HRD STRATEGY FRAMEWORK
REPORT
Prepared by:
Tsukudu Associates
P O Box 5606, Tygervalley, 7536
Tel: +27 21 914 4005
Fax: +27 21 914 4006
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TABLE OF CONTENTS
1
1.1
2
2.1
2.2
2.3
3
3.1
3.2
4
4.1
4.2
5
5.1
5.2
5.3
6
6.1
Executive summary................................................................ 3
Key findings................................................................................................. 3
Introduction and background ................................................ 4
Approach to the work................................................................................ 5
Deliverables ................................................................................................. 6
A model of learning and development to impact workplace
performance................................................................................................. 6
Drivers..................................................................................... 7
Institutional leadership ............................................................................. 7
Institutional direction of HRD.................................................................. 8
Vehicles................................................................................. 11
Performance management process .................................................... 11
The HRD function itself........................................................................... 12
Activity .................................................................................. 13
HRD planning to enhance performance............................................. 13
HRD activity to enhance performance................................................ 14
Evaluation and transfer of learning..................................................... 15
Outcomes.............................................................................. 17
Impact on performance in the workplace .......................................... 17
7
Recommendation, resourcing and enabling options......... 17
8
Conclusion............................................................................ 18
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1
EXECUTIVE
S U M M ARY
This report focuses on human resource development for staff within Parliament
and the legislatures. There is a separate intervention which focuses on
members. The overall purpose of this project is to focus the efforts and
measures of human resource development (HRD) initiatives for effectiveness
and impact. The aim is to conduct a diagnosis of HRD practices, develop a
HRD strategy framework and a skills audit tool for both Parliament and the
provincial legislatures.
1.1 K EY FINDINGS
Overall, there are many similarities in HRD practices among all the legislative
institutions. The differences were so minute that it will not serve any
meaningful purpose to highlight them. The findings therefore, paint a
comprehensive view of the sector, which then forms a solid platform for
collaboration and for utilising the HRD strategy framework.
The following is a summary of the key findings.
All institutions have a vision, mission and values, which are well
displayed, though not internalised, by employees.
The culture of strategic planning is well entrenched at senior
management level but not well communicated to the rest of the
organisation
There is a heightened awareness that current HRD initiatives are not
tailor-made to the sector, except for inter-institutional exchange visits.
The HRD function in the sector is not strategic in action, location and
influence, resulting in very little credibility
HRD interventions are externally driven and implementation is mainly ad
hoc and reactive.
There is poor alignment with the strategic objectives of each institution
and other HRM processes such as performance management, career
management, succession planning and promotions, etc.
People development lies at the heart of every manager’s responsibility;
yet in this sector management behaviour does not indicate an
appreciation of HRD as a contributor to enhancing institutional
performance.
People development is still regarded as HR’s responsibility and
manager’s performance is not yet evaluated on their people
development efforts.
Institutional investment is still largely limited to compliance with
legislation and is not driven by a comprehensive HRD plan.
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What is considered the HRD plan is the workplace skills plan (WSP) –
derived mainly from the “wish lists” of individuals and not from well–
considered institutional and business unit needs, and not integrated with
the personal development plans (PDPs) of employees.
HRD practitioners have a poor understanding of the core business of
the sector, nor do they keep pace with developments in their
professions.
From experience, we know that it is competent and talented people who
make a difference in the performance of institutions. We anticipate that this
initiative would harness commitment and enable institutional leaders and their
human resources (HR) functions to better intensify their innovative talent
strategy and management initiatives.
2
I N T R OD U C T I O N
AN D B AC K GR O U N D
The Legislature Support Programme’s (LSP) mandate is to support both the
national and provincial legislatures in their efforts to carry out their
constitutional obligations. The terms of reference for the Legislative Sector
Human Resources Development Strategy Framework (HRDSF), forms part of
this process of building the capacity of these institutions to enable them to fulfil
their legislative and policy formulation role, executive oversight, constituency
work and public education.
