A WORKPLACE DESIGNED FOR LEARNING: FROM STRATEGY TO IMPLEMENTATION

1. HUMAN RESOURCE DEVELOPMENT FOR THE PUBLIC SERVICE A WORKPLACE DESIGNED FOR LEARNING: FROM STRATEGY TO IMPLEMENTATION

2. A VISION FOR HRD A dedicated, responsive and productive Public Service BUILDING HUMAN CAPITAL FOR HIGH PERFORMANCE AND ENHANCED SERVICE DELIVERY Fostering HEI & FETC Partnerships Mobilization of management support Utilization of the strategic role of SETAs Responsiveness to Millennium Development Goals E-Learning Programmes for the Public Service Career Planning & Talent Management Values, Ethics & Professional Code of Practice Promoting integrated & inter-sectoral approaches to developmental priorities A National/Provincial Public Service Academy Managing Employee Health & Wellness Promoting HR Learning Networks Capacity Development to promote success of Industrial & Economic Plans Promoting Learnerships, Internships & Traineeships Ensuring adequacy of Physical & Human resources & facilities Managing Effectiveness of Communication Development programmes of professional bodies Promoting appropriate Org. Structure for HRD Awareness promotion of growth & development initiatives Fostering Effective Monitoring, Evaluation & Impact Analysis Leadership Development Management Strategies Performance Management & Development Systems Integrating NEPAD, AU, Regional & Global Programmes Managing HRD Policy & Planning Frameworks & Guidelines Integrated ABET Framework Knowledge & Information Management Workplace Learning Programmes HR Planning - Supply & Demand Management Strengthening & aligning governance roles in HRD ASGISA, JIPSA, EPWP, PGDP, IDPs CAPACITY DEVELOPMENT INITIATIVES ORGANIZATIONAL SUPPORT INITIATIVES GOVERNANCE & INSTITUTIONAL DEVELOPMENT INITIATIVES ECONOMIC GROWTH & DEVELOPMENT INITIATIVES 1 2 3 4 4 KEY PILLARS FOR HIGH PERFORMANCE IN THE PUBLIC SERVICE THROUGH HRD Responding to needs of designated groups (women & disabilities Focus on all Performa levels of employment Continuity through all spheres of government Building learning communities & organizations Recognizing contextual differences Maintaining a performance focus Responding to sectoral differences Promoting the agenda of development Flexibility and adaptability Cohesiveness & Integration 10 CORE PRINCIPLES INFORMING IMPLEMENTATIONOF HRD STRATEGY LEGISLATIVE FRAMEWORK AS A FOUNDATION

3. Pillar 1.1: Workplace Learning • Strategic Focus: To strengthen workplace learning interventions so that quick gains could be seen in organisational performance and in the services provided to citizens and stakeholders

4. Some key activities of 1.1 • 1.1.1 Guidelines developed for managing and evaluating HRD in the workplace • 1.1.2 Training provided in managing HRD in the workplace for HRD practitioners and for line managers • 1.1.3 Guidelines developed for pre and post training interventions • 1.1.4 Common framework and guidelines are in place for skills audits, needs assessment and the evaluation of the impact of training on workplace performance • 1.1.5 Common frameworks and processes are available for managing workplace learning

5. What is workplace learning? • A definition: “ learning or training or development undertaken in the workplace, usually on the job, including on-the-job training under normal operational conditions, & on-site training which is conducted away from the work process (e.g. in a training room)”

6. New way (model) of viewing the challenge • First focus on PERFORMANCE rather than training or even learning – new way of viewing HRD strategy – identify the problem first & then provide the solution. • Ask the question: Is therevalue in solving it? • Smart questions: “What are we trying to accomplish” rather than “what training does the person require”

7. A model of how processes relate A learning & performance architecture is a systematic integration of approaches (electronic & non electronic) that facilitates both formal & informal workplace learning & support & ultimately improved human performance

8. Learning and Performance Architecture • Most learning takes place on the job • Learning is not training • Training is incapable on its own of supporting all learning needs of employees • Technology can be used for learning in a powerful way • Learning effectiveness is extremely important in the smart organisation, but it does not, in and of itself, constitute the ultimate value proposition – that comes from improved level of workforce performance

9. “the usual approach to training – taking employees off-site for intensive training – is in fact misguided. Such courses tend to work against human nature, since they are typically an attempt to part knowledge needed to employees in one fell swoop , with little attempt to tailor it to the specific employee’s job or learning style in order to improve performance”.

