ill ta

ke

resp

onsi

bilit

y to

lead

the

proc

ess.

But

com

mun

icat

ion

here

is m

ore

than

kno

win

g an

d un

ders

tand

ing.

It c

an b

e us

ed to

mob

ilize

supp

ort,

to b

uild

col

labo

rativ

e bo

nds

and

to e

nlis

t the

com

mitm

ent o

f tho

se re

spon

sibl

e fo

r im

plem

enta

tion.

The

com

mun

icat

ion

stra

tegy

is n

ot

limite

d to

info

rmin

g st

akeh

olde

rs a

bout

wha

t mus

t be

acco

mpl

ishe

d; it

mus

t als

o co

mm

unic

ate

the

core

se

ntim

ents

and

prin

cipl

es o

f im

plem

enta

tion.

S

take

hold

ers

mus

t kno

w, f

or in

stan

ce, t

hat i

ndiv

idua

l ci

rcum

stan

ces

will

be

take

n in

to a

ccou

nt a

nd th

at e

ach

entit

y w

ill p

rogr

ess

at th

eir o

wn

rate

in a

ccor

danc

e w

ith

thei

r cap

acity

and

circ

umst

ance

s. F

rom

a g

over

nanc

e pe

rspe

ctiv

e, th

e co

mm

unic

atio

n st

rate

gy w

ill b

e th

e ov

eral

l res

pons

ibilit

y of

DP

SA

; but

com

mun

icat

ion

is n

ot

a on

e tim

e ev

ent.

It m

ust b

e on

goin

g, a

nd m

ust t

here

fore

in

volv

e st

akeh

olde

rs a

s pa

rt of

the

ongo

ing

com

mun

icat

ion

proc

ess.

In

this

resp

ect,

guid

elin

es w

ill

be p

rovi

ded

by D

PS

A o

n th

e m

anag

emen

t of t

he

depa

rtmen

t’s in

tern

al c

omm

unic

atio

ns p

roce

sses

in

rela

tion

to th

e H

RD

stra

tegy

.

X0

X0

X0

3.4

To

prom

ote

and

man

age

a co

de o

f eth

ical

con

duct

am

ong

HR

D p

ract

ition

ers

3.4.

1 To

est

ablis

h an

d pr

omot

e pr

ofes

sion

al

bodi

es o

r cou

ncils

by

occu

patio

nal c

lass

es

to p

rom

ote

norm

s an

d st

anda

rds

and

prof

essi

onal

cod

es o

f co

nduc

t

One

asp

ect o

f the

gov

erna

nce

resp

onsi

bilit

y is

to b

ring

abou

t uni

ty, c

onsi

sten

cy, q

ualit

y an

d et

hica

l sta

ndar

ds in

th

e fie

ld o

f pra

ctic

e fo

r HR

D.

Thes

e ar

e im

porta

nt d

river

s of

HR

D s

trate

gy im

plem

enta

tion

sinc

e it

will

ass

ist i

n es

tabl

ishi

ng a

com

mon

voi

ce a

nd a

uni

fied

orie

ntat

ion

to

prac

tice.

The

inte

rest

her

e is

to fu

rther

pro

fess

iona

lize

the

field

of H

RD

in th

e P

ublic

Ser

vice

, and

to th

ereb

y bu

ild a

sol

id fo

unda

tion

for m

ovin

g in

to th

e fu

ture

. In

this

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

3

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

3.4.

2 B

atho

Pel

e pe

rform

ance

indi

cato

rs

are

deve

lope

d fo

r HR

D

x

3.4.

3 A

cod

e of

eth

ical

pr

actic

e is

dev

elop

ed

for H

RD

pra

ctiti

oner

s in

a c

onsu

ltativ

e m

anne

r

x

x

3.4.

4 W

orks

hops

hel

d on

co

de o

f eth

ical

pra

ctic

e fo

r HR

D

x

3.4.

5 To

ens

ure

HR

D

prof

essi

onal

s jo

in

rela

ted

HR

D b

odie

s w

hich

will

assi

st in

en

hanc

ing

thei

r pr

actic

e

rega

rd, D

PS

A w

ill ta

ke le

ader

ship

in e

nabl

ing

colla

bora

tion

and

enga

gem

ent a

mon

g pr

actit

ione

rs a

nd

stak

ehol

ders

in th

e de

velo

pmen

t of e

thic

al s

tand

ards

.

Effo

rts w

ill al

so b

e m

ade

to c

ondu

ct w

orks

hops

and

tra

inin

g se

ssio

ns o

n th

e st

anda

rds

that

are

dev

elop

ed.

In

the

end,

how

ever

, tru

e va

lue

will

be

adde

d on

ly if

pr

actit

ione

rs a

nd th

eir r

espe

ctiv

e de

partm

ents

app

ly

thes

e st

anda

rds

in e

nhan

cing

pra

ctic

e an

d pe

rform

ance

. W

hile

DP

SA

will

take

the

lead

, pra

ctiti

oner

s w

ill be

ex

pect

ed to

be

the

agen

ts w

ho w

ill tr

ansf

orm

pra

ctic

e.

x

3.5

To

fost

er a

nd p

rom

ote

HR

lear

ning

net

wor

ks in

cre

atin

g a

cultu

re o

f lea

rnin

g in

the

prof

essi

on

3.5.

1 D

evel

opm

ent o

f da

taba

ses

and

clea

ring-

hous

es fo

r sh

arin

g in

form

atio

n

x

0

3.5.

2 P

repa

ring

mat

eria

ls

and

cond

uctin

g w

orks

hops

on

the

deve

lopm

ent o

f le

arni

ng n

etw

orks

X 0

3.5.

3 M

akin

g m

ater

ials

for

prof

essi

onal

de

velo

pmen

t mor

e av

aila

ble

and

acce

ssib

le a

t the

w

orkp

lace

With

the

supp

ort o

f SA

MD

I/PS

A, t

he S

ETA

s an

d th

e re

spec

tive

prov

inci

al a

nd n

atio

nal d

epar

tmen

ts in

co

llabo

ratio

n w

ith D

PS

A w

ill se

ek to

dev

elop

refe

renc

e so

urce

s on

exp

ertis

e w

hich

cou

ld b

e ac

cess

ed, a

nd w

ill

deve

lop

syst

ems

and

proc

esse

s to

faci

litat

e gr

eate

r av

aila

bilit

y an

d ac

cess

to k

now

ledg

e an

d pr

ofes

sion

al

supp

ort.

Pra

ctiti

oner

s w

ill b

e pr

ovid

ed w

ith w

orks

hops

on

the

man

ner i

n w

hich

lear

ning

net

wor

ks c

an b

e es

tabl

ishe

d so

that

eac

h de

partm

ent i

s ab

le to

dev

elop

lo

cal l

earn

ing

netw

orks

in s

uppo

rt of

its

empl

oyee

s.

Faci

litie

s w

ill a

lso

be p

ut in

pla

ce fo

r gre

ater

acc

ess

and

shar

ing

of k

now

ledg

e an

d le

arni

ng m

ater

ials

.

X 0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

4

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

3.5.