The constitutional mandate of the legislatures clearly states that their roles are
differentiated, but interrelated, i.e. they need to work towards a common
objective, while still retaining their own identity. Furthermore, the decision by
the sector to adopt a sectoral approach in their operations will make it possible
to develop a framework for the sector where each institution can derive value
for its own unique needs, while still benefiting from collaborative efforts.
The overall purpose of this project is to focus the efforts of HRD initiatives for
effectiveness and impact. Improving performance in the workplace and
ensuring the development of individuals and teams is central to the work of any
HRD function. The aim is to conduct a diagnosis of current HRD practices in
order to inform the development of the HRD strategy framework and the skills
audit tool for both Parliament and the provincial legislatures.
Specific objectives
The objectives of this project are the following:
•
•
•
Conduct a brief overview of each institution’s organisation and strategic
intent.
Design and develop a sector-wide HRD strategy framework.
Simultaneously develop an audit tool, and
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•
Recommend options of resourcing and enabling the HRDSF.
2.1 APPROACH
TO THE WORK
Our approach to the work was informed by an understanding that defines HRD
as “a process for developing and unleashing human potential and expertise for
the purpose of improving performance”. Therefore, HRD is about enhancing
both people and organisational performance through a series of planned
processes. It is for this reason that we have adopted a holistic and integrated
approach to HRD/people learning and development.
As part of achieving the above objectives, we have adopted a phased
approach to the work by dividing it into the following phases:
Phase 1: Review and learn
-
Field visits to all the institutions to conduct interviews and focus groups
-
Understanding the current reality, strategic intent, the organisation and
challenges facing each institution
-
An assessment of current HR practices and HRD strategies
-
Review of documents, literature and benchmarking with international
colleagues.
Phase 2: Synthesis and design
-
Sifting through and analysing all data gathered
-
Synthesis and consolidation into emerging themes
-
Development of guidelines for the framework
-
Draft the HRD strategy framework and the audit tool.
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Phase 3: Consultations and feedback
-
Soliciting feedback and further inputs
-
Making a presentation to HR legislature stakeholders and a sample of
their (HR) customers.
-
Conducting reviews to enhance buy-in for the product from key
leadership role-players, such as the HR Forum, the forum for the
Secretaries of the legislatures including the forum for the Speakers
Phase 4: Draft final documents and present to LSP
-
After stakeholder feedback and inputs, draft final HRD strategy and
final audit tool, and
Present the final HRD strategy framework and audit tool to LSP.
2.2 D ELIVERABLES
The deliverables in this report are the following:
The model used to guide both diagnosis and design
Findings of current HRD practices in the sector
Recommendations on possible resourcing options to enable the
implementations of the HRDSF
The HRD strategy framework and skills audit tool appear as separate
documents.
2.3 A
MODEL OF LEARNING AND DEVELOPMENT TO IMPACT WORKPLACE
PERFORMANCE
The model, outlined below, encapsulates the key features of a learning and
development strategy in any organisation. This model was adapted as a
framework for presenting the findings of this project, as it was used to guide
diagnostic process. This report is therefore divided into three major
components of a learning and development (L&D) strategy, leading to
improved performance outcomes in an organisation. (This model is adapted
from The Training and Development Audit by Rosemary Harrison). The model
is depicted below and the four components are:
Drivers – leadership components which drive and form the platform for
L&D
Vehicles – components used as delivery strategies for L&D
Activities – various activities under whole-umbrella L&D is delivered
Outcomes – of improved performance and increased competence
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T H E L & D OPERAT I N G M ODEL
DRIVERS
Institutional
leadership
Institutional
direction of
L&D
VEHICLES
Performance
management
process
L&D
function
Adapted from: Rosemary Harrison
ACTIVITY
OUTCOMES
L&D Planning
to enhance
performance
L&D activity
to enhance
performance
Impact on
performance
Evaluation
and transfer
of learning
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3
DRIVERS
3.1 I NSTITUTIONAL LEADERSHIP
The vision, mission and goals of each institution are important in building a
sense of shared purpose, and guiding common commitment. For this purpose,
these set the operational framework within which HRD activity takes place.
