SETA FOR FINANCE,
ACCOUNTING,
MANAGEMENT CONSULTING
AND OTHER
FINANCIAL SERVICES
GUIDELINES FOR THE
DEVELOPMENT OF AN
EDUCATION & TRAINING POLICY
SECTION OUTLINE
The guideline document is divided into the following sections:
1.
PREAMBLE
2
2.
INTRODUCTION
3
2.1
Considerations for writing an Education and Training Policy
3
2.2
The purpose of writing an Education and Training Policy
3
3.
CONTENT FOR CONSIDERATION
3.1
Introduction
4
3.2
Relevant legislation
4
3.3
The Organisational Strategy and the Education and Training Strategy
6
3.4
Identification of training needs
6
3.5
Core and non-core educational training
7
3.6
Resources
8
3.7
Learning interventions
8
3.8
Prerequisites for learning
9
3.9
Study assistance
9
3.10
Assessment
10
3.11
Conclusion
11
3.12
Forms and appendices
12
4.
RESOURCES CONSULTED
12
5.
OTHER EDUCATION AND TRAINING POLICY DOCUMENTS
5.1
Motivation and policy context
13
5.2
Examples
14
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Guidelines for an Education & Training Policy
1.
PREAMBLE
Education and training is a prerequisite for improved employee performance, for career
development and for organizational growth. An Education and Training Policy should be
seen as part of good governance. Such a policy will ensure that quality education and
training is offered, and that the benefits that accrue from such education and training is
always recorded.
A policy statement ensures that all education and training is relevant, appropriate, delivered
at the appropriate time, and in the most effective way. The policy should be accessible to all
employees and managers. It should inform staff of Education and Training policy and
priorities, in line with organisational goals.
The purpose of this document is to assist employers within the Fasset sector to develop an
Education and Training Policy for their own organisation. It serves as a guideline only.
Recommendations should be adopted in line with an organization’s own needs.
2.
INTRODUCTION
It is beneficial to both employees and employer, to ensure that employees have the
necessary skills and expertise to meet current and future challenges within the sector. In
addition to offering employees Education and Training Programmes within the workplace,
Fasset encourages employees to strive to enhance both their academic and professional
qualifications through studies at approved academic institutions.
An organisation’s Education and Training Policy should support training initiatives that are
not only relevant to the workplace, but to the sector as a whole. Education and Training
initiatives should support organisational aims and objectives.
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Guidelines for an Education & Training Policy
2.1
Considerations when writing an Education and Training Policy
The following should be borne in mind when compiling an Education and Training Policy
document:

Input should be obtained from interested and appropriate stakeholders e.g. staff
members from the Training Department. Senior Management should endorse the final
policy statement.

The document should be reviewed periodically to ensure that it continues to provide the
organisation with a relevant framework for Education and Training.

Once the policy has been written, it should be introduced to all staff. Employees should
understand why the policy was written, and how it will assist them.

The policy should be realistic and it should relate to the training needs that have been
identified within the organisation.

The document should be written in such a way that it is accessible to everyone within
the organization.
2.2
The purpose of writing an Education and Training Policy

It provides the management team with guidelines

It provides a framework for consistency.

It clarifies the link between organisational objectives and Education and Training.

Overall all members of an organisation will hold responsibility for Education and
Training.
3.
CONTENT FOR CONSIDERATION
The following points should be considered for inclusion in an Education and Training Policy.
Guidelines for important issues relating to each point have been provided. Since this
document serves as a guideline only, sections may be excluded or added at the
organisation’s discretion.
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Guidelines for an Education & Training Policy
3.1
Introduction
This section introduces the policy document to the reader. Its purpose is to explain the
employer’s approach to Education and Training within the organisation and the sector as a
whole. It also explains the importance of an Education and Training Policy, and the
importance of implementing Education and Training within the organisation. The employer’s
commitment to education should also be discussed.

This section could include the preamble, approach, and scope of the policy.

It states the purpose, the reasons and benefits of having an Education and Training
Policy.

The National Qualifications Framework (NQF) and related topics e.g. South African
Qualifications Authority (SAQA) could be discussed and explained as background to the
reasons for having an Education and Training Policy, illustrating the organisation’s own
commitment to national initiatives.
3.2
Relevant legislation
Relevant legislation, regulations and quality standards may be introduced for the specific
purpose of establishing parameters for the conduct of the labour relationship and to provide
the minimum standards applicable to conditions of employment. When developing an
Education and Training Policy, it is important to consider relevant legislation and other
documents and practices that may have a bearing on internal practices. Any policy and
procedure must comply with the minimum standards of the relevant legislation.
This section should explain the legislation, regulations, quality standards or any other sector
standards that were consulted and which may have an impact on policy implementation.
The following should be considered:

Research and any relevant legislation, regulations, quality standards or related
documents that pertain to employee rights with regards to education and training within
the particular sector, or within the particular organisation.

Legislation that could have an impact on the policy includes:
o
The Basic Conditions of Employment Act (BCEA), 1999. This influences:
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Guidelines for an Education & Training Policy
o

Working hours;

Overtime;

Meal intervals;

Annual/study leave.
The Labour Relations Act (LRA), 1995. This influences:

The relationship between the employer and employee regarding the structures
and procedures to be in place to regulate the relationship.
o
The Occupational Health and Safety (OHS) Act, 1993. This influences:

The type of learning regarding Occupational Health and Safety to be provided to
employees.
o
The Skills Development Act (SDA), 1998. This influences:

The employer’s intent with regards to the provision of learning to employees and
to encourage employers to create the opportunity for learning in and outside of
the workplace;

The development of skills within the workplace;

Obligations of the employers in terms of levy payments in respect of the SDA
and the Skills Development Levies Act (1999) and claiming this levy back in the
form of a grant for education and training planned, and education and training
implemented;

o
The learner’s willingness to participate in learning in the workplace.
The South African Qualifications Authority (SAQA) Act, 1995. This Act provides for:

The development and implementation of the National Qualifications Framework
(NQF).
o
o
o
Industry regulations, for example:

The Financial Services Charter, 2003;

Employment Equity (EE) Act, 1998;

Black Economic Empowerment (BEE) Act, 2003;

Debt Collectors Act, 1998.
Quality standards, for example:

International Standards Organisation (ISO) standards;

South African Bureau of Standards (SABS) standards;

Investors in People.
Seta requirements, for example:

Seta polices for the registration of education and training providers;

Assessment policies in terms of specific qualifications or learnerships;
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Guidelines for an Education & Training Policy
3.3

The needs expressed in the Seta Sector Skills Plan;

Memoranda of Understanding across Setas.
The Organisational Strategy and the Education and Training Strategy
The Organisational Strategy states the organisation’s long and short-term goals, objectives,
polices and procedures that will inform the strategies of various departments and divisions
within the organisation. Informed by the Organisational Strategy, the Education and
Training Strategy includes the goals, objectives, policies and procedures for the training
function.
In addition to taking cognizance of factors in the external environment that may impact
upon Education and Training, it is also important to take cognizance of factors within the
internal environment that may impact on Education and Training. In this regard, cognizance
should be taken of Organisational, Human Resources and Education and Training
strategy/ies within the organization.
The Education and Training Policy should not be developed in isolation.
The Education and Training Policy should be aligned with the Education and Training
strategy and the Organisational Strategy. The interdependence of the relevant strategy and
policy documents should be shown. This section could cover:

The organisation’s business strategy or Balanced Scorecard. The business strategy will
provide the high-level scope of learning and interventions to be implemented

The type of learning and learning programmes to be implemented within the
organisation.
3.4
Identification of training needs
If the employer uses a specific process or tool to determine training needs, this should be
explained in the policy. This explanation will provide the assurance that training needs are
determined by means of a focused methodology. The process or tool that is used, should be
explained.
There are various ways of determining training needs, including:
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Guidelines for an Education & Training Policy

The traditional skills needs/gap analysis. Using this approach, training needs and
requirements are compared with the actual skills. Training and Education is provided to
address this gap. If a needs analysis will be conducted, the roles and responsibilities of
the people involved, and also the process of conducting the needs analysis, should be
explained fully.