4 C

reat

ing

oppo

rtuni

ties,

sy

stem

s an

d pr

oces

ses

for g

reat

er

shar

ing

of k

now

ledg

e an

d in

form

atio

n an

d gr

eate

r col

labo

ratio

n in

co

nfro

ntin

g ch

alle

nges

an

d so

lvin

g pr

oble

ms

whi

ch a

rise

in H

RD

.

x

0

3.6

Stre

ngth

enin

g an

d al

igni

ng g

over

nanc

e ro

les

in H

RD

3.

6.1

Iden

tifyi

ng a

nd

anal

yzin

g th

e le

gal

man

date

s w

hich

go

vern

the

activ

ities

of

each

ent

ity.

Not

e po

licy

prov

isio

ns, n

ote

gaps

and

ove

rlaps

.

x

3.6.

2 C

olla

bora

tion

betw

een

inst

itutio

ns to

dev

elop

cl

ear a

nd a

rticu

late

d fra

mew

orks

of a

ctio

n.

x

0

3.6.

3 P

ublic

atio

n of

do

cum

ents

whi

ch

clar

ify to

the

field

the

role

s an

d ob

ligat

ions

of

entit

ies

in re

spec

t to

HR

, and

the

role

of

depa

rtmen

tal H

RD

co

mpo

nent

s in

resp

ect

to c

ompl

ianc

e.

x

3.6.

4 Th

e pr

epar

atio

n an

d ap

plic

atio

n (to

the

exte

nt p

ossi

ble)

of j

oint

re

porti

ng fo

rmat

s by

The

appr

oach

her

e is

to fi

nd g

aps

and

dupl

icat

ions

and

se

ek to

reso

lve

thes

e co

llegi

ally

and

thro

ugh

polic

ies

and

guid

elin

es w

hich

can

be

mut

ually

dev

elop

ed a

nd

adop

ted.

DP

SA

will

pro

vide

lead

ersh

ip o

n th

is a

rea

and,

th

roug

h th

e in

put a

nd g

uida

nce

of a

Nat

iona

l Ste

erin

g C

omm

ittee

, gov

erna

nce

role

s w

ill b

e al

igne

d.

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

5

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 3

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

3: T

o en

sure

that

HR

D in

the

Pub

lic S

ervi

ce is

effe

ctiv

ely

gove

rned

in o

rder

to p

rom

ote

effe

ctiv

e im

plem

enta

tion

of th

e st

rate

gy

di

ffere

nt d

epar

tmen

ts

unde

rtaki

ng

gove

rnan

ce

resp

onsi

bilit

ies

in H

RD

3.7

Ful

l util

izat

ion

of th

e st

rate

gic

role

of S

ETA

s in

cap

acity

dev

elop

men

t and

gov

erna

nce

of H

RD

in th

e Pu

blic

Ser

vice

3.

7.1

Pre

para

tion

of

cons

olid

ated

ann

ual

train

ing

repo

rts f

or

Gov

ernm

ent

depa

rtmen

ts

X

3.7.

2 P

repa

ratio

n of

W

orkp

lace

Ski

lls P

lan

0

3.7.

3 P

repa

ratio

n of

a

cons

olid

ated

Sec

tor

Ski

lls P

lan

for t

he

Pub

lic S

ervi

ce

The

appr

oach

take

n he

re is

one

of c

onso

lidat

ion

of

effo

rts a

nd p

olic

y th

rust

s th

roug

h co

llabo

ratio

n,

conn

ectin

g an

d co

ordi

natio

n. D

PS

A w

ill s

eek

to

coor

dina

te th

e pr

epar

atio

n of

con

solid

ated

WS

Ps,

tra

inin

g re

ports

and

Sec

tor S

kills

Pla

ns fo

r Gov

ernm

ent

depa

rtmen

ts a

nd to

see

k av

enue

s fo

r the

use

of t

hese

do

cum

ents

in p

lann

ing,

mon

itorin

g an

d ev

alua

tion

and

in

the

stra

tegi

c m

anag

emen

t of t

he d

eliv

ery

of H

RD

. Th

e re

sult

will

be

a co

ordi

nate

d st

rate

gy; a

lignm

ent o

f re

sour

ces,

ski

lls a

nd e

xper

ienc

e; s

harin

g of

sys

tem

s; a

nd

stre

amlin

ing

of w

orki

ng p

roce

sses

.

x

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

6

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 4

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

HR

D p

lans

, stra

tegi

es a

nd a

ctiv

ities

see

k to

inte

grat

e, p

rom

ote

and

resp

ond

to th

e de

velo

pmen

tal p

riorit

ies

of G

over

nmen

t 4.

1 T

o pr

omot

e fu

ll aw

aren

ess

of G

over

nmen

tal p

riorit

ies

and

thei

r im

plic

atio

ns fo

r HR

D p

ract

ice

in e

ach

sect

or o

f the

Pub

lic S

ervi

ce

4.1.

1 W

orks

hop

on H

RD

im

plic

atio

ns o

f G

over

nmen

t prio

rity

prog

ram

mes

x

4.1.

2 B

roch

ures

and

bo

okle

ts o

n pr

iorit

y pr

ogra

mm

es to

be

di

strib

uted

x

4.1.

3 S

MS

in d

iffer

ent

depa

rtmen

ts b

riefe

d ab

out t

he m

anne

r in

whi

ch th

ey c

an

cont

ribut

e to

the

prio

rity

prog

ram

mes

of

Gov

ernm

ent

The

inte

nt h

ere

is to

ens

ure

that

all

depa

rtmen

ts a

nd

com

pone

nts

with

in d

epar

tmen

ts a

re a

war

e of

G

over

nmen

t gro

wth

and

dev

elop

men

t prio

ritie

s an

d th

e m

anne

r in

whi

ch th

ese

prio

ritie

s ca

n be

add

ress

ed.

This

is

bas

ed o

n an

und

erst

andi

ng th

at a

col

lect

ive

resp

onse

to

thes

e pr

iorit

ies

will

add

sig

nific

ant v

alue

to th

eir

succ

essf

ul im

plem

enta

tion.

Her

e, D

PS

A w

ill ta

ke th

e le

ad to

pro

mot

e aw

aren

ess

at a

ll le

vels

for e

xist

ing

prio

rity

prog

ram

mes

, an

d on

new

gro

wth

and

de

velo

pmen

t pro

ject

s w

hen

they

aris

e. T

he fo

cus

is o

n th

e m

anne

r in

whi

ch fu

nctio

ns a

nd p

rogr

amm

es w

ithin

th

e re

spec

tive

depa

rtmen

ts c

an c

ontri

bute

or a

dd v

alue

. W

hile

par

t of t

his

effo

rt w

ill be

com

mun

icat

ion

and

advo

cacy

, oth

er a

spec

ts o

f the

effo

rt w

ill b

e on

pla

nnin

g an

d pr

ogra

mm

ing,

the

deve

lopm

ent o

f cro

ss fu

nctio

nal

activ

ities

, and

the

deve

lopm

ent o

f int

egra

ted

appr

oach

es

to c

omm

on p

robl

ems

and

issu

es.

The

HR

D a

spec

t of

this

effo

rt w

ill b

e in

pro

mot

ing

and

cond

uctin

g aw

aren

ess

wor

ksho

ps w

hich

are

des

igne

d to

enc

oura

ge re

flect

ive

sess

ions

on

deliv

ery

poss

ibilit

ies

and

to g

ener

ate

crea

tive

cros

s fu

nctio

nal s

olut

ions

bet

wee

n de

partm

ents

.

