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HRD Resource Pack: Part 4 Page 1
Human Resource Development For the Public Service
Implementation Guide & Annual Implementation Plan
HRD Resource Pack: Part 4
HRD Resource Pack: Part 4 Page 5
1. FOREWORD BY DIRECTOR-GENERAL
The Human Resource Development Strategic Framework Vision 2015 has been presented in order to sustain the gains that have been made in the field of HRD within the Public Service. It seeks to advance the original intent of the first Public Service HRD Strategy 2002-2006 and, to sustain its developmental activities. Based on the inputs from a sample of HRD practitioners and other stakeholders nationally, a revised set of strategic initiatives have been identified and aligned as indicators for strategic focus in continuing to develop and enhance HRD practices.
Due to the growing demands on the Public Service for efficient and effective service delivery, there is a need for public institutions to adopt strategies that respond to the development of skills and transfer of knowledge and experience which ultimately improve performance.
In order to facilitate the implementation of the HRD Strategic Framework Vision 2015, the dpsa has prepared a Generic Implementation Guide as part of the HRD Strategy Resource Pack. The strategy rests on four distinct pillars which translate into the following initiatives : Capacity Development, Organisational Support Systems, Governance and Institutional Development and Economic and Growth Development. Each of these four key pillars is operationalised in a 12-step process for preparing, developing or implementing the organization’s HRD plan. As a result, each department will have its own priorities, timelines and strategic targets.
The guide is prepared, not only as an aid for implementing the four pillars of the strategy, but as a tool for customizing the strategic framework in line with individual departmental needs, serving as a vehicle to promote the process of dialogue and reflection in the implementation process.
This guide will provide HRD practitioners with the necessary tools to develop public service capacity to enhance performance and service delivery.
PROF. RICHARD LEVIN DIRECTOR GENERAL: DEPARTMENT OF PUBLIC SERVICE & ADMINISTRATION
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2. OVERVIEW The Implementation Guide is prepared as a resource document. Its intention is to assist HRD practitioners in implementing the provisions of the HRD Strategic Framework for the Public Service. As a Guide, the document is neither rigid nor prescriptive. At the core of its approach is the desire to assist practitioners in choosing and adapting the initiatives of the Strategic Framework to fit their own departmental needs and circumstances. In this sense, the Guide presents a process through which practitioners are supported in the development of implementation plans. These plans prioritize and specify the activities and initiatives of the strategic framework which they have chosen to undertake. The activities chosen in these plans are selected in response to the organizational circumstances relating to HRD, and the immediate demands and requirements of the organizations which affect HRD operations The process in the Guide is divided into 12 steps. Each step is specified in detail, and each presents a practical activity, resource information in the form of resource sheets, and descriptive details which explain the purpose and rationale for the activities undertaken. The steps in the process and the focus of each step are outlined and described briefly below. Step 1: Noting Rationale and Purpose It is critical to understand the rationale and purpose of the Guide so that the approach taken to foster effective implementation can be understood. This step in the process enables practitioners to develop familiarity with the focus of the Guide, but it also encourages them to reflect on their own rationale and purpose for developing their implementation plans. The step therefore seeks to highlight very early in the process that implementation of the Strategic Framework must be tailored to local needs, circumstances and perceptions. The Guide is the vehicle through which departments use the Strategic Framework to align and focus their efforts to meet their needs. Step 2: Understanding Background and Focus The background enables participants to locate the Strategic Framework within the larger field of HRD policy nationally. It seeks to provide a deeper understanding and meaning to the strategic provisions of the framework. It seeks to ensure that practitioners act from the basis of an in-depth understanding of the historical and policy contexts, and a full awareness of the current environment of delivery. Step 3: Creating a State of Readiness for Implementation This step introduces participants to the concept of implementation and to some of the issues, circumstances and conditions which undermine implementation success. The focus here is on the exposure of practitioners to the routine circumstances which affect implementation success. It seeks to educate participants on the basis of a rich body of theory on implementation successes and failures. This, however, is done in a very practical manner. Step 4: Understanding the Strategic Framework of HRD This brief section seeks to contextualize HRD in the Public Service with the overall HRD agenda of the country as a whole, and within the more specific agendas of HRD in respect to provinces, in departments and the various sectors of Government. This section of the Guide establishes and highlights an understanding that HRD in the Public Service must be contextualized as part of a wider HRD agenda to ensure the responsiveness of HRD interventions, and to facilitate continuity between policies, plans and strategies from various sources.
