case study: a review of the human resource management...
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CASE STUDY: A REVIEW OF THE HUMAN RESOURCE MANAGEMENT
AT THE UNIVERSITY OF NAMIBIA
A Research Report Presented to:
The Graduate School of Business University of Cape Town
In Partial Fulfillment of: The Executive Masters in Business Administration(EMBA)
By:Theo M NamasesDecember 2000
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ACKNOWLEDGEMENTS
I would like to express my sincere and warm appreciation to several people, friends and family, who not only read and edited this paper, but who also carried me through the past two, sometimes very difficult, but exiting years:
o Group One (Class One 1999/2000) for the patience and encouragements;
o Jon Foster-Pedley and Jane Fulton (Graduate School for Business, UCT) for keeping the faith in me;
o To my colleagues participants and friends for their invaluable contributions during the research and write-up of this Project.
o Ngotho Kariuki for his comments, wisdom and willingness, shared so freely, and
o Finally, a special thank you to my husband and children for their unswerving moral- and financial support,
I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma, except where due acknowledgement has been made in the text.
…………………….Theo M Namases
13/12/2000
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ABSTRACT
The higher education sector of Namibia is competing with the private and public sector for qualified academic staff. . This Research Project uses the Soft Systems Methodology to investigate the human resource function at the University of Namibia and argues that human resource planning tools are an essential requirement in achieving strategic objectives. It suggests ways to improve the current state and recommend practical steps that requires commitment from all stakeholders.
Keywords: Human resource management, Human resource planning, Soft systems methodology, Strategic planning, Planning, University of Namibia, Higher Education
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GLOSSARY OF ABBREVIATIONS
AA PLAN Affirmative Action Plan CATWOE Customer, Actors, Transformation, Worldview,
Owner, Environment (A checklist against which the completeness of a Root Definition can be measured in SSM)
CHE Council for Higher Education COST College for Out of School Training HR Human Resources HRM Human Resource Management HRP Human Resource Planning MHETEC Ministry of Higher education, Training and
Employment Creation NDP National Development Plan OPM Office of the Prime Minister SADC Southern African Development Community SHRM Strategic Human Resource Management SSM Soft Systems Methodology UNAM University of Namibia UNDP United Nations Development Programmes UNESCO United Nations Educational, Scientific and
Cultural Organisation
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LIST OF FIGURES AND TABLES FIGURES:1. Human resource function of the University in context 7.
2. Human resource development areas 8.
3. Stages in soft systems methodology 20.
4. Council for Higher Education 28.
5. Rich Picture 36.
6.Interrelationship diagram 48.
7. Causal loop diagram 49.
8. SCQARE Analysis 52.
9. Combined causal loop 53.
10. Feedback loop 56.
11. Human Resource Planning 60.
12. Coordinating role of Ministry 60.
13. Financial management 61.
14. Suggested HR coordination 64.
15. HR framework 79.
16. Action Plan 81.
17. Cooperation Plan 81.
TABLES:i. CATWOE Analysis 57.
ii. Student / Staff ratios 71.
ii. Salary structures 73.
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TABLE OF CONTENTS
acknowledgements…………………………………………………….. ii
abstract ………………………………………………………………… iii
glossary of abbreviations ………………………… …………………..iv
list of figures and tables………………………………………………. v
table of contents ……………………………………………………… vi
CHAPTER ONE: GENERAL INTRODUCTION
1.1 Introduction
…………………………………………………………………………………….1
1.2 Historical Overview……………………………………………………………...1
1.3 Human Resource function in context………………………………………….6
1.4 Overview of Human Resource Management ……………...………………...8
1.5 Aims of Research……………………………………………………………...12
1.6 Opportunities and Constraints...……………………………………………..14
CHAPTER TWO: METHODOLOGY
2.1 Paradigm………………………………………………………………………. 16
2.2 Soft System Methodology…………………………………………………… 18
2.3 Method………………………………………………………………………… 21
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2.4 Date Analysis …………………………………………………………………24
2.5 Overview of findings …………………………………………………………34
2.6 Rich Picture ……………………………………………………………………36
CHAPTER THREE: LITERATURE REVIEW
3.1 Emergence of HR as Functional Business Area …………………………..38
3.2 Strategic Human Resource Planning ………………………………………43
3.3 Consequences of Operating without SHRP………………………………..46
3.4 System Diagrams on Literature review …………………………………….47
3.5 SCQARE Analysis on additional Literature ………………………………..49
3.6 Formulation of Root Definitions……………………………………………...57
CHAPTER FOUR: CONCEPTUAL MODELING
4.1 Conceptual Model ………………………………………………………….. 60
4.2 Comparisons …………………………………………………………….…..61
CHAPTER FIVE: RECOMMENDATION and CONCLUSIONS
5.1 Problems in UNAM ………………………………………………………….68
5.2 Possible Solutions……………………………………………………………71
5.3 Process of Implementation ………………………………………………….78
5.4 Action to be taken ………………………………………………………….80
5.5 Conclusions ………………………………………………………………….85
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REFERENCES ……………………………………………………………………… 86
APPENDICES
i Sample Questionnaire ……………………………………………………… 1
ii Analysis ……………………………………………………………………….10
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CHAPTER 1
GENERAL INTRODUCTION
1.1 Introduction All organisations must plan for their human resource requirements and put in
place a strategy that will help them to attract and retain qualified people. Even
though human resource management is very critical for the survival of an
organisation, it is often less valued than other aspects of business.
With globalization, human capital is increasingly becoming one of the major
assets of organisations. Human resource planning is essential for an
organisation to be competitive and successful in the market place.
This project argues that human resource planning is an important mechanism for
the efficient allocation of scarce resources and overall strategic planning and that
no organisation can survive in the ever-increasing competitive business
environment, without human resource planning.
Even though the title of my project is a ‘ Review of the human resource
management at the University of Namibia’ I have concentrated mainly on the
human resource planning aspects because I consider the planning process to be
very critical to any human resource function. Without a plan, human resource
management becomes irrelevant.
1.2 Historical Overview The overall aim of human resource development in the SADC (Southern African
Development Community) is to develop human capital to its fullest potential and
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to create an adequate pool of human resources to plan, direct and manage
change.
Namibia, like many other former colonies, inherited critical human resources
problems at independence, including unemployment, illiteracy and a shortage of
skilled human resources and because any nation’s primary resource is its people
– their creativity, ingenuity, capabilities, competencies, knowledge, skills, will
power, Namibia had to import skilled and experienced human capital to fill the
gaps that existed (NDP 1, p 330). Because of the shortage of skilled, educated
and experienced Namibians, the public- and private sector are spending very
large sums of money importing expatriates. This situation has changed very little
almost ten years after independence. The country is still importing skilled human
resources in order to maintain the desired pace of economic development,
restructuring and diversification. This is clearly neither desirable nor sustainable.
The legacies of colonial and apartheid policies of exploitation and discrimination
continue to haunt the society. Removing this shadow is a major development
challenge for the country. It is against this background that the Government
identified national development objectives in the First National Development
Plan: ‘reviving and sustaining economic growth; creating employment; reducing
inequities in income distribution; and eradicating poverty’. (NDP, Vol 1 1995)
Whereas at global level, human resource expertise must be cross-fertilized, it is
risky to rely too heavily on imported expertise without a strategy of achieving our
own sustainability.
Higher education is a vibrant part of society. It is through the higher education
sector that the training of human resources can be accomplished. As such, the
higher education sector must undergo reforms and changes, for it to meet new
challenges as the need arises. This makes the sector a focal point for increasing
public debate, because it has the singular role of creating a professional human
capital.
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1.2.1 Ministry of Higher Education, Training and Employment Creation Society has a broad vision and high expectations for higher education in the
country. It is an investment in the future and some of its most important results
will not be fully clear for some time to come. Hence the need for such investment
to be done wisely and well to ensure that learning, teaching, scholarship,
research and service are dynamic, interactive, and mutually reinforcing.
Education is also a highly expensive undertaking, which society has to bear,
given the level of poverty of the Namibian population.
Providing education to the nation involves a large number of people and many
different institutions. While each organization has its own objectives and
responsibilities, the common goal should be to improve coordination and
complementarities across the education system. The system must not only
review knowledge but also create it. It must not only close the development gap
but to leap forward with new ideas and practices. With this goal in mind, it is
useful to note that the MHETEC has established several institutions, which
activities related to the development of higher education.
1.2.2 The Polytechnic of Namibia The Polytechnic of Namibia contributes to Namibian development by providing
tertiary technological career-orientated education at internationally recognized
standards. The main objective of its curricula is thus practice, promotion, and
transfer of technology.
Instructional programmes at the Polytechnic are aimed at meeting the needs of
industry, understood as the driving force of the Namibian economy. During the
course of their study students are exposed to technological knowledge, skills,
values, and attitudes.
Within a climate conducive to intellectual and social development, the focus is on
the principles and approaches required for entering and succeeding in industrial
occupations and technological careers. A significant part of the institution’s
instructional programmes is, putting into practice the existing knowledge,
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technology, and scientific results, and the formulation of the practice of particular
segments of industry.
As it emphasises the transfer of technology, the Polytechnic, similar to the other
institutions, are trying to address the professional human resource requirements
of the country.
1.2.3 The University of Namibia The University developed from the higher education structure, which the country
inherited from the previous political dispensation. At independence in 1990 there
was in existence the Academy of Namibia, which at that stage consisted of three
components, viz the Technikon, the College for Out of School Training (COST)
and the University. The latter component awarded its first degree in 1987.
After independence in 1990, in the words of the University’s portfolio document;
‘against this background, there was a growing feeling that the Academy was ill
equipped to effectively deal with the overall higher educational needs of an
independent Namibia’.
The University of Namibia was founded in 1992, and the old Academy legacy
continued for a while with the new University overseeing the Polytechnic of
Namibia and COST. This arrangement was terminated in 1996 when the
University and the Polytechnic became two autonomous institutions. The
University inherited the structure and the staff compliment of the Academy, of
which some staff was not qualified or equipped to teach at a University. This
legacy has had detrimental effect on the human resource planning of the new
University.
The aims, objectives, and goals of the University, as detailed in her Mission
Statement, are to:
be an eminent center of higher learning, and to train high-level specialists
in critical areas for national development;
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provide facilities appropriate to a University of highest quality, and to
quality education that is responsive to the needs of Namibia and beyond;
cultivate standards of excellence in teaching, research, and all the
prescribed functions of UNAM, through encouraging constructive criticism,
constant self-improvement, self-evaluation, and peer assessment;
make the University’s services, expertise, skills, scholarly leadership, and
facilities, accessible to all such persons as are likely to benefit from them,
regardless of race, gender, colour, ethnic origin, religion, creed, physical
condition, social and economic status;
safeguard and promote principles of University autonomy, with a view to
providing and appropriate atmosphere, and opportunities for UNAM’s
scholars to pursue the development of their highest intellectual potential;
serve as a repository for the preservation, development and articulation of
national values and culture, through the promotion of Namibian history, art
and languages;
undertake basic and applied research, with a view to contributing to the
social, economic, cultural and political development of Namibia;
encourage endogenous development and application of science and
technology;
provide advisory, consultancy, and extension services throughout the
country with a view to promoting community education and appropriate
know-how, thus enhancing society’s productivity and socio-economic
development; and to,
promote national, regional, and international unity and understanding.(Source: University of Namibia Annual Report ’99)
The Presidential Commission on Higher Education Report (September 1991),
states that:
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In order to successfully overcome the imbalances of the past, and to foster the
socio-economic development of all the people of Namibia, the University must
plan her academic programmes in the context of society needs;
and
The University cannot afford to mount training programmes in all the disciplines
requiring degree level graduates; prioritizing must be done. A higher priority will
be accorded to programmes which show greater promise towards generating the
biggest impact in uplifting the quality of life of society in Namibia, and
strengthening the economy.
1.3 The University Human Resource function in Context The human resource function of the University is operating in an environment,
both external – government, economic conditions, industrial relations,
demographic, technology, business, etc. - and internal – skills inventory, current
human resource problems, organizational structure & -culture, etc., which has a
impact on its operations.
As indicated in the diagram below, one must put the human resource function of
the University in its operating context in order to understand the different
influence and interventions.
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,
.HRM
GOVERNMENT
MINISTRY OF HIGHER EDUCATION
Polytechnic OtherInstitutionsUniversity of
Namibia
other Ministries
Society
Non-GovernmentalAgencies
BusinessCommunity
Students
Donors/Funders
Non-NamibianAcademic Staff
NamibianAcademic Staff
Senior Admin Staff
Support Staff
Figure 1
The six broad areas of human resource management represent the core
functions of an effective human resource system. These are:
Personnel Policy and Practices
Planning
Personnel Data
Organisational capacity
Training, and
Performance Management
Figure 2 illustrates and explains the content of each core area.
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Human Resource Development Areas
HUMAN RESOURCEDEVELOPMENT
capacity
planningpersonnelpolicy &practice
data
performancemanagement
training
budget, staffing,etc.
job classifications,recruitment,
compensation, etc.employee data,
personnel files, etc.
staff training, skillsdevelopment, etc
job discriptions, workplanning, supervision,
etc
organisationalmission/goals, HR
development planning
(Source: The Manager’s Electronic Resource Center, 1999)
Figure 2
1.4 Overview of Human Resource Management Since the formal advent of Strategic Human Resource Management, academics,
consultants and executives have assumed need to “fit” Human Resources to the
strategy of the organisation. The basic theory behind “fit” is that the effectiveness
of any Human Resource practice or set of practices for impacting organisational
performance depends upon the organisation’s strategy (or conversely, the
effectiveness of any strategy depends upon having the right Human Resource
practices). (Human Resource Planning Society 1996)
At this point it is important to have a working definition of human resource
management.
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Human Resource Management has been defined as: ‘involving all management
decisions and actions that affect the nature of the relationship between the
organisation and its employees’ (Beer et al., 1985)
For an organisation to succeed in today’s global economy of serious competition,
it must clearly address its strategic survival, which can only be achieved through
a clearly defined strategic plan. Whereas a strategic plan can be undertaken for
virtually every aspect of the organization, this study is specifically on the SHRP.
