PAS 700 UNIT 6: Human resource development and training

Definition and Distinction of Training vs. Development

• Overall Goal: Enhance employee competencies, skills, knowledge, and behaviour to improve performance and service delivery.

• Training: Focuses on improving skills required for current job performance.

• Development: Focuses on long-term growth and preparing employees for future roles and responsibilities..

Strategic Context of Training and Development in South Africa

• Goal: Achieve a capable and developmental state as envisioned in the National Development Plan (NDP).

• NDP Emphasis: Building a professional public service where continuous learning and capacity building are institutionalised across all government levels.

Role and Programmes of the National School of Government (NSG)

Role: Government’s key training institution responsible for coordinating and providing public sector training.

Training

• Focuses on current job performance, imparting specific skill (e.g. technical, behavioural or knowledge) to close immediate performance gaps

• Example: Training municipal officials on the latest Municipal Finance Management Act (MFMA) regulations

Development

• Focuses on future job responsibilities, career growth, and general intellectual and professional maturity often for managerial or leadership roles

• Example: Sponsoring a promising middle manager in the Department of Health to complete a Master's degree in Public Administration

What does training improve:

• Job performance

• Reduces waste and accidents

• Prepare individuals for modified jobs

• Avoids unnecessary turnover

• Improves the quality of the services

Absence of adequate training results in:

• Frustration

• Dissatisfaction towards the job

• Apathy among the workforce

Objectives of Training and Development

• Enhance Performance: Equips staff with skills for job effectiveness (e.g., healthcare workers updated on new protocols).

• Improve Job Satisfaction: Builds competence, boosts morale/motivation, and lowers absenteeism/turnover.

• Prepare for Advancement: Develops future leaders for succession planning and smooth service delivery.

• Improve Service Quality: Enhances citizen satisfaction and aligns with Batho Pele Principles (e.g., Home Affairs training frontline staff; municipalities training officers on mSCOA systems)..

Influencing Training in the South African Public Sector

• Training and development in the public service are critical for improving efficiency, professionalism, and accountability.

• the need and design of training programmes are shaped by a combination of internal organisational dynamics and external environmental pressures.

Factors Influencing Training in the South African Public Sector

• Matching Employee Specifications with Job Requirements and Organisational Needs

• Transformation and Job Requirement Changes

• Technological Advancement

• Organisational Complexity

• Human Relations and the Partnership Approach

• Change in Job Assignment (Promotion and Career Progression)

Factors Influencing Training in the South African Public Sector: Matching Employee Specifications with Job Requirements and Organisational Needs

• Strategic Alignment: Training aligns with departmental goals, performance plans, and competency frameworks.

• Evolving Roles: Updated skills keep employees effective as job descriptions and positions shift.

• Practical Example (DWS): The Department of Water and Sanitation offers continuous professional development for hydrologists, engineers, and environmental officers to ensure sustainable water management.

• Core Outcome: Preserves workforce competence, supports service delivery, and bridges gaps between capabilities and organizational needs.

Factors Influencing Training in the South African Public Sector: Transformation and Job Requirement Changes

• Context & Drivers: Restructuring, policy shifts, and transformation mandates aim to redress historical inequalities.

• Core Need: Public servants must be continuously retrained and reoriented to adjust to evolving roles, systems, and administrative priorities.

• Practical Example (2019 Mergers): The merger of the Department of Communications with Telecommunications required officials to undergo leadership and change management training via the National School of Government (NSG).

• Batho Pele Integration: Service delivery transformation mandates mandatory customer service and ethics training to ensure citizen-centred public service.

Factors Influencing Training in the South African Public Sector: Technological Advancement

• Digital Transformation Drive: Automating government systems requires public servants to develop skills in e-governance, cybersecurity, data analytics, and digital communication tools.

• SITA's Role: The State Information Technology Agency (SITA) delivers digital literacy and cybersecurity training to officials managing databases, online tender systems, and digital platforms.