Training needs can also be identified by completing the Workplace Skills Plan (WSP) as
part of the organisational strategy. The process of collecting data, compiling and
submitting the WSP, and reporting on the WSP, should be stated.

Training needs could also be identified through the performance management system.
The procedure for sourcing the information should be stipulated.
3.5
Core and non-core educational training
Core educational training may be defined as approved education and training that an
organisation will fund on the basis set out in a policy. Education and Training should be
related directly to the service line, the current area of specialisation, or the employee’s
current or future responsibilities that have been identified. It should take cognizance of both
the employee’s and the organisation’s needs.
Non-core educational training may be defined as not directly relevant to the service line,
current area of specialisation, or the employee’s current or future responsibilities that have
been identified. Cognisance should be taken of the organistation’s, and the employee’s
interests.
This section should state what the organisation regards as core Education and Training, and
whether it is willing to fund or support non-core educational training by way of employee
loans, financial assistance or bursaries.
3.6
Resources
This section outlines the resources required to implement the Education and Training Policy.
It explains who is involved in Education and Training within the organisation, and stipulates
each role player’s responsibilities.
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Guidelines for an Education & Training Policy
The following should be stipulated:

Resources, including finances, people, facilities, learning materials and aids available or
to be acquired to deliver learning.

Availability, acquisition of goods and services, roles and responsibilities, type of learning
material and aids appropriate for the particular learning intervention.

The Human Resources function should be responsible for the creation and maintenance
of the policy. However, various roles and responsibilities could also be assigned to
Senior Management, Skills Development Facilitators, Line Management, Learners, and
the Training Department. Senior Management will need to resource the agreed policy
and also provide visible and positive support. Line Management could contribute to the
creation, implementation and monitoring of the policy. Individual learners need to
assume responsibility for their own self-development, for the benefit of both the
organisation, and themselves.

Requirements for providing learning could also be discussed. (E.g. accreditation as a
provider and the accreditation of external providers.)

Indicate how the budget will be disbursed.

Training budget (training days to achieve/ratio of training to payroll) could be shown.
(E.g. a department must allocate 5% of its salary and wage bill to education and training
each year.)
3.7
Learning interventions
This section explains what learning interventions, or programmes are offered by the
organization. It also discusses other routes of learning that are available, e.g. formal
education and training or professional development such as seminars and conferences. The
following areas should also be covered:

What is the focus of the learning?

What type of learning interventions may be offered at the organisation, based on the
needs analysis conducted? (e.g. induction, product knowledge, on-the-job-training,
software training.)

Which programmes are compulsory, and which are optional?

The processes of programme design, facilitation, bookings, authorisation and
cancellation of learning could also be discussed.
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Guidelines for an Education & Training Policy
3.8
Prerequisites for learning
This stipulates the processes, procedures or tools, to be in place prior to learning taking
place. (e.g. the implementation of a needs analysis, ensuring the programme facilitators are
formally skilled according to relevant requirements, ensuring external providers adhere to
the required criteria.) Other prerequisites include:

What are the prerequisites for participating in a learning intervention? Should an
assessment/Recognition of Prior Learning session or a certain type of learning
programme be undertaken before the particular learning intervention? This point is
discretionary and could go into a separate policy dedicated to this topic.

Are there any prerequisites for the Education, Training and Development Practitioners
(ETDPs)?

Are there any prerequisites for external providers?

How are learners selected for training and what procedure are followed to enroll learners
on a learning programme?

3.9
What are the requirements for selection of learning materials?
Study assistance
This section explains the financial assistance offered to employees for self-development, and
for external learning programmes, such as degrees or diplomas. It outlines the
organisation’s approach to self-development, and explains the requirements for study and
the process for application. This section also focuses on:

What are the rules and procedures for participating in any of the schemes?

What are the obligations of the employer and employee in terms of the fee structure
with regards to payment of the study in respect of the employer and the employee?

What are the penalties for non-achievement?

Forms to be completed by the learners. The actual application form for study assistance
or a bursary could be included or how to access the relevant documentation should be
indicated.

The number of days available for study-leave and examinations. The amount of leave
that is available should be specified. It is important to note that the legislation does not
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Guidelines for an Education & Training Policy
specify the number of days that should be granted: this allocation is at the
organisation’s discretion.

The procedure for applying for study leave should be discussed. The documentation that
needs to be completed and submitted, the application dates, and the procedures to be
followed for authorization, should also be discussed.

Will the organisation fund both core and non-core educational training?

Which costs will be covered? What are the liabilities of the employer and the employee
respectively? The employer could cover:
o
Registration fees;
o
Tuition fees;
o
Examination fees;
o
Membership to an institution;
o
Prescribed books.
The employee could be liable for:
o
Expenses relating to dictionaries, calculators, and stationery;
o
Late registration fees;
o
Late examination fees;
o
Fees for missing exams or any other penalties imposed;
o
Attendance of non-mandatory courses/seminars;
o
Travel expenses to and from lectures and examinations;
o
Accommodation costs;
o
Library fees;
o
Courier fees.
3.10
Assessment
The policy on the assessment of learning and competence could be included in the
Education and Training Policy; alternatively, it could be covered by a separate policy. The
process of assessing employees in the workplace must be explained to the reader. Factors
that could be highlighted include:

The approach to assessment within the workplace.

How is assessment conducted? The purpose of assessment, the development of
assessment guides, the implementation of assessment, and the moderation of
assessment should be explained.
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Guidelines for an Education & Training Policy

What are the requirements for assessors? The person responsible for conducting the
assessment should be identified; the role and purpose of assessors should be explained;
and the learning required to be an assessor, should be stipulated.

How many opportunities are available to a learner for reassessment? A learner must be
provided the opportunity to be re-assessed, if declared “Not yet competent”. The policy
should state how many opportunities a learner will be given for reassessment before
being compelled to repeat a learning programme.

Data capturing. What systems need to be in place for accurate data capturing and on
how will data be captured and updated as assessments are conducted?

Moderation. The assessments must be moderated to ensure both quality and validity.
This process of moderation should be explained in terms of roles, responsibilities and
process.
3.11
Conclusion
A good Education and Training Policy, one that is “owned” by everyone in the organisation,
is a powerful tool for establishing standards and possibilities for Education and Training
interventions. The policy belongs to the organisation and could be of value in:

Planning education and training activities;

Delivering education and training;

Evaluating and assessing the learning achieved by employees;

Ensuring that education and training activities meet and match business requirements.
The policy document should include a concluding statement which emphasises the
organisation’s commitment to Education and Training.
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Guidelines for an Education & Training Policy
3.12
Forms and appendices
There are various forms and appendices which could be included in the policy document to
enable employees to, for example, apply for study assistance/bursaries, or register on an
internal learning programme.
These application forms and/or appendices are discretionary, and the developers of the
policy should develop their own, to suit the needs and requirements of their own
organisation.
4.
RESOURCES CONSULTED

Training and development policy: Ernst and Young

Training and development policy: Fasset

Training and development policy: Mondi Ltd.