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Step 5: General Communication and Awareness Promotion This step addresses one specific aspect of the HRD Strategy implementation process. It highlights the promotion of awareness and communication as a fundamental requirement of the process. Communication is a fundamental driver of implementation success. Unless people have full awareness and understanding, they cannot comply, and they are unable to respond in a manner that meets the overall expectations of the strategic framework. This step seeks to enable that awareness and understanding. Step 6: Assessment of Readiness for Implementation Organizational readiness to implement relates to a variety of organizational and contextual factors that determine whether an organization is in a position to successfully undertake particular aspects of the HRD strategy, or whether the organization is in a position to undertake the implementation of the strategy as a whole. One important consideration in determining readiness is the nature of the organizational structure and the nature of institutional arrangements that are in place to undertake HRD responsibilities. This step recommends a basic organizational structure which promotes effectiveness in delivery of HRD and it presents a readiness assessment schedule for organizations to undertake a self assessment. Step 7: Prioritizing Activities for Implementation This step focuses on the prioritization process to be undertaken by departments in order to ensure that only the most appropriate and feasible initiatives are entertained for adoption. Here, practitioners are introduced to processes and considerations for prioritization. The prioritization process seeks to recognize that it is not feasible to immediately adopt all the provisions of the strategic framework. It therefore establishes a process where the activities for adoption could be sequenced in such a manner that the most appropriate and feasible are adopted first. Prioritization is the first stage of sequencing or phasing. Step 8: Phasing Implementation Activities The process of phasing the implementation of activities in the strategy refers to the process of ensuring that a sequential and developmental approach to the adoption of activities is undertaken. For some initiatives, a proper foundation must be built before more advanced processes or innovations are adopted. In some cases, there may be a clear set of developmental pre-requisites to be put in place before more advanced initiatives are embraced. This step discusses the process of phasing initiatives for adoption and makes recommendations in this regard. Step 9: Preparing a Departmental Plan Each department is advised to prepare a plan which outlines the manner in which it will respond to the HRDS for the Public Service. While this plan can be prepared as a separate “stand alone” document, it is advised that such plans must be integrated with other organizational planning and strategic documents. This step of the Guide describes the plan development process and the manner in which the plan will be utilized Step 10: Overall Strategy Adoption in One’s Department Strategy adoption refers to the process of endorsing implementation activities and the process through which these activities are placed on the policy and operational agenda of the department. Here, the outline of implementation activities is explained, and recommendations are provided about the manner in which these activities are to be undertaken. Each stage of the strategy adoption process is explained.
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Step 11: Undertaking Individual Implementation Initiatives The core focus of the Guide is to provide guidance on the manner in which separate initiatives can be undertaken so as to ensure success in undertaking these initiatives. This step in the Guide describes the framework for providing guidance on each initiative of the strategy framework. It seeks to assist practitioners through the provision of more in-depth guidance on the specific initiative. Step 12: Quarterly and Annual Assessment Process The key consideration here is the extent to which organizations are moving forward in respect to their HRD structures, processes and accomplishments. This step in the Guide presents details on the process of ensuring and promoting accountability in implementation and on the manner in which accountability processes are managed in the organization. The Guide seeks to facilitate success. It is designed to foster reflection, self assessment and engagement with colleagues, and to enable learning through practical exercises. The Guide is both a resource booklet and a workshop manual. It simultaneously guides and seeks input for guidance. It fosters learning through the generation of information and ideas in one’s own context. It contains specific information and guidelines, but yet it is open to further development through the information that is generated by practitioners in their engagements and interactions. The Guide is designed both as an instrument and a process which brings the provisions of the strategic framework into reality.