• Department of Home Affairs Case Study: Implementing the e-Home Affairs system (online ID and passport applications) required retraining clerks and IT technicians

• Core Benefit: Technology-driven training boosts operational efficiency and aligns public administration with global digital standards

Factors Influencing Training in the South African Public Sector: Organisational Complexity

• Multi-Skill Demand in Complex Departments: Large, multifaceted departments require diverse capabilities across finance, legal compliance, planning, M&E, and service delivery.

• Specialized & Cross-Functional Need: Escalating operational complexity directly drives demand for targeted, division-specific training.

• Practical Application (Department of Basic Education):

  • Finance Officials: PFMA (Public Finance Management Act) compliance.

  • Curriculum Planners: Policy design and M&E (Monitoring & Evaluation).

  • Infrastructure Managers: Project management and procurement.

• Core Purpose: Multi-level training guarantees that specialized units align to improve overall departmental performance and service outcomes.

Factors Influencing Training in the South African Public Sector: Human Relations and the Partnership Approach

• Foundation of Effective Governance: Depends heavily on teamwork, interdepartmental collaboration, and healthy labour relations.

• Essential Training Focus Areas: Communication, conflict management, negotiation, and stakeholder engagement to build cooperation and reduce workplace disputes.

• Key Strategic Partnerships: Unions (NEHAWU, SADTU) collaborate with PSETA to facilitate collective bargaining and mediation workshops.

• Core Objective: Improves employee-management collaboration to foster a productive, inclusive work environment aligned with participatory governance values.

Factors Influencing Training in the South African Public Sector: Human Relations and the Partnership Approach

Effective governance in the public sector depends heavily on teamwork, interdepartmental collaboration, and healthy labour relations. Training in communication, conflict management, negotiation, and stakeholder engagement is essential for promoting cooperation and reducing workplace disputes. Labour unions such as NEHAWU and SADTU, in partnership with the Public Service Sector Education and Training Authority (PSETA), run collective bargaining and mediation workshops to improve collaboration between employees and management. This relational training fosters a more productive and inclusive work environment, aligned with the values of participatory governance.

Factors Influencing Training in the South African Public Sector: Change in Job Assignment (Promotion and Career Progression)

Promotions, transfers, or role changes necessitate further training to prepare employees for new managerial or technical responsibilities. This ensures that promotions do not lead to ineCiciency due to lack of readiness. The Department of Home Affairs has a structured leadership and management development programme for clerks promoted to supervisory roles. This includes training in people management, budgeting, and performance appraisal. In the Department of Social Development, social workers promoted to Assistant Directors receive management and budgeting training to support their transition from technical to administrative leadership roles. These initiatives ensure leadership continuity and enhance institutional capacity

Principles of EIective Training:

MotivationActive InvolvementProgressive learningReinforcementIndividual differences Use of Expert Trainers Proper Training Duration and Systems

Principles of EIective Training: Motivation

Employees must be motivated to learn by linking training to tangible benefits such as promotions, salary progression, or recognition. The Performance Management and Development System (PMDS) ties skill development to performance appraisals, highperforming employees often receive more training opportunities

Principles of Effective Training: Active Involvement

Training is more eCective when participants are actively engaged through simulations, case studies, and group work. The NSG’s Leadership for Local Government Programme uses scenario-based workshops to help municipal managers apply policy theories to real-life challenges.

Principles of Effective Training: Progressive Learning

Breaking complex training modules into smaller, manageable parts helps ensure better understanding and retention. The Compulsory Induction Programme for new public servants is delivered in phases: orientation, on-the-job learning, and assessment.

Principles of Effective Training: Reinforcement

Training outcomes must be reinforced through recognition or rewards to motivate continued learning. Employees who complete specialised courses in the Department of Treasury often receive recognition awards or consideration for promotion.

Principles of EIective Training: Reinforcement

Training outcomes must be reinforced through recognition or rewards to motivate continued learning. Employees who complete specialised courses in the Department of Treasury often receive recognition awards or consideration for promotion.

Principles of Effective Training: Individual differences

Training programmes should cater to different learning styles, abilities, and experience levels. The NSG uses blended learning, combining online modules and in-person workshops, to accommodate varying learning paces and access levels.