0

4.2

To

deve

lop

capa

city

am

ong

HR

D p

ract

ition

ers

to e

nabl

e th

em to

pro

mot

e an

d be

resp

onsi

ve to

the

deve

lopm

enta

l prio

ritie

s of

Gov

ernm

ent

4.2.

1 H

RD

stra

tegy

do

cum

ents

pre

pare

d fo

r eac

h pr

iorit

y pr

ogra

mm

e

x

4.2.

2 A

ll re

leva

nt p

erso

nnel

ar

e fu

lly c

apac

itate

d to

im

plem

ent

Gov

ernm

ent p

riorit

y pr

ogra

mm

es

To th

e ex

tent

that

des

igna

ted

grow

th a

nd d

evel

opm

ent

prio

ritie

s an

d sp

ecia

l pro

ject

s m

ay re

quire

cap

acity

as

sess

men

t and

cap

acity

dev

elop

men

t int

erve

ntio

ns,

thes

e in

terv

entio

ns w

ill b

e un

derta

ken

as o

ne a

spec

t of

the

stra

tegi

c in

puts

of H

RD

. Th

e ro

le h

ere

will

be

to

enab

le s

taff

to p

rope

rly u

nder

stan

d an

d re

spon

d to

re

quire

men

ts th

at m

ay n

ot b

e pa

rt of

thei

r rou

tine

enga

gem

ents

. W

hile

DP

SA

and

the

lead

Gov

ernm

ent

depa

rtmen

ts fo

r a d

esig

nate

d pr

ogra

mm

e ca

n pr

ovid

e di

rect

ion

in th

is re

gard

, it i

s an

ticip

ated

that

the

actu

al

train

ing

will

be

rolle

d ou

t at t

he p

rovi

ncia

l lev

el s

o as

to

allo

w in

divi

dual

s w

ho a

re lo

cate

d at

diff

eren

t lev

els

of th

e or

gani

zatio

nal h

iera

rchy

an

oppo

rtuni

ty to

gro

w.

0 0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

7

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 4

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

HR

D p

lans

, stra

tegi

es a

nd a

ctiv

ities

see

k to

inte

grat

e, p

rom

ote

and

resp

ond

to th

e de

velo

pmen

tal p

riorit

ies

of G

over

nmen

t

Ther

e ar

e so

man

y in

stan

ces

whe

re s

taff

are

assi

gned

ad

ditio

nal r

espo

nsib

ilitie

s w

hen

new

pro

ject

s ar

ise

with

out a

ny a

ttent

ion

to th

eir c

apac

ity to

und

erta

ke th

e as

sign

ed ta

sks

and

follo

w th

ough

. A

gain

, the

se tr

aini

ng

prog

ram

mes

will

be c

ondu

cted

with

in th

e au

spic

es o

f the

H

RD

func

tion

in o

rder

to a

dvan

ce th

e st

rate

gic

prio

ritie

s of

HR

DS

.

4.3

To

prom

ote,

thro

ugh

HR

D, i

nteg

rate

d an

d in

ter-

sect

oral

app

roac

hes

to th

e de

velo

pmen

t of H

RD

prio

ritie

s 4.

3.1

For e

ach

Gov

ernm

ent

prio

rity

prog

ram

me

book

lets

are

de

velo

ped

on in

ter-

sect

oral

pos

sibi

litie

s

Her

e th

e em

phas

is w

ill b

e on

em

pow

erin

g de

partm

ents

to

exp

lore

inte

grat

ed a

nd in

ter-s

ecto

ral p

ossi

bilit

ies

for

adva

ncin

g gr

owth

and

dev

elop

men

t prio

ritie

s. D

PS

A w

ill de

velo

p bo

okle

ts w

hich

will

pres

ent i

nter

-sec

tora

l po

ssib

ilitie

s w

hich

hav

e be

en d

evel

oped

thro

ugh

a co

nsul

tativ

e pr

oces

s w

ith re

leva

nt s

take

hold

ers.

Em

phas

is w

ill b

e pl

aced

on

grow

th a

nd d

evel

opm

ent

prio

ritie

s w

here

HR

D is

per

ceiv

ed to

be

an e

ssen

tial

com

pone

nt.

The

obje

ctiv

e he

re is

to e

stab

lish

mor

e in

tegr

ated

and

coh

esiv

e ap

proa

ches

to P

ublic

Sec

tor

issu

es w

hich

hav

e in

ter-s

ecto

ral r

equi

rem

ents

for

effe

ctiv

e de

liver

y.

x

4.4

To

esta

blis

h st

ruct

ures

and

pro

cess

es to

app

ly c

apac

ity d

evel

opm

ent i

nter

vent

ions

to fo

ster

the

inte

grat

ion

of N

EPA

D, A

U a

nd g

loba

l pro

gram

mes

and

initi

ativ

es in

Pu

blic

Ser

vice

del

iver

y to

ben

efit

the

econ

omic

sec

tor

4.4.

1 A

war

enes

s br

ochu

res

on re

gion

al p

riorit

ies

to

be d

evel

oped

and

di

strib

uted

.

0

x

4.4.

2 Th

e as

sess

men

t of

stra

tegi

c pl

ans

to

dete

rmin

e th

e ex

tent

to

whi

ch s

ome

of th

e cr

itica

l reg

iona

l pr

iorit

ies

are

addr

esse

d.

Ther

e ar

e th

ree

leve

ls o

f res

pons

iven

ess:

aw

aren

ess;

in

ter-s

ecto

ral e

ngag

emen

ts; a

nd d

elib

erat

e an

d co

ncer

ted

actio

n. C

apac

ity d

evel

opm

ent m

ust b

e an

as

pect

whi

ch fa

cilit

ates

eac

h of

thes

e. T

he D

PS

A w

ill

prom

ote

awar

enes

s an

d ad

voca

cy w

orks

hops

so

that

the

resp

ectiv

e de

partm

ents

cou

ld a

sses

s th

e m

anne

r in

whi

ch re

gion

al in

itiat

ives

rela

te to

thei

r cor

e bu

sine

ss.

The

DP

SA

will

also

faci

litat

e in

ter-s

ecto

ral a

nd in

ter-

depa

rtmen

tal e

ngag

emen

ts to

col

labo

rativ

ely

addr

ess

key

prio

ritie

s. M

onito

ring

and

eval

uatio

n of

per

form

ance

w

ill in

crea

sing

ly e

xplo

re th

e ex

tent

to w

hich

thes

e pr

iorit

ies

are

addr

esse

d.

X 0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

8

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 4

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

HR

D p

lans

, stra

tegi

es a

nd a

ctiv

ities

see

k to

inte

grat

e, p

rom

ote

and

resp

ond

to th

e de

velo

pmen

tal p

riorit

ies

of G

over

nmen

t 4.

4.3

Wor

ksho

ps a

nd

sem

inar

s co

nduc

ted

on th

e re

leva

nce

of

regi

onal

dev

elop

men

t pr

iorit

ies

for s

trate

gic

actio

n in

the

resp

ectiv

e de

partm

ents

of t

he

Pub

lic S

ervi

ce

X 0

4.4.

4 S

trate

gic

supp

ort

prov

ided

to

depa

rtmen

ts in

re

spon

ding

to re

gion

al

initi

ativ

es a

nd

prio

ritie

s.