If an organisation has to achieve its goals, it must not only have the required
resources, but must also use them effectively. Traditionally, organizational
resources have been divided into three categories: human, financial, and
physical resources (Sherman & Bohlander, 1992) a fourth category – technical
resources – has been added in the late 80’s. While human resources have
always been critical to the success of any organization, it has assumed an
increasingly greater importance that is being recognized inside and outside
organizations.
The human resources of an organization typically include individuals with a wide
variety and range of knowledge, skill, and abilities that are expected to perform
job activities in a manner that contributes to the attainment of organizational
goals. (Sherman & Bohlander, 1992). Effective employee contribution depends
largely upon the quality of the organisation’s human resources programme and
the ability and eagerness of management to create an environment that fosters
the effective use of the organisation’s human resources.
In the past, human resource planning tended to be a reactive process (Cascio,
1998) because business needs would usually define the organisation’s human
resources needs. Today, mainly, due to the uncertainty caused by globalization,
new technologies, restructuring, workforce diversity etc., development of human
resource plans have become more important to reduce the impact of uncertainty.
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These major changes in the business, economic, and social environment are
forcing organisations to integrate business planning with human resource
planning in order to adopt a long-term, proactive perspective.
The continual pressure to survive and gain competitive advantage in the market
may lead a company treating labour as a variable input where it is a cost to be
minimized, rather than a resource in the interest of business strategy. Strategic
decisions based on the former, tend to focus on the economic bottom line whilst
the latter is focusing on an organizational culture that gives direction, sense of
purpose and employee involvement.
Although the project paper does not deal with the “classical” view of strategy,
which is deliberately grounded in profit maximization, reference is made to it in
order to underscore the important role of human resources management in
providing a foundation for the achievement of enhanced levels of organizational
efficiency and effectiveness.
Human Resource Management, as it is practiced today, recognizes the dynamic
interaction of staff functions with each other and with the objectives of the
organization. Most important, it recognizes that human resource planning must
be coordinated closely with the organisation’s strategic and related planning
functions, in order to improve its effectiveness and have greater impact.
Therefore, the human resource function must understand how to add value to the
organization by helping line managers align human resource strategies,
processes and practices with business needs.
The most critical elements that ensure that the human resource function helps a
company to achieve its business objectives are:
A strategic human resource plan that ensures that human resource
programmes support the overall business plan;
A human resource function that aligns itself with the rest of the
activities in the organisation;
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Company policies and practices that reflect that employees are valued;
and
A proactive human resource function that anticipate and address
issues before they become unmanageable.
Thus, the role of human resources is to develop a plan that takes into account
the future demands and composition of the workforce. The plan of action must be
guided by general institutional philosophy and broad corporate goals, bringing to
top management’ s attention, considerations that should be integrated into long-
range strategic thinking.
Planning is generally regarded as a process of determining organizational
objectives and selecting a future course of action to accomplish them. Its primary
purpose is to offset future uncertainties by reducing the risk surrounding
organizational operations. Human resource planning therefore systematically
forecasts an organisation’s future demand for, and supply of, labour, which is
needed to carry out and accomplish organizational objectives.
According to Daniel and Millward (1993) those who undertake it may benefit
from:
Improvement in the utilization of human resources;
Matching personnel activities to future organizational objectives
efficiently;
Making major demands on local labour markets successfully;
Achieving economies in hiring new staff;
Co-coordinating different personnel management programmes such as
affirmative action plans and cost.
Fundamentally, Human resource planning consists of a range of tasks designed
to ensure that the appropriate number of right people are in the right place at the
right time. In essence, it involves current levels and utilization of staff and skills,
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relating the internal elements to the market demand for the organisation’s
products, and providing alternatives to match human resources with the
anticipated demand.
The planning of human resources is a dynamic process that endeavours to
monitor and manage the flow of people into, through, and out of the organization
in order to achieve equilibrium. This process has to take into consideration the
total corporate plan and the many environmental issues that affect the
employment of people.
1.5 Aims of research The aim of this study is to investigate the extent to which human resource
planning exists at the institutions of higher learning, in order to assess the extent
to which they are addressing the current and future human resource needs. It is
the author’s contention that if the institutions do not operate on a strategic
planning parameter, it will face serious problems in future. It is also the author’s
considered view that a human resource strategic plan is an imperative need,
which cannot be ignored, and any organisation ignoring it is doing so at its own
peril.
This case study is of particular importance, not only for the University, but also to
the overall human resource development strategy in the country. In doing the
study, it will be of interest to investigate the extent to which human resource
planning at the University is aligned to the national human resource development
strategy, as laid down by the Government (NDP, Volume 1, 1995), as follows:
“The efficient and effective implementation of the Development
Programme is therefore critical to the nation as a whole. This challenge
cannot be realized unless serious attention is given to capacity-building in
institutions directly involved in planning and implementation”.
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The research project is of strategic importance to the institutions of higher
learning in Namibia. The intention is to analyse the strategic plans of the
University of Namibia, especially in the area of Human Resource Planning.
Although a wider view of the institutions of higher learning is addressed, the
project is specific to the University of Namibia.
The study will aim at developing a document which can be used, or which can
facilitate the institutions in its future strategic plans. The study will address
possible shortcomings in current strategic initiatives of said institution and to
come up with recommendations as to how the lack of strategic human resource
planning can affect the smooth running of the institutions and also suggest ways
of addressing the shortcomings.
The author’s hypothesis is that the absence of a strategic human resource plan
in any organization, compromise and weakens its competitive.
The project zeroes down on the existence of a Strategic Human Resource
Plan at UNAM,
To review the benefits of having / lack of such plan is having on such an
institutions,
To review the parameters that are used in developing a Strategic Human
Resource Plan in the institutions and how realistic it is to achieve the
objectives of the strategic human resource plan,
To review the human resources problems of the institutions under study
and how SHRP can help in solving these problems and to give a sound
basis to develop human resource programmers, which will contribute to
the future success of the institution,
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To review how Human Resource Planning is used as a basis for
evaluating the human resource (academic staff) utilization and
management throughout the University, and
Finally, to evaluate how a SHRP seeks to develop an alignment between
the institution’s direction and business planning objectives, and the way
academic staff expertise is managed and utilized within the University.
1.6 Opportunities and ConstraintsDue to the time factor, it will not be able to look at other institutions under the
Ministry in detail. The study will focus on UNAM, which is the only university in
the country, with a brief reference to the Polytechnic of Namibia.
The size of the higher education sector
It is a relatively small sector with only two major institutions. The existing
Teachers’ Colleges and Vocational Training Centers are essentially not classified
as institutions of higher learning elsewhere.
Availability of data
Most of the existing data does not necessarily reflect the way forward and applies
more to the colonial past where the sector, like the rest of the country, was
administered as a fifth province of the Republic of South Africa.
Increasingly, successful management of any institution, and the human
resources therein, depends on knowing what is happening in the environment
and also on anticipating what is going to happen. Thus, gathering and analyzing
information from a wide range of sources, determining organizational objectives
and developing action plans to implement them, is absolutely necessary for
organizational survival and success.
Whereas this chapter deals with the general introduction, chapter two is the
introduction to Soft System Methodology used in this project and analysis the
questionnaire in order to develop a rich picture of the problem situation.
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Chapter 3 deals with the Literature Review, and uses the SCQARE (situation,
concern, question, rationale, evaluation) Analysis to review additional literature
on the topic area. It further demonstrates the application of CATWOE
(customers, actors, transformation, worldview, ownership, environment), in
developing Root Definitions.
Chapter four develops Conceptual Models of the objectives of this study, using
three key problem areas (root definitions), identified in chapter 3.
Chapter 5 draws conclusions and recommendations and suggests areas for
further research.
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CHAPTER 2 METHODOLOGY
I have adopted the case study approach because of the single phenomenon (i.e.
strategic human resource planning at UNAM) and the holistic, exploratory focus
of the case study method.
In collecting the necessary information, I will seek for new insights, ask questions
through a process of questionnaires and personal interviews, to understand
human resource planning at the University, and assess it within the context of the
higher education sector in the country.
My research particularly is based on the hypothesis (based on available empirical
data) that UNAM is not doing enough to improve and to attain sustainable human
resource development so as to enhance and support the process of economic
development. This observation is aggravated by the fact that the University is
relying too heavily on foreign academic staff, with a very high degree of turnover
and without a plan in place for training those to succeed, which mitigates against
self-sustainability. There seems to be no visible strategic initiative to remedy the
situation.
2.1 Research paradigmThe chosen paradigm is phenomenological, as opposed to the positivist
paradigm. This approach is also known as qualitative or interpretive, in some
literature
In stating my paradigm, I take the definition as ‘the progress of scientific practice
based on ones philosophies and assumptions about the world and nature of
knowledge; in this context, about how research should be conducted’ (Hussey
and Hussey, 1997, p. 47)
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2.1.1 Why phenomenological paradigm I have chosen this paradigm because of the following reasons:
It is generally qualitative, subjective, humanistic and interpretative in nature
The choice is therefore appropriate because the alternative paradigm
(positivistic) is heavily relying on quantitative, objective, scientific and
experimental approach.
The phenomena under study at the University cannot be analysed
quantitatively, or scientifically and can only be properly analysed through
qualitative methodology, using observations and interpretations and therefore
falls within the ambit of phenomenological paradigm.
The choice of the paradigm is also supported by the fact that the paradigm is
concerned with the study of human behaviour from researchers own frame of
reference.
The definition of phenomenology, ‘is the science of phenomena’ and a
phenomenon is a ‘fact or occurrence that appears or is perceived especially one
of which the cause is in question’ (Allen, 1990)
Cresswell (1994), has summarised the assumptions of the two main paradigms
and through these my stand falls more on the qualitative than the quantitative
approach:
research on human resource planning has as many realities as the
number of people interviewed and thus highly subjective;
as a researcher, I have to interact with the respondents, through personal
interviews, telephone interviews, questionnaires and further questions for
clarifications;
In this type of research one has to bring in value judgment and the
respondents also bring in their value judgments, thus, it cannot be free of
personal bias;
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this type of research cannot be accomplished in a formal manner. Most of
the discussions and interviews are informal because that is the best way
to achieve and to collect valuable information;
the research cannot be based on rigid set of definitions and definitions,
assumptions and decisions evolve as the study progresses;
as interviewer, I will have to have a personal conversation with the
participants and have to use accepted qualitative words because the
phenomena being observed cannot be interpreted in a quantitative
manner;
as the researcher goes on with the work there are a mutual influences
between the researcher and participants and the information has to be
induced occasionally.
In human resource planning research, the design cannot be static and the
instrument keeps being modified during the research process as new issues
emerge.
The process is also context-bound because theories have to be developed in
order to understand the phenomena being observed.
The phenomenological approach accepts that researcher has values, even if
these values might not be explicitly defined. The approach also accepts that the
values help to determine what are recognized as assumptions, and what are
recognized as facts, and the researcher draws interpretations from the facts.
This paradigm accepts the fact that the researcher is involved with the
participants.
2.2 Methodology From a research point of view, a methodology is used to refer to the overall
approach to the research process from the theoretical underpinning to the
collection and analysis of the data.
Like theories, methodologies cannot be true are false, they can only be more -,
or less useful (Silverman 1994), and concerns the following issues:
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why I have collected the data
what data I have collected
from where the data was collected
when I have collected it
how it was collected, and
how it was analysed
(Hussey and Hussey, 1997)
In this particular research, Soft Systems is the methodological approach used
because it is taking purposeful action in human situations regarded as
problematic. Soft Systems methodology is an ‘organized process of inquiry
based on systems models, which leads to choice of purposeful action’.
(Checkland, Scholes, 1990)
Thus, ‘a way of dealing with problem situations in which there is a high social-,
political-, and human activity component’. (Checkland, Scholes, 1990)
In the diagram below (fig. 3), the seven stages of the soft systems methodology
are identified.
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T h e P ro b le ms itu a t io n
T h e P ro b le ms itu a t io n
e x p re s s e d
A c t io n to im p ro v es i tu a t io n
F e a s ib le a n d d e s ira b lec h a n g e s
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w ith r ic h p ic tu re
B u i ld in gc o n c e p tu a l
m o d e ls
R e a l w o r ld
A b s t r a c t w o r ld
F in d in g o u t
T a k e a c t io n
S y s te m s T h in k in ga b o u t r e a l w o r ld
Q u e s t io n n a ire s ,in te rv ie w s ,
L i te ra tu re o nto p ic , e tc .
T o o rg a n is em y
u n d e rs ta n d in go f th e
s i tu a t io n -R ic h p ic tu re C o m p a r in g
th e id e a sg e n e ra te d
f ro m 4 , w i thth e re a l
w o r ld
T a k in gm o s t
im p o r ta n to f
d i f fe re n c e sf ro m 5
R e c o m m e n da c t io n toim p ro v e
s i tu a t io n (1 )
.
'
`
1
2
7
6
5
3 4
T H E S E V E N S T A G E S O FS O F T S Y S T E M SM E T H O D O L O G Y
R o o t D e f in i t io n s o fre le v a n t s y s te m s
.a s a lo g ic a le x t ra p o la t io no f e a c h ro o t
d e f in i t io n
B u i ld in gw ith 3 m o s tim p o r ta n t in
1
(Source: Checkland & Scholes 1990)
Figure 3
I am starting the study by thinking in terms of solutions to the multiple problem
situations in which the human resource department of the University finds itself.
The method is to record the structural elements (the organisation); the elements
of process (things continuously happening, through or in spite of the structure);
and the relation between these two.
- SSM is useful in an action-orientated research with the dual aim of action (to
bring about change in some community or organisation or programme), and
research (to increase understanding on part of researcher / client /or both; an
often some wider community)
( Dick, 1992)
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Using this methodology, I expect to influence some change in the institution and
the higher education sector. I also expect to increase my own understanding of
Human Resource Management, and human resource planning, in particular.