Principles of Effective Training: Use of Expert Trainers

Qualified trainers enhance learning quality and credibility. Many government departments contract universities such as the University of Pretoria’s School of Public Management and Administration (SPMA) to deliver management and ethics training.

Principles of Effective Training: Proper Training Duration and System

The training period should be sufficient to cover objectives but not too long to cause disruption. Programmes must have clearly defined objectives, measurable outcomes, and evaluation mechanisms. The Public Financial Management (PFM) training by the NSG runs over a structured six-week schedule to balance learning with operational needs. Training period mustn’t be too long or too short.

Importance of training and education in the public service

Training and education can: Equip public servants with the necessary knowledge, skills and competencies to carry out their jobs effectively and efficiently Enable public servants to deal effectively and proactively with change Enable public servants to acquire a new development-oriented professionalism Help to address issues of diversity while promoting a common organisational culture to support unity in the workplaceBe a powerful instrument for anticipating, as well as facilitating, the introduction of institutional changes within the public service Assist public servants in developing a better understanding of the needs of the communities that they are serving, as well as the capacity to respond

important reasons why managers should train employees

improve employee performance due to a deficiency of skillsupdate employee skills because of changes in technologyavoid obsolescence of managerial, professional and critical or scarce technical skills caused by rapidly changing environmentsorientate new employees who joined an institution or who have been promotedprepare employees for promotion and managerial succession and enable employees to acquire the skills needed

White Paper on Public Service Training and Education 1997

enable public servants to deal effectively and proactively with change and the challenges of a dynamic internal and external environment; enable public servants to acquire a new development-oriented professionalism; Be a powerful instrument for anticipating as well as facilitating the introduction of institutional changes within the public service

Lifelong learning

Lifelong learning is focused on creating and maintaining a positive attitude towards learning both for personal and professional developmentLifelong learning is a continuous process of creating new knowledge and gaining new ideas and insight that forms part of the new paradigm of education and trainingLifelong learners are willing to invest time and energy into learning and making learning part of their everyday work and life, regardless of how it takes place. This is also true for public officials since many of them are continuously aiming at improving their qualifications, knowledge and skills.

Foundations for a Lifelong Learning Public Service

Government employees should be made aware of the importance of learning and obtaining relevant knowledge from anywhere, including resources outside of government The emphasis in the public service should be on continous learning since knowledge is the key to successPublic officials should have a holistic picture of the public service and should be encouraged to express their feelings and find intelligent news ways of solving problems rather than just following rules and regulations Time and money in the public sector should be made available to support lifelong learning which should be rewarded and encouraged

LEGISLATION THAT GOVERNS TRAINING & DEVELOPMENT IN SOUTH AFRICA

Training and development in South Africa is governed by a number of Acts and frameworks that promote skills development, quality learning and improved workplace performance.These Acts and frameworks work together to promote a skilled, capable and productivce workforce for a growing and inclusive South AfricaNational Qualifications Framework Act No. 67 of 2008Skills Development Amendment Act, No.37 of 2008Skills Development Levies Act, No. 9 of 1999Sector Education Authorities (SETAs)Workplace skills plan (WSP)

Legislation that governs Training & Development: WORKPLACE SKILLS PLAN (WSP)

A plan developed by employers (usually annually) to identify and address skills needs in the workplace.Based on a skills audit and aligned to organisational and sector priorities.Guides internal training, learnerships and use of levy grants. Helps organisations plan, implement and monitor skills development to improve performance and competitiveness.

Legislation that governs Training & Development: SECTOR EDUCATION AUTHORITIES (SETAs)

Established in terms of the Skills Development Act.Industry-led bodies responsible for skills planning, implementation and monitoring within their sectors.Approve and fund training providers and learnerships.Promote partnerships between government, labour and business.

Legislation that governs Training & Development: SKILLS DEVELOPMENT LEVIES ACT, NO. 9 OF 1999

Provides for the collection of skills development levies from employers to fund skills development.Employers pay a levy based on their payroll. Funds are used to support training, learning programmes and skills development initiatives.