X 0

4.5

To u

se c

apac

ity d

evel

opm

ent i

nter

vent

ions

to p

rom

ote

resp

onsi

vene

ss to

the

mill

enni

um d

evel

opm

ent g

oals

in th

e Pu

blic

Ser

vice

. 4.

5.1

Aw

aren

ess

broc

hure

s on

regi

onal

prio

ritie

s to

be

dev

elop

ed a

nd

dist

ribut

ed.

X 0

4.5.

2 Th

e as

sess

men

t of

stra

tegi

c pl

ans

to

dete

rmin

e th

e ex

tent

to

whi

ch s

ome

of th

e cr

itica

l reg

iona

l pr

iorit

ies

are

addr

esse

d.

X 0

4.5.

3 W

orks

hops

and

se

min

ars

cond

ucte

d on

the

rele

vanc

e of

re

gion

al d

evel

opm

ent

prio

ritie

s fo

r stra

tegi

c ac

tion

in th

e re

spec

tive

depa

rtmen

ts o

f the

P

ublic

Ser

vice

The

appr

oach

her

e is

pro

mot

ing

awar

enes

s, m

axim

izin

g th

e ca

paci

ty to

resp

ond,

and

ens

urin

g co

llabo

rativ

e an

d in

tegr

ated

act

ion.

DP

SA

will

faci

litat

e se

ssio

ns fo

r ad

voca

cy a

nd d

evel

opin

g ca

paci

ty a

nd w

ill ta

ke

resp

onsi

bilit

y fo

r mon

itorin

g pr

ogre

ss w

ith th

e ad

optio

n of

in

itiat

ives

whi

ch w

ill tr

ack

both

the

man

ner i

n w

hich

the

MD

G g

oals

are

add

ress

ed in

stra

tegi

c do

cum

ents

and

th

e de

gree

to w

hich

thes

e go

als

are

acco

mpl

ishe

d.

X 0

HR

D Re

sour

ce P

ack:

Par

t 4

Pag

e 22

9

TAR

GET

BY

YEA

R A

ND

BY

QU

AR

TER

20

07

2008

20

09

2010

ITEM

ST

RA

TEG

IC

OB

JEC

TIVE

, SU

B-

OB

JEC

TIVE

AN

D

AC

TIVI

TIES

Pi

llar 4

A

PPR

OA

CH

Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4 Q

1 Q

2 Q

3 Q

4

Stra

tegi

c O

bjec

tive

4: T

o en

sure

that

HR

D p

lans

, stra

tegi

es a

nd a

ctiv

ities

see

k to

inte

grat

e, p

rom

ote

and

resp

ond

to th

e de

velo

pmen

tal p

riorit

ies

of G

over

nmen

t 4.

5.4

Stra

tegi

c su

ppor

t pr

ovid

ed to

de

partm

ents

in

resp

ondi

ng th

e go

als

and

obje

ctiv

es o

f the

m

illen

nium

de

velo

pmen

t goa

ls a

s ap

prop

riate

to th

e re

spec

tive

depa

rtmen

ts

X 0

APPEN

DIX

EA

PPEN

DIX

EA

PPEN

DIX

ESa

mp

le G

uid

elin

es &

Co

nsid

era

tion

sfo

r Imp

lem

en

ting

Strate

gic

Initia

tives

Page 231

APPEN

DIX

EA

PPEN

DIX

EA

PPEN

DIX

ESa

mp

le G

uid

elin

es

& C

on

sid

era

tion

sfo

r Im

ple

me

ntin

g S

tra

teg

ic In

itia

tive

s

Page 232


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: E-learning can improve access, promote uniformity in standards and significantly reduce the cost of capacity development. This must be initiated so that Public Servants could be empowered to develop themselves and to maintain currency with their respective field. POLICY & LEGAL FRAMEWORK: Many departments have developed policy frameworks related to ICT, but not many have developed policies and legal frameworks to govern E-Learning. The Department of Education has an E-Education strategy which may be useful, and recent developments regarding the Government’s telecommunications strategy and policy will be useful

STATUS ASSESSMENT: Are you ready to apply E-learning in your department? Please answer the following questions. If your answer to most of them is “no”, then you may want to reflect again on your reactions. 1. All staff in the department have access to up to

date computer facilities 2. Most staff are computer literate 3. Some use is already made of E-Learning 4. There are facilities and systems in place for

tracking educational activities 5. Some learning materials are available currently 6. Technical assistance and support is available in

ICT to all staff 7. All managers are computer literate 8. There is staff available who can provide leadership

to E-Learning activities 9. There currently a culture of learning where staff are

willing to take responsibilities for their learning 10. ICT systems and software in the department are

compatible and up to date 11. Is ICT infrastructure dependable 12. Is there a quick response time for repairs and

maintenance

INITIATIVES TO BE UNDERTAKEN Promote E-Learning in the Public Service

Considerations for Rationale Statement This rationale for E-Learning is general. The rationale you may apply in promoting your E-Learning interventions may be different. Please note what your reasons and justifications are for embarking upon the process. Your rationale will be peculiar to you and will make more sense to your stakeholders and departmental staff. Craft a rationale that you can sell

Considerations for Policy Framework E-Learning HRD must be framed within an overall strategy for training and development. It must be institutionalized in a manner so that it is not an appendage to the HRD system, but an integral part of IT. In this respect, a policy framework must be developed to determine how the E-Learning system will operate

Risks & Responses

In Self-Assessment

1. E-learning efforts may over-shadow other training and development efforts.

2. Some staff may be marginalized

because they do not have access to equipment and facilities.

3. May not be sufficient equipment and

facilities to allow broad accessibility.

4. There may not currently be capacity among staff to participate fully.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

APPENDIX E


STRUCTURES AND FRAMEWORKS: E-Learning may be a collaborative effort between the HRD Directorate and the Directorate responsible for ICT. A common E-Learning framework and strategy must be developed, and this strategy must govern all E-Learning activities. The strategy must plan for at least 4 core components of the E-Learning infrastructure: policy framework; technical equipment and facilities; learning materials; assessment and reporting; course programming; and, among others, maximizing and monitoring utilization IMPLEMENTATION ACTIVITIES: Among the implementation activities to consider are the following: • Conduct an E-Learning readiness assessment • Examine what is currently available in the department • Design an appropriate structure and framework for

implementation • Build the right culture through advocacy • Design policy framework for implementation • Secure technical infrastructure or make ready what is

available • Offer programmes on a pilot basis with a view for

expansion RESOURCE SUPPORT & NETWORKS:

1. General learning sites and sources of E-Learning materials

2. National support structures – DPSA,

SAMDI/PSA, National Department of Education, ISETT

3. Provincial support structures – OTP

4. Departmental support structures

5. Local or district support structures

Risks & Responses in Structures &

Frameworks

1. Structures in departments may be different depending on current facilities available

2. Structures must be integrated and not

appended

3. One person must be responsible for E-Learning programme

4. E-Learning must be properly controlled

so that it is used appropriately

Risks & Responses in Implementation

Activities

1. Start from where you are. Steps that are too

advanced may lead to failure. 2. If activities and tasks are not formulated in a

participative manner, there will be little support.

3. If the culture of learning is not appropriate, E-

Learning will be the prerogative of a few and may not be properly utilized.

Risks & Responses 1. Although there may be a long list of support

options, find a few that you will access and depend on.