10. “On-the-job training coupled with self-paced e-learning & online help to deliver personalised assistance as required is in fact a more effective way of ensuring employees get training that is relevant to their jobs in order to improve performance”.

11. Organisational success (performance) is due to the skills & knowledge of its workforce • Due to changing nature of work in a global environment means that skills must be continuously developed

12. Features of creating a learning organisation Training is not adequate alone to foster a learning organisation • Open communication style • Innovative systems/structures • The role of workplace trainers • The role of informal learning • Fostering generic skills • Applying skills learnt to the work at hand & that this leads to improved performance and capability • Networks of learning – alliances, partnerships, collaborative problem solving • Creation of learning events

13. Learning in the workplace is not just something that happens. It is planned; and • It is part of a wider system • The manager/supervisor • The employee • Trainers • The Mentors • The Coaches

14. Importance of the workplace • The workplace is the key site for the development of generic skills such as communication, problem-solving, teamwork, information technology and customer service skills – all critical in today’s workplace. • EG: Encourage employees to reflect on current practice within the organisation and to tolerate risks.

15. Workplace learning is a deliberate strategy which takes into account the work that needs to be done and the skills needed to do the work • Customised training/learning/development for individual employees occurs in the workplace • Quality of training can assist with staff retention and in attracting skilled workers

16. Challenges • Line managers increasingly responsible for training their staff (Revised Competency Framework) • Increase in the number of workplace trainers, coaches and mentors to assist in the process • While workplace trainers have NB role to play – often training is delivered by staff who are not trained to do so - leading to issues of quality & relevance of training being delivered • Issues of these trainers delivering training that lies outside the nationally developed competency standards within training packages

17. The HR Professional (ex Practitioner/Trainer) • As trainer • As researcher – action research – interventionist studies of learning in work activities (activity theory) • EG: The HR Professional conducting action research around the using of the HRD Implementation Guide and the process around organisational change and attitude change in using this Guide in the organisation

18. The HR Professional cont. • Strategy expert • Work organisation expert • Employee champion • Agent of continuous transformation (nor change) • Staff discharging HRM functions need to be specialist • Staff who play these roles will have to be: • Specialists, advisors, “consultants”, & “business partners” • Solid understanding of environment in which the organisation operates & the ability to deliver services efficiently

19. The ‘ideal’ workplace learning situation • Workplace learning is aimed at increasing innovative capacity • Organisational culture supports & values development & learning • Development & learning are a part of doing business & are included as an integral part of strategic planning cycle • Development is customized to individuals & to increase work capability (focused use of PDP)

20. Considerations • So think strategically when planning for capacity development for your department & when working with managers from the various • Is there a need for external programmes or is it a workplace learning issue? • What then is your role to assist the manager to realise this requirement? • Do you as HRD meet with the managers to plan capacity development initiatives? • How do you construct the balance between knowledge and skill development in workplace learning?

21. Key features of L&D Plan • Every position has a learning and development plan, with a statement of identified competencies (Competency Framework) & required training programmes to attain them (HR Learning Framework: July Lekgotla Task 9) • An internal portal provides easy access to information & is regularly updated • Employees are aware of internal opportunities & the next career steps

22. Key features of L&D Plan cont. • The organisation has a comprehensive resource library, designed for various learning styles • There is a well-balanced blend of e-learning & internal class training, as well as spot mentoring • Partnership with professional bodies assist in specialist areas and is context related • Strong focus on measuring results in terms of the PMDS aligned to the Competency Framework • Strong M&E through the SMS PMDS (under PM) – holding manager accountable • Measure improved organisational performance • Link training to job requirements and then career progression

23. Some workplace learning outputs • Number of employees receiving workplace training/development • Level of external provision • Greater level of workplace delivery of training • Greater use of workplace trainers

24. Ways to address the development of a knowledge management strategy • One way to address this is to try to make knowledge-sharing an integral part of performance assessment of staff. • Another option is to recognise publically the staff most active in knowledge-sharing in the organisation • Get more experienced staff to mentor & coach the younger professionals or provide adequate opportunities for senior staff to document & codify their tacit knowledge

25. Overcome the resistance to change (to knowledge management practices & to share this knowledge through education & coaching • With greater sharing of knowledge, need for developing appropriate protocols to handle sensitive & confidential information.

26. Organisational Performance Improvement How organisations integrate knowledge-sharing strategies, such as “communities of practice”, on-site training sessions, daily or weekly debriefings, peer feedback, and formal mentoring & coaching, into institution-building can significantly impact on their overall performance.

27. Knowledge is sticky. Without systematic processes and enablers, it won’t move