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TABLE OF CONTENTS 1. Foreword by Director-General 5 2. Overview 9
3. Organization of the Document 19 4.
Monitoring and Evaluation of the HRD Strategic Initiatives
Critical Steps in Implementing the HRD Strategic Framework Presentation Page
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Noting the Purpose and Rationale for the Implementation Guide
25
Understand the Background and Focus of the Strategic Framework for HRD
31
Creating a State of Readiness for the Implementation Challenge
41
Understand the Strategic Framework for HRD in the Public Service
55
General Communication and Awareness Promotion of the HRD Strategy for the Public Service
65
Conducting Overall Organizational Assessment to Determine Readiness to Implement
73
Prioritizing HRD Strategic Activities for Implementation 85
Phasing Implementation Activities for Plan Development 113 Step 8
Developing a Plan for Implementing the HRD Strategic Framework
123 Step 9
Managing the Overall Strategy Adoption Process 131 Step 10
Understanding Individual Implementation Initiatives for the HRD Strategic Framework
141
149
Step 11
Step 12
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LIST OF FIGURES Figure 1 Critical Steps to be undertaken in Planning and Implementation of HRD
Strategic Provision 20
Figure 2 Guiding Principles on the Road to Implementation Success 47
Figure 3 The Strategic Framework for Human Resource Development in the Public Service
60
Figure 4 Process of Assessing Organizational Readiness
80
Figure 5
Building Blocks for Phasing Implementation : Laying the Foundations for Success & Sustainability
116
Figure 6
Outline and Format of Plans for HRDS Implementation 125
Figure 7
Planning for Disruptive Circumstances and Opportunities 126
Figure 8
Basic Monitoring & Evaluation Tool for HRDS Strategic Initiatives 151
LIST OF TABLES Table 1 Focus and Content of each Step of the Implementation Guide 21
Table 2 Responding to the Strategic Framework for Human Resource Development 57
Table 3 What will you Communicate? 67
Table 4 Pillars One to Four 87
Table 5 Mapping Process 118
Table 6 Sequence Map 119
Table 7 Managing Strategy Adoption
133
APPENDICES APPENDIX A Assessment of Organizational Readiness to Implement
157
APPENDIX B Readiness Action Plan
173
APPENDIX C Generic Implementation Plan for the HRD Strategy for the Public Service
177
APPENDIX D DPSA Activities and Timelines
201
APPENDIX E Sample Guidelines and Considerations for Implementing Strategic Initiatives
233
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3. ORGANIZATION OF THE DOCUMENT This document is a step by step Guide for planning and implementing the provisions of the HRD Strategic Framework. It is a resource document. It seeks to assist practitioners in the process of adopting HRD initiatives in a manner which is responsive to the context and circumstances of their respective departments. The Guide is not regulatory in intent or focus. It is designed to support practitioners through guidelines, packaged formats and processes for engagement and dialogue in realizing strategic decisions. In this respect, the document is organized in a manner which makes it readily accessible to readers. It provides an array of resource information for planning and implementation; it presents inter-personal engagement processes which builds understanding and support; and it provides tools, systems and assessment devices to enable monitoring and evaluation. In sum, the Guide presents a full package of devices and options for promoting successful implementation. The Guide is organized into 12 steps which together constitute a process to be undertaken in planning and implementing HRD strategic initiatives. Each step is organized into a common framework and presentation format which addresses the following: the purpose and rationale for the step; an engagement activity which seeks to foster reflection, collaboration and action; a statement of anticipated outcomes for the step; and a specification of implementation resources which can be used in understanding the objective, and in undertaking the activities and requirements of the step. Whether reflective, collaborative or action-oriented, each step serves a critical purpose in the implementation process. The Guide is designed primarily for use in a workshop process, but could also be used as a reference document. Figure 1 outlines the critical steps of the Implementation Guide. These steps represent the important activities to be undertaken in the process of implementation. Each step has an associated range of sub-activities and implementation requirements; and each step has a related set of guidelines; instructions and resource materials which could be used in managing the implementation process. Table 1 briefly describes the focus of each step. Some of the resource materials are placed in the appendix of the Guide so that the body of the Guide is not crowded with information. The remainder of the document is organized in accordance with the respective 12 steps of the implementation process. Each step is organized according to the presentation format referred to above and illustrated in both Figure 1 and Table 1.
The implementation process of the HRD
Strategic Framework is the set of
implementation activities that are to
be undertaken in order to ensure that
the provisions of the framework are
adopted successfully by the
respective departments or organizational
entities. The process
recommended here seeks to ensure that
sequenced guidelines for
successful implementation of
the strategic framework are
adopted in a cohesive manner.