Legislation that governs Training & Development: SKILLS DEVELOPMENT AMENDMENT ACT, NO. 37 OF 2008

Amends the Skills Development Act to strengthen the skills development system.Introduces mandatory workplace skills plans and reporting. . Strengthens the role of SETAs and the quality of training provision.Promotes responsiveness to labour market needs and scarce skills.Improves the effectiveness, efficiency and accountability of skills development interventions in the workplace and broader economy.

Legislation that governs Training & Development: National Qualifications Framework Act No.67 of 2008

Creates a single, planned framework for all qualifications to ensure quality, comparability and mobility between learning pathways.Establishes the National Qualifications Framework (NQF) and the South African Qualifications System.Provides for the development, registration and quality assurance of national qualifications.Promotes the integration of education, training and learning across institutions and the workplace.

Importance of Training and Development in the SA Public Service

It equips public servants with the necessary knowledge, skills and competencies to carry out their jobs effectively and efficiently.Enables public servants to acquire a new development-orientated professionalism which promotes a service delivery mindset, ethical behaviour and a commitment to continuous improvement.Enables public servants to deal effectively and proactively with change which enables public servants to anticipate, embrace and adapt to change in a dynamic environment Help to address issues of diversity while promoting a common organisational culture which fosters respect, inclusion and teamwork while building a share organisational culture that supports unity in the workplaceBe a powerful instrument for anticipating as well as facilitating the introduction of institutional changes within the public service which prepares public servants for reforms and improves the implementation of institutional changes Assist public servants in developing a better understanding of the needs of the communities they serve as well as the capacity to respond to these needs

Traditional Adult education and training paradigm: Instruction paradigm

Based on the assumption that knowledge through formal instruction has a long lifespanThe assumption ignores the rapidly changing nature of the worldd as in today's environment knowledge is constantly changing which requires continuous learning and adaptabilityParadigm overview: The instruction paradigm views learning as the transfer of knowledge from expert (teacher/trainer) to learner in a formal structured setting Focus is on content delivery, memorisation and compliance

Instruction paradigm: Key Assumptions

Knowledge is relatively stable and long-lastingLearning occurs mainly in classrooms and training rooms Formal qualifications prepare individuals for their entire careerExperts (trainers/lecturers) are the primary source of knowledge Learning is largely completed before employment or early in one's career

Instruction paradigm: Origins and theoretical foundation

Rooted in behaviourist and positivist learning theories that emphasise observable behaviour, repetition and reinforcement Key theoretical influences include:Behaviourism- Learning is a response to stimulus (B.F. Skinner, 1938)Transmission Model-Knowledge is transmitted from expert to novice Human capital theory-Education/training as an investment for productivity (Becker, 1964)

Instruction paradigm: Key theorists, years and contributions

B.F. Skinner (1938): Behaviourism which is learning through conditioning and reinforcement. Its relevance is that it empahsises structured instruction, drill, practice and repetitionE.L. Thorndike (1913): Law of effect which is learning strengthened by reward and weakened by punishment. Its relevance is that it supports behaviourist view of learning outcomes R. Tyler (1949): Curriculum development model (objectives, experiences and evaluation). Its relevance is that it focuses on planned instruction and measurable outcomesT. Parsons (1951): Education as socialisation for role preparation. Its relevance is that it prepares individuals to fit into organisational roles The Human Capital Theorists (1964): Education increases productivity and ecnonomic returns. Its relevance is that it justifies formal training as an investment with long-term returns

Characteristics of the instruction paradigm

Formal, structured and classroom-based. Teacher-centred (expert-driven). Time-bound (training events or courses). Content-focused (what to learn), Learner is passive and dependent. Success measured by exams, tests, and compliance. Assumes stability and predictability in the world of work,

Implications of the instruction paradigm for the South African Public Service

Skills and knowledge become obsolete quickly. One-off training cannot keep pace with reforms, technology and citizen expectations.Calls for a shift to the Learning Paradigm - continuous, self-directed and adaptive learning.Supports DPSA vision of a capable, ethical and developmental state.