This methodology has been chosen for various reasons, among them, the
following;
- It is easier to use in a work- or community situations and the institution being
observed in my research, falls within this category;
- The research has potential to increase the amount of my learning and the
experiences of those being researched. I do therefore consider this as a
learning process;
- The research is practical in that it is intended to give relevant suggestions for
improving human resource planning at the University and the higher
education sector at large;
- The research is generally participative and even if I am an outsider to the
institutions of higher learning, I feel it is possible to be participatory during the
interviews and various other forms of communication that I had with
stakeholders;
The research project is dealing with a complex organizational problem, with a
large social component. This explains why this method is logically appropriate for
the problem situation under study.
2.3 Method A method is used to refer ‘to refer to the various means by which data can be
collected and analysed’
Data was collected, using a questionnaire technique and interview technique.
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The first stage of the research has been an extensive review of general literature
on human resource planning, strategic human resource planning and on existing
literature of the institution under discussion, with regard to its policies on strategic
human resource planning.
To test the extent to which human resource planning is done and its alignment to
the overall strategy process of UNAM, I have adopted a multi-method approach,
starting with a questionnaires with 26 items through a review of the literature and
documentation that exist on the Human Resource Management of both the
institution and the line Ministry. The questionnaire was followed by unstructured
interviews with a selected group of people from the same sample, for the
purpose of a more comprehensive perspective and to validate and cross-check
the findings. Another reason why I found it appropriate to do interviews was to
follow-up several questionnaire-responses, which were not sufficiently answered
due to the reluctance of some people to commit their answers in writing on the
questionnaires.
The pool of 26 items was assembled as an instrument in a questionnaire
(appendix 1), and responses were studied to determine whether the University
has a human resource plan in place that is aligned to their overall strategy. In
general this sample represents mid- to upper level executives from the
institutions under discussion and was aimed at gaining the “insiders” perspective
on the issue under study.
Due to the size of the study, which was intrinsically bounded in the context of the
higher education sector, the population includes the entire population that is
directly involved with human resource management of the institutions.
The emergence of certain indicators amongst the raw data obtained from the
questionnaires, have resulted in further interviews with selected people from the
population.
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The questionnaires were sent to key personnel of the MHETEC, and key
personnel of UNAM.
2.3.1 Data collection A total of 17 questionnaires were sent out and 8 interviewees responded. Even
though these represent about 50% of the questionnaires, they were considered
sufficient because in both the Ministry and the institutions, all the people dealing
with Human Resource Management (HRM) responded to the questionnaire. It
was the observation that it was not necessary for the other staff to respond, as
that would have been duplication. It was agreed that key officers would respond.
The following middle- and senior managers from the MHETEC and UNAM
responded on the questionnaire:
The Director of Human Resource Management, Director of Strategic Planning
Director of Higher Education, Deputy Director responsible for Human Resource
Development and Planning, Dean of Students, Education Planner and the
Manager, responsible for Resource Management (see question 25).
In response on the question (26) to determine their roles, participants responded
as follows: General coordination with personnel, human resources development,
assisting faculties with strategic planning, managing human resource
development and planning for institutions of higher learning, link between
institutions and government.
The data analysed, represents both the responses from the questionnaires and
follow-up interviews that were conducted for clarification.
Being a prescriptive type of project paper, the analysis could not be
computerized and therefore, has been done manually. Another reason for this
decision was the sample size, which was relevantly small, although it has
covered 100% of the people concerned with human resource planning and
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management in the Namibian higher education sector. Thus, the responses
represent substantially what is on the ground.
The method chosen in analyzing the data is to deal with each recorded
questions’ responses and to conclude with a summary of the findings.
(Analysis of the questionnaire is attached as appendix II).
The questionnaire, as the instrument of research, is dependent on the premise
that Strategic Human Resource Planning encompasses:
Interfacing with strategic planning and scanning the environment
Taking inventory of the organisation’s current human resources
Forecasting the demand for human resources
Forecasting the supply of human resources from both within the
organization and in the external labour market
Comparing the forecasts of demand and supply
Planning the actions needed to deal with anticipated shortages or
overages, and
Feeding back such information into the strategic planning process”
(Greer, 1995, 141)
The paradigm, methodology and methods used, based on the nature of my
research, have been justified above, based on the nature of my research.
Whereas I have given justifications for these, they are not without weaknesses. I
have not discussed at length the limitations of these approaches because of time
and space. I would only like to mention that there is literature, which has
discussed the advantages and disadvantages of the chosen methodology.
However, the discussion is outside the purview of this project paper.
2.4 Data analysis Question 1: As far as you are aware, do you know of any Strategic Human
Resource Planning in the Ministry of Higher Education, Training and
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Employment Creation – covering the Ministry itself and all the institutions
under the Ministry? (Policy document or Statement)
This question sought to establish whether there was any sort of documented
policy of statement on HRP in the higher education sector:
50% of the respondents stated categorically (answered in the negative) no
and the other 50% where not sure or did not know what the concept ‘strategic
human resource planning’ entails.
In a number of instances, respondents assumed that the document known as
the ‘Manpower Structure’ in the Ministry was indeed a human resource plan.
This is actually the organisational structure of the Ministry.
Question 2: According to Greer’s definition stated above: If Human Resource
Planning exists, does it cover all the seven points?
This question wanted to understand to what extend the existing human
resource plan covered the seven points mentioned above.
The respondents, having not been able to identify any document, responded
as follows:
25% were not sure, 12,5% responded no, 12,5% said partially – referring to
the organ gram.
12,5% said that it does not exist and 37,5% did not respond to the question.
Question 3: If yes: Is it spelt out clearly in a document that is easily
accessible?
This was a follow-up to the previous question and sought to have access to
the document.
50% stated no, 12,5% did not know, whilst 37,5% did not respond.
One of the respondents stated that the document - Overall Guidelines for the
Five Year Development Plan - exists and there was a copy of it kept in the
Office of the Permanent Secretary of the Ministry. The conclusive response
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from the Director of Human Resource Planning in the Ministry, and the
Director of Strategic Planning at the University, categorically stated that there
is no human resource plan; therefore, the document could not exist.
Question 4: Even if it is not stipulated in document form, is there any
indication of a Strategic Human Resource Planning practice in the Ministry of
Higher Education, Training and Employment Creation?
This question sought to establish whether an informal strategic human plan
exists, even though it may not be stipulated in a document.
All the respondents (100%) stated no.
There was a statement that there is no human resource forecasting in the
Ministry and in the Institutions of Higher Learning and that the Ministry
operates mostly as the need arises. In a follow-up interview, it was
established that neither the institutions nor the Ministry has a Human
Resource Plan, either documented or in practice, and that human resource
planning is done on an ad-hoc basis.
The University was in a process of establishing a strategic plan for the entire
institution, but the exercise has not singled out human resource planning as a
major component of the overall strategic plan.
Question 5: What are the major weaknesses you find / or you are aware of in
the Human Resource Planning strategies of the higher education system
overall in Namibia?
The question sought to establish the awareness of the respondents of human
resource practices within the higher education sector and problems being
experienced.
There were 10 responses because some participants identified more than
one issue. Thus, all the responses were listed and weighted against the
respondents. As such, each response is taken independently to analysed the
percentage of respondents.
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12,5% of participants did not respond to the question. The response that no
coordination exist between the number of players, mean that institutions of
higher learning, especially UNAM and the Ministry do not coordinate their
activities and the one is not always aware of what the other institution is
doing.
Council for Higher Education (CHE) does not exist. There is a need for such a
council to oversee the academic standards, and the management of all
institutions of higher learning and that will act as a supervisory body to the
existing institutional councils.
Another response was that due to the lack of any human resource plan or
strategies, employment is on an ad hoc basis and in a number of instances, is
based on personal bias that includes various forms of favouritism.
The current staff appraisal system is not purpose-orientated and is not well
understood by those who need to be appraised and the appraisee.
Because of a lack of human resource plan, there is no forecasting done.
Promotions, recruitment, etc, are not in place.
Some respondents see the lack of a strategy in itself as a major weakness
and links the absence of a well-defined human resource plan as resulting in
the fact that the University’s human resource base is bottom heavy, whilst a
number of academic divisions are highly understaffed.
37,5% and 25% of respondents have identified the lack of urgency and the
lack of a vision, as major weaknesses. They stated that the whole process of
human resource planning is not seen as a priority.
Question 6: What would you recommend should be done to correct the
weaknesses you have identified above (no. 5)?
Respondents gave more than one answer (similar to question 5) and as such,
each response was taken independently to establish the percentage of
participants against the response.
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37,5% sited good governance (transparency, professionalism, etc.) as one of
the measures that could correct some of the weaknesses (stated in question
5). There is a need for a policy, which establishes human resource practices
so that individuals are aware of rules and prospects.
The need for Council of Higher Education has been discussed in question 5.
The aim is to affirm the line of authority, as in the following illustration:
MINISTRY OF HIGHEREDUCATION
COUNCIL FORHIGHER
EDUCATION
Polytechnic
Other institutions
University
Council
.Council
`Council
Figure 4
This recommendation was again emphasized under ‘General Comments” in
question 26. There is a pressing need to establish”Council of Councils’.
50% of the participants felt that human resource management practices couldn’t
be to the satisfaction of employees without a purposeful appraisal system. Such
an appraisal system can only be in place if there is an acceptable standard of
human resource planning and - management.
The upgrading, development, etc. of junior personnel is closely tied to the
response on the appraisal system and emphasise the point that there can be no
upgrading without proper human resource planning and - management.
87,5% of the participants recommended proper planning and that is a clear
indication that a human resource plan is noticeably absent in both the Ministry
and the institution.
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The need for strategic direction (response 10) and a recommendation for the
sector funding to be prioritized, were supported by 50% of the participants.
Without strategic planning, there can be no strategic direction and without
strategic human resource planning, there can be no prioritizing of how funds
should be utilized. This probably explains why the University is constantly in dire
financial problems, where over 80% of all expenses are on personnel.
Question 7: What role do you think can the Ministry of Higher Education play in
Human Resource Planning for the Institutions of Higher Learning in Namibia?
The purpose of this question was to establish the extend to which participants
were aware of the linkage between the Ministry and the institutions of higher
learning. To a large extend, respondents emphasized the need for the Ministry to
take the lead in forecasting (75%). This emphasizes the important role of the
Ministry in providing direction and vision (50%), and not merely provides funding.
Question 8: Does your institution have a Human Resource Plan?
62,5% of the respondents indicated that the existing human resource plans are
incomplete. They further responded that that the different faculties may have
their individual human resource planning, which are not coordinated at a central
level.
Currently, most faculties are involved in human resource planning or projections,
but there is no overall university guideline.
Question 9: How often do you conduct Human Resource Planning exercise?
From the analysis of the responses, 75% indicated that human resource planning
exercise is not done on an organized basis. The 25%, who responded on the 1 –
2 years, were looking at personnel evaluation and assessment more, than at
human resource planning exercise.
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Question 10: Do you have / are you aware of a Strategic Human Resource Plan
at your institution?
62,5% of the participants was either not sure or stated in the negative. 37,5%
stated yes, but could not produce a document to support their answer.
Therefore, one can conclusively say that there is no strategic human resource
planning at the institution. The 37,5% yes response was actually referring to
some of the budget request by different faculties that are done for additional
establishment.
Question 11: If yes: For how many years ahead is your strategic human
resource planning done?
This was a follow-up on question 10 and required a response from only those
who answered in the positive in question 10. The question sought to establish
the number of years strategic human resource planning is forecast. 75% of
participants had no response whilst 25% stated that forecasting is done for
five years ahead – referring to the Five Year Development Plan and not to a
strategic human resource plan.
In response to this question, one participant who stated ‘yes’ in question 10
was unable to justify his/her answer and drop to a ‘no response’.
Question 12: What parameters / factors / variables are being taken take into
account when doing Human Resource projections in `your institution?
Half of the participants did not respond and 50% gave different variables,
which are analysed as follows:
Vision and mission: 12%; Institutional needs: 50%; Programme expansion:
37,5%, and localization: 12,5%.
One obviously lacking variable that should be noticeable in an institution of
higher learning is ‘student enrolment’.
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Question 13: If a Strategic Human Resource Plan does exist, how is it related
to the overall institutional Strategic Plan?
A group of participants (75%) that has previously indicated that there is no
strategic human resource planning did not respond to this question. The 25%,
who responded, stated that strategic human resource planning should be a
sub-system of the overall institutional strategic planning.
Question 14: What are the major constraints in your Strategic Human
Resource Plan?
The lack of a staff development plan, which should be a sub-system of a
strategic human resource plan, was reflected by 75% of the participants, as a
major constraint.
Lack of sufficient funding (75%) also featured, but one can conclude that
without a plan, there can be no funding because funds are usually allocated
to meet the needs that are planned for.
Question 15: Do you have vacancies on your establishment that are currently
not filled?
The response to this question varied from frozen positions to existing
vacancies. Only 37,5% responded, which was sufficient enough because it
included the people who are directly responsible for human resource
management.
Question 16: If so, what are the reasons?
The main reason identified, was not the lack of qualified personnel, but lack of
funds.
During follow-up interviews and discussions, it was also established that
funds were not the only reason, but the lack of suitably qualified people
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locally, as well as the lack of competitive ability of the University, to attract
people from outside.
These responses, once again reiterate the importance of a strategic human
resource plan for the institution in order to be competitive in the market.
Question 17: What is the percentage breakdown of your Academic staff?
There was an overall agreement that the foreign academic staff is less than
50%, but they occupy almost all strategic positions in the University.
Question 18 & 19: Do you envisage any changes in the percentages given
above, in the next five years? What plans have you put in place / intend to put
in place to achieve the above?
Both these questions sought to establish whether there is any plan in place to
bring about changes in the ratios (question 17)
The responses indicate that there are intentions as indicated in the affirmative
action plan of the institution, although no concrete plan could be provided.