The process is not prescribed, but
recommended. It is a sequence of
activities which if undertaken is likely
to render the highest probability of
success in implementation.
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Figure 1 CRITICAL STEPS TO BE UNDERTAKEN IN
PLANNING AND IMPLEMENTATION OF HRD STRATEGIC PROVISION
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Noting the Purpose and Rationale of Implementation Guide
Understanding the Background and Focus of the Strategic Framework for HRD
Creating a State of Readiness for the Implementation Challenge
Understanding the Strategic Framework for HRD in the Public Service
Promoting General Communication and Awareness Promotion of the HRD Strategy for
the Public Service
Conducting Overall Organizational Assessment to Determine Readiness to Implement
Prioritizing HRD Strategic Activities for Implementation
Phasing Implementation Activities for Plan Development
Step 8
Developing a Plan for Implementing the HRD Strategic Framework
Step 9
Managing the Overall Strategy Adoption Process Step 10
Undertaking Individual Implementation Initiatives for the HRD Strategic Framework
Monitoring and Evaluating the HRD Strategic Initiatives Undertaken per quarter and annually
Step 11
Step 12
Sta
tus
Ass
essm
ent
Pro
ject
Tea
m A
lloca
tion
Org
aniz
atio
nal S
truct
ures
Impl
emen
tatio
n A
ctiv
ities
Ava
ilabi
lity
& R
epor
ting
Aw
aren
ess
Pro
mot
ion
Impl
emen
ting
Stru
ctur
ing
& P
roce
ssin
g
Acc
ount
abili
ty M
easu
res
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Table 1 FOCUS AND CONTENT OF EACH STEP OF THE IMPLEMENTATION GUIDE
STEPS IN THE IMPLEMENTATION GUIDE
FOCUS AND CONTENT OF EACH STEP
Step 1: Noting Rationale and Purpose
It is critical to understand the rationale and purpose of the Guide so that the approach taken to foster effective implementation can be understood. This step in the process enables practitioners to develop familiarity with the focus of the Guide, but it also encourages them to reflect on their own rationale and purpose for developing their implementation plans. The step therefore seeks to highlight very early in the process that implementation of the Strategic Framework must be tailored to local needs, circumstances and perceptions. The Guide is the vehicle through which departments use the Strategic Framework to align and focus their efforts to meet their needs.
Step 2: Understanding the Background and Focus
The background enables participants to locate the Strategic Framework within the larger field of HRD policy nationally. It seeks to provide a deeper understanding and meaning to the strategic provisions of the framework. It seeks to ensure that practitioners act from the basis of an in-depth understanding of the historical and policy contexts, and a full awareness of the current environment of delivery.
Step 3: Creating a State of Readiness for Implementation
This step introduces participants to the concept of implementation and to some of the issues, circumstances and conditions which undermine implementation success. The focus here is on the exposure of practitioners to the routine circumstances which affect implementation success. It seeks to educate participants on the basis of a rich body of theory on implementation successes and failures. This, however, is done in a very practical manner.
Step 4: Understanding the Strategic Framework of HRD
This brief section seeks to contextualize HRD in the Public Service with the overall HRD agenda of the country as a whole, and within the more specific agendas of HRD in respect to provinces, in departments and the various sectors of Government. This section of the Guide establishes and highlights that an understanding that HRD in the Public Service must be contextualized as part of a wider HRD agenda to ensure the responsiveness of HRD interventions, and to facilitate continuity between policies, plans and strategies from various sources.
Step 5: General Communication and Awareness Promotion
This step addresses one specific aspect of the HRD Strategy implementation process. It highlights the promotion of awareness and communication as a fundamental requirement of the process. Communication is a fundamental driver of implementation success. Unless people have full awareness and understanding, they cannot comply, and they are unable to respond in a manner that meets the overall expectations of the strategic framework. This step seeks to enable that awareness and understanding.