They therefore need to be well communicated and shared widely in the
organisation for all to internalise.
The quality of leadership determines the success of the institution, drives
culture change and sets the climate for HRD activity. Employees in turn,
develop trust and confidence in the organisation and its leadership, leading to
increased commitment to deliver the expected services.
Vision, mission, values and goals
o All institutions have a vision, mission and values, which are publicly
displayed, though not well internalised by employees.
o The culture of strategic planning is well entrenched at senior
management level but not well communicated to the rest of the
organisation.
o However, there is no vision for HR or HRD and whatever training
takes places is initiated by employees on what should be a “needs
analysis”.
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o The annual training report (ATR) which is compiled, is for Skills
Development Act (SDA) purpose reporting. No meaningful feedback
is done to the organisation nor is there any linkage with institutional
goals.
o A performance management system (PMS) is only used for bonus
purposes, and although there is an element of development
addressed, it does not mean anything
o Institutional objectives are set without any consideration of their
internal capacity, needs and requirements.
o Many organisational vision statements are too cumbersome,
seemingly incoherent and not understood by the majority of
employees, nor internalised by the senior leadership.
o There is very little of a visible link between individual jobs and
organisational vision and objectives, which anyone could articulate
easily.
Leadership and strategic direction
o There is a pervasive “us-and-them” culture in institutions emanating
from a perception of skewed exposure to training favouring
managers.
o Managers show lack of visible commitment and understanding of
HRD as a contributor to performance improvement.
o Many HRD functions do not determine their training budget. Where
the budget is available, it is based on the SDA-determined 1% of the
payroll. However, in reality the actual figure is far less than
stipulated.
o Managers have very little influence on what training their
subordinates go to.
o Most of the time training undertaken is not directly linked to individual
functions within the organisation.
o There are no proper controls in place. Allegations were even made
that training occurs on a favouritism basis. (If you are not a buddy to
the HRD person or the any senior manager, then no training will be
offered to you).
o Generally, HRD is not looked upon as adding any value, and both
managers and employees have very little trust and/or confidence in
the HRD system.
3.2 I NSTITUTIONAL DIRECTION
OF
HRD
The vision and values of HRD needs to reflect the institution’s belief that
investing in the development of the people is central to improving the
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performance of the institution. The role that HRD plays will also be influenced
by where it is positioned in the structure and how comprehensive its strategy
and plans are.
HRD vision and values
o There is no vision for the HRD function which drives training and
development processes and activities.
o Training is done to spend the budget allocated, and no real direct
return on investment (ROI) and return on expectations (ROE) are
measured.
o No visible mechanisms exist indicating that HRD is treated as a
significant value-adding process by top management, towards
achieving performance targets. Thus, there is a lack of linkage
between training interventions and strategic objectives.
o There is a lack of evidence of an understanding and application of
the broader concept of learning. The only approach utilised is
training courses, and no broader provision of learning opportunities
is demonstrated.
o HRD is viewed as something to be tolerated, as managers often
interrupt or call people out of training programmes, and do not
demonstrate that they value training as strategic and a contributor to
performance improvement.
Strategic HRD role, goals and plan
o Some mechanisms (post training reports, annual WSPs, a
performance management system, a training needs analysis) are in
place, but are used for reporting and compliance purposes (for
Auditor-General reporting and compliance with the Skills
Development Act).
o These mechanisms which are in place are meaningless, as
managers and HRD functionaries do not utilise them for alignment,
transfer of learning and skills, quality assurance, monitoring and
evaluation (M&E), and knowledge management.
o The HRD role is not strategic by action, location and influence.