2. The appropriate support must be used for the

right reason. Support must not be used in areas where there is no competence

3. There must be a support structure so that all

will have access to support 4. Each Department will have a different

structure of support


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: HEIs and FETs must play a more direct role in the education of public servants. This must be done collectively and in partnership to ensure currency and relevance and it must be supported through MOUs and incentive funding. POLICY & LEGAL FRAMEWORK: While there are no policies or legal provisions in government which govern partnership arrangements within HEIs and FETs, it is critical to examine and conform to the legal framework which governs higher education and the variety of provisions which govern how the Public Service operates. For instance, partnerships cannot violate the provisions of the Higher Education Act and the HEQC requirements regarding the standards of progress. It is also necessary to observe the PFMA guidelines, regulations related to supply chain management and other legal provisions which govern the Public Service.

STATUS ASSESSMENT: 1. Are there currently agreements in place with HEIs

and FETs? 2. Are current relationships with FETs or HEIs

beneficial and value enhancing? 3. Is there a unit already existing in the department

that can conveniently handle such relationships? 4. At this time the department does not have too

many partnership agreements to manage? 5. FETs and HEIs are geographically convenient? 6. FETs and HEIs currently have programmes or

services from which the department can benefit 7. There is already a contract or joint projects with

FETs or HEIs? 8. The department already hires graduates from

prospective FETs and HEIs. 9. Staff generally have a positive disposition to FET

or HEI targeted for prospective partnerships. 10. FET and HEIs targeted have a practice orientation

in their programmes and courses.

INITIATIVES TO BE UNDERTAKEN To foster collaborative partnerships with HEIs and FETs in order to enhance the quality, standard and relevance of Public Sector training

Considerations for Rationale Statement Many have embarked on such partnerships for different reasons, and many departments may already have strong ties in this regard. Your rationale must first of all be consistent with the basis upon which the department embarked on such partnerships. The rationale is the basis upon which the partnership arrangements will be sold. Caution must be exercised to ensure that all legal provisions of the partnership conform with the original content.

Considerations for Policy Framework 1. Must establish an MOU which addresses all

requirements and legal provisions 2. Each partner must be familiar with the legal

frameworks which govern the activities of the other 3. DPSA and SAMDI/PSA will provide a framework for

such partnerships. Must ensure that all agreements fit within their framework

4. Policies and agreements must not be too restrictive so as to constrain operations and limit potential effectiveness.

Risks & Responses

In Self-Assessment

1. There may be differences in views on many of these items. Please respond to what is generally true.

2. Staff may have biases for reasons that

are unrelated to prospective partnership performance.

3. If status does not indicate a potential

advantage, the department may wish to enter as a third party in an existing partnership.

4. Favourable or unfavourable status

may show over time.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: The basis of the partnership should be an MOU that is negotiated between institutions. This MOU will serve as the legal instrument which governs the partnership. It must accommodate for all requirements and issues which may arise. Because it cannot be all encompassing, there must be flexibility and a willingness to renegotiate. The guidelines provided by DPSA will address the most critical considerations to be included in the MOU. While there may be one staff member who takes responsibility for the operational details, there must be a joint task team or board which meets on policy and organizational matters. IMPLEMENTATION ACTIVITIES: 1. Assess needs and requirements of partnerships to

be established. 2. Assess whether a partnership is necessary or

feasible. 3. Make contact with institutions to assess interest,

potential for adding value in terms of programmes and services, general terms upon which partnership is possible.

4. Assess partnership terms within one’s own

organization. 5. Develop draft MOU. 6. Revise and endorse within department and

negotiate with relevant institution. 7. Adopt MOU and establish organizational structures

and staffing arrangements to operationalize. 8. Plan programme and implement activities within

the partnership. 9. Monitor and evaluate operations on an ongoing

basis. 10. Restructure and renegotiate as necessary. RESOURCE SUPPORT & NETWORKS: Resources will be available from DPSA on the establishment of partnership. As part of this, individuals who will be able to assist with the establishment of appropriate structures and protocols will be available to assist on an ongoing basis. Sample MOUs will also be available. Contact numbers and details will be noted.

Risks & Responses in Structures & Frameworks

1. The provisions of an existing MOU may not

work for you. Negotiate your own, or modify one that is in existence.

2. Must use existing structures and positions as much as possible.

3. There must be balance in representation, power and within

4. All MOUs must have a fixed term with provision for renegotiation and extension.

5. The anticipated outcomes of the partnership must be clear.


Activities

1. Proceed incrementally. Start with

relationships with which there is ease of operation. Do not work without the established policy guidelines for such partnerships.

2. Do not operate without MOUs and formal

policy agreements. 3. Be ready to make adjustments along the way.

Risks & Responses

1. Learn from the efforts and mistakes of others.

Review what others have done. 2. Seek consultative assistance from those that

have been successful. 3. Conduct collaborative review sessions with

other departments on a periodic basis through HEI partnership review and conferences.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: It is necessary to maintain a national approach and standard for Public Service education. A geographically dispersed Academy will improve access to quality education for all in the Public Service. POLICY & LEGAL FRAMEWORK: The policy framework for this initiative will include systems and processes and structures for the quality assurance of courses as framed within the SAQA legislation and organizational structure. It will also include the legal mandate for the establishment of SAMDI/Public Service Academy and the roles and responsibilities envisioned therein. While both these frameworks are already established, additional guidelines associated with this initiative may be necessary and will be collaboratively developed. Consideration must also be given to the policy frameworks which govern Provincial Public Service Academies which are already established. These academies are envisioned to function as part of the collaborative network of Provincial Academies.

STATUS ASSESSMENT: Self assessment here will focus on the extent to which the organization is in a state of readiness to properly use the services of the academy. Please reflect on the questions which follow. 1. Does your province or your department currently

have an academy? 2. Does the academy meet all your needs for high

quality training? 3. Is quality training accessible in all geographic

regions of your jurisdiction? 4. Is quality in service delivery uniformity high ? 5. Are all courses offered responsive to the practical

realities of the Public Service? 6. Is there currently a high level of participation in

SAMDI/PSA courses? 7. Do you currently have access to quality training in

all areas relevant to your departmentally mandated responsibilities?

8. Do you currently have policies to manage and

control access to and participation in training? 9. Do you currently have MOUs with training

organizations to provide training? 10. Will participation in the Public Service Academy

affect associations and agreements already established?

INITIATIVES TO BE UNDERTAKEN To establish a multi-campus Public Service Academy (PSA) which will facilitate and coordinate nationally education programmes for the Public Service that are of a high standard, relevant and responsive with developments in the Public Sector.

Considerations for Rationale Statement Each department must develop its own rationale for forging collaborative bonds with the academy. From a policy perspective, it should be clear how the PSA will add value to the department’s training operations.

Considerations for Policy Framework 1. The legal framework which governs all parties in the

collaborative relationship as part of the academy must be considered.

2. In time, it will be necessary for new legislation to be developed to govern the academy. This will result from collaborative engagements.

3. Each entity must establish its own guidelines in respect to its association with the academy. A guiding framework will be established.

4. If efforts are not made to promote the academy through legal provisions, its operation will be constrained.

5. All legal provisions must be articulated and be consistent to avoid duplication and conflict.

Risks & Responses

In Self-Assessment

1. Some Departments may not be ready to engage and, as a result, a state of readiness must be fostered.

2. There may be significant need for the

services of the academy but lack of capacity to fully and consistently engage. In such cases, short term assistance may be provided.