Question to public HR managers-

Does the conventional education pattern & training equip public officials with skills to enhance competency and professionalism. Answer – no Why? The traditional adult education system (instruction paradigm) uses inputs such as resources, quantity and quality of students entering programmes, and methods of instruction to determine the success of the training programmes. However, focusing on the inputs in the training process does not necessarily imply that learning has occurred. Instruction paradigm is generally not open and responsive to the frequent and new challenges that officials face. Lack of continuous assessment

Lifelong learning Paradigm: Purpose

To produce learning, and not to merely provide instruction. To elicit learner discovery and construction of knowledge, rather than just to transfer knowledge to learners. To create powerful learning environments, as opposed to offering courses and programmes. To improve the quality of learning, rather than instruction.

Lifelong learning Paradigm: Key Assumptions

Learning is a lifelong, continuous process from birth to death. Individuals are active constructors of their own knowledge. Learning occurs in multiple settings - formal, non-formal and informal. Knowledge is dynamic and constantly evolving. Learning is central to personal, social and economic development. Everyone has the capacity and right to learn throughout life.

Lifelong learning Paradigm: Key theorists and contributions

John Dewey(Pragmatism): Learning through experience as education should be continuous and connected to life Malcom Knowles(Andragogy): Adults are self-directed learners as learning should be relevant and problem-centred Jack Mezirow(Transformative Learning): Learning involves critical reflection that leads to transformation of perspectivesPeter Senge(Learning Organisation): Organisations must continuously expand capacity to create future through learning UNESCO(Life long Learning): Lifelong learning is the key to the 21st century by learning to know, to do, to live together and to be

Lifelong learning Paradigm: Lifelong learning in practice

Takes place across the life course - from birth to death. Can be provided in different ways and settings - formal, non-formal, informal, digital and community-based. Provides better and new opportunities and an improved quality of life. Empowers individuals, strengthens communities and contributes to national development.

Lifelong learning paradigm: Interlinked concepts (Learning society)

Views education and learning as central to a nation's development. Learning takes place everywhere - at home, at work, in communities, online and in institutions. Encourages inclusion, equity, citizenship and social cohesion.

Lifelong learning paradigm: Interlinked concepts (Learning organisation)

Connected to the learning society and lifelong learning. Open to creative thought, innovation and new ideas. Encourages continuous learning, knowledge sharing and collaboration. Empowers people to learn, unlearn and relearn for excellence.

Lifelong learning Paradigm: Key message

Lifelong learning, supported by a learning society and learning organisations, creates a knowledgeable, innovative and inclusive society with a better quality of life for all.

From lifelong learning to a learning organisation

INSTRUCTION PARADIGM: Focus on teaching through transmitting knowledge and providing instruction,LEARNING PARADIGM: Focus on producing learning, discovery, construction of knowledge and powerful learning environments.LIFELONG LEARNING: Learning happens throughout life- from birth to death- in formal, non-formal and informal ways. LEARNING ORGANISATION: Organisations that create a culture, systems and leadership that support continuous learning for adaptation and excellence.

From lifelong learning to a learning organisation: Conceptual link

The learning paradigm gave rise to lifelong learningTo make lifelong learning a reality, organisations must create environments that encourage continuous learning, knowledge sharing, innovation and adaption (such orgs are known as learning organisations)

What is a learning organisation?

A learning organisation is an organisation that continuously creates, acquires, shares and applies knowledge to improve performance, adapt to change and achieve its strategic objectives through continuous learning.

What is a learning organisation according to Peter Sange?

"""A learning organisation is where people continually expand their capacity to create the results they truly desire and where people are continually learning how to learn together."""

What is a learning organisation according to David Garvin?

"""A learning organisation is an organisation skilled at creating, acquiring and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights."""

Key characteristics of a learning organisation

CONTINUOUS LEARNING: Learning is embedded in everyday work. KNOWLEDGE SHARING: Knowledge is shared openly across teams and units. INNOVATION AND IMPROVEMENT: Encourages new ideas and cantinucus improvement, COLLABORATION AND DIALOGUE: Open communication and teamwork are the norm. LEADERSHIP FOR LEARNING: Leaders champion learning and model a learning mindset. EMPLOYEE EMPOWERMENT: Employees are empowered to learn, decide and take action. ADAPTABILITY: Continuously adapts to change and emerging challenges.