Training and development policy: Sea Harvest

Training and development policy: University of Newfoundland
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Guidelines for an Education & Training Policy
5.
OTHER EDUCATION AND TRAINING POLICY DOCUMENTS
5.1
Motivation and policy context
Following are examples of three training and development policies, which should help to
provide insight into the process of development of a policy document and to give practical
examples to support the guideline document. The policies are examples of policies followed
by a district council in Chichester and two corporates represented in South Africa.
These policies have been sourced from various employers’ websites and the copyright laws
of the use of information downloaded from the internet apply.
To contextualise the policies, bear in mind the following comments:

Policy 1:
o
A very detailed document including a policy statement, scope of the policy, relevant
legislation, the strategic process and the practical implementation of education and
training.
o
Attention is given to the objectives of education and training, who is included in the
Education and Training Policy and the relevant legislation considered in the
determination of educational programmes to be provided.
o
It is shown how the review and update of the strategy of the organisation influences
the Education and Training Policy, together with the offering of learning to new and
existing employees. The policy focuses on the learning programmes offered to
employees and members to the council as well as the review mechanisms in place to
ensure continuous improvement to the policy.
o
An explanation of the practical implementation of education and training is provided
focusing on e.g. course registration, funding of qualifications training, fees, leave,
and progress made by the learner.

Policy 2:
o
A more high level discussion regarding the core values of the organisation and the
Group training and development policy is included in this policy as to contextualise
the Education and Training Policy.
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Guidelines for an Education & Training Policy
o
The role of the training department is explained and the focus areas regarding
training are shown.
o
No information is given around role responsibilities or process.
o
The intention is to commit to an integrated approach of education and training and to
provide the reader with a concise explanation of the role of the training department
and the learning interventions provided.

