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GUIDELINES FOR THE DEVELOPMENT OF AN

EDUCATION & TRAINING POLICY

SETA FOR FINANCE,ACCOUNTING,

MANAGEMENT CONSULTINGAND OTHER

FINANCIAL SERVICES

SECTION OUTLINE

The guideline document is divided into the following sections:

1. PREAMBLE 22. INTRODUCTION 3

2.1 Considerations for writing an Education and Training Policy 32.2 The purpose of writing an Education and Training Policy 3

3. CONTENT FOR CONSIDERATION3.1 Introduction 43.2 Relevant legislation 43.3 The Organisational Strategy and the Education and Training Strategy 63.4 Identification of training needs 63.5 Core and non-core educational training 73.6 Resources 83.7 Learning interventions 83.8 Prerequisites for learning 93.9 Study assistance 93.10 Assessment 103.11 Conclusion 113.12 Forms and appendices 12

4. RESOURCES CONSULTED 125. OTHER EDUCATION AND TRAINING POLICY DOCUMENTS

5.1 Motivation and policy context 135.2 Examples 14

Developed: March 2004 Guidelines for an Education & Training Policy-1-

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.

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.


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:

Working hours; Overtime;


Meal intervals; Annual/study leave.

o 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;

The learner’s willingness to participate in learning in the workplace.o The South African Qualifications Authority (SAQA) Act, 1995. This Act provides for:

The development and implementation of the National Qualifications Framework (NQF).

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.

o Quality standards, for example:

International Standards Organisation (ISO) standards; South African Bureau of Standards (SABS) standards; Investors in People.

o Seta requirements, for example:

Seta polices for the registration of education and training providers; Assessment policies in terms of specific qualifications or learnerships; The needs expressed in the Seta Sector Skills Plan; Memoranda of Understanding across Setas.

3.3 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:

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.

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.

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? What are the requirements for selection of learning materials?

3.9 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 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.

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.


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


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.

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.

o The policy on the attendance of external courses is provided.o The application form for education assistance is also provided.

5.2 Examples

Please see examples on following pages.


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.

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.

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.

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.

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. Time-off 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.

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. 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 e-government 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 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.

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

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 half-day 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.

13.2 Staff attending residential courses or conferences may additionally claim the out-of-pocket 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 pre-requirement 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.

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.


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 PersonnelSection Induction Line ManagerMeet 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 the Council, the role of a councilor, Community Strategy and Annual Performance Plan

Corporate Planning and Policy Manager

Equalities Policy Training and Development Officer


Communications, press and publications, complaints and access to information

PR Manager

Data protection and copyright E-government Manager The decision making process followed by attendance at the Executive Board

Member Services Manager

IT Training IT Training OfficerFeedback Session Training and Development OfficerSection Induction Line Manager

Corporate Training Programme – All Staff

Module Facilitator

Various IT Training IT Training OfficerVarious Health and Safety Course Health and Safety TeamEquality Awareness Training and Development OfficerCustomer Care Training and Development OfficerPlain English Training and Development Officer


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 (questioning and listening techniques, coaching and supporting staff

External

Building a Team ExternalCommunications – Part 2 (conflict and aggression, disciplinary policy and relevant employment law)

External

Managing Self and Setting Objectives ExternalDeveloping Staff Potential ExternalInterview Skills External


Leadership, Personal development and managing stress

External

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 InternalDealing with members InternalNew legislation – As and when required Internal/ ExternalAppraisal training ExternalPersonnel policies and practices InternalRecruitment and Selection ExternalProject methodology and management Internal and ExternalStress management and drugs and alcohol awareness

Internal

Understanding Finance InternalCouncil Constitution and legal powers InternalManaging Teams Internal

Advanced Management Training


All managers to partake training in the following modules

Course Content

Module Facilitator

E-agenda: Business transformation ExternalCommunications ExternalDecision making and problem solving ExternalPartnership working ExternalPerformance management External

Advanced Senior Management Training

All heads of service or equivalent to partake in the following modules

Course ContentModule Facilitator

E-agenda: Business transformation ExternalPolitical Agenda: scrutiny and dealing with members InternalCommunity Engagement ExternalStrategic Thinking and leadership ExternalPerformance Management ExternalPartnership working External

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


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:

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

2. 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;

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 co-ordination 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

- 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

- 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, Safety- Health & 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.


TRAINING AND DEVELOPMENT POLICY OF SEA HARVEST

Training and Development PolicyPreamble:

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.


“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;


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: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 Courseo Institutiono Durationo 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:

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.

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.

a. 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.

b. 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.

c. Sea Harvest will:

i. Finance the entire programme.

ii. Give reasonable time - off if required.

iii. Provide transport if required.

2. 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.

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.

3. 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.

4. 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.

5. 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:

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.

Administration:

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.


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.

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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