Systematic learning model for Public sector employees

The systematic learning model is an integrated Human Resource Development (HRD) approach adopted in the South African Public Service. It links competency identification, learning interventions and evaluation to ensure that employee development contributes directly to organisational performance and improved service delivery.

Systematic learning model for Public sector employees: A continuous cycle of building competencies, learning and impact

Competency Modelling Phase Learning PhaseLearning Assessment Phase

Systematic learning model for Public sector employees: Policy foundations in South Africa

DPSA Public Service Human Resource Development Strategic Framework (2002; updated 2008): Introduced integrated HRD planning, competency development, Workplace Skills Plans and evaluation of learning to develop a capable and developmental state. National School of Government (NSG): Operationalises competency-based learning and professional development across the Public Service. National Framework towards the Professionalisation of the Public Sector: Positions continuous learning, professional development, performance management and career progression as an integrated aystem for building a capable, ethical and professional Public Service.

Systematic learning model for Public sector employees: Theoretical foundations that informs the model

Peter Senge: Learning organisation (organisations continuously create, learn and adapt Lyle Spencer & Signe Spencer: Competency modelling (links knowledge, skills and behaviours to superior performance )Malcom knowles: Adult learning [Andragogy] ( Adults are self-directed and learn best through relevant experiences)David Garvin: Learning organisations creatre, acquire and transfer knowledge and modify behaviour Donald Kirkpatrick: Four-level evaluation model (Reaction, Learning, Behaviour, Results) which are the foundations for assessing learning effectiveness and impact

Systematic learning model for public sector employees: Underpinning assumptions of the model

COMPETENCY FOCUSED: Competencies determine learning needs. PEOPLE CAN LEARN AND GROW: Employees can develop their knowledge, skills and behaviours. LEARNING LEADS TO PERFORMANCE: Learning results in behavioural change and improved performance. ETHICAL AND ACCOUNTABLE: Learning promotes integrity. accountability and people-centred public service.CONTINUOUS EVALUATION: Systematic assessment drives continuous improvement and sustainability.

Systematic learning model for public sector employees: Purpose

To develop competent, capable and ethical public officials who are able to deliver high-quality, people-centred public services and contribute to a developmental state.

Systematic learning model for public sector employees: Impact

Stronger competencies and performance Better public service delivery and citizen satisfaction A professional, ethical and developmental Public Service

The Competency Modelling Phase: Purpose

To identify the knowledge, skills, abilities, behaviours and values required for public officials to perform effectively and deliver quality public services.

The Competency Modelling Phase: Steps

DESIGNING THE COMPETENCY FRAMEWORK: Develop a structured framework of technical, behavioural, leadership and managerial competencies. Align with NDP, Public Service Regulations and departmental strategy. DEFINING CRITICAL COMPETENCIES: Identify the competencies such as knowledge, communication, ethics and integrity, problem solving, leadership, digital literacy and service orientation that are important for the individual public official and the Public Service. DEVELOPING THE WORKPLACE SKILLS PLAN (WSP): Prepare the annual WSP based on organisational priorities and legislative requirements. Ensures training supports improved performance, succession planning and organisational capability. CONDUCTING A SKILLS AUDIT: Assess existing employee competencies against required standards. Identifies Skills shortages,Skills surpluses, Future competency requirements and Critical occupational gaps DETERMINING LEARNING NEEDS: Analyse information from: Performance Management and Development System, Skills audit results, Organisational strategy, Service delivery challenges and Employee career development plans FORMULATING LEARNING OUTCOMES: Develop measurable learning outcomes that describe the competencies employees should demanstrate after training.Outcomes should follow the SMART principle and support performance improvement.

The Competency Modelling Phase: Expected outputs

Competency frameworkWorkplace Skills Plan (WSP)Skills Audit Report Learning needs AnalysisIndividual Development Plans (IDPs)Learning Outcomes for training programmes

The Competency Modelling Phase: South African Public Service Link

This phase supports the implementation of the National School of Government (NSG) training system and the DPSA Human Resource Development Strategic Framework, ensuring that public officials possess the competencies required to improve service delivery, accountability, ethical governance and organisational performance.