3. Engagement without pre-assessment

or reflection may create problems in the long term.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: The Public Service Academy will be a geographically dispersed collaborative network of training institutions which will be coordinated through a central body to promote uniformity in quality, relevance and responsiveness. Each department’s relationship with the academy will be governed through MOUs in respect to training and mutual commitments in respect to development, sustainability and promotion of an effective and efficient Public Service. Each department will benefit from the appointment of a Public Service Academy Liaison. IMPLEMENTATION ACTIVITIES: 1. Conduct self assessment. 2. Review policies, needs and skills development

offerings. 3. Assess offerings of the academy and possibilities

for assistance. 4. Re-negotiate standing agreement in respect to

training. 5. Programme PSA offerings and advocate. 6. Evaluate PSA offerings course by course and

provide input for modification. Offer course materials where available.

7. Collaboratively develop programme plan and

workplace support initiatives. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/PSA can be used as a point of reference

for developments in respect to the establishment of the academy.

2. The network of institutions in the academy will be

published and available course offerings will be circulated.

3. There will be a register of accredited trainers for

the PSA. Note will be provided on their geographic service areas and their areas of specialty.

4. An electronic workplace support structure will be

established for use by all participants in PSA courses.


1. Already established associations for

training. These may be renegotiated. 2. Fragmentation of training activities

promoting conflict in delivery. Must promote uniformity through policies and MOUs.

3. Existing academies will work to maintain their existing structures and focus. Lack of willingness to modify courses. Prior arrangements must be established in respect to working relationships.

4. PSA Liaison may be overloaded with other responsibilities and may not be effective. Roles and responsibilities of PSA Liaison must be properly defined and adjustments must be made in other assigned responsibilities.


Activities 1. Must create the foundation for working with

the PSA in an effective manner or run the risk of short term and unsustainable engagement.

2. To avoid the risk of excessive fragmentation in training, it will be useful to incrementally more toward a system of training through the PSA network.

Risks & Responses

1. There must be a critical mass of supportive

institutions for the PSA to function effectively. Each department must endeavour to be part of this critical mass.

2. Support must be continuous, consistent

and sustainable. It must be readily accessible. If this is not centrally and effectively governed, there is a risk of failure, inconsistency and inefficiencies.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: Potential bodies establish criteria and processes to build and manage the capacity of members of their profession. The Public Service must use this capacity where possible to ensure that staff are able to remain at the top of their profession POLICY & LEGAL FRAMEWORK: The legal framework for the association with professional bodies will be developed by DPSA. This framework will embody the role to be played by the respective departments, and it will provide guidelines on the manner in which collaborative engagements will be made operational. It must be kept in mind, however, that each professional body will have its own constitution, governance structures and legal provisions. The Public Service institutions will generally have to work within these established frameworks. The multiplicity of operational frameworks must be properly managed. Each department must have its own policy structures for working with professional associations. In many cases MOUs must be negotiated. But DPSA will provide assistance in this respect.

STATUS ASSESSMENT: Self assessment must be conducted to ensure that the use of professional bodies will add value, and to ensure that the organization is ready to use the services of professional bodies. 1. Are there established professional bodies for

various occupations in your department? 2. Are these professional bodies perceived to add

value to practice in the various occupations? 3. Do employees currently have membership in these

bodies? 4. Are employees generally positive about the

professional associations for their occupation ? 5. Have you established formal association with any

of these professional bodies? 6. Will current policies allow relationships with these

bodies? 7. Are there structures in place to ensure that

association with these professional bodies will not promote further fragmentation?

8. Could the practice in the department meet the

standards of professional bodies without significant tension and disruption in operations?

INITIATIVES TO BE UNDERTAKEN To use more productively the educational capacity and role of professional bodies

Considerations for Rationale Statement While a National framework will be established to promote the services of professional bodies, each department must formulate its own rationale for using particular professional bodies in order to advocate the role to be played by professional associations. In this respect, a departmentally specific statement of rationale will be useful

Considerations for Policy Framework

Each department must establish its own policy structure for dealing with professional bodies and associations. This will generally be handled through MOUs; but even beyond these an overall set of legal provisions must be put in place. Care must be exercised to ensure that legal provisions do not constrain operations.

Risks & Responses

In Self-Assessment

1. Establishing engagement with professional bodies without prior self assessment will lead to shortfalls and unsustainability.

2. Where there is lack of readiness or

appropriateness, associations with these bodies should not be forced.

3. Association with, and operating within

the guidelines of too many professional associations may lead to fragmentation in the long term if not properly managed.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: DPSA will establish the structure and protocols for working with professional bodies. It must be noted, however, that each professional body will have its own structure and processes for managing its profession. Each department will have to work with multiple structures and must have the policy provisions for doing so. It is expected that HRD units will manage relations with professional bodies, and will strategically use their services for the benefit of employees. IMPLEMENTATION ACTIVITIES: 1. Conduct assessment of status and readiness. 2. Assess number of occupations with professional

associations. 3. Assess potential for value to be added by

professional associations. 4. Review policy guidelines provided by DPSA. 5. Initiate association with key professional

associations. 6. Formulate MOUs and operational particulars. 7. Assign responsibilities to units and individuals to

manage relationship to benefit the organization. 8. Seek and use services. 9. Evaluate services accrued and benefits accrued. 10. Provide feedback and make adjustments as

necessary. RESOURCE SUPPORT & NETWORKS: 1. DPSA will provide policy frameworks and

guidelines. 2. Different departments should collaborate in dealing

with the same professional bodies. DPSA will enable this collaboration.

3. Training will be provided to enable the

establishment of effective relations.


1. Totally new management structures must

not be established to risk fragmentation of responsibilities.

2. Scope and alignment of HRD responsibilities must be reassessed in order to accommodate this.

3. It is necessary to operate within the overall policy and operational provisions of DPSA in respect to this. DPSA will take responsibility for overall negotiations in respect to engagements with professional bodies.


Activities 1. Do not institute too many relationships at

one time to risk over extension and failure. Proceed incrementally.

2. Start with key associations that can add the

most value. 3. As responsibilities are transformed to

professional associations, ensure that they are not undertaken elsewhere.

4. Train staff to engage effectively. 5. Operate within established guidelines.

Risks & Responses

1. All efforts should be made to avoid

competitive relationships between Public Service organizations in working with professional associations.

2. Departments should not submit to or

tolerate exploitation. Pricing structures should be negotiated in line with the cost of alternative options.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: In order to improve the practicality and relevance of training to the job, more use must be made of training methods that are in-house as a means of enhancing the practical relevance of training and applicability of training. In this respect, efforts should be made to improve the delivery of induction, learnerships, internships, mentoring and coaching and job rotation among other methods. There are generally not well managed in the workplace POLICY & LEGAL FRAMEWORK: Workplace initiatives include learnerships, internships, mentoring and coaching, job rotation, training aftercare intervention, among others. Of these, the only initiative with a formal legal framework is that which is available for learnership interventions. While there is a policy framework and associated guidelines for learnerships, the management of implementation is still not well managed. Policy frameworks for the implementation of workplace learning must be established in each organization. Frameworks and guidelines will seek to embody all the requirements and particulars that are necessary for effective operations. The DPSA will provide leadership in this regard.