Structurally it falls within the ambit of the HR unit which is under the
corporate services directorate. HRD practitioners are at lower levels
to be able to influence strategy and senior management. Its activities
are ad hoc, reactive and mainly externally driven.
o HRD is rarely discussed by management as a strategic issue. It is
only mentioned for reporting and compliance requirements.
o Limited capacity and capability play an important role in the
disfunctionality of this role. HRD practitioners seriously lack critical
skills and knowledge for effective functioning.
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o Annual HRD plans seems to be done only for SDA reporting
purposes as most training that takes places is initiated by employees
and not guided by the strategic objectives of the institution and the
business units
o There is a lack of clearly defined HRD goals that influence the
development of WSP. The process of compiling the WSP is the
major stumbling block for integrating these with institutional
objectives.
o HR policies exist, though not within a comprehensive framework for
all HRD activities. There is also inconsistency of application.
o There is an annual training needs assessment (TNA) exercise.
However, this exercise is not determined against clearly set
organisational goals and performance targets. It is generally used by
employees to register their “wishes” for further training, and not even
guided by personal development plans emanating from an informed
process of managing performance.
HRD system
o HRD is not seen by top management as a primary responsibility of
all managers, but is seen as the responsibility of HR and the HRD
function. Job profiles of managers do not have people development
as a key performance area (KPA); thus very few managers take a
keen interest in the development of their people.
o Managers are generally perceived to be only concerned about and
prioritise their own development.
o Not all institutions have manager’s job profiles explicitly identifying
people development as a responsibility. Where these exist,
managers are not measured against such targets.
o There is no system in place that provides for regular appraisals of
managers to ensure effective performance of their HRD
responsibilities, even where it is part of their KPAs
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Investment in HRD and management of resources
o No HRD budgeting that is based on identified training needs is
conducted. The budget is mainly set in accordance with the SDA
stipulation of 1% of the payroll.
o An annual HRD budget for the institutions is generally centralised
within the HR function and is neither unit specific, nor needs
sensitive.
o Current practice indicates that training is viewed as a cost and not an
investment for improving organisational performance. This is
evidenced by the overall budget figure and how it is managed
(sometimes less than 1% of the payroll).
o Legislatures exercise some degree of flexibility in how the overall
budget is utilised and allocated. However, this flexibility is not evident
in relation to training interventions. Budgetary constraint is always
cited as the reason for not providing training opportunities to
employees. The training budget is normally the first to be cut during
cost reduction exercises.
o There is no evidence of management measuring the value adding of
HRD, i.e. whether the investment is yielding any fruits – ROI; and
whether their expectations are being met – ROE.
o The majority of legislatures do not have a comprehensive and
effective induction programme for either the institution or its
functions. Thus even the initial link with training and development is
broken. This is further evidence that even HRD staff are not
effectively inducted into their function.
4
VEHICLES
4.1 P ERFORMANCE
MANAGEMENT PROCESS
The nature of the relationship between performance management and HRD
has to indicate that there is shared responsibility and joint accountability for
results, as well as joint involvement in agreeing on what needs to be done and
how. Appraisal processes must lead to identification of HRD needs and PDPs.
It is important to assess how these processes are used, and whether they are
aimed at development, performance improvement or only for corrective
purposes. Furthermore, where performance management systems exist, what
principles and values underpin these processes?
o Most legislatures have a PMS. However, it is neither well communicated
nor understood as a process for managing performance. Generally the
principles, of keeping it simple, making it routine and personal,
connecting it with key people decisions, training managers in the
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o
o
o
o
process and ensuring that it is widely understood have generally not
been adhered to.
The role of training and development within the PMS is not clearly
defined, nor understood by either the line managers or their teams,
including HRD practitioners themselves.
PMS is used as a tool for reward (bonus purposes) as opposed to being
based on a philosophy of shared responsibility in the management and
development of performance and joint accountably for results
It is not uncommon, to find managers conducting all the year’s reviews
within one sitting. Managers truly miss the opportunity for continuous
performance improvement and competence building.