The learning Phase

Once the learning needs have been determined and outcomes have been formulated, learning programmes are developed to achieve the stated outcomes. The learning phase can be in the form of off-the-job learning and on-the-job learning

The learning Phase: Off-the-job learning

Sensitivity training:Builds awareness and understanding of diversity, inclusion and social issues to promote respectful workplace behaviour. Team building: Develops collaboration, trust and communication to improve teamwork and organisational effectiveness. Behaviour modelling training: Uses demonstrated behaviours to promote desired attitudes and performance standards. Case study: Analyses real-life scenarios to develop problem-solving, critical thinking and decision-making skills. Simulation: Replicates real-life situations in a controlled environment to practise skills and test decisions

The learning Phase: On-the-Job learning

Coaching: One-on-one guidance from an experienced person to improve performance and build competencies. Committee assignments: Participation in committees to gain exposure, develop skills and contribute to organisational decision-making. Job rotation: Movement across different roles to broaden skills, experience and understanding of the organisation. Understudy Assignment: Preparing employees to take over key roles by providing mentorship and hands-on experience Other modes of learning: Distance education (Structured learning through institutions without physical classroom attendence); E-learning (Use of digital platforms and online resources to learn anytime, anywhere) and Social Media (Use of digital platforms to share knowledge, ideas and best practices). Effective learning leads to improved competencies, better performances and quality public service delivery

The Learning Assessment phase

Assessing the impact and effectiveness of learning programmesThis phase determines whether the learning intervention achieved the intended outcomes and contributed to improved performance and service delivery in the public sector.

The Learning Assessment phase: Level 1 (Reaction)

Reactions of the participants Measures how participants felt about the training programme and the leamning experience. Examples of evaluation methods: Participants satisfaction surveys, feedback forms and interviews/focus groupExpected outcome: Participants are satisfied and enaged with training experience

The Learning Assessment phase: Levels

ReactionsLearningBehaviourResults

The Learning Assessment phase: Level 2 (Learning)

What did participants learn?Measures the increase in knowledge, skils and competencies gained through the training. Examples of evaluation methods: Tests / Assessments, Quizzes / Practical exercises and Pre- and post-training evaluation Participants have acquired the eruired knowledge and skills

The Learning Assessment phase: Level 3 (Behaviour)

"How did the participants behaviour change?Asseses the extent to which participants apply what they learned and changed their behaviour on the job. Example of evaluation methods: On-the-job observation, 360"" feedback and Performance reviews Participants apply new akills and demorutrate improved behaviours in the workplace."

The Learning Assessment phase: Level 4 (Results)

Were organisational goals achieved?Determines the impact of leaming on organisational performance and the achievement of goals.Examples of Evaluation Methods: Key Performance Indicators (KPh), Service delivery metrics and Cost-benefit analysis / ROI Training contributes to achieving organisational goals and improved service delivery.

The Learning Assessment phase: Continuous improvement

Use assessment results to refine learning programmes, close skill gaps and strengthen organisational performance

Purpose of Training and Development

Improving performanceUpdating employees skillsImproving effective people managementAddressing organisational challenges Orienting/onboarding new employeesPreparing for promotion and managerial successionSatisfying personal growth needs

Advantages of on-the-job training techniques

The employee is doing the actual work, not hypothetical or simulated tasks. The emplayee receives instructions from an experienced employee or supervisor, who has performed the tasks successtully. The T&D intervention is performed in the actual work environment under normal working conditions and requires no special T&D facilities. The T&D intervention is informal, relatively inexpensive and easy to schedule.

Disadvantages of on-the-job training

The T&D practitioner may not be motivated to acoept responsibility for the etlectiveness of the T&D intervention, and thus the learning experience may be facilitated haphazardly. The T&D practitioner may perform the job well, but lack the ability to teach others how to do soThe T&D practitioner may not have the time to train and may omit important elements of the T&D process.

Applying evaluation strategies

T&D effectiveness can be evaluated by the simple and uncomplicated process of measuring participants' reactions or by sophisticated strategies that compare T&D costs and benefits and measure organisational results. Flexibility should be the key to evaluating T&D programmes. Combining the four levels of T&D evaluation with a cost-benefit strategy would certainly enable management to ascertain whether a programme was contributing to the effectiveness of the organisation, but this approach would involve considerable time and money.