Policy 3:
o
This is a more detailed document committing to train employees in line with
organisational objectives and not to train for the sake of training.
o
It provides a section on “clarifying concepts” which serves as a glossary of terms to
explain certain concepts used in the document.
o
It further focuses on the determination of training needs, the objectives of training
and the policy surrounding training.
o
Detailed explanations of the roles and responsibilities of various role players e.g.
Senior Management, Human Resources, the learner etc. and the strategy of the
Human Resources Development (HRD) Strategy is provided. The strategy focuses on
the specific areas covered by the HRD function e.g. induction, performance
management, succession planning.
5.2
o
The policy on the attendance of external courses is provided.
o
The application form for education assistance is also provided.
Examples
Please see examples on following pages.
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Guidelines for an Education & Training Policy
CHICHESTER DISTRICT COUNCIL
EMPLOYMENT POLICY STATEMENT
Policy Title:
TRAINING AND DEVELOPMENT POLICY
Policy Number:
1/8
Date:
9th September 2003
Revision:
Third Issue
Approved:
Executive Board
Policy Statement
Chichester District Council will:
a)
provide all staff with training and development that is relevant and appropriate, and
meets the needs of the Council’s current and future objectives and key tasks.
b)
provide the opportunity for all staff to improve their job performance, raise
productivity, quality and customer service in pursuit of continuous improvement.
c)
develop staff potential to meet their personal aspirations for career development and
job satisfaction where these can reasonably be accommodated in terms of cost and
time.
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Guidelines for an Education & Training Policy
d)
promote equality of access to training and development for all staff.
e)
create an environment which encourages all staff to take responsibility for their
training and career development.
f)
make necessary adjustments to its training and development programmes to retain
the Investors in People Award.
Scope
This policy relates to all staff employed by the District Council, and the Council will ensure
that training and development is offered in accordance both with the Council’s Corporate
Plan and the Council’s Equalities Policy.
This training and development policy statement will be brought to the attention of all
employees of Chichester District Council.
Legislation
Health and Safety at Work Etc Act 1974 imposes a general duty on employers to provide
training to ensure the safety of employees or people who may be affected by the work that
is undertaken. This is supplemented by the Management of Health and Safety Regulations
and specific health and safety laws relating to key hazards and the training that is needed to
manage these risks.
The Race Relations Act 1976, Sex Discrimination Act 1975, make it unlawful for an employer
to discriminate on grounds of sex, marital status, or on racial grounds in accessing training
opportunities.
The Race Relation Amendment Act 2000 places a general duty on public authorities to
promote racial equality.
The Disability Discrimination Act 1995 make it unlawful to discriminate against disabled
people in accessing employment opportunities and reasonable adjustments must also be
made to enable training to take place.
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Guidelines for an Education & Training Policy
Discrimination Acts allows for positive action training for under-represented groups.
The Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000 make
it unlawful for an employer to treat a part time worker less favourably than full time
workers engaged in broadly similar work.
The Fixed-Term Workers (Prevention of Less Favourable Treatment) Regulations 2002 make
it unlawful for an employer to treat a fixed term worker less favourably than permanent
workers engaged in broadly similar work.
The Strategic Process
1
Corporate Training Needs
1.1
The Community Strategy is a high-level multi agency document that sets out the
medium to long-term strategic vision and priorities of the District. The Council’s
Corporate Plan defines the Council’s strategic and operational planning processes
over a five-year period within the strategic context of the Community Strategy. The
policies and strategies embraced by the Corporate Plan will be reviewed regularly.
1.2
The Council will produce an annual Performance Plan setting out how it will achieve
its priorities detailed in the corporate plan. Under each priority area there will be a
number of objectives and targets to achieve. Flowing from these corporate priorities
are a series of operational strategies, and each manager is required to draw up an
Annual Service Plan identifying the resources required (including training demands)
and the key targets and objectives for their service area. Each Annual Service Plan
will be reviewed at the end of each year both to test its effectiveness and its
continuing relevance to the higher corporate objectives.
1.3
All managers will undertake an appraisal of each of their staff to set individual
targets and to identify the training required to achieve the tasks identified in the
section’s Annual Service Plan. Changes in corporate objectives will be reflected in the
Annual Service Plan, individual staff appraisals and the corporate training plan.
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Guidelines for an Education & Training Policy
2
The Needs of New Entrants
2.1
In line with the Council’s equal opportunities recruitment and selection procedures an
employee specification will be prepared for all vacancies identifying the essential
qualifications and skills required of the post holder.
2.2
Success in job and employee effectiveness can be influenced by the impression given
to a new employee during the first few weeks of employment. Therefore all office
staff will take part in the corporate induction training programme within three
months of joining the Council. The content of the induction programme will be
reviewed annually and any recommendations for change will be agreed by the SMT.
In addition to the Corporate Induction programme all employees will receive a health
and safety induction and will undertake basic computer skills training within one
month of joining. Further computer and health and safety training will be completed,
unless a specialised course, within three months of the training need being identified.
The current induction programme is detailed in appendix 1.
2.3
Westgate and Chichester Contract Services have a separate induction programme for
their staff.
2.4
Within the first week, a briefing from Personnel staff will be organised. The new
employee’s line manager is responsible for ensuring that he or she has a
comprehensive departmental induction and both the employee and manager may be
asked for details of this by the Personnel Section and therefore records should be
kept. It is advised that a comprehensive work programme detailing all tasks to be
undertaken and identifying who will be responsible for the training is drawn up by the
line manager. The manager should normally hold at least monthly meetings during
the employee’s probation period to discuss progress. Notes of these meetings and
the work programme will be placed on the employee’s personal file.
2.5
A probationary review will be held in line with the Council’s probationary scheme
towards the end of the first five months’ employment and managers will identify any
additional training required at this stage.
2.6
Once the probationary period is completed a preliminary appraisal will be held setting
personal key tasks linked to the Service Action Plan. The exact timing of the
preliminary appraisal will depend on its proximity to the normal annual appraisals.
Any identified training and development needs will be recorded in the Training &
Development Plan section of the staff appraisal form.
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Guidelines for an Education & Training Policy
2.7
It shall be the responsibility of line managers to provide all new and promoted staff
with such on-the-job training as is appropriate to enable them to perform safely,
efficiently and effectively.
3
Training and Development Needs of Existing Staff
3.1
Corporate aims and annual key tasks will be cascaded down through the organisation
through its communication and corporate planning mechanisms, supplemented by
the appraisal process. The appraisal process will provide feedback on past
performance and will set out work objectives, targets and training and support needs
for the following year. It will also provide the employee with the opportunity to
identify his/her training needs and career aspirations. The resulting development
needs will be recorded in priority order and thought given as to how these needs can
best be met. Managers will be required to adhere to the Council’s Appraisal Scheme
guidelines.
3.2
Line managers and Personnel must consider all types of learning experience,
including both internal and external course attendance, open learning, National
Vocational Qualifications, mentoring and secondment.
3.3
Liaison between Managers and the Training & Development Officer will take place to
allow the most cost-effective training to be provided for common training needs.
3.4
It is important that Managers are aware of current Continuous Professional
Development (CPD) requirements for their staff, as often most of these can be met
by activities other than course attendance.
3.5
All staff with at least five years’ service upon retirement will be invited to attend a
pre-retirement course within two to three years of their known retirement date.
3.6
All training and development provision must be planned, delivered and monitored on
the basis of equity of access for all, including part time staff and shift workers. Timeoff and day release for a part-time employee undertaking training will normally be
given pro rata to his or her working hours. When a part-time employee is required to
attend a training course on their day off consideration will be given to payment
based on their hours of attendance.
3.7
In addition to the induction programme all non-managerial staff will participate in the
Council’s corporate training programme. The current programme is detailed in
appendix 1.
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Guidelines for an Education & Training Policy
4
Management Development Requirements
4.1
This Council has committed itself to a process of management development for staff
at supervisory and management levels. Managers have been classified into three
categories in assessing competencies and needs, namely Senior Managers (Heads of
Service or equivalent), Operational Managers and First Line Managers/Supervisors.
4.2
Standards have been produced for each of these levels with a view to ensuring that
Managers are equipped to perform at the competency level necessary to meet the
Council’s strategic objectives. The current content for each of these categories is
detailed in appendix 2.
4.3
In addition to the management development programmes staff nominated by their
Head of Service may participate in the Council’s in-house accredited Certificate /
Diploma in Management Studies (CMS /DMS). The development activities of the
course will be customised to take into account issues relevant to Chichester District
Council. The current programme is detailed in appendix 3.
4.4
All managers will be required to attend one of the management development
programmes. Staff wishing to partake in the Council’s CMS /DMS course must be
nominated by their head of service. In addition staff who do not currently have any
management responsibilities may be considered for the first line managers
programme.
4.5
The management development programmes shall ensure managers have the
necessary skills and competencies to meet the Council’s stated targets and pledges,
and to manage and empower supporting staff. Management Development will give
Managers at all levels the confidence and necessary skills to follow through their part
of the Council’s overall planning environment but it is vital that the competency
requirements continue to reflect the priorities associated with the Corporate Plan. To
this end, the management development programme shall be reviewed against the
Council’s corporate objectives on an annual basis.
5
Computer Training and Health and Safety Training
5.1
The Management of Health and Safety Regulations require risk assessment of work
activities to identify training requirements. Provision has to take account of the
capability of those undertaking the training. It must also include information on the
hazards of the work, the safety arrangements and limits and emergency procedures.
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Training is also required when there are changes to the work or changes in
responsibility.
5.2
There is also a requirement to ensure that such training takes place during work
hours and is repeated periodically where appropriate. The requirements for health
and safety training or qualification standards include temporary workers.
5.3
Specific hazard health and safety legislation may prescribe additional factors that
should be included in safety training on issues such as manual handling, asbestos,
hazardous substances, display screen equipment etc.
5.4
It is not only necessary to train new entrants in the use of computer systems and
health and safety, but ensure that existing employees’ skills and knowledge are kept
up-to-date. The Council has committed itself to providing in-house support for IT and
health and safety training and has developed a comprehensive training programme
for these areas. Line Managers, in conjunction with the IT Training Officer and the
Health and Safety team, shall assess the training needs of their staff. The Council
shall ensure that a comprehensive training programme is included in all new egovernment projects or when a new system of work is introduced.
6
Equalities
6.1
Equality training will form an essential element of induction and management
training and all staff will be required to undertake equality awareness training. It is
the Council’s objective that all interview panels will always include one manager who
has completed the formal interview training leading to accreditation and including
knowledge of the equal opportunity legislation and related Council policies. Where a
manager is awaiting accreditation then a member of the Personnel Section must
attend the interview. Relevant managers and staff will also be trained in the
requirements of the Race Relations Amendment Act.
7
Member Training Requirements
7.1
The Council recognises that the demands for training are not confined to staff and
that councillors too have development needs to enable them to properly fulfil their
role. The Council will therefore organise a programme of induction training for all
new councillors and refresher training for re-elected members following the Council
elections. A number of factors will determine the extent and manner of future
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training such as new legislation, but on-going development shall be based on the
approved councillors’ profiles. Each Councillor will be provided with an individual
yearly training log to record their development activities.
8
Strategic Training Plan
8.1
It will be the responsibility of each Head of Service to prioritise, with his/her section
heads, the overall training needs of the group and to document them in a group
Training Plan. By prioritising training needs according to the importance of the
business objectives they relate to, the Council can target the funds available for
training, so the effect on business performance and the performance of senior
managers is maximised.
8.2
At the same time, the Personnel & Training Manager shall liase with the Corporate
Planning & Policy Manager and the Strategic Management Team (SMT) to identify
those changes in the high level corporate objectives which will impact on the
strategic training requirements
8.3
On an annual basis, the Personnel & Training Manager will prepare a Strategic
Training Plan for approval by SMT - incorporating the various requirements emerging
from the corporate planning process, the planned corporate training courses for the
year ahead, the Training Plans for each service provided by the heads of service,
computer training, health & safety training, Member needs and the impact of new
legislation. This report will also include a review of the previous year’s activities.
8.4
Once the Strategic Training Plan is approved, heads of service will have the authority
to vary any planned training expenditure within their budget to meet previously
unforeseen needs. Whilst it is the responsibility of each head of service to monitor
the training expenditure within their own service, the Personnel & Training Manager
will monitor corporate training expenditure throughout the Council.
9
Review Mechanisms
9.1
Managers will be expected to discuss the objectives of each designated training
event with the employee prior to attendance and to conduct a debriefing session
following the event. Attendees on short courses and qualification training events,
both internal and external, will be required to complete course evaluation forms
indicating their assessment of the effectiveness of the training event.
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9.2
The contribution of training and development on performance, productivity etc will be
reviewed at the employee’s annual appraisal. In respect of those staff that
participates
in
the
management
development
programme,
the
prospective
participant’s line manager must discuss their participation with the Training &
Development Officer prior to the commencement of the programme. They must also
provide written feedback to the Training & Development Officer after its completion
assessing the difference in their staff member’s performance and attitude. In
addition to the above the outcome of training events should be discussed at Team
Briefings.
Practical Implementation Standards
10
Short Course Reservations
10.1
Before any training events are booked, an individual and their manager must
consider what they are expecting to learn from the particular learning experience
and how they anticipate it will help them achieve the key tasks. Once the training
need is determined, the Manager should complete the Training Request Form and
pass to Personnel for action.
11
Qualification Training
11.1
Qualification training will only be provided and funded where it is appropriate and
necessary for an individual to do a particular job. Heads of Services and Senior
Managers will need to be convinced that the individual needs a particular professional
or technical qualification to successfully undertake his/her duties.
11.2
The employee applying to undertake such training will need to complete the
appropriate forms from Personnel which are then countersigned by the immediate
Manager and the Personnel & Training Manager. Forms will include undertakings in
terms of the repayment of fees and expenses as a result of:
a)
unsatisfactory progress for which no acceptable explanation can be provided;
or
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b)
resignation from the Council’s employment (except to immediately take up a
post with another local authority) within a period of two years from the date
of completion of the qualification or the course of study.
The sums to be repaid shall comprise all course fees, subsistence, travel expenses
and any other financial assistance provided (not including salary costs) during the
entire course of study except where the date of resignation occurs more than 12
months after the date of the completion of the qualification or course of study - in
which case the repayment requirements shall be reduced by 50%.
11.3
The individual’s progress will be monitored closely by both his/her own Manager and
by Personnel. Where an individual fails exams then the situation will be reviewed and
a decision taken as to whether the Council will fully or partly support re-sits. Each
case will be looked at on its merits.
11.4
In extreme cases where an individual fails examinations on more than two occasions,
it is likely that the Council will terminate its support.
12
Fees and Leave
12.1
The Council will normally pay for all course and examination fees plus any other
associated costs for the first attempt at an examination although this may be varied
where the Personnel & Training Manager and the relevant head of service considers
it appropriate for the employee to make a contribution.
12.2
Staff will normally be granted paid leave to attend courses and examinations. Paid
revision leave will also be granted for qualification courses, on the basis of one halfday leave for each examination sat. Paid leave for a part-time employee undertaking
qualification training will normally be given pro rata to his or her working hours (see
3.6).
12.3
Where exams are re-sat, then the payment of exam fees will be reviewed jointly by
the relevant Manager and the Personnel & Training Manager and a decision made as
to what funding and time-off (if any) can be given
13
Expenses and Allowances
13.1
Staff attending a training course or conference are eligible to claim the subsistence
allowances approved by the Council. Receipts will be required in all claims.
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13.2
Staff attending residential courses or conferences may additionally claim the out-ofpocket allowance.
13.3
Travel expenses will be reimbursed in accordance with the guidance given in the
Staff Handbook.
14
Professional Subscriptions
14.1
The Council will reimburse the annual subscription to a professional body for staff
undergoing approved qualification courses, provided that membership is a prerequirement to attending the course. The Council will pay one professional
subscription after qualification for all qualifying staff.
15
Unsatisfactory Progress
15.1
If any member of staff fails to complete a course satisfactorily without good reason,
has unauthorised absence from training sessions, or receives adverse reports in
areas such as attendance, application and commitment, this may be treated as a
disciplinary matter in accordance with the Council’s Disciplinary Procedure.
15.2
It is the responsibility of all staff attending qualification training courses to notify the
Personnel & Training Manager immediately of any perceived deficiencies in the
quality of the course materials or in the capabilities of the course lecturers which
they consider could impact on their ability to successfully complete the course or
pass the qualification.
16
Records of Training
16.1
Individuals should keep a personal record of all training and developmental activities
they take part in. Personnel will also keep a record of staff training and development
on personal files so a full employment and training history is available. In addition
the Council will keep and monitor a full record of all expenditure on training and
related expenses.
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17
Appraisals
17.1
Each Manager is required to ensure that full staff appraisals are carried out annually
with an optional interim appraisal being conducted after six months to establish
progress towards completion of agreed objectives, including training requirements.
The Personnel Section will record details of appraisal dates and will supply regular
reports to the Management Team to enable them to monitor compliance with the
appraisal process.
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Appendix 1
Corporate Induction Programme and Corporate Training
Programme
Purpose