PMS is consequently enjoying very little credibility in institutions as a
genuine contributor to performance improvement and a tool for building
the skills and knowledge of the workforce.
Continuous improvement and recognition of performance
o The PMS provides for the regular appraisals of employees, but there is
a tendency to assess employees according to job descriptions and not
on set performance targets. The accuracy of training needs and PDPs
identified in that process is therefore questionable.
o The PDPs that come out of appraisal reports are poorly monitored.
Some people’s PDPs remain the same year after year and others never
even attend any training, irrespective of the nature of their PDPs.
4.2 T HE HRD
FUNCTION ITSELF
Assessing and reporting on how the function is positioned and organised,
including processes within that guide how its activities are undertaken. The
capacity and capability of HRD staff affect their effectiveness and the degree of
influence the function can exercise in the institution.
The HRD strategy
o The HRD strategy is lacking in all legislatures. The plans that exist
focus mainly on training activities.
o In some legislatures the HRD function is a separate unit within the
structure while in others the function is performed within the HR unit.
However, there are those who see the HRD function as being
embodied in the skills development facilitator (SDF) alone.
o Most SDFs seem to have an idea of what needs to happen but
currently do not play any meaningful HRD role except for arranging
training offered by external providers.
o There is generally a lack of understanding of the core business and
challenges facing the legislatures. This has resulted in the function
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operating in a reactive and inflexible way, and sometimes in
isolation.
o The HR and HRD functions enjoy very little credibility in the
institutions due to strongly held perceptions of a lack of competence
and ability to make a meaningful impact.
o The lack of effective training also affects the HR and HRD functions
themselves. These practitioners, have not kept pace with
developments in their profession
Strategic quality of HRD processes
o There is a culture of inter-legislature exchanges and functional forum
meetings. These are considered to provide benchmarking
opportunities while in effect they are a forum for sharing and
comparing practices, a useful exercise in itself. These forums have
been used for exposure purposes as well.
o Currently there is no capacity and capability to conduct real
benchmarking exercises. There is also no monitoring of trends and
developments in the profession and/or sector.
5
ACTIV ITY
5.1 HRD
PLANNING TO ENHANCE PERFORMANCE
HRD practitioners require knowledge and understanding of the learning cycle,
and are able to differentiate between learning, training and development.
Furthermore, they require knowledge and understanding of adult learning
principles, and the ability to design and facilitate learning.
They need to be sensitive to the nuances and challenges of these concepts,
and take them into consideration when planning. An ability to influence and
work collaboratively with the line managers is central to success.
Identifying, agreeing and prioritising needs
o There is a standard form that the HRD function generally sends out
for completion annually. This exercise is usually completed at the
beginning of the year. Managers generally distribute the forms to
their staff. Very few make an effort to sit together with their staff to
complete what could be called a “wish list.”
o During appraisals, training needs are identified and recorded
(PDPs). In the majority of institutions PDPs are not linked back to
that “wish list”. The HRD function does not conduct an analytic
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consolidation of the PDPs and what emerged from the TNA, nor is
any feedback given to either managers or employees. Whatever is
consolidated, maybe within the WSP, is neither ratified, nor fed back
to managers in their business units.
o In our interviews, we did not get feedback or see any evidence of the
link and integration with the WSP.
HRD planning
o The WSP is driven by the HRD function, mainly the SDF, and it is
institutionally oriented and not unit-level specific. There is no
evidence of analytic consolidation of needs according to teams,
functions or levels in the institution. It is just a list of training required
for the entire institution – data with no information or insights.
o There is no effective integration of plans between individuals, teams
and the business unit. Therefore, all training that is done becomes
individually focused.
o Training implementation is generally ad hoc, reactive and externally
driven, with no evidence of prioritisation and evaluation from year to
year to monitor progress.
o Legislatures do not have a process where managers and HRD staff
agree on outcomes to be achieved and how to monitor and evaluate
these plans.
o HRD plans are poorly integrated with other HR processes, policies
and practice.
o There is a serious lack of capacity and capability within the HRD
functions in the sector:
- A lack of ability to develop a budget for training (staff, time,
finances, other physical resources, etc.)