The affirmative action plan envisages putting in place a staff development
plan (to train locals), revision of remuneration packages to attract local
qualified individuals from public- and private sector, and an understudy
strategy.
Question 20, 21 & 22: Gender: Academic staff only: Your target ratios:
How do you intend to achieve this?
The estimation given by key personnel (25%) is a ratio of 75:25, with male staff
in the lead.
Respondents were not able to establish target ratios (for future) but stated that
the Affirmative Action Plan’s main aim is to consider women for every future
vacant position.
Question 23: Is your Affirmative Action Plan aligned with your Strategic Human
Resource Plan? How?
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The overall response was that, only when a well-defined strategic human
resource plan is in place, could it be aligned with the AA Plan
Question 24 & 25: What is your designation in the institution?
How do you link with your institution’s Strategic Human Resource Planning?
Director of Human Resource Management
Director of Strategic Planning
Director of Higher Education
Deputy Director responsible for Human Resource Development and
Planning
Dean of Students
Education Planner
Manager: Resource Management
Deputy Director: General Services
Question 26: General Comments:
If the Ministry of Higher Education’s vision and strategic plan is in place, the
institutions of higher learning should be coordinated to compliment each other.
Due to a lack of human resource planning, there is currently no link or a loose
link between the University’s actions and the National Development Plan (NDP)
projections.
Because there is no strategic human resource plan in place, there is also no
succession plan at the University.
Staff development programme should be done within the University to
supplement the sending of a few Namibians abroad for further education. This is
a very costly, and rather slow process. An in-house staff development
programme will allow the University to build in an understudy programme.
In conjunction with the above, a strategic human resource plan should address
the question of the University’s competitiveness in retaining trained local staff.
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2.5 Overview of significant findings of the study
There is no strategic human resource plan at both the MHETEC and the
institutions of higher learning. As a result, the Ministry’s role in guiding the
institutions of higher learning is not very clear.
There is no strategic human resource planning within the institutions of
higher learning, more specifically at UNAM, therefore, there is a problem
to determine the direction of the university’s policy on human resources.
Due to this deficiency, a significant number of responses of various
questions reflect frustration and/or confusion that exist within the
organizational set-up.
Consequently, various aspects of human resource management are either
not in place, or are not receiving the necessary attention.
There is a lot of blame on the lack of sufficient funding from Government.
On the other hand, the University is blamed for not having a sound
financial management system in place.
The poor working relationship between the Ministry and the University,
and the higher education sector in general, was also highlighted.
2.5.1 University of Namibia Audit Report The SAUVCA University Audit Report (September 1998), has made the following
observations and recommendations:
The relationship of UNAM with the Ministry, various Colleges and the
Polytechnic, appears to contain an element of competition;
The panel would like to recommend more rigorous strategic thinking to
determine what programmes are most appropriate for the University to
offer;
The University Council had not yet devoted much attention to strategic
planning and quality issues;
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The central strategic planning office should render assistance to the deans
to do more operational planning;
The University does not appear to have a standardized policy of job
descriptions for its academic staff over and above the generic list of
responsibilities for members of staff in their letters of appointment;
The staff development programme should be in line with the objectives
regarding teaching and post-graduate work set by the departments and
faculties, and should not only happen on the initiative of the individual
member of staff.
The inclusion of some of the observations and recommendations of the Audit
(1998) in this research project is due to the similarities of issues addressed by
the report in 1998, and responses of participants in my study.
2.6Rich Picture
The rich Picture depicts the environment in which the human resource function of UNAM is operating:
The changing economic environment, therefore the changing national priorities;
Regional competition for skilled and well-qualified academics; high level
of, especially foreign academic turnover;
No effective relationship and coordination exist between University and
the Ministry. In some instances, the University bypasses the Ministry for
important decisions and deals directly with Chancellor of University;
Lack of a coherent and effective management; individuals and
departments are mostly left to pursue their own goals;
No accountability; especially donor funding are being used for purposes
other than the ones donated for;
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Competition for local academics between the University, parastatals,
private -, and public sector because of the huge differences in salaries and
benefits.
Vicious competition between the Polytechnic and the University;
Poor financial management at the University, results in a feeling of
insecurity among employees;
No prioritization of programmes, plans, etc. at the University;
No internal control mechanisms in place;
Increasing costs per student;
Lack of understudy programmes that will enable Namibians to take over
from foreign academics staff;
No human resource planning;
No strategic plan;
Human resource allocation is bottom heavy with auxiliary staff that is not
supporting students and academics;
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CHAPTER 3
LITERATURE REVIEW
This literature review covers the available materials and literature on human
resource planning.
In order to look at the literature on human resource planning, it is necessary to
look at the concept of overall strategic planning as well as the human resource
planning of an organization. This will help to bring strategic human resource
planning in context.
3.1 Emergence of human resources as a functional business areaUntil 1980, human resources mainly focused on a narrow personnel function,
which was restricted to recruitment, staffing, training and the retention of staff.
According to a study done by Freedman (1991) the main specialization was in
labour relations, wage determination and trade union negotiations. This focus
changed to training and development, compensation packaging and succession
planning.
Later the human resource function focused on the effectiveness of human
development as part of the human capital for organizational success. Capacity
building was considered a major human resource function.
This focus saw human resources playing a pivotal role in organizational success
(Ulrich and Lake 1990). According to Noble (1994) there has been a transition in
the role of the human resource function as ‘competition has taken human
resources from backwater to boardroom’.
In the 1990’s, there has been a further shift to the strategic role of human
resources (Ulrich et al 1993). Human resources have become an integral part of
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the whole organizational strategic planning. Most Human Resource Managers sit
in the corporate boardroom and are included in the strategic decision making
process through a complete shift from personnel manager to human resource
director.
Fischer (1989) states that research in this area is limited but studies done in the
1990’s, show that there has been a noticeable change.
Strategic human resource planning originates from the idea of strategic human
resource management (SHRM), which in turn arose from the broader concept of
strategic management. It is therefore imperative that we understand the concept
of strategic management in an effort to give a contextual framework to the idea of
strategic planning.
3.1.1 What is strategic management?
Strategic Management has been defined as:
…that set of managerial decisions and actions that determine the long-run
performance of a corporation. It includes environmental scanning (both external
and internal), strategy formulation (strategic or long – range planning), strategy
implementation, and evaluation and control.
Strategic management, as a field of study, incorporates the integrative concerns
of business policy with a heavier environmental and strategic emphasis. (Hunger
& Wheelen, 2000)
In the same seminal work, Hunger and Wheelen have identified basic financial
planning; forecast planning; externally orientated planning; and strategic
management, as the four phases of strategic management.
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In a survey of nearly 50 corporations in a number of countries and industries,
Hunger and Wheelen (2000) identified three major advantages of strategic
management:
clearer sense of strategic vision for the firm;
a sharper focus on what is strategically important; and
improved understanding of a rapidly changing environment
From Hunger and Wheelen’s (2000) standpoint, strategic management can begin
by answering the following basic questions:
Where is the organization now? (not where do we hope it is)
If no changes are made, where will the organization be in one year? two
years?, five years?, ten years? Are the answers acceptable?
If the answers are not acceptable, what specific actions should
management undertake? What are the risks and payoffs involved?
Other writers on strategic management have given similar definitions. James
B Quinn (1980) focused on the integration of goal policies and action
sequences and states:
“A strategy is a pattern or a plan, that integrates an organisation’s major
goals, policies, and action sequences into a cohesive whole”.
According to Henn (1985), strategy provides direction; coordinates functions
of the organization and provides a decisional framework.
Henn (1985) further summarizes it as follows:
“Strategy is the concentration of resources on selected opportunities for
competitive advantage”
Kenichi Ohmae (1988) re-emphasizes the same definition and states that the
essence of strategic management is to give you an advantage over your
competitor, because:
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“Merely allocating resources in the same way as your competitor will yield no
competitive advantage”
The two authors are concerned with the reallocation of resources by making
critical decisions on which areas to concentrate and leaving out lines, products,
and projects, which are of doubtful returns. The firm must concentrate its
resources in areas where they can gain strategic advantage. In doing this, tough
and rare decisions have to be made and selectively concentrate resources in a
narrower area where there is a strategic advantage instead of spreading too thin.
(Henn 1985).
Having looked at the overall strategic management, we can now venture into
strategic human resource management, which has become a common phrase in
the human resource literature.
Schuler (1992) has given a comprehensive definition on the topic:
“Strategic human resources management is largely about integration and
adaptation. Its concern is to ensure that: * human resource (HR) management is
fully integrated with the strategy and the strategic needs of the firm; * HR policies
cohere both across policy areas and across hierarchies; and * HR practices are
adjusted, accepted, and used by line managers and employees as part of their
everyday work.”
Wright and McMahan (1992), further supported the definition, as:
‘the pattern of planned human resource deployments and activities intended to
enable an organization to achieve its goals”
3.1.2 Strategic Planning From scholars such as Hunger, Quinn, Ohmae, Henn, etc. it is clearly observable
that in order to achieve the advantages of strategic management, strategic
planning is a core function of strategy.
The definitions of strategic planning differ among scholars and authors,
depending on the area of emphasis.
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Some authors refer to strategic planning as strategy formulation process (Higgins
1989)
The differences occur in the emphasis of either the rational / comprehensive
process. I.e. Differences on either rationality or formality.
James Craft (1989) has developed a comprehensive definition:
“The rational/comprehensive process, frequently advocated in strategic planning
texts and apparently by many practitioners, emphasizes purposeful activity
through a logical formulation of goals, examination of alternatives, and
delineation of plans prior to action. It tends to have a long-term orientation and
focuses on measurable forces affecting the firm, as well as on quantitative
activities and procedures”.
From this perspective one can observe that strategic planning encompasses the
following six steps:
Development of organizational philosophy and mission statement
Environmental scanning
Analysis of strength, weaknesses, opportunities and threats
Formulation of strategic objectives
Generation of alternative strategies for achieving objectives
Evaluation and selection of strategies
However, this process is too formal and quantitative based and ignores the
external environmental / political influences.
James B Quinn (1989) states that a plan cannot be too formal or rigid and
must adapt to changes and new information. This adaptive approach tries to
avoid the consequences of errors that could occur due to rigid adherence to a
plan. However, this difference is resolved when one looks at strategic
planning as a balance between the two extreme views.
Quinn has summarized the functions of strategic planning as follows:
‘(1) periodic forward scanning
(2) analysis based on longer time frame
(3) communication about goals and resource allocation
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(4) Framework for short-term plan evaluation and integration
(5) Institutionalization of longer-term time horizons necessary for investments
such as in research and development
(6) Decisional criteria framework for short-term decision making”.
3.2 Strategic Human Resource Planning A human resource plan is a sub-system of the overall strategic planning
process of an organization. It has been argued that ‘corporate success is
dependent upon the integration of the human resource plan in the corporate
strategic plan’ (Armstrong and Lang, 1994). They state:
“A cohesive plan integrating human resource management and the overall
strategic plan is necessary, such that the management of people is not a
distinct function, but acts as a medium through which all other business
strategies are implemented”
Butler, Napier, and Ferris (1991) formulate Strategic Human Resource
Planning (SHRP) as:
“…the process of identifying the organisation’s strategic goals and the use of
these goals as the basis for personnel practices and procedures”.
In its White Paper on Human Resources Management, the South African
Government has stated that human resource planning ensures that an
organization:
Obtains the quality and quantity of staff it requires
Makes the optimum use of its human resources
Is able to anticipate and manage surpluses and shortages of staff
Develops a multi-skilled, representative and flexible workforce, which
enables the organization to adapt rapidly to a changing operational
environment’ (White Paper on Human Resource Management in the
Public Service, 1994)
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According to Gibbs (1999), Human Resource Planning involves:
“forecasting the numbers of people (and the skills required of them) which will
needed by the organization during a given period, and then working out the best
way of obtaining them when they are needed”.
Furthermore, Gibbs (1999) emphasizes the importance of forecasting of skilled
people required, as part of human resource planning:
Workforce numbers in sufficient detail to be useful
Likely changes to the work of the organization
Workforce supply (forecasting variations in the current force estimated to
occur over following years)
Impact on budget and funding
Gibbs (1999) further emphasizes the valuable contribution that human
resource planning have in helping managers in deciding which strategies will
have to be developed to help maintain a supply of skilled workers who will
best contribute to meet the future needs of the organization. It also allows
managers to take a more strategic and medium term approach to people
management rather than merely focusing on day-to-day operational activities,
which do not exclusively determine their future needs.
Sherman and Bohlander (1992), sees human resource planning as:
“. a process of anticipating and making provision for the movement of people
into, within, and out of an organization. Its purpose is to use these resources as
effectively a possible and to have available the required number of people with
the qualifications to fill positions where and when openings occur”.
Another way to look at human resource planning is its emphasis on the reduction
of uncertainty.
“Human Resource Planning is becoming more important in firms as a result of
globalization, new technologies, organizational restructuring, and diversity in the
work force. All these factors produce uncertainty – and since it is difficult to be
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efficient in an uncertain environment, firms develop business- and human
resource plans to reduce the impact of uncertainty”. (Cascio, 1998)
Conclusive from this analysis, Cascio (1998) defines HRP as follows: “Human resource planning parallels the plans of the business as a whole. HRP
focuses on questions such as these: What do the proposed business strategies
imply with respect to human resources? What kinds of internal and external
constraints will (or do) we face? What are the implications staffing, compensation
practices, training and development, and management succession? What can be
done in the short run (tactically) to prepare for long term (strategic) needs?”
Having developed a working definition of SHRP, it is now important to review the
literature on the alignment of strategic human resource planning with the overall
corporate strategy.
There is a need for a greater integration of the corporate strategy with human
resource strategic planning
“ because there is a greater understanding that an organisation’s work force cannot be turned around on a dime, long-term human resource planning is gaining currency. It is an activity that demands integration of the skills and knowledge of the human resource planner and all the other executives responsible for strategic planning”. (Jackson and Schuler, 1989)
Studies conducted by Walker (1994), Schuler (1994), and Wiley (1992) conclude
that linking strategic human resource planning and business strategy is playing
an important role and they emphasize that the strategic place of Human
Resource Management in organisation’s has gained momentum.