To ensure all new staff are welcomed properly to CDC and introduced to senior
officers/members

To ensure all new staff learn about CDC as an organisation and how their job fits in.

To provide relevant corporate information

To introduce staff to CDC’s philosophy on equalities

To understand significant health and safety issues

To provide an introduction to CDC’s corporate IT systems and assess IT training
needs.
Course Content
Corporate Induction Programme
Module
Facilitator
Corporate Induction
Personnel
Section Induction
Line Manager
Meet senior officers and councilors
SMT, leader and opposition leader of
Council, chairman of Council and portfolio
holder for resources
The Council in the Community, structure of
Corporate Planning and Policy Manager
the Council, the role of a councilor,
Community Strategy and Annual
Performance Plan
Equalities Policy
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Communications, press and publications,
PR Manager
complaints and access to information
Data protection and copyright
E-government Manager
The decision making process followed by
Member Services Manager
attendance at the Executive Board
IT Training
IT Training Officer
Feedback Session
Training and Development Officer
Section Induction
Line Manager
Corporate Training Programme – All Staff
Module
Facilitator
Various IT Training
IT Training Officer
Various Health and Safety Course
Health and Safety Team
Equality Awareness
Training and Development Officer
Customer Care
Training and Development Officer
Plain English
Training and Development Officer
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Appendix 2
Management Development Programmes
Purpose

To ensure managers can operate more efficiently and have the opportunity to develop a
range of skills

To ensure managers’ confidence is enhanced with a greater consciousness of their own
competence and self-satisfaction in their achievements.

To provide confidence that managers have developed managerial skills that focus on the
activities of Chichester District Council to deliver effective and efficient services.
First Line Managers
All staff who are new to management or holds a supervisory position. This course is also
open to non-managers wishes to pursue a management career.
Course Content
Module
Facilitator
Welcome and Overview of the Course
External and the Training and
Development Manager
Communications Skills – Part 1
External
(questioning and listening techniques,
coaching and supporting staff
Building a Team
External
Communications – Part 2 (conflict and
External
aggression, disciplinary policy and
relevant employment law)
Managing Self and Setting Objectives
External
Developing Staff Potential
External
Interview Skills
External
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Leadership, Personal development and
External
managing stress
Course Review and Feedback
External, the Training and Development
Manager, Head of Information and
Management Services and a member
from SMT
Basic Management Training
All managers to undertake training in the following modules. Managers who have already
attended some or all these modules will be required to undertake refresher training every
four years, where appropriate.
Course Content
Module
Facilitator
Corporate awareness and organisational cultural
Internal
Dealing with members
Internal
New legislation – As and when required
Internal/ External
Appraisal training
External
Personnel policies and practices
Internal
Recruitment and Selection
External
Project methodology and management
Internal and External
Stress management and drugs and alcohol
Internal
awareness
Understanding Finance
Internal
Council Constitution and legal powers
Internal
Managing Teams
Internal
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Advanced Management Training
All managers to partake training in the following modules
Course Content
Module
Facilitator
E-agenda: Business transformation
External
Communications
External
Decision making and problem solving
External
Partnership working
External
Performance management
External
Advanced Senior Management Training
All heads of service or equivalent to partake in the following modules
Course Content
Module
Facilitator
E-agenda: Business transformation
External
Political Agenda: scrutiny and dealing with members
Internal
Community Engagement
External
Strategic Thinking and leadership
External
Performance Management
External
Partnership working
External
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Appendix 3
Diploma in Management Studies
Course Content