STATUS ASSESSMENT: The status assessment here seeks to determine the nature of workplace training and the level of readiness of the organization to change. 1. Workplace learning is a priority in the department? 2. Policies, plans and operations signal the priority

status of workplace learning? 3. A variety of workplace learning initiatives are

currently undertaken? 4. Overall most of the job related learning takes place

in the workplace? 5. Trainers accrue the intended benefits from existing

workplace initiatives? 6. There is significant application of workplace

learning to the requirements of the job? 7. Required staff are available to manage workplace

learning? 8. Staff are currently capacitated to manage

workplace learning? 9. The necessary facilities and resources have been

put in place for managing workplace learning? 10. Staff generally prefer to learn directly at the

workplace? 11. Managers support workplace learning? 12. Workplace learning is given preference over other

types of training?

INITIATIVES TO BE UNDERTAKEN To enhance the design, management and integration of capacity development interventions in the workplace

Considerations for Rationale Statement While there is a strong rationale for promoting workplace learning, practically, it is an area that is difficult to manage in reality. The rationale for workplace learning must be sufficiently strong so that managers will take more responsibility for its success. The rationale must seek to promote the establishment of a culture of learning in the workplace.


Policy frameworks and guidelines must be developed to ensure the effective implementation of all workplace learning within a set organizational culture and understanding.

Risks & Responses

In Self-Assessment

1. Proceeding upon this initiative without self assessment of readiness will affect the potential for sustainability.

2. Assessment must be a collective

process. One person alone cannot determine readiness.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: Current workplace learning initiatives are managed through the HRD unit along with other types of training interventions though workplace learning is structured differently and generally requires more attention. Generally, one person should be assigned all workplace–based responsibilities to coordinate initiatives. The structure should allow for learning time away from the work station; support from external and internal entities and individuals; and, among others, it should allow for building strong inter-unit linkages and departmental learning cultures. IMPLEMENTATION ACTIVITIES: 1. Assess the number of workplace initiatives in

operation. 2. Note relative success and outcomes of initiatives. 3. Note gaps in performance of initiatives undertaken. 4. Review DPSA policy guidelines for workplace

learning. 5. Establish proper management structures for

initiatives. 6. Initiate workplace learning operations. 7. Evaluate workplace learning operations. 8. Modify operations and continue to implement. RESOURCE SUPPORT & NETWORKS: 1. DPSA will provide support in terms of frameworks

and guidelines for adoption. 2. Linkages must be established so that lessons can

be shared among organizations.


Frameworks 1. The manner in which workplace learning is

structured will affect its performance. 2. It should not be subsumed too deeply to be

overshadowed and overlooked. It should be at the top of the organization’s priority.

3. The structure should also cater for inter-

unit collaboration within the department.


Activities 1. Implement incrementally. 2. Start in areas where the current

arrangements will allow success. 3. Proceed incrementally as capacity and

resources will allow. 4. Seek to transfer some training options to a

workplace learning format 5. Train people to adopt practice and

implement responsibilities.

Risks & Responses

1. Individual and organizational networks can

be built over time. 2. Associated newsletters will be published. 3. Conferences will be held to facilitate

sharing.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: Many of the courses that are offered by providers do not have content that is relevant to the practical requirements of the workplace. Most of these courses focus on the theory rather than the practice and practical requirements. As a result, performance does not significantly improve after participation in training. It is necessary, therefore, to ensure that more attention is given to the workplace relevance and currency of course content and course materials.

POLICY & LEGAL FRAMEWORK: In a more general sense, the content and design of course materials are governed through the legal provisions and structures of SAQA. But the relevance of content to the workplace is determined through the authority exercised by the respective department over the service provider. In this respect, each department should have policy guidelines and requirements in respect to the content of courses. This will ensure ongoing updating so that courses are continually responsive. These requirements must be well known to all service providers.

STATUS ASSESSMENT: The status assessment to be undertaken here is in respect to the determination of the relevance of courses and the assessment of the structures that are in place to ensure the relevance of course materials. 1. The content of courses is generally relevant to

workplace requirements? 2. Course materials are collaboratively developed

with service providers? 3. Courses are periodically updated to reflect

changes in Public Service requirements? 4. The department has policies which govern the

relevance of course materials to practice in the field?

5. The relevance of course content is assessed after

each training intervention? 6. Feedback of the relevance of course materials is

provided to service providers? 7. Workplace learning is given preference over other

types of training?

INITIATIVES TO BE UNDERTAKEN To enhance the quality and workplace relevance of course materials in Public Sector training

Considerations for Rationale Statement

All providers must be clearly aware of this initiative, and must be willing to ensure its success. As part of the advocacy strategy for this initiative a clear departmental rationale must be developed and promoted.


1. The relevance of course content is determined through

the department’s relationship with the service provider. 2. The department should have protocols which govern

training. Among these should be pre-course engagement with the department to ensure relevance and appropriateness.

Risks & Responses

In Self-Assessment

1. Proceeding on this initiative without self assessment will result in lack of sustainability.

2. Readiness must be collaboratively

determined; and the manner in which the department should proceed should be collaboratively undertaken.

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: Each department should have an advisory group made up of pertinent staff to assess the quality and relevance of course material for training. This should be an ongoing task group. Among their responsibilities will be the preparation of a catalogue of approved course materials; establishing liaison with providers to develop and revise course materials; and, among others, undertake initiatives to provide service providers with feedback on the workplace relevance of their training. IMPLEMENTATION ACTIVITIES: 1. Review guidelines and provisions from DPSA and

from the Public Service Academy. 2. Note areas of training where relevance to practice

is most critical. 3. Assess relevance of course materials. 4. Develop instrument to assess relevance of course

materials on an ongoing basis. 5. Establish task team or advisory group on relevance

of course materials. 6. Assess relevance on an ongoing basis. 7. Work with service providers to ensure relevance. 8. Promote ongoing revision through evaluation and

feedback. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/Public Service Academy will provide

leadership in this area and will be the point of reference and information for quality and relevant course materials.

2. The academy will also facilitate learning networks

and conferences for sharing progress and developments.


Frameworks 1. Assessing the relevance of course

materials should not be an ad hoc job or a once in a period activity. It must be an ongoing activity.

2. There must be ongoing collaborative ties

with providers to ensure course materials are updated.


Activities 1. Use competency-based and outcomes-

based materials. 2. Implement incrementally and avoid risk of

revising too many areas at one time. 3. Train staff to monitor and evaluate. 4. Do not risk becoming too self assured and

comfortable. Update courses on an ongoing basis as required.

5. Each department in each area should

understand its own uniqueness.

Risks & Responses

1. Use materials from a variety of service

providers. 2. Share materials and resources. 3. Create web sites for sharing creative ideas

on course development.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: There are people at the lower levels of the occupational ladder in the Public Service who do not have access to a better life because of low literacy levels. ABET can be used as a means of starting these employees on the first rung of the ladder of qualifications. This is at the core of NSDS and the Development Agenda of Government. But this alone does not constitute an adequate framework for ABET. ABET should be more comprehensive and inclusive so that all staff at all levels can benefit. Benefit could either be secured for work or professional reasons or for personal development to manage the challenges and day to day requirements of one’s life.