3.2.1 Process of strategic human resource planning
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Human resources objectives can vary according to such things as the type of
environment an organization operates in, its strategic - and operational plans,
and the current design of jobs and employee behaviour, with regard to their work.
Cascio (1998) notes that there appears to be a continuum of several specific
activities around what a human resource planning system constitutes. These
include: a talent inventory that will facilitate assessment of the current workforce;
a human resource forecast to estimate labour requirements at some future time
period; action plans that will help organizations to adapt to environmental
changes; and, control and evaluation that will guide human resource planning
activities, identify deviations and causes of those deviations.
3.3 Consequences for businesses that do not have a Strategic Human Resource Plan
An organization can incur several intangible costs as a result of an
inadequate / lack of HRP. (Vacancies can remain unstaffed). A
strategic human resource plan can reduce costs, by anticipating and
correcting labour shortages and surpluses before they become
unmanageable and expensive.
It makes it difficult for employees to make effective plans for career or
personal development.
Situations can also occur where employees are laid off in one
department while applicants are hired for similar jobs in another
department.
Both human resource plan and strategic planning can only become
effective when there is a reciprocal and interdependent relationship
between the two functions.
A lack to anticipate training needs of future and present employees.
Training is needed to ensure that skills and knowledge of employees
are on required level.
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When employee appraisal systems do not coincide with strategic
goals, employee efforts cannot be directed towards meaningful activity
contributions to increase productivity.
HR department cannot be proactive in meeting organizational needs.
There needs to be a continual monitoring of environmental factors that
might affect the organization and its human resources needs.
The absence of human resource policies reflects on the absence of HR
strategies that must be directed towards creation of a high
performance culture extension of flexible employment arrangements,
and ongoing skill development – a lack thereof, denies any institution a
place as a high quality, internationally competitive institution.
While research has been conducted on the significance of human resource
planning in general, this research paper would help the human resource
management division of UNAM to understand more fully what they need to do to
add value to the institution.
3.4 Systems diagrams on literature review: 3.4.1 Interrelationship diagram of the literature review An interrelationship diagram (fig. 6) was built from important and outstanding
concepts, gathered from the literature review.
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adapt to changingoperationalenvironment
reciprocalrelationship
globalization
uncertaintyclearer sense ofstrategic vision
talent inventory
development ofhuman capital
multi skilled andflexible workforce
forecasting
HRP: tangible results
1. Driver
2. Driver
(Figure 6)
3.4.2 Causal loop diagram The CLD below (fig. 7), shows the drivers and outcomes (cause- and effect)
of the concepts that where used to built the interrelationship diagram (fig. 6)
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HR plan &strategy fit
strategic vision
result ofglobalization
uncertainty
adaptation tochanging
organization
need for talentinventory
tangible results
multiskilled &flexible workforce
develop humancapital
forecasting
SS
S
SO
S
S
SS
O S
S
(figure 7)
3.5 SCQARE Analysis done on additional literature
3.5.1 Title: Human Resource Planning (1996)
Human resource roles: Creating value, not rhetoric
Authors: Dave Ulrich & Jill Conner
………………………………………………………………………………
SituationThe human resource function is increasingly becoming responsive to a highly
competitive market and global business structures. This reinvention is driven by
factors like: cost pressures, increased attention to customer satisfaction,
emphasis on employee well being, productivity, employee commitment, etc. The
emphasis is on the transformation of “the once boxed’ personnel function, to a
broad corporate competency, in which human resource managers, together with
line managers, must build a strategic partnership that will strive for the
achievement of overall business goals.
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ConcernThe writing of the paper was prompted by responses on a survey that was
conducted with human resource executive from mid- to large size companies.
Very few of them regard their role as change agents and strategic partners, as
very important in the organizational environment. Traditional human resource
roles (such as compensation, benefits, staffing and appraisal), received a much
higher score during the study, as suppose to the new set of priorities that forms
part of the emerging focus of a greater strategic involvement by the human
resources function. These strategic priorities are teamwork across functional
units, building customer service mindset; identify new skills and competencies,
etc.
QuestionWhat roles do human resource professionals play to make the company more
competitive and effective?
Answer The authors are proposing a conceptual model, focusing on four aspects: the
competing demands of future focus (strategic) and present focus (operational),
the focus on people, and a focus on processes.
The emerging HR roles
Strategic partner- focus is on alignment of Hr strategies with overall
business strategy
Administrative expert – focus on traditional HR roles and concerned with
design and delivery of efficient HR processes
Change agent – helping organization to build capacity for change
Employee champion – day-to-day problems, concerns, and needs of
individual employees.
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In order to enhance organizational capability, human resource professionals
must: have knowledge of the business; deliver human resources; and
manage change processes.
RationaleThe high scores given in the areas of administrative expert and employee
champions (traditional human resources roles), is an indication that human
resources continues to be consistently stronger in these areas. It is important that
the emerging roles (strategic partner and change agent) be communicated
clearly to human resources people in order to build their skills, knowledge and
abilities. To improve its effectiveness and have a greater impact, the human
resource function must expand its focus beyond its traditional operational and
transactional role, to include roles of strategic partner and change agent.
EvaluationWith the growing complexities of today’s business environment, there is a need
to assess the critical role played by human resources in helping organizations to
integrate human resources functions in the overall business strategy, and to
facilitate change in the organizational environment.
The linkage of human resource practices to the organisation’s competitive
strategy, the business will not only retain a flexible workforce, but will be able to
respond rapidly to emerging business needs.
The numerous changes in the business world, both cultural and technological,
are pushing human resource units to being as reactive as their organizations. In
order to prove its contribution to the bottom line of the organization, human
resources need to raise its profile and be seen as adding value. Although all
strategic plans consider, in one way or another, human resource elements, many
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plans pay insufficient attention to the contribution the human resource function
can make to achieve the organisation’s corporate goals.
Therefore it is imperative that the human resource function has a status equal to
that of other units such as marketing, finance and production. It can no longer
only viewed as primarily in charge of a service function such as recruiting and
selecting personnel.
3.5.2 Interrelationship diagram for SCQARE analysis
survive in highlycompetitiveenvironment
raise HR profile
skills andcompetencies
complex businessenvironment
teamwork
strategicpriorities
HR planning &strategic fit
HR adding valueHR responsive to
change
transformation2nd driver
1st driver
(figure 8)
3.5.3 Combined causal loops for literature review
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need for inventory
globalisation
develop skills &competencies
forecasting
HR profile
HR planning &strategy fit
adapt to change multiskilling
uncertainty
complexityvision
HR responsiveness
strategic priorities
yield tangible &intangible results survival
S
S
S
S
S
SS
O
O
SS
S
S
S
S
S
O
SO
(figure 9)
3.5.4 The story behind the combined causal loop When HR planning is aligned with strategy:
Institutional strategic HR priorities changed, staff development
programmes can, for i.e. be put in place / institution become more
focused on specific priorities.
That reduces the uncertainty of both the staff and organization
A complex situation become more manageable and geared towards
the successful completion of a specific strategy
The development of staff, will not only enhance institution’s survival in
competitive environment, but all other resources and energy can be
geared towards survival of institution
Vision becomes clearer
Strategic human resource alignment will also raise the HR profile by
emphasizing the important role it is playing in the overall strategy. That
will highlight the need for, and the crucial role forecasting is playing i.e.
the quantity, skill levels, and competencies needed for a particular
period.
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Increased levels of skills development and competencies will ensure
the mobility of employees.
Increased globalization, on the other hand, is forcing human resources
to adapt to changing work environment. The goal is to have a
multiskilled and flexible workforce. Individuals and teams must be able
to perform ‘whole jobs’, and not only specific tasks.
Adaptation to a changing human resources environment will highlight
the importance of a human resource inventory – that is the quantity
and skill levels of the current staff, which in turn, will increase the
receptiveness of the human resource function to the needs of the
organizational environment. This interaction will than further reduce the
complexity in which such an organization is operating.
The development of skills and competencies of employees will yield
tangible (financial), and intangible (happy and confident staff) returns
to the bottom line of the organization, and this will have an positive
impact on the way the human resource function will respond to the
needs of the business environment.
The cause-and effect relationship between variables, gives a clear
indication of the importance of a human resources plan that is aligned
with the overall strategy of an institution.
3.5.5 Title: Human Resource Management (1994) Strategic Human Resource Planning
Authors: Mathis, R. L., and Jackson, J. H.
SituationAccording to the authors, planning is the base upon which human resource
management is constructed. More specifically, human resource planning consists
of analyzing and identifying the need for and availability of human resources
requires by an organization to meet its objectives.
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ConcernThere is a need for increased recognition of the relationship between strategic
planning of an organisation’s people and the overall strategy. The authors are,
therefore, of the opinion for human resource planning to begin on a level one
step higher – with the overall strategic plan of the organization. Furthermore, they
argue that certain human resource strategies, particularly the accurate projection
of human capital needs and employee selection and development, will lead to a
superior work performance.
Question How is human resource planning related to strategic planning?
Answer Human resources have to carry out the rest of the plans in the organization. The
authors are demonstrating this interdependency in a model that shows how the
competitive financial environment, and the current situation of the organization, is
dependent on the available financial resources.
The strategy and culture, determine the quantity and type of skills needed. The
human resource plans and policies recruitment, selection, training, appraisal,
etc.), are impacted by the available financial resources and the quantity and
skills- needs of the organization.
The illustration shows the relationship among the variables that ultimately
determine the human resource plans the organization will develop and clearly
indicates how the overall strategy affects the strategies and activities in the
human resources area.
RationaleThe available financial resources determine the competitive financial
environment and the current organizational situation.
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In order to realize the strategic intent, as well as establishing organizational
culture (pattern of shared values and beliefs), there is a need to determine the
quantity and skill levels of human resources.
EvaluationIt is people who create and develop a competitive edge. Strategic planning of
human resources can therefore make a significant contribution to the overall plan
by ensuring that the company has the right sort of people with the required skills,
and that they are managed productively.
The right number of people and their skill level, together with the financial
resources, will impact on the human resource plans and policies of the
organization.
The objective of this article is to support a strong integration oh the human
resource plan in the overall business strategy. The human resource function has
to be clear on where the organization is trying to go and then consider the
implications for its own activities.
resource planning and strategic planning
Competitive /Financial
Environment
CurrentOrganisational
situation
Strategy of theOrganisation
Culture of theOrganisation
AvailableFinancial
Resources
Need forHR:
quantity andskill levels
.
Human ResourcesPolicies and Policies
for:
RecruitingSelectionTrainingCompensationAppraisalSaffing adjustments
Figure 10
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(Source: Mathis and Jackson, Human Resource Management p. 177)
3.6 Formulation of Root Definition 3.6.1 The Root Definitions
3.6.1.1 A well-defined, human resource plan that is aligned with the overall
strategy of the University in order to create and sustain competitive
advantage.
3.6.1.2 The Ministry of Higher Education, Training & Employment Creation
to play a more visible and coordinating role, to ensure the augmentation of
the National Development Plan – Strategy by the higher education sector.
3.6.1.3 The development of a fund-allocation system at the University that
will give priority to the funding of programmes and strategies in alignment
with the National Human Resource Development Plan.
3.6.2 CATWOE Analysis A well-defined, human resource plan
Ministry to play a visible, coordinating role
The development of a fund-allocation system
CUSTOMER
*Namibian academic staff
*Government
*Society
*Ministry
*University
*Higher education sector
*Other line ministries
* Society
*Government
*Society
*Students
ACTORS
*University (Human
Resource Department)
*Ministry of Higher
Education
*Management / council of
University
*Human resource- and
strategic planning
department of university
*Finance department of
university
TRANSFORMATION
Develop a human
resource plan that is
aligned with overall
strategy. (planning
exercise)
Both the Ministry and
University to become part
of each others' strategic
vision and objectives.
*University to prioritize
programmes and plans so
that available financial
resources could align
National HR development
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Plan. (A strategic financial
plan)
WORLD VIEW
An efficient and effective
human resource system
responses to needs of
institution and broader
society
Coordinating role Proper budget and
financial planning of
University
OWNERSHIP
*Human Resource
Department of University
*Ministry: Human resource
division
*Donors
*Ministry of Higher
Education
*University
*Finance department of
University
*Donors
*Government
ENVIRONMENT
*Society
*Other institutions of
higher learning, locally
and regionally
*Private sector
Donors / Funders
*Higher education sector
*Other Ministries
*Society
* Rest of higher learning
institutions in country
*Nation as a whole
Table 1
The CATWOE (Customer (s), Actors, Transformation, Worldview, Ownership, Environment) - analysis above reflects researcher’s thinking about the various positions which stakeholders take up in regard to the specific system described in the three root definitions.
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CHAPTER 4 CONCEPTUAL MODELING
Human resource management in a University is a responsibility at all levels of the
organisation and within the realm of all staff with supervisory responsibilities. In
this, they must be supported by a centrally located group of professional human
resource specialists. The quality of staff is central to the achievement of the
mission. In this context a focus on quality improvement strategies in human
resource management as a means to obtain greater productivity from staff, is
central.
Therefore the University has to take a strategic approach to human resource
management to develop the high performance culture necessary to achieve its
objectives. This requires an integration of organizational objectives with individual
expectations, and human resource policies and practices with the University’s
culture, structure and strategic directions.
The external university environment is increasingly one of uncertainty. In
particular, the human resources policy environment has been made more
complex by the following developments:
an increasingly competitive higher education environment including in the
academic labour market
continuing financial constraints resulting from reduced government funding
contributions
increased requirements for accountability
the impact of technology
These factors emphasise the need to build a flexible and responsive policy
framework.