Legislation Governing T&D: National Qualifications Framework (NQF) Act, No. 67 of 2008

Background: It replaced the South African Qualifications Authority (SAQA) Act, No. 58 of 1995. It was implemented on 1 June 2009.Scope: It affects everyone in education and in other types of employment, because the NQF’s processes, structures and regulations on learning and qualifications directly shape how education and training should happen. Definition: The NQF is an integrated framework of registered standards, units and qualifications at ten levels of education and training. Objectives: Create an integrated national framework for learning achievements. Facilitate access to, and mobility and progression in, education, training and career paths. Enhance the quality of education and training. Accelerate the redress of past unfair discrimination in education, training and employment opportunities.

Legislation Governing T&D: Skills Development Act (SDA), No. 97 of 1998

Purpose: It created an enabling institutional and regulatory framework for expanding strategic investment in education and training across all economic sectors. Laws repealed: Manpower Training Act, No. 56 of 1981 Guidance and Placement Act, No. 62 of 1981 Local Government Training Act, No. 41 of 1985 Sections 78 to 87 of the Telecommunications Act, No. 106 of 1996 Purposes (Section 2): Develop the skills of the South African workforce. Increase investment in education and training and improve the return on investment. Use the workplace as an active learning environment, and give new entrants work experience. Employ persons who find it difficult to be employed. Encourage workers to participate in learning programmes. Redress the disadvantages of unfair discrimination through training and education.

Legislation Governing T&D: Skills Development Amendment Act, No. 37 of 2008

Main changes: Provides anew for the functions and composition of the NSA and SETAs, and provides for apprenticeships. Increases the quality and quantity of artisans. Establishes the Quality Council for Trades and Occupations (QCTO). Removes uncertainties about the future of artisans, supports accelerated delivery of scarce-skills artisans, and strengthens the Department’s capacity for artisan assessment, moderation and registration. Purposes: Provide an institutional framework to devise and implement national, sector and workplace skills strategies. Integrate those strategies within the NQF. Provide for learnerships leading to recognised occupational qualifications. Finance skills development through a levy-financing scheme and the NSF.

Legislation Governing T&D: Sector Education and Training Authorities (SETAs)

Definition: Bodies regulated by the SDA that assist communities, enterprises, industries and individuals to formulate and implement training plans linked to strategic objectives. Establishment: The Minister may establish a SETA, with a constitution, for any national economy sector. SETAs are managed by representatives of organised labour and business. Factors the Minister considers: Education and training needs of employers and employees. Technologies. Potential for coherent occupational structures and career paths. Scope of national economic growth and development strategies. Organisational structure of trade unions, employer organisations and government in related sectors. Any consensus among labour, employers and government departments on the sector’s definition. Financial and organisational ability of the sector to support a SETA. Key functions: Develop a sector skills plan within the national skills development strategy. Implement that plan by establishing learning programmes, approving annual training reports, allocating grants to employers, providers and employees, and monitoring provision as prescribed by the QCTO. Promote learning programmes and identify workplaces for practical work experience.

Role of the Workplace Skills Plan (WSP): Definition and legal basis

A WSP is a plan approved by a SETA that outlines an organisation’s T&D requirements for one year. Organisations must compile and submit it under both the Skills Development Act and the Skills Development Levies Act.

Role of the Workplace Skills Plan (WSP): Developing the WSP (systematic process)

Proper workforce planning. Job analyses as input to workforce planning. Identifying and defining the enterprise’s skills requirements. A skills audit of the current workforce. Defining skills training priorities from the audit. Identifying skills programmes to address the needs. Implementing the WSP. Monitoring, evaluating and reporting. Establishing a quality assurance system for effective, value-added training.

Role of the Workplace Skills Plan (WSP): Benefits

Training needs and skills requirements are identified and positive ways devised to address them. Management-employee discussion of skills needs can uncover undiscovered talent and skills. The organisation can obtain a return on investment through the levy-grant system under the SDLA.