POLICY & LEGAL FRAMEWORK: There is currently a legal framework for the promotion and adoption of ABET. The primary policy is the ABET Act and associated policy papers and guidelines. But in addition, the NSDS also highlights the importance of ABET; as well as the various Provincial Growth and Development strategies. Indeed, ABET is seen as a critical feature of the development strategy of government so that the necessary skills base can be created in the population. Yet ABET programmes have not generally had successful outcomes. More policies and guidelines are needed at an operational level to ensure the success of ABET.

STATUS ASSESSMENT: The status assessment here relates to the current quality and adequacy of ABET provision and to the readiness to pursue a transformed ABET programme. 1. ABET programmes are currently offered? 2. ABET learnerships are in place? 3. Participants successfully complete ABET

programmes? 4. ABET is programmed in a manner so that it is

relevant to the needs of all staff? 5. Resources are available to support ABET

programmes? 6. ABET learnerships are successfully implmented? 7. Well trained ABET tutors are available where and

when they are needed? 8. A structure is in place to monitor ABET provision?

INITIATIVES TO BE UNDERTAKEN To use ABET in providing educational opportunities for employees


Efforts must be made to develop a departmental rationale which can be sold to employees and which can add value to the welfare and development of employees. The rationale should focus on a transformed and effective ABET where all can benefit and where lifelong learning can be truly promoted.


1. Each department should have operational guidelines

that should serve to strengthen ABET provision. For instance, an ABET plan for the department could be useful in programming ABET according to set guidelines and requirements.

2. Departments must work with SETAs and within the

DoE in respect to ABET provision.

Risks & Responses

In Self-Assessment

1. Ad hoc ABET courses do not constitute an ABET programme. Readiness to implement a structured programme of ABET requires certain fundamentals to be in place. If these are not in place then ABET will be unable to provide a programme of full service.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: There is no national structure and guidelines for ABET provision in the Public Service. The structure and policy framework will be put in place by DPSA. This structure will serve as the basic approach to establishing organizational arrangements and protocols for the operation of ABET in the respective departments. The ABET coordination role should be located within HRD. IMPLEMENTATION ACTIVITIES: 1. Assess the status of ABET provision in the

department. 2. Assess training needs for ABET and the core

requirements for essential provision. 3. Review policy guidelines and provisions by DPSA. 4. Allocate responsibilities within the department

assigned primarily to HRD unit. 5. Prepare an ABET plan for the department. 6. Prepare annual schedules for ABET programming. 7. Deliver ABET program in an equitable manner. 8. Monitor and evaluate ABET programming. RESOURCE SUPPORT & NETWORKS: 1. Support learning networks could be developed at

the individual and institutional levels. Guidelines will be provided by DPSA.

2. ABET learning networks are currently available, but

its adequacy for the Public Service must be assessed.


Frameworks 1. In light of the provisions of the strategy,

there is a risk of establishing too many sub- structures for HRD functions and responsibilities.

2. It is necessary, however, to rationalize the

structures and arrangements for HRD so as to ensure that all responsibilities are properly accommodated and executed.

3. A serious programme of ABET for a

department is a significant undertaking.


Activities 1. Build a comprehensive programme and

avoid the risk of ad hoc programming. Develop an ABET plan.

2. Develop incrementally. Work within the

framework of the resources available.

Risks & Responses

1. Support and learning networks must be

appropriate for the Public Service or poor guidance and sub-optimal practice will result.


STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: A review of the HRD strategy indicated that managers in general are unable to undertake their responsibilities in HRD. HRD delivery sometimes breaks down because line mangers are unable to manage the development of their staff. Some are unable to understand the importance of HRD for improving performance. In addition to a general programme in leadership and management development, managers should be coached in HRD. One of the key areas of effort for the effective performance of the Public Service is the promotion of effective leadership and management. This as a result, is one of the key areas of emphasis of the strategy.

POLICY & LEGAL FRAMEWORK: The HRDS promotes leadership and management development as a key area of effort on the transformation agenda of Government. While there is no formal legal framework for management development, the DPSA and SAMDI/PSA currently provide guidelines and support for management development interventions. This, however, cannot be fully effective unless the respective departments have plans and strategies for management development.

STATUS ASSESSMENT: Status assessment here focuses on both the capacity of managers and the systems and processes that are in place for promoting effective programmes of leadership and management development. 1. The department has an established plan and

system on management development? 2. Management development is linked to PMDS? 3. DPSA’s competency framework for managers is

utilized as a frame of reference? 4. All managers are effective leaders? 5. Managers are consistently effective in managing

the development of their staff? 6. Performance outcomes are evident in managerial

effectiveness? 7. All managers have succession plans for their

positions? 8. Management training is oriented to practice and

practical realities?

INITIATIVES TO BE UNDERTAKEN To promote leadership and management development programmes in general, and programmes that are targeted to the HRD competence of line managers


The department’s rationale should promote an understanding that management development is intended to enhance performance and service delivery. Leadership is a key component of organizational performance and a critical area of weakness. More proficient managers must be developed on an ongoing basis.


Management development programming must be comprehensive and properly articulated. It must be linked to PMDS, and it must embody the HRD responsibilities of managers. Development of human capital in the organization is more essential than the development of any other capital asset. It is a critical responsibility of all managers and should be taken seriously.

Risks & Responses

In Self-Assessment

1. When managers evaluate their own effectiveness, their assessment may have a positive bias.

2. Ensure that management

effectiveness is evaluated on a “360º basis” where all staff and clients have input.

3. There is a risk of providing

management training without positive performance outcomes. PMDS is a key here to focus management development.

Y N

Y N

Y N

Y N

Y N

Y N

Y N

Y N


STRUCTURES AND FRAMEWORKS: DPSA and SAMDI/PSA provide structures and frameworks for management development and there are unit standards for management development programmes under SAQA. Yet, such programmes are not complete without the unique content related to particular areas of performance in the Public Service and are not fully effective unless addressed in an articulated and comprehensive manner. Management development is not the courses, per se, but the profile of management talent in the Public Service. Structures must be in place so that there are not gaps when there is attrition. IMPLEMENTATION ACTIVITIES: 1. Assess the adequacy of management development

programming in the department. 2. Assess the capacity of managers and their

developmental needs. 3. Prepare a management development plan for the

department. 4. Link management development planning and

programming to PMDS. 5. Establish programmes and schedules for

management development which includes mentoring and coaching.

6. Offer programmes and monitor and evaluate. 7. Assess impact of training on performance of

department and respective units. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/Public Service Academy will provide

leadership in order to ensure a strong base of supportive programmes, institutions and networks.

2. A support guide will be made available so that

comprehensive programmes can be developed. Professional associations may assist in this regard.


Frameworks 1. The key risk here is ad hoc management

training that is not developmental and not related to PMDS.

2. Each department should have a

comprehensive management development plan which seeks to assure effective and performance targeted management and which seeks to ensure continuity in the availability of management talent.


Activities 1. The risk here is being ad hoc. 2. It is necessary to implement in a systematic

manner. The plan is essential for promoting relevance and for ensuring effectiveness, responsiveness and efficiency.

3. It will be necessary to follow DPSA

guidelines in this regard.

Risks & Responses

1. The risk here, again, is the potential for

fragmentation and ad hoc delivery. 2. Leadership is needed to focus support on

the correct areas where value can be added.

3. The support guide will assist.

IMPLEMENTATION GUIDE text IMPLEMENTATION...In order to facilitate the implementation of the HRD...

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