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4.1 Conceptual Models
CONCEPTUAL MODEL: HUMAN RESOURCEPLANNING
e.g. marketrelated
compensation packages
scan externalenvironment
establishinstitutional
plans &objectives
.forecast
is there aneed for
morepeople?
compare
analyseinternal
inventory
conductHR audit
makeadjustments
stay thesameexpansion /
reduction
determineneed for staffdevelopment,
successionplanning,
understudy,etc.
can theneed, ifany, besourced
internally?
Figure 11
CONCEPTUAL MODEL: COORDINATINGROLE OF THE MINISTRY OF HIGHER
EDUCATION
developintellectual
capacity,capable to dealwith University
Ministry ofHigher
Education
University ofNamibia
establishCouncil of
HigherEducation
Office of thePrime Minister
form Interim JointCommittee
meetregularly
Ministry
UniversityCouncil
University
advice onbudgetaryprocedure
body todissolve
whenCouncil isestablish
jointly determine cause for breakdown 'smart
partnership'to becfome
reality
review andrecommend
priorities
Figure 12
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CONCEPTUAL MODELING: FINANCIAL MANAGEMENT
UNIVERSITY OF NAMIBIA
cost perstudent
e.g fees,etc.
establishcoperation
with regionauniversities
evaluatecurrent
academicprogrammes
cutdown
outsourcenon-coreactivities
put soundcontrol
mechanismsin place
establihs InternalAudit
Department
conductoverall
institutionalaudit
re-evaluateperquisites
National HumanResource
Development Plan
infuseexecutive
managementwith cultural,
individual,gender, etc.
diversity
academic-,financial-,
admin-
conduct HRaudit
Interim JointCommittee
consortium ofprivate-, public-,
regionalrepresentatives,
etc.
from currentstaff
compliment
phase out ifnot in line
withnational
needs
createSelf-sustainable
Centres e.g.boardinghouses,
canteen, etc.
Figure 13
4.2 Comparison between conceptual model and the real world In SSM, the ideal situation would be for the researcher to be an insider, in
order to make valuable and informed comparisons, recommendations, and to
implement the necessary action plans. Though that might be the ideal in this
specific case, the researcher is an outsider and therefore the comparisons
and recommendations may not be typical of what an insider would do.
I have however tried to consult participants and the relevant institutions, on a
continuous basis and are open for discussions in case they want to adapt this
model for implementation purposes.
Greer’s definition (1995) on what Strategic Human Resource Planning
encompasses, as used for the questionnaire, and the outcome of the
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conceptual modeling, was adapted to make comparisons. Thus, the ideal
situation was measured against the following:
1. Interfacing with strategic planning and the scanning of the environment
2. Taking inventory of the organisation’s current human resources
3. Forecasting the demand for human resources
4. Forecasting the supply of human resources from both within the
organization and in the external labour market
5. Comparing the forecasts of demand and supply
6. Planning the actions needed to deal with anticipated shortages or
overages, and
7. Feeding back such information into the strategic planning process”
8. Succession planning
9. Competitive compensation planning
14.2.1Root Definition 1: A well-defined, human resource plan that is aligned with the overall
strategy of the University, in order to create and sustain competitive advantage.
Ideal situation Current situation 1. Interface with strategic planning
2. Inventory of current human resources
No, it does not exists
Yes, it exists
3. Forecasting demand of human resources Partially. In academic faculties, it is done on an
annual basis when faculties are planning for
academic programmes of subsequent year
4. Forecasting supply of human resources Does not exist
5. Comparing forecast of demand and supply This is not done on a consciously, organized
way. It is only observed when faculties and
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department advertise positions. In some fields
the number of applicants can be 10 or more,
whilst in others, the University has to re-
advertise due to a lack and/or very poor
response.
6. Action plans to deal with shortages /
overages
Due to absence of proper planning, one would
not be able to plan for shortages / overages
7. Feed back such information in strategic
planning process
Does not exist
8. Succession planning
Succession planning should be for both senior
administrative positions and for non-Namibian
academic staff. Proper succession planning
would mean that for every Namibian academic,
there should be an understudy programme to
ensure that foreign staff is succeeded at the
end of their term. For senior admin staff that
would mean there are young Namibian
management cadres, who are qualified or who
are studying on-the-job, to ensure a succession
of the management team.
A generic structure in many universities in the
Region:
*Bursar: Overall advisor in financial matters;
setting-up financial policies; meeting with
Ministry, donors, etc.
Deputy Bursar: deputizes Bursar; coordinates
budget
Senior Assistant Bursar: Functional Head, e.g.
Student finances, salaries & related issues,
assets, debtors/creditors, etc.
Assistant Bursar:
Accountants: keeping records, etc.
There is no succession plan in both the cases
explained.
*The Vice Chancellor, is Namibian and
currently on his 2nd 5 year contract. Two
contractual Pro- VC’s, who are non-Namibians,
deputizes him. Given this scenario, the
absence of a succession plan, is clear.
*The Office of Bursar: At the time of compiling
this project, the post of Bursar is vacant.
Accountants, who are about five ranks below
the Bursar - thus, too junior, currently manage
university finances.
Effectively, there is a vacuum in that
department.
9. Competitive compensation planning
Competitive compensation planning means
researching in the market on what your
No market analysis done at University. There is
no differentiation in salaries of different
professionals as is done in the market. There is
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competitors are offering in terms of salaries,
benefits and other incentives, and to plan
accordingly to either keep up with the market or
to out-do the market.
a standard salary scale where everyone is
fitted into one or the other.
Currently, the Polytechnic is paying higher
salaries then University. The main reason
being the fact that the Polytechnic is paying
market related salaries and it is also paying
'personalized salaries', which are dependent on
qualifications and professional experience of
the individual involved and his/her demand in
the market.
14.2.2
COORDINATING ROLE OF THE MINSTRY OF HIGHEREDUCATION, TRAINING AND EMPLOYMENT CREATION
National Development PlanNDP projects national
human resourcerequirements -* doctors
* agriculturalists, etc.
MINISTRY OF HIGHEREDUCATION, TRAINING &EMPLOYMENT CREATION
Polytechnic University Otherinstitutions
NationalHR Plan
SectoralHR Plan
Ministry of BasicEducation
HRPlan(a)
HRPlan(b)
HRPlan (c)
HRPlan(d)
* Plan programmesaccording to NDP
projections* Prepare HR Planning
Budget required to undertaketasks / programmes Business
Community
HRRequirements
Figure 14
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The ideal situation The MHETEC is the executing agent of human resource requirements for the
entire country. The National Development Plan (NDP) ‘ s section on human
resource requirements is broken down into projected numbers of
professionals needed in the different sectors.
As illustrated above, the Ministry of Higher Education must then project
training requirements at an annual basis, as per NDP, and breaks it down
according to the activities of the Ministry of Basic Education (determine the
fields of study in grades 11 & 12), the Polytechnic, University of Namibia and
any other institution (Vocational Centers, Teacher Training Colleges, etc.)
Likewise, the University is supposed to plan its programmes in order to meet
the NDP demand projections. It is also supposed to prepare its own human
resource plans and budget, in order to undertake tasks and programmes, as
stated above. This must be a requirement for all other institutions. Such
planning must then be forwarded to the Ministry of Higher Education to
compile an overall human resource plan and budget for the entire higher
education sector.
Currently, the indication is that no visible coordination exists between the
MHETEC and all other shareholders in this sector.
14.2.3
Root Definition 3: The development of a fund-allocation system at the
University that will give priority to the funding of programmes and strategies in
alignment with the National Human Resource Development Plan
The ideal situation The core business of UNAM is academic; it is to train and educate young
Namibians in line with the objectives of the National Development Plan. Thus,
the key input to the business, is student numbers.
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Well-qualified academic staff should be the most critical variable, in any
tertiary institution, supported by the funding for research, funding for
publications, funding for conferences, and staff compensation.
Assessment of the demand for academic programmes (i.e. student numbers
and/or number of applicants) is an equally critical variable, in order to give
priority to the programmes with higher demand – in line with the National
Development Plan.
It is, however pivotal that this be done in a fashion that will not affect quality
teaching. The ideal student / Lecturer ratios, as recommended by UNESCO,
is 1:10 for Sciences and 1:15 for the Social sciences field. The extrapolation
of these ratios, will give the required number of academics per programme
i.e. a student population of 400 in Social Sciences, would require a staff
compliment of 27.
What is the current situation at UNAM Staffing in the administrative- and support staff division is much higher than
the academic departments. Thus, one could conclude that the academic
component is not given priority.
There is no demand assessment for academic programmes. Faculties,
departments, etc are treated on an equal basis, without taking into account
the number of applications and/or enrolments in a particular programme.
Currently, some departments have a student /lecturer ratio that is far below
the requirements as stipulated by UNESCO (i.e.), whilst the Department of
Accounting is currently running on a ratio of 1:48. Thus, allocation of funds is
not based on realities.
For the academic year 1999/2000, no provision was made for research,
publications, etc.
Another discrepancy in the current state of affairs is that some administrative
staff, with lesser qualifications (i.e. with only a first degree) is earning more
then lecturers who are required to have a Master’s degree.
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Unnecessary competition rather than cooperation exists between institutions of
higher learning. Currently teachers are trained at the four Colleges, the
Polytechnic and the University. This duplication in training, puts a heavy burden
on the finances of the University
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CHAPTER 5
RECOMMENDATIONS and CONCLUSIONS
In this chapter, I will summarize the problems as observed in the previous chapters and
make suggestions/recommendations as to what can be done to change the current
state of affairs with regard to human resource management at UNAM, as well as the
necessary adaptations to be made in the entire sector. In doing so I will bear in mind
that I have observed the institution under discussion, from an outsider point of view.
However, I have taken into account the socio-, cultural- and political aspects of the
institution, in order to keep the recommendations as feasible as possible. Some of the
recommendations may imply either a change in structure, procedures, attitudes, or a
combination of these.
A historical overview of the higher education sector was given in chapter 1, which also
included the major objectives and mission statement of UNAM. My interest for selecting
this institution as a case study was mainly drawn from the observation that there seems
to be a lack of a coherent and comprehensive human resource policy or plan within the
institution. This is further aggravated by the noticeable lack of coordination between the
MHETEC and UNAM.
The data analysis in chapter 2, literature review in chapter 3, as well as data from
follow-up interviews, were used to identify three major problem areas - the root
definitions.
It is against this background that the problems discussed below was identified.
5.1 Problems within the Institution
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5.1.1
There is no overall strategic plan.
The University is heavily reliant on non-Namibian academic staff, which
creates lack of sustainability in the long run.
There is a high level of staff turnover:
Non-Namibian academic staff contracts are only for a two – or
three-year period.
Contracts are renewable only once, where after posts are re-
advertised to test whether there is a Namibian that will be
interested to apply. Unfortunately, it is only done in local
newspapers. The re-advertisements, obviously, creates uncertainty
and instability on the side of non-Namibian academic staff. Within
the SADC region, most Universities do not have this restriction. The
Wits University and the University of Durban (South Africa), provide
non-locals with either permanent residence or five-year contracts.
There is no understudy programme. Hence, even when non-
Namibians leave, the posts are left vacant because no provisions
were made for local academics to understudy foreign incumbents.
The current staff development programme is done haphazardly.
Individuals (Namibians) are mostly sent abroad for a period of 2-5 years.
Due to the huge cost implications, only few people can be released at a
time. Thus, a very slow process of human resource development.
Root Definition 1: Lack of a well-defined human resource plan that
is aligned with the overall institutional strategy is a major problem
that has a ripple effect on the overall planning and business of the
University, thus, creating the following problems:
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There is no proper forecasting of the human resource needs. Hence, no
forecasting of human resource demand and supply.
No succession planning for both the academic- and administrative staff.
The University is not competitive within the job market and many
Namibian academics are leaving for the private- and public sector; it does
not pay market-related salaries, mainly because it does not conduct
market surveys. The Polytechnic, Parastatals, and even the Government
have better salary structures than UNAM.
The University does not conduct human resource audits and as such,
cannot forecast future needs and source of staff.
5.1.2Root Definition 2: The role of the Ministry of Higher Education, Training and
Employment Creation in coordinating the activities of the higher education sector,
and in particular the University, is not clear
There is some contention about the relationship between the Ministry
and the University.
Whereas the Permanent Secretary of the MHETEC is serving on the
University Council, the role of the Ministry vis-à-vis the University, is not
clearly defined and is seen only as 'to monitor and analyse output' of the
Ministry.
The Ministry feels that it lacks intellectual capacity and manpower
to fully execute this mandate.
There is no good faith between individuals in the University
management and the officials of the Ministry.
Currently, there is no effective Government structures/systems overseeing
the University's activities to establish whether it is playing the national role
it was instituted for.
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5.1.3
Root Definition 3: The development of a fund-allocation system at the
University, prioritize programmes and strategies, in alignment with the
National Human Resource Plan.
No academic, and financial planning. Every faculty does things
independently with no central coordination.
The University cannot provide Ministry with a staff establishment that is
approved by its own Council.
The composition of the University Council does not reflect members with
the necessary, and required skills and knowledge to oversee management
of a University, given that the management of a University differs from that
of a profit-driven organisation.
There is an observable financial mismanagement, which leads to
academic mismanagement.
The Ministry regards overstaffing as one of the major causes of the
financial problems, the University is experiencing:
Student enrolments / Staff for the year 2000
Number of
students
Number of
Academic Staff
Number of
Administrative/Auxiliary
Staff
UNAM 5 088 412 349
POLYTECHNIC 4 342 272 158
(Source: Manager Human Resources, Office of Registrar at Polytechnic & UNAM)
Table 2
5.2 Possible solutions for the identified problems 5.2.1 The lack of a well-defined human resource plan can be addressed
as follows:
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The University should start preparing an overall Strategic Plan,
covering a period of not less than 5 years. The plan should identify the
University's vision, mission and objectives of each programme offered.
It can be done internally, or by an external consultant.