- A lack of learning design, facilitation, monitoring and evaluation
ability
- A lack of partnering ability with line management to plan
effectively for learning and development.
o The poor understanding of the core business of the legislature by the
HR/HRD function, has contributed to the ad hoc, reactive, and in
some instances irrelevant, implementation of training.
5.2 HRD ACTIVITY TO ENHANCE
PERFORMANCE
The use the concept “learning” instead of “training”, is to indicate that there are
many formal and informal ways in which learning can be organised to help
people develop and improve their performance. The scope or coverage of
learning experiences needs to support employees in their jobs, roles or any
work changes they might be challenged to undertake. To achieve this requires
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some knowledge and understanding of learning theory, including how adults
learn (adult-learning principles).
Learning design
o T&D activities within the sector are externally driven. The current
culture is that people respond to marketed courses that seem to
have some relevance to their jobs. Learning experiences are not a
result of well-planned and responsive interventions by the HRD
function in collaboration with line management.
o HRD is not involved in the design, delivery and evaluation of these
externally driven training activities, due to their lack of ability.
o Hardly any benchmarking is done in the sector to addresses design
and delivery matters.
o It is important that HRD practitioners keep up to date and familiarise
themselves with developments in the learning and development field
– this field is changing fast, and is exciting.
HRD coverage
o Training and development consists mostly of sending people to
external courses.
o There is limited interaction between the legislatures through the
forums and inter legislature exchanges. Only a few functions have
benefited from the inter-legislature exchanges in supporting
employees in their roles.
o Seminars and conferences have also been used for exposure
purposes.
o These limited interventions have however not been effectively
coordinated to derive maximum benefit for people development and
improving workplace performance.
o Where internal opportunities (e.g. coaching, delegating, project
leadership. etc.), have been used, they have either been very few or
have been used for solving problems that should not be solved by
training, e.g., shifting an employee where there is conflict with the
manager.
o HRD practitioners are not able to support managers to differentiate
between problems that can be solved by training – skills or
knowledge needs; and problems that cannot be solved by training –
attitudinal issues.
5.3 E VALUATION AND
TRANSFER OF LEARNING
The day-to-day behaviour of managers, HR and HRD practices, peer group
interactions and messages from top leadership need to foster a learning
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culture in the institution. The nature and quality of conversations need to
engender a belief that learning is a top priority and is seen as a contributor to
improving service delivery and achieving the mandate.
Moreover, monitoring and evaluation are essential to the success of HRD
strategy, plans and experiences. Managers play a central role in ensuring
that the institution derives benefits from HRD intervention by enabling the
transfer of learning back into the workplace. But they require support and
guidance from HRD practitioners.
Workplace culture
o Managers do not see training as important to improving performance
of both the individual and the organisation.
o Some managers see training as a disruption to their work and do not
encourage employees to take responsibility for their own
development and empowerment.
o Many managers do not ensure the transfer of learning back to the
job, by encouraging employees to experiment on their newly
acquires knowledge and skill, or creating opportunities for the teams
to share what they have learnt.
o Because managers do not see HRD as part of their own core
function, but as the responsibility of HRD function, they miss many
opportunities for developing their people at the heart of the business,
as well as of improving performance.