1 Day Manager and Participant Briefing

2 Days Managing Teams: Life cycles, structures, performance, cultural issues

3 Days Leadership: Leading vs. Managing, Styles of Leadership, Leading from the
Middle

2 Days Quality and Customers: Procedures, Criteria, QA, TQM, Business Excellence
Model, And Best Value

2 Days Relationship Management: Residents, Members, Partnerships, Clients,
Contractors, Agencies

2 Days Human Resources Workshop: HR Strategies, Systems, Performance and
Behaviour Management

2 Days Financial Management: Funding, Budget Preparation and Management, Ratio
Analysis

2 Days Managing Physical Resources: Procurement Strategies, Operational
Management, Byatt Report

2 Days Marketing Management: Principles, concepts, analysis, strategies for the Public
Sector

2 Days Business Transformation: Strategic Changes, E-Government, Succession
Planning, Culture Change

2 Days Personal Development Planning: Individual and team action plans
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TRAINING AND DEVELOPMENT POLICY OF MONDI LTD
KEY FOCUS AREAS
1.
Introduction:
In today's world of accelerating change and unprecedented technology advancement, more
and more pressure is coming to bear on the ability of Mondi to improve its productivity in
the face of rising costs and ever increasing competition. Innovativeness, speed, service and
high performance teams are all elements for success in this ever-changing market place. It
is also recognized that the competitive advantage of a winning organization lies in the
optimised development and utilization of our processes & people potential. Training and
development of all people at all levels in Mondi is, therefore, of paramount importance & an
area in which we cannot afford to compromise.
Mondi’s Training Unit offers an integrated approach to training and development which is
supportive of the company's core values, namely:
2.
o
Seeking market opportunities
o
Innovation
o
Quality through focused excellence
o
Customer satisfaction
o
Fair treatment, opportunities & just rewards
o
Respect for the public interest & the environment
o
An attractive return for the investors
o
Honesty in all business conduct
Group Training and Development Policy:
It is Mondi’s policy to ensure that all employees have the necessary knowledge and skills to
perform competently in their jobs. In addition, Mondi endeavours to create an adequate
depth of skills and knowledge to meet future Human Resources requirements. To achieve
this, the Company conducts or provides appropriate forms of training, development and
education in a planned and systematic manner.
3.
Training Departments' Contribution:
Facilitating and acquisition of relevant knowledge and skills required by all categories of
employees to sustain the business and to enable growth in a changing environment;
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Developing individuals in the interest of the Company so they may progress and gain
fulfillment through realising their potential and aspirations within the Company; Identifying
the number and type of trainees required, and controlling their development and
subsequent socialisation into the business as competent employees, i.e. overall coordination of trainee's programme as opposed to the transferring of technical know-how
which is a Line Management/Team Leader function;
Establishing and maintaining relevant performance management systems which will inter
alia encourage employees to develop themselves and their subordinates and on a Group
basis indicate trends in training requirements;
Developing for use together with Line Managers/Team Leader diagnostic models to establish
relevant training and development requirements and satisfying those needs in order of
priority in the most effective manner, i.e. training should show a high return on investment
in terms of the Company's business objectives;
Establishing a highly trained and competent training staff whose activities between Group
and Operating Centres are synchronised to produce the best possible training effectiveness;
Equipping Line Managers/Team Leaders with the knowledge and skills to plan and control
their own training and development endeavour.
4.
Group Training Unit's Key Focus Areas:
Annually, Group Training Unit revises their vision, purpose, values and core strategic focus
areas and objectives to meet external and internal opportunities and threats. Information
emanating from these strategic planning workshops is summarised in a diagram [see
attached]. The following four pillars represent the key focus areas of GTU's range of
processes, products & services:
4.1 Continuous Education, Training & Development:
4.1.1 Psychometric assessments for various applications such as development centres,
learning potential, ability to cope with complexity of work, interpersonal styles in
team context, etc. This includes assessment of cognitive, conative & affective
dimensions.
4.1.2 Course/module development & skills/management training in the following areas:
a] Production:
-
Full Time Pulp & Paper Courses
-
Education [N-courses]
-
Pulp & Papermaking workshops
-
ISO System
b] Maintenance:
-
Basic Engineering
-
Artisan AIDE/Handyman
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Guidelines for an Education & Training Policy
-
Pneumatics
-
Hydraulics
-
Specialist
-
Engineering
c] Leadership:
-
Transitional Bridging programme [senior management/mid-management]
-
Operational Leader Development [mid-management]
-
Team Leader Development [Foremen]
-
First Line Development
-
Support Staff Development
-
Specialist Development
-
Other [e.g. PeopleSoft, customised programmes etc.]
4.1.3 Accelerated development to fast track identified individuals
4.1.4 4.1.4 Facilitators of executive development with national- & international business
schools & consultants
4.1.5 Tertiary education/corporate universities
4.2
Business Improvement:
Facilitating continuous improvement through integrated organisational development
processes, systems & products, e.g.:
-
strategic- and operational planning
-
team building
-
performance improvement mechanisms/systems [including Balanced Scorecard,
management of value propositions & culture alignment as well as identification of core
competencies]
-
customer relationship management [CRM]
-
business process redesign & benchmarking
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-
change management & workplace redesign
-
climate surveys
-
e-leadership & e-culture
-
e-learning & knowledge management
-
networking/partnerships [internal & external to Mondi as well as national &
international]
-
outsourcing, contractor management & development
4.3
Legal Compliance & Policy Requirements:
Adherence to the requirements of various acts & bills by either formulation of policy,
assessments & reassessments, training or compliance to the Equity Bill, Skills Bill, SafetyHealth & Environment [S/H/E]:
4.4
Feedstock/Career- & Succession Planning:
Anticipating the future impact of HIV Aids & staff turnover on the attracting & retainment of
world class skills & knowledge through:
-
Development of feedstock
-
HR Planning Systems [including career planning, mentoring, developmental
opportunities, deployment of intellect & succession planning]
-
All of the above are supported by world-class practices which are benchmarked on a
continuous basis.
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Guidelines for an Education & Training Policy
TRAINING AND DEVELOPMENT POLICY OF SEA HARVEST
Training and Development Policy
Preamble:
At Sea Harvest we value our employees. We believe that an employee is an asset, which
appreciates in value for the company. Because of the changing environment we find
ourselves in a highly competitive sector. This is a result of the increased global and
domestic competition, as well as rapid changes in technology and computerisation.
We believe that at out of all our resources, it is our human resources that can provide us
with a competitive edge, provided we develop them to their full potential for the benefit of
the company.
Some of the fruits we reap from not investing in human resources are: low productivity,
redundancy of older members, a high staff turnover, fear for technological advancement,
illiteracy, etc. However, some of the benefits of training and development are: a motivated,
loyal and committed workforce, greater job satisfaction, increased profitability’s costs,
improved quality, etc.
Sea Harvest embraces a systematic training approach, which focuses on organisational
objectives and cost effectiveness. No training will take place for the sake of training. All
training will be primarily organisational needs driven; however the needs of individuals will
be recognised.
Having accepted a policy to develop its workforce, Sea Harvest commits itself to the life –
long development of all its employees. This policy constitutes an integral part of the long –
term vision, mission and strategic plan and objectives of Sea Harvest.
1. Clarifying concepts:
“Training” is the systematic and planned process to change the knowledge, skills and
behaviour of employees in such a way that the organisational objectives are achieved.
“Development” refers to specific employee development, which take place within the
context of specific objectives. For example, management development is directed at
providing managers or potential managers with the knowledge, skills and attitudes required
to manage the company.
“Life long learning” is interpreted as the development of a management inclination to strive
for the self – improvement of their own and their subordinates’ technical knowledge and
managerial and leadership abilities through self study, as well as the voluntary attendance
(or by request) at development programmes which are available, throughout their working
careers, to enable them to keep abreast of the latest development regarding their vocations
and careers.
“Learnership” consists of a structured learning component and practical work experience of
a specified nature and duration, and culminates in a qualification registered with SAQA.
“Mentor” someone who provides guidance and/or counseling to learners.
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“Accreditation” the periodical certification, of a person, a body or an institution as having
the capacity to fulfill a particular function in the quality assurance system set up by the
SAQA and in terms of ETQA.
“Quality Assurance” the process of ensuring that the required degree of excellence is an
achieved.
2. Determining Training Needs:
Training needs will be determined at organisational, occupational and individual level. The
needs analysis process will be as per the following schematic illustration:
3. Training Objectives:

Enhancing a sense of responsibility and establishing patriotic attitudes and faithfulness.

To create a competitive advantage and achieve World Class Standards through our
people.

Development of positive attitude towards work and craftsmanship.

Renewal of spirit of diligence, self - help and co - operations.

Create opportunities for workers to upgrade their skills.

To empower the employees so as to improve efficiency continuously to maintain high
standards.

To optimise the productivity of each member of the workforce.

To improve the quality of service and work.

To offer the maximum equal opportunities to all employees within the framework of
lifelong learning as part of a learning organisation, with a view to realising their full
potential by exposing them to the relevant development programmes.

To train and develop employees in such a manner so as to enable them to meet
efficiently the challenges of internal and external change.

To improve the quality of life of workers, their prospects of work and labour mobility.

To provide employees with the opportunities to acquire new skills.

To improve the employment prospects of persons previously disadvantaged by unfair
discrimination and to redress those disadvantages through training and education.

To empower and support line managers to fulfil their obligation as mentors and coaches
as well as assessors.

To develop entrepreneurial skills.
4. Training Policy:
The overall purpose is to provide advice, opportunities, facilities and financial support to
enable employees of the company:

To acquire the skills, knowledge and related qualifications needed to perform effectively
the duties and tasks for which they are employed;

To develop their potential to meet the future human resource needs of the company;
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
In exceptional cases to develop individuals beyond the immediate and foreseeable needs
of the organisation.
Furthermore:

To promote horizontal and vertical development.

To reward skills required and not for skills acquired.

To develop a workplace skills plan in a transparent and participative manner.

To define the relationship between the objectives of the organisation and its
commitment to the training function.

To provide operational guidelines for management.

To provide information for employees.

Ensure that appropriate training is available updating training; maintain satisfactory
performance in their Jobs.
5. Roles and Responsibilities:
1. Senior Management:

Engender via management a spirit of commitment to employee development.

Spend a realistic portion of the current budget on training development.

Create and maintain the necessary infrastructure.

Establish a managerial and remuneration system that encourages and rewards
the development of employees.
2. H.R Department:

Assistant Line Management in identifying training and development needs and
career development needs. They are responsible for providing company
employees with development material, expertise, resources and support.
It is also their responsibility to continuously evaluate the training and
development intervention. The H.R department will appoint a Skills Development
Facilitator.
3. Skills Development Facilitator:

Assist the company and workers with the development of a workplace skills plan.

Submit the workplace skills plan to the Seta.

Advise the company on the implementation of the workplace skills plan.

Assist the company with the drafting of an annual training report against the
approved workplace skills plan.

Advise the company on the quality assurance requirements as set by the relevant
Seta.
 Serve as a contact person between the employer and the relevant Seta.
4. Training Committee:
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The guidelines for Grant "A" clause 7 state that: "Employers with more than 50 employees
must establish an in - company forum for consultation with regard to Skills Development".
The main task of the committee is:
 To ensure that the workplace skills plan is formulated.
 To ensure the effective and efficient execution of the plan.

Approving the workplace skills plan.


Monitoring training and development in the workplace.
Ensuring the all service providers is accredited.
5. Line Management:
Training and Education is a line responsibility. The role of line management is to identify the
functional and behavioural competencies to perform a specific job; identify development
areas in the department; as well as the ultimate training needs, which will include career
path planning and development.
6. Learner:
 Ultimately the individual is responsible for his/her own development.
 Nothing less than the full participation and involvement of an employee is expected
subsequent to his/her nomination to an enrolment in a development programme.
 Should an employee who has been enrolled or nominated for a specific programme not
be able to attend that programme, the H.R Department should be notified timeously.
Defaulting employees will be liable for the cost involved in their non - attendance.
7. Training Department:


Each department must submit its training needs to the training manager.
The training manager must source accredited service providers and quotes to conduct
the training.
 Training manager must compile a composite document which contains the following
information:
o Candidate details
o Course
o Institution
o Duration
o Cost
6. Prerequisites for effective Human Resources Development:
To ensure effective Human Resources Development, the following basic requirements should
be met:

All training and development input should be guided by a thorough needs analysis which
considers the needs of the individual as well as those of the company
7. Human Resources Development Strategy:
The Human Resources Development Strategy can be summarised as follows:
1. 7.1 Induction/Orientation Programmes:
1. 7.1.1 Introduction:
It is our policy to provide a carefully - planned induction and orientation
programme of information to help all new employees learn more about our
company and what we expect from them as a member of our organisation.
2. 7.1.2 Objectives:
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1. - To promote employee identification with the company.
2. - To set the stage for a high level of motivation by integrating the
interest and goals of the company with those of the individual.
3. - To lay the groundwork for the establishment of mutually satisfying
interpersonal relationships between present employees and the new
employee.
4. - To thoroughly acquaint the new employee with every detail of his/her
new job.
3. Procedure:
1. - Provide a welcome to the new employee.
2. - Review company rules and policies that will affect him.
3. - Introduce the new employee to his/her associates and fellow
employees.
4. - Help the employee to find his/her way around.
5. - Clarify how the employee's job fit into the total picture.
6. - H.R Department will be responsible for coordination of the process.
2. Performance Management:
The aim of this component is to identify and develop skills and attitudes, which an
employee needs to improve achievement within his/her present position.
1. Agree on outputs and standards:
The manager and the employee should agree on outputs and standards to be
achieved. It is also important for both to reach an agreement on the
requirements against which performance will be evaluated. It also forms the
foundation for identifying training and development needs.
2. Continuous Monitoring of performance and feedback:
In order to enable a manager to evaluate the performance of his/her people, it is
important that he/she should collect and consider sufficient information by means
of discussions and observations. The importance of on-going work discussions
and coaching sessions in this regard cannot be over emphasised.
3. Formal Performance Evaluation:
During this step the manager and employee reach a consensus on an objective
performance rating based on the employee's performance. The manager should
not attempt to evaluate the performance of the employee without the latter's
involvement and agreement. The evaluation is carried out by both parties, based
on agreed outputs and standards.
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4. Development Planning:
The development plan is created by the line manager together with the
employee, according to the data, which has been collected by means of
performance review discussions and/or observations. The plan focuses on the
areas in which inability is the cause of non-conformances.
3. ABET:
1. The primary objectives of the ABET Programme is:
i. To restore the dignity of the employees.
ii. To eradicate illiteracy and in so doing dispense of our social
responsibility.
iii. To create a more productive and efficient workforce.
iv. Develop communication skills in a vernacular and English.
v. Develop numeracy skills.
b. Benefits of ABET:
i. Provides people with the basic foundation for lifelong learning.
ii. Enable people to develop to their full potential.
iii. Allow people to actively participate in society as a whole as well as in
the company.
iv. Helps people to develop a critical understanding of the society in which
they live.
c. The ultimate aim of the ABET Programme is that all Sea Harvest employees
should have basic literacy and numeracy (within 2 years of being employed)
by 2004.
d. Attendance must be voluntary but once a learner has enrolled and "drop out" before the completion of the specific level for which the employee has
enrolled, the employee must refund the company for expenses incurred.
e. Sea Harvest will:
i. Finance the entire programme.
ii. Give reasonable time - off if required.
iii. Provide transport if required.
4. Employment Equity:
a. The various site have their own employment equity sub - committee.
b. Part of the responsibility of these sub - committees is to attend to fast track
development plans to prepare affirmative action candidates.
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c. All the fast track development plans from the various sub - committees must
be submitted to the Training Committee for ratification.
d. The Training Committee must forward the fast track development plans for
inclusion in the workplace skills plan.
e. Succession Planning is one of the strategies to achieve a more representative
workforce. All succession plans must be submitted to the Training Committee
for inclusion in the skills development plan.
5. Succession Planning (long term):
The objective of career development is to ensure that the career plans of employees
match the needs of the company's workplace skills plan, thus ensuring maximum
satisfaction on the part of the employee as well as the company.
The following basic assumptions are important in the process of career development:
a. Sea Harvest offers equal opportunity to all employees to develop and realize their
career aspiration
b. Vertical career development (i.e. promotion from one level to a higher level) and
horizontal career development must take place.
c. It is important that the necessary opportunities are given to all employees to fully
develop their potential. Employees are motivated when they feel that the company is
interested in them as individuals with personal needs and aspirations.
Career path planning does not mean that all employees with career plans must
necessarily be promoted. Experience shows that only a small percentage of all
supervisors' progress to top management level. There is also a danger that
unrealistic expectations are created merely by the drawing up of individual career
plan. The action should therefore be handled with caution. In the long term, focus
should be placed on acquiring specific skills and extra knowledge. In the event that a
vacancy does occur, then the best candidate will get the job.
a. The career planning process:
The first step is to determine the needs of the organisation. The second step in
the process is to analyse the employee's aspirations and interest. In this way the
employee's interest and career aspirations in terms of time and directions are
identified.
The third step is to find a fit between individual and organisational needs. The
Human Resources Department offers a support service concerning career
planning. In order to monitor progress of the employee's development plan it is
necessary for the line manager to discuss the subject with the employee from
time to time. During these discussions the following aspects need to be given
attention:
i. The employee's personal objectives.
ii. Development areas and progress already made which has helped to
satisfy the need.
iii. Identification of any problem areas and the offering of help.
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Guidelines for an Education & Training Policy
6. Skills Audit:
a. The company will conduct a skills audit every three years to determine the
skills required to achieve its aims and objectives.
b. Information will be obtained from the Seta i.t.o specific skills that are scarce
within the sector (sector priorities).
c. The above information will be used to compile the annual workplace skills
plan.
7. Study Assistance Programme:
Educational assistance offers employees the opportunity to develop their career potential
and to increase their value to the Company through part-time or correspondence study.
Employees will be eligible to apply for educational assistance under the following
conditions:



Developed: March 2004
Eligibility:

The course must be relevant to an academic, technical, professional or
functional aspect of the Department needs.

The course must be provided by a recognised institution and compare
favourably with other similar courses available.

The course will normally conclude with an examination but in the
absence of an examination, an acceptable certificate of successful
completion of the course must be produced.

The employee must be employed on a full time basis by the Company.

The employee must be considered capable of successfully completing
the course in the time allocated by the Department Head.
Financial Assistance:

Financial Assistance to cover cost to maximum of R3 000.

The Company will normally pay accounts direct to the educational
institution concerned.

Reductions in refunds will be calculated on a pro - rata basis for any
subject, or portion of the course, not passed by the employee payable
to the Company according to the agreement.

Employees leaving the company whilst any loan payments are still
outstanding will be required to repay these in full. In the case of
employees leaving in the year after they have passed examination, a
pro - rata amount of the sum which was refunded to the employee will
be recovered, in proportion to the unexpired portion of the post examination year.
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Guidelines for an Education & Training Policy

The employee will be required to complete an application form.

The application must be endorsed by the Departmental Head
concerned, before being referred to the H.R Director.
8. Policy on the attendance of external courses, seminars, symposiums and
conferences by employees of Sea Harvest:
1. Rationale:
External courses, seminars, symposiums and conferences can contribute greatly to the
development of Sea Harvest’s employees. Attendance also contributes to the employees
keeping abreast of latest developments in their specific field of work, study or subject.
However, when taking into consideration the great number of external programmes
available, there is a danger that they could be used ineffectively.
In order to manage the application of external courses effectively, clear policy guidelines
are necessary.
2. Objective:
The objective of the policy is to offer guidelines on maximum usage and application of
short external courses, symposiums and conferences while bearing in mind the needs of
the company and those of the employees.
3. Conditions of employment:
Attendance of external programmes by Sea Harvest employees will be fully sponsored
by the company in the following cases:
a. When the course is considered by the line manager of the employee to be in
the interest of the company, e.g. when the attendance of the course
contributes to more effective work performance.
b. When a specific course adds to the employee's knowledge, skills or
performance.
c. When during the course there is a focus on satisfying the need for personal
development in certain critical competencies which were highlighted by a
previous thorough needs analysis.
4. Financial approval:
Approval of the attendance of external course is given in accordance with the authorised
signing manager.
5. Administration and financial control:
The attendance of all external courses is co-coordinated and administered by the Human
Resources Department or any official of the company charged with this responsibility.
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Guidelines for an Education & Training Policy
SEA HARVEST EDUCATIONAL ASSISTANCE APPLICATION FORM FOR EMPLOYEES
PART A (To be completed by applicant)
Full name
Job Title
Department
Date of Appointment
Highest Qualification

Title

School, College, University of
Institution
Proposed Course of Study:

Title

Educational Institution

Part Time of Correspondence

Normal Duration of Course
Sequence of Subjects to be Studied i.e.

1st Year/Cycle

2nd Year/Cycle
Estimated Total Cost of Section of Course to
be covered by this Loan. (Normally cost of
forthcoming year only).

Tuition Fees

Registration

Examination Fees

Total Fees
Terms and conditions of Study Loan:
1. Every month interest of 5% per annum is calculated on previous month's balance.
2. Loans exceeding R2000, 00 are subject to tax.
3. The Company provides an amount of R3000, 00 each year of study, when an
employee fails totally or employment terminates before the full authorization period,
he is obliged to repay Company funds.
4. Assistance of successful candidates will be proportionally written off over a period
equal to the number of years.
5. Employees who is partially successful in this year of study, is obliged to repay the
company proportionally.
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6. It will be incumbent upon the employee to sign an acknowledgment of debt in terms
of the Education assistance scheme.
PART B (To be completed by Head of Department)
I am satisfied that the overall work performance of the above named is of a standard that
justifies his/her being granted financial assistance for the pursuit of the studies chosen. I
believe the applicant is capable of successfully completing the course within the prescribed.
I accordingly recommended his/her application.
PART C (H.R Director)
Application approved/not approved.
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