The University must do a skill analysis and market compensation
analysis for different skills. It must implement a differential salary
structure where people in same category (in terms of rank, e.g.
lecturers or professors), are paid different salaries, depending on their
demand in the market. This will increase the personnel cost, that can
be compensated by reducing (retrenching?) non-core administrative
staff, reducing staff in academic programmes which are not
competitive, merge and/or scrap some departments, etc. The salaries
for administrative staff must be rationalized to the equivalent cadres
within Government and Parastatals. I can site one example of the
discrepancies in the salary scales of University and Government
employees:
An Assistant Personnel Officer, earning N$36 000 per annum, left the
public service to take up a job at the University as Personnel Officer
and is now earning N$96 000, with a B degree in Personnel
Management. (Funding of Higher Education, 1999)
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Further differences in similar positions:
University of Namibia
SalariesPublic Service (Ministry of Higher Education)
Salaries
Assistant Bursar
N$ 57 980 – 175 431
Chief Accountant N$ 86 464 per annum
Assistant Registrar 157 431 – 175 431 Higher Education
Officer
114 020 per
annum
Manager: Computer
Center
57 890 – 175 431 Chief Data System
Analyst
86 464 per
annum
(Source: Presidential Commission on Education, Culture and Training, Funding of Higher
Education, 1999)
Table 3
The high staff turnover of non-Namibian academics can be
addressed in the following ways:
By providing foreign academics with employment contracts, which
are comparable to other Universities in region, i.e. five years.
By selectively providing a more permanent resident status for those
foreign persons that can be used to impart knowledge and skills to
local people.
The University can negotiate with the Ministry of Home Affairs so
that temporary residence and work permits are issued for the
duration of the employment contract and not annually as is the case
currently. Other countries in the region practice the former.
Enter into negotiations with Home Affairs Ministry for waiving the
study permit for the dependents of non-Namibian staff, or for the
University to take up the cost. The additional expense of N$650 is
currently the responsibility of the foreign academic staff.
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An understudy programme could be established where, for the most of
the positions held by non-Namibian academics, there could be a Namibian
understudying to take over. For one person to study abroad may require
about 15 - 20 000 US dollars. The same money can be used to train 4
understudy students at UNAM. Strengthening the existing staff
development programme at the University by selectively recruiting senior
foreign academics to mount postgraduate academic programmes,
specifically for training young, local academics, can do this.
This is been done very successfully in other Regional Universities. It has
also been found very useful and cost effective because the young
academics do most of the undergraduate teaching while they are doing
their postgraduate studies and senior academics become motivated
because they are being utilized efficiently. In some countries this
programme is self-financing; understudy students/lecturers pay their way
through with their earnings as they are already on the University payroll.
There should be a proper human resource forecasting done, based on
current student enrolment and future demand, which should be capable of
reducing the cost as follows:
Student / Total Staff Student / Academic Staff
Polytechnic: 1:10 1:16
UNAM: 1:7 1:12
The figures above (see table 2) include full-time and part-time students
and lecturers at both institutions.
The ratio of 1:12 is misleading because in some departments at UNAM,
ratios varies from 1:4 up to 1:48 – a clear example of a lack of forecasting.
Human resource forecasting will also be based on the staff requirements
for programmes that have been designed in accordance to the national
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manpower requirements (as per NDP). This is important because of the
cost implications involved in recruiting foreign academic staff.
This forecast will help in proper budgeting and control of the recruitment
cost (it can be as much as about N$70 000 - 100 000 to relocate a foreign
family of six)
Therefore it is advisable for the University to restrict its foreign
recruitments to the absolute critical academic positions that cannot be
filled by local people, and in the same vain, paying attention to its
competitors, i.e. Government and private industry.
5.2.2 The Ministry of Higher education, Training and Employment Creation’s
role in monitoring and coordinating the activities of the University
The current situation calls for the intervention of a higher office (e.g. Office
of the Prime Minister) to intervene in the ongoing communication and
working breakdown between the Ministry, the University, and its Council.
The status quo does not only impact negatively on the University and its
activities, but has a far-reaching impact on the higher education sector,
and the country’s economy in particular. The Ministry and the University,
together with the facilitator, OPM, establish an Interim Committee, whose
main aim must be to restore the relationship between the Ministry and the
University. Such a committee will be dissolved as soon as the proposed
Council for Higher Education is in place.
The Interim Committee will take responsibility for the following:
Determining the cause of the breakdown and work towards
restoring the working – and professional relationship between the
Ministry and the University.
Promote national interest, openness and professional honesty
during regular briefing sessions.
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Regular reviews of the University’s activities and programmes, and
to make recommendations.
Weighting and advising on competing claims for resources.
Promote coordination, development, productivity, efficiency and
accountability.
Monitor trends in student access, enrolments, mobility and output.
Monitor trends in staff recruitment, career development, retention,
etc.
Help establish a pool and sharing resources between UNAM and
the Polytechnic, including academic staff.
Guide the University in the immediate implementation of
recommendations that were made with regard to its human resource
planning.
Whilst the Ministry is working on the establishment of a Council for Higher
Education, it will also develop the intellectual- and human capacity in order
to produce capable people as linkage to the University.
5.2.3 Priority Setting for the University’s funds
The proposed Interim Committee, must assist the University, as a matter
of urgency, to get the following in place:
A consortium of capable people from: private-; public sector,
regional university representatives (this can be drawn from the
Association of Commonwealth Universities, Association of African
Universities, UNESCO, UNDP, etc.); University of Namibia and the
Ministry of Higher Education, to conduct an overall institutional
audit for the University.
Such an audit will focus on the following critical areas:
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An evaluation of the current human resources needs of
Namibia versus the programmes offered by the University.
The objective must be to cut down on unnecessary
programmes and to phase out those that are not in the
national interest. Expensive programmes, such as Geology,
Computer Science, etc. can be shared with other regional
universities until such time that the University of Namibia has
the capacity and resources to offer it locally or alone.
Identification and implementation of a human resource
strategy that includes a clear plan to organize, manage and
develop its staff to help achieve the aims and objectives set
down in the University Strategy. A human resource strategy
will concentrate on the following areas:
A secure and supportive environment, which
recognizes diversity, committed to equal opportunity
and respond effectively to internal and external
changes and needs of the staff;
An effective, comprehensive and flexible pay and
non-pay rewards system that reflects local market
conditions, attracts and motivates, especially local
staff and recognizes superior performance in areas
that are central to UNAM strategy;
Effective management and development of staff
performance to achieve the highest possible quality
and standards;
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The development and implementation of a corporate
framework to provide appropriate opportunities to staff
to gain the skills, knowledge and competencies
necessary for them to make a high quality contribution
appropriate to their role which meets the University
and individual objectives; and
To ensure supply and retention of appropriate
numbers of staff of the quality to meet the overall
strategy, by developing succession / contingency
plans.
The establishment of a permanent internal audit department
at the University, with an objective to put sound financial
control mechanisms in place that will evaluate and re-
evaluate non-core activities (e.g. transport, catering, etc.)
Another major responsibility of such an internal audit
department would be to put a check on the budget, and to be
used as a planning tool for future expenses.
5.3 Process of implementing the recommendations While I do not attempt to describe a full-blown strategy here, acknowledging that
the University is best placed to determine its own strategic approach in the light
of her own history, and future priorities and plans, I do advocate engagement
with a menu of considerations from which such strategies might be derived. In
assembling these ideas, I am mindful that changes only occur when
organizational decision makers at a variety of levels, generate, endorse and
disseminate recommendations, in order to bring about change.
I am also mindful that human resources operate within a complex framework,
where a range of external challenges (a competitive environment, financial
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constraints, new technologies and increased requirements for accountability)
meets the University culture.
Within this framework, the effective human resource management for any
nation requires the creation of processes that facilitate ongoing learning,
improved leadership capacity and consultation and collaboration with staff.
Such processes are central to the achievement of intended outcomes; cultural
changes that will enhance institutional equity, high morale, and high
productivity. (Text adapted from: ‘Human Resource Management Plan’,
1999/2000, University of Canada)
This framework is presented below as adopted from another University.
`
.
,
'
"
Competitive Environment Financial Constraints
Impact of TechnologyRequirements for Accountability
UNIVERSITYCULTURE
InstitutionalEquity
High Morale
HighProductivity
Leadership*
Consultation&
Collaboration
Life LongLearning
VISION
(Source: Human Resource Management Plan, 1999/2000, University of Canada)
Figure 15
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There are several possible solutions discussed above. However, I am
recommending the most feasible, practical, and desirable ones, taking into
account the political, cultural resistance, and financial constraints of the country
in general, and the University environment in particular. One also has to take into
consideration that a major shake-up, could create industrial and labour action
that could stall the required changes.
Therefore, it is vital that every stakeholder is in agreement and will take
ownership of the actions recommended below.
A Consortium (fig. 14) should be set up, which would work in close collaboration
with a well-balanced committee, internal committee.
Costing should be done for every cost of action, so that a budget (special budget:
‘Budget for Change’) is established to finance the whole action. It is important
that students from each department and faculty are represented on the
Consortium.
5.4 Action to be taken: It is important to be weary of the fact that successful, lasting change is a gradual
process, and that it is better to set realistic goals and try to move from one stage
to the next in incremental steps.
However, the case under study does require swift action and commitment from
all stakeholders in order to remedy the current state of affairs.
It is imperative to focus on what is most practical and achievable, given the
available human and financial resources. Equally, for any action plan to be
successful, it is important that:
The leadership is committed because they should guide the efforts and
actively support the initiative;
That sufficient time is allowed, and
That people are involved in the process to help reduce resistance for
change.
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WHAT NEEDS TO BE DONE
.
Interim Joint Committee
InstitutionalConsortium Audit
Group
scanenvironment
solicit fundingfor venture seek political
support for change
appoint
salary surveys
regional comparisons
Office of the PrimeMinister
MinistryUniversity
work towards establisningCouncil for Higher
Education
Figure 16
To illustrate how Interim Joint Committee and Consortium Group can (co)operate
'
Interim JointCommittee
InstitutionalAudit
Consortium
Deals withOrganisational
arangements (mostlyexternal) and
relationships betweenUNAM, Ministry,
Government, etc.
Deals with internalchanges/improvements in
UNAM
consultUNAM
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Figure 17
The Office of the Prime Minister to intervene, and together with UNAM and
the Ministry, establish an Interim Joint Committee whose main aim it will
be to determine the cause of the breakdown between the Ministry and
UNAM. The OPM intervention is necessitated by the fact that past efforts
by both the Ministry and UNAM, to have round-table discussions, did not
materialize.
In the mean time, the Ministry is required to speed up the establishment of
the CHE, to eventually take over the responsibilities of the Interim Joint
Committee.
The Interim Committee must identify and appoint a consortium of people
from the private, public, trade unions, student representative council,
representatives from regional universities, etc. It is vital that this
committee -the Consortium Group (CG) - members bring a wealth of
diverse knowledge and skills since they will be tasked with the structural
arrangements of UNAM.
The Interim Joint Committee will be responsible for structural changes,
whilst the Consortium Group will be responsible for the institutional audit,
the internal organic re-organisation of UNAM
The Interim Joint Committee will be tasked with the following broad
responsibilities:
Determine the role of the Ministry, and its ideal relationship with
UNAM, Polytechnic and other institutions of higher learning.
The role and responsibilities of the recommended Council on Higher
Education.
Execute a regional comparison with regard to the University Act
and evaluate for possible amendments, etc.
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Seek for external and/or government funding for the ‘Budget for
Change’, as recommended in 5.4. It is needless to say that the
Government of Namibia must be ready to meet these changes
financially.
Establish regulations for UNAM funds and spending.
Oversee and assist the Consortium Group
The responsibilities of the Consortium Group:
o Evaluation of current human resource requirement with existing
programmes.
o Establish whether UNAM has the capacity to run the existing
programmes for the next five years.
o Evaluate the most relevant programmes, taking into account e.g.
the number of students enrolled, needs of the country as per NDP,
demand for programmes, etc.
o Re-deploy staff that is currently responsible for non-essential
programmes. Re-deployment of staff could call for the restructuring
of curricula.
o Re-train staff to be capable of working in other areas.
o Although it might not be politically desirable, an alternative would
be to negotiate retrenchment for those staff members that wish to
do so. It is worthy to mention that the majority of the current staff
responsible for ‘non-essential’ programmes, are Namibians and it
may be politically sensitive to suggest retrenchments.
o Establish and provide the necessary training for a permanent
Internal Auditing Department at UNAM. (The Accounting
Department can be utilized for this purpose, given that there are
several chartered and qualified Accountants in this department!)
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The Interim Joint Committee must solicit political support, as well as the
cost of this venture. (The ‘Budget for Change’ to be used for all the
expenses). With regard to the institutional audit, the following
Establish the gap between total manpower requirement and
available Namibian staff. The human resources need analysis to be
done in 5.5.4, must be used to determine the following: :(This is an
example to illustrate the process)
Suppose number of academics needed for next 5 years: 500
Number of non-Namibians is: (20%) 100
Required number of Namibian academic staff: 300
Current Namibian academic staff: 150
GAP to be filled: 150
Training and/or recruitment of 150 Namibian academics required
over the next five years: (30 Namibian academics to be trained and/or
recruited per annum).
It is important to weigh the cost of training for Namibians vis-avis
the cost of keeping non-Namibian academics.
No new programmes must be introduced if trained manpower has
not been identified. Likewise, prioritize training before any new
programmes are introduced.
Immediate action must be to establish postgraduate programmes in
faculties where there are senior academics, as part of the training
of the 30 junior academics identified.
In order to attract Namibians from the public and private sector to
become academics, a salary survey must be done to implement
market related salaries. The Polytechnic of Namibia is ahead of
UNAM in this regard.
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5.5 Conclusion The above recommendations have been developed, based on what appears feasible
and practical at the moment.
The cost implication of each recommendation has to be taken into account. However, to
do a cost benefit analysis for each recommendation would call for another research
project paper and hence cannot be accomplished within the scope of this project.
However, further work needs to be done in order to thoroughly and carefully, cost each
line of recommended action. This can be done if UNAM and the Ministry show interest
in these recommendations. As my area is not finance, I cannot pretend that I am best
placed to do it, but I am willing to work in close collaboration with financial experts in
order to determine the actual cost of each recommended action.