Review, evaluation and increase of learning
o There are no regular or periodic and timely reviews of HRD
outcomes across the institutions.
o Hardly any collaborative review and monitoring of learning
experiences and events by stakeholders is done. There is general a
lack of monitoring and evaluation of training plans, processes,
activities and budgets. Problems and concerns that arise are rarely
attended to and resolved.
o Knowledge management functions within the institution re not
utilised for sharing lessons learnt.
o There is no evidence of any standard practice where managers and
their staff discuss the purpose and intended outcomes before any
L&D initiatives, and then agree on achieved outcomes and how to
implement them.
o There is no evidence of any processes used to assess service
providers and the quality of their offerings – seeing that the sector is
fully dependent on external training provision. Without the ability to
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design and deliver training, HRD practitioners cannot fully evaluate
the quality of provision.
6
O U T C OM E S
6.1 I MPACT
ON PERFORMANCE IN THE WORKPLACE
Ensuring good performance of individuals and teams is central to the work of
any HRD function. To improve performance in the workplace and increase the
competences needed to meet future challenges, HRD must be business led
and strategic.
o HRD function and management behaviour does not treat T&D as a
contributor to employee and organisational performance improvement.
As a result, T&D is not perceived as having any impact. Generally,
people use T&D as a means to enhance their CV’s and a stepping stone
to greener pastures.
o Legislatures do not have a system or culture of monitoring and
evaluating T&D and therefore miss the opportunity of assessing its
impact.
R E C OM M E N D AT I O N ,
7
R E S OU R C I N G AN D E N AB L I N G OP T I ON S
Leadership in the legislative sector can no longer afford to just pay lip service
to the slogan, over-used by leaders in many organisations, that says “our
people are our biggest asset”. Why? Because people become the source of
excellent service provision, competitive advantage, and an asset that has the
potential to appreciate – depending on how well this asset is led and
managed.
The HRD functions in the sector will certainly be judged by how they position
themselves as the key drivers. To achieve this, senior management needs to
ensure access and effective use of available resources to enable effective
design and implementation of the HRD strategy. The following factors are
recommended as enablers for resourcing implementation.
•
•
•
Skills levy – make optimal use of the levy.
Strengthening effectiveness of training committee:
- To conduct quality assurance of the HRD planning and
implementation processes
- Play an auditing and oversight role
- The composition of the committee to be inclusive with a focus on
capacity to assume the above responsibilities effectively.
Increase capacity and capability of the HRD function:
- Competent people who u
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-
•
•
•
•
•
•
8
Strategically locate the function or head of the function to ensure
strategic contribution.
- Re-engineer the role of the SDF to ensure understanding of its
strategic contribution.
- HRD practitioners to play the role of business partner with line
managers.
HRD practitioners to do the basics right in their role to earn the
credibility they so much deserve by:
- Understanding legislature core business
- Being politically savvy, with high level communication skills
- Developing strategic thinking and being proactive.
Raising awareness of senior management:
- Learning and development is their responsibility.
- They are the drivers of building a learning and performing culture.
Secure sector and other partner collaboration such as:
- South African Management Development Institute (SAMDI) – to
enable some alignment with public sector where necessary
- Institutions of higher learning, as others have already done
- Private sector collaboration for mutual exposure purposes.
Quality assurance:
- Quality and relevance of learning outcomes and materials
- Quality of service providers and sharing information across the
sector
- Ensuring consequences for non performing service providers.
EULSP support:
- Using of its position, role and even financial resources as
leverage for ensuring quality and encouraging collaboration
- Monitoring and evaluation – setting and enforcing criteria
- Conducting confirmative evaluation periodically to assist with the
leveraging role
- Could insist for a holistic HRD strategy to be in place, by setting
time-frame and using it as criteria for further support and
interaction.
Explore exchange programmes and learning opportunities:
- With reputable private corporations for mutual benefit.
CONCLUSION
We believes that this report and HRD strategic framework, including the skills
audit tool, is an initiative that will support the legislative sector in harnessing
the commitment of its people, while enabling institutional leaders and their
human resources functions to better intensify their innovative talent strategy
and management initiatives.
We hope this will enable the sector to win the war for talent and keep their
employees engaged.
Tsukudu Associates