I would like to state that whereas it may appear costly to undertake these
recommendations now, but if these matters are not attended with the urgency it
deserves, it will have dire consequences to the nation. I would also mention that
educational experts who are involved in new learning methods – brought about by
changing technology and globalization - should be involved to do research on e.g. Open
Universities, Virtual World Universities, Distance Learning, etc.
I am also aware that the Project Paper could benefit from comments of a larger
audience, once it has been adopted for practical implementation other than for
academic purposes only.
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PO Box 31200 PioniersparkWINDHOEKOctober 15, 2000
Dear …………………..
Re: QUESTIONNAIRE
I am currently writing a Research Project as part of the EMBA - programme requirements at the
University of Cape Town (Graduate School of Business).
This questionnaire is intended to collect data for my project entitled:
REVIEW OF HUMAN RESOURCE MANAGEMENTAT THE INSTITUTIONS OF HIGHER LEARNING
I would be grateful if you could please complete the attached questionnaire.
The information will be treated confidentially and will solely be used for the research project.
Thank you in advance for your speedy response and interest in this project and for taking up your
time to assist me. If you have any queries, please do not hesitate to call me. Mrs. Rita Olivier (International Relations: UNAM) and Mr. Amon Uiseb (Directorate Planning in the Ministry)will act as the contact person(s) at your institution and will also collect the completed questionnaires on November 01.
Yours truly,
…………………………………..Theo M Namases
Tel: 256 905 / Fax: 256 904 / 081 129 60 31
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No:---------
For the purpose of this project, I am using the definition of STRATEGIC HUMAN RESOURCE PLANNING, as defined by Charles R Greer, in his book “Strategy and Human Resources”
(p141).
“Human resource planning encompasses
Interfacing with strategic planning and scanning the environment
Taking inventory of the organisation’s current human resources
Forecasting the demand for human resources
Forecasting the supply of human resources from both within the organization and in the external labour market
Comparing the forecasts of demand and supply
Planning the actions needed to deal with anticipated shortages or overages, and
Feeding back such information into the strategic planning process”
---------------------------------------------------------------------------------------------------------------------------------QUESTIONNAIRE
Please answer the questions as complete as you possibly can.
PART 1:
MINISTRY OF HIGHER EDUCATION, TRAINING & EMPLOYMENT CREATION
1. As far as you are aware, do you know of any Strategic Human Resource Planning in the
Ministry of Higher Education, Training and Employment Creation – covering the Ministry
itself and all the institutions under the Ministry? (Policy document or Statement)
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No:---------
For the purpose of this project, I am using the definition of STRATEGIC HUMAN RESOURCE PLANNING, as defined by Charles R Greer, in his book “Strategy and Human Resources”
(p141).
“Human resource planning encompasses
Interfacing with strategic planning and scanning the environment
Taking inventory of the organisation’s current human resources
Forecasting the demand for human resources
Forecasting the supply of human resources from both within the organization and in the external labour market
Comparing the forecasts of demand and supply
Planning the actions needed to deal with anticipated shortages or overages, and
Feeding back such information into the strategic planning process”
---------------------------------------------------------------------------------------------------------------------------------QUESTIONNAIRE
Please answer the questions as complete as you possibly can.
PART 1:
MINISTRY OF HIGHER EDUCATION, TRAINING & EMPLOYMENT CREATION
2. As far as you are aware, do you know of any Strategic Human Resource Planning in the
Ministry of Higher Education, Training and Employment Creation – covering the Ministry
itself and all the institutions under the Ministry? (Policy document or Statement)
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2. According to Greer’s definition stated above: If Human Resource Planning exists, does it
cover all the seven points?
(Please circle only the most appropriate answer)
Wholly
Partially
3. If yes: Is it spelt out clearly in a document that is easily accessible?
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Which document? -----------------------------------------------------------------------------------
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Do you have a copy? -------------------------------------------------------------------------------
4. Even if it is not stipulated in document form, is there any indication of a Strategic Human
Resource Planning practice in the Ministry of Higher Education, Training and
Employment Creation?
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5. What are the major weaknesses you find / or you are aware of in the Human Resource
Planning strategies of the higher education system overall in Namibia?
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6. What would you recommend should be done to correct the weaknesses you have
identified above (no. 5)?
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7. What role do you think can the Ministry of Higher Education play in Human Resource Planning
for the Institutions of Higher Learning in Namibia?
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PART 2: YOUR INSTITUTION
In this section, Ministry staff is requested to kindly give his/her view (or perception) on UNAM
8. Does your institution have a Human Resource Plan?
Complete --------------------
Incomplete --------------------
None --------------------
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Comments: ------------------------------------------------------------------------------------------------------------
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9. How often do you conduct Human Resource Planning exercise?
Every:
1 – 2 years --------------------
5 years ---------------------
Only when a need is identified ----------------------
Never --------------------------
Any other -------------------------------------------------------------------------------------------------
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10. Do you have / are you aware of a Strategic Human Resource Plan at your institution?
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11. If yes: For how many years ahead is your strategic human resource planning done?
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12. What parameters / factors / variables do you take into account when doing Human
Resource projections in `your institution?
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13. If a Strategic Human Resource Plan does exist, how is it related to the overall institutional
Strategic Plan?
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14. What are the major constraints in your Strategic Human Resource Plan?
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15. Do you have vacancies on your establishment that are currently not filled?
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16. If so, what are the reasons?
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17. What is the percentage breakdown of your Academic staff?
Namibians --------------- %
Expatriates --------------- %
18. Do you envisage any changes in the percentages given above, in the next five years?
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19. What plans have you put in place / intend to put in place to achieve the above?
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20. Gender: Academic staff only:
Male…………….%
Female…………%
21. Your target ratios:
Male --------------- %
Female ---------------%
22. How do you intend to achieve this?
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23. Is your Affirmative Action Plan aligned with your Strategic Human Resource Plan? How?
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24. What is your designation in the institution? -------------------------------------------------------------
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25. How do you link with your institution’s Strategic Human Resource Planning?
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26. General Comments:
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Thank you once again for your time.
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ANALYSIS OF QUESTIONNAIRES
1. As far as you are aware, do you know of any Strategic Human Resource Planning in the Ministry of Higher Education, Training and Employment Creation – covering the Ministry itself and all the institutions under the Ministry? (Policy document or Statement)
RESPONDENT YES NO NOT SURE OTHER 1. * 2. Heard
about it – have not seen
3. * 4. * do not
know5. * * only
documentonstructure
6. * 7.
not aware of such document structure is referred to as “manpower structure” and was drawn up at inception of ministry. Relates ONLY to ministry, vocational centers and teacher’s colleges does not exists
2. According to Greer’s definition stated above: If Human Resource Planning exists, does it cover all the seven points?
RESPONDENT WHOLLY PARTIALLY OTHER 1. * not sure 2. * not sure 3. * do not know 4. * * partially in structure 5. * does not exists
H Education Ministry structure document is divisional – each division only has a copy for that specific division
3. If yes: Is it spelt out clearly in a document that is easily accessible?
WHICH DOCUMENT? / DO YOU HAVE A COPY?
RESPONDENT YES NO DO YOU HAVE A COPY?
WHICHDOCUMENT
DO YOU HAVE A COPY
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1. * Overall guidelines – 5 yr. plan
yes
2. * 3. * do not know 4. * 5. 6. * 7.
According to Director: H Education, a copy is kept by Permanent Secretary in his office Deputy Director: HR Development & Planning – it does not exist
4. Even if it is not stipulated in document form, is there any indication of a Strategic Human Resource Planning practice in the Ministry of Higher Education and Employment Creation?
RESPONDENT YES NO OTHER 1. Not
sure2. * 3. * 4. * 5. 6. 7. 8.
Ministry – no forecasting done. Operates mostly on “as need arises” Ministry – as need occurs
5. What are the major weaknesses you find / or you are aware of in the HRP strategies of the higher education system overall in Namibia?
RESPONSES:
Cannot answer the question (Director: HR, UNAM) No co-ordination between number of players No supervisory body, such as a Council Employment not on merit – people employed on basis of personal choice – result in varying professional standards Appraisal system tenuous – not purpose orientated No forecasting If there is no strategy, you can’t pinpoint weaknesses Some divisions understaffed, some overstaffed
6. What would you recommend should be done to correct the weaknesses you have identified above (no. 5)?
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RESPONSES:Not applicable Establish HE Council Establish National Research Council Purposeful appraisal system Upgrading of junior- and senior personnel Ethical orientation Commitment of training and service Prioritize needs of sector (funding) Privatize institutions Political interference – changing of Ministry Lack of urgency in whole Government structure Lack of vision on part of Government Personal differences
7. What role do you think can the Ministry of Higher Education play in Human Resource Planning for the Institutions of Higher Learning in Namibia?
RESPONSES:Did not respondMinistry only has control over Vocational- and Teacher’s Colleges – UNAM & Poly are autonomous. Would like to become full partners and not only funders of the two institutionsProvide broader vision in which rest of system can functionSecure necessary support & resources for sectorForecasting (training, skilling, planning ahead)Implementing projects aimed at uplifting education standardsAs the line Ministry, it should guide UNAM to fulfill government’s aspirations to address social- and economic development in the country. UNAM to concentrate on (development) programmes as spelt out in NDPUNAM is implementing programmes not aligned with NDP – provides jobs for expatsUNAM: no succession plan in terms of administrationUnderstudy concept very far from Unum’s plansAcademic perspective of UNAM should be to build in a programme where Namibians will gradually take over strategic positions.Young Namibian academics pushed aside – direction is not clearAlthough acknowledging importance and value of international experts – not be done on expense of NamibiansAutonomy must be in a framework that advances the government’s cause (meaning that institutions must operate in a set framework)Autonomy must be in the parameters of NDPInstitutional autonomy must be define by issues at stake in the countryMinistry must be in a position to give direction to UNAM – UNAM is flagship for training in the country
…………………………………………………………………………………………………….
YOUR INSTITUTION:
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8. Does your institution have a Human Resource Plan? COMPLETE INCOMPLETE NONE OTHER * * * * Not
aware
Due to autonomous status, institutions operate in isolation. Ministry is not involved in any planning / running of institutions Personal differences are clouding good working relations between Ministry officials and Institutional management Politics is playing a major roleEstablishment of Higher Education Council with “powers” might be the only solution
Inputs are invited from various faculties and incorporated in SHR Plan Different faculties have own HRP – staff development in faculties is guided by HRP
9. How often do you conduct Human Resource Planning exercise?
1 – 2 YEARS
5 YEARS
WHEN NEED ISIDENTIFIED NEVER OTHER
* * * *
done by all divisions / faculties at UNAM
10. Do you have / are you aware of a Strategic Human Resource Plan at your institution? YES NO OTHER * * * *
11. If yes: For how many years ahead is your strategic human resource planning done? 1YEAR
2 YEARS 5 YEARS OTHER
* *
5 year development plan reviewed yearly
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12. What parameters / factors / variables do you take into account when doing Human Resource projections in `your institution?
VISION & MISSION
NEEDS OF INSTITUTION
PROGRAMMEEXPANSION
OTHER
* * * localization
13 If a Strategic Human Resource Plan does exist, how is it related to the overall institutional Strategic Plan?
DATA / COMMENTS: a. Should support overall strategy – train manpower to meet demandb. UNAM’s overall SP dictates what SHRP should address and how soon that
should be done.
14. What are the major constraints in your Strategic Human Resource Plan?
DATA / COMMENTS: FundsMinistry Official: Sense that very little money is put aside by institutions for staff developmentNumerous complaints but it seems as if staff development is not a priorityNo congruency between the ideal situation and what is happening on the groundStudent intake versus national HR development planTrained locals not helpful to train other localsFunding
15. Do you have vacancies on your establishment that are currently not filled?
YES NO OTHER Filled or frozen
* *
16. If so, what are the reasons? FUNDS OTHER * *
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*
17. What is the percentage breakdown of your Academic staff? NAMIBIANS:LESS THAN 50%
FOREIGNERS:50% & MORE
FOREIGNERS:LESS THAN 50% OTHER
* * all strategic,
senior positions
18. Do you envisage any changes in the percentages given above, in the next five years? YES NO OTHER * * slightly
19. What plans have you put in place / intend to put in place to achieve the above?
DATA / COMMENTS: Staff development programme Rigorous training for locals Salary improvement Understudy strategy
20. Gender: Academic staff only: MALE:50% & MORE
MALE:LESSTHAN 50%
FEMALE:50%& MORE
FEMALE:LESS 50% OTHER
* * * less than
50% - but in all key positions
* more, lowerpositions
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AA plan – when position become vacant, consider someone from previously disadvantage group (women)
21. Your target ratios: FEMALE 50% (&MORE
MALE 50% AND MORE OTHER
* *
22. How do you intend to achieve this?
DATA / COMMENTS:
23. Is your Affirmative Action Plan aligned with your Strategic Human Resource Plan? How?
YES HOW NO OTHER * *does not know * we are busy to
compile it now
24. What is your designation in the institution?
RESPONDENT DESIGNATION 1 Director: HR (UNAM) 2 Deputy Director:
General Services 3 Director: Strategic
Planning4 Director: Higher
Education5 Deputy Director: HR
Development & Planning (Ministry
6 Dean of Students 7 Chief Education Officer 8 Director: International
Relations
25. How do you link with your institution’s Strategic Human Resource Planning?
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Already answered General coordination with personnel Assist faculties with strategic managementSuppose to be the link between institutions and government Managing HR Development & Planning programmes for institutions of higher learning
26. GENERAL COMMENTS:
* None * Establishment of HE Council (with muscles) is currently the only hope to address above stated problems.* HE Council should have the power to be “THE COUNCIL OF COUNCILS” – more authority over institutional councils * “Autonomy” must be redefine * Is it possible for institution, ministry, to have a strategy, if government does not have one?* Replace both / and / or Minister, VC – Political intervention * UNAM & Poly to be supplementing each other – not in competition
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20
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