Step 6: Assessment of Readiness for Implementation
Organizational readiness to implement relates to a variety of organizational and contextual factors that determine whether an organization is in a position to successfully undertake particular aspects of the HRD strategy, or whether the organization is in a position to undertake the implementation of the strategy as a whole. One important consideration in determining readiness is the nature of the organizational structure and the nature of institutional arrangements that are in place to undertake HRD responsibilities. This step recommends a basic organizational structure which promotes effectiveness in delivery of HRD and it presents a readiness assessment schedule for organizations to undertake a self assessment.
Step 7: Prioritizing Activities for Implementation
This step focuses on the prioritization process to be undertaken by departments in order to ensure that only the most appropriate and feasible initiatives are entertained for adoption. Here, practitioners are introduced to processes and considerations for prioritization. The prioritization process seeks to recognize that it is not feasible to immediately adopt all the provisions of the strategic framework. It therefore establishes a process where the activities for adoption could be sequenced in such a manner that the most appropriate and feasible are adopted first. Prioritization is the first stage of sequencing or phasing.
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Table 1
FOCUS AND CONTENT OF EACH STEP OF THE IMPLEMENTATION GUIDE
STEPS IN THE
IMPLEMENTATION GUIDE
FOCUS AND CONTENT OF EACH STEP
Step 8: Phasing Implementation Activities
The process of phasing the implementation of activities in the strategy refers to the process of ensuring that a sequential and developmental approach to the adoption of activities is undertaken. For some initiatives, a proper foundation must be built before more advanced processes or innovations are adopted. In some cases there may be a clear set of developmental pre-requisites to be put in place before more advanced initiatives are embraced. This step discusses the process of phasing initiatives for adoption and makes recommendations in this regard
Step 9: Preparing Annual Departmental Plan
Each department is advised to prepare a plan which outlines the manner in which it will respond to the HRDS for the Public Service. While this plan can be prepared as a separate “stand alone” document, it is advised that such plans must be integrated with other organizational planning and strategic documents. This step of the Guide describes the plan development process and the manner in which the plan will be utilized
Step 10: Overall Strategy Adoption in One’s Department
Strategy adoption refers to the process of endorsing implementation activities and the process through which these activities are placed on the policy and operational agenda of the department. Here, the outline of implementation activities is explained, and recommendations are provided about the manner in which these activities are to be undertaken. Each stage of the strategy adoption process is explained.
Step 11: Undertaking Individual Implementation Initiatives
The core focus of the Guide is to provide guidance on the manner in which separate initiatives can be undertaken so as to ensure success in undertaking these initiatives. This step in the Guide describes the framework for providing guidance on each initiative of the strategy framework. It seeks to assist practitioners through the provision of more in-depth guidance on the specific initiative.
Step 12: Quarterly Assessment Process
The key consideration here is the extent to which organizations are moving forward in respect to their HRD structures, processes and accomplishments. This step in the Guide presents details on the process of ensuring and promoting accountability in implementation and on the manner in which accountability processes are managed in the organization
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STEP 1
NOTING THE PURPOSE AND RATIONALE FOR THE IMPLEMENTATION GUIDE
Purpose The purpose of this step in the process is to enable users of the Guide to first become familiar with its rationale, purpose and intended application. The effective use of the Guide will depend on the extent to which its purpose is clearly understood. This section of the document presents a process of engagement which will result in a collective understanding of the intent of the Guide among officials in the department.
Rationale The Guide must be used for its intended purpose if its benefits must be realised. However, the understanding of the purpose of the Guide must be a shared understanding. All parties that are involved in the implementation process must have a common understanding of what is intended so that the Guide and its processes and systems are effectively utilized.
Activity “How this Guide Can Assist” The group activity for this step is an assessment process regarding the manner in which this Guide may assist in implementation, and the extent to which this assistance is perceived as necessary.
Anticipated Outcomes
Participants and readers will be able to determine what prospective benefits they can accrue from the Guide.
Implementation Resources
Resource Sheet 1: Purpose, Objectives and Strategic Intent Resource Sheet 2: How to use the Guide Successfully
Appended
Information
No additional information is appended specifically for this activity.
STEP 1
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ACTIVITY 1 How Can This Guide Assist? Instruction: Could this Guide be helpful to you? Please reflect on the questions below in respect to the HRDS 2002 or any other plan or strategy you have implemented.
Questions
Response
Do You Need Support in this
Area?
1. Have you been associated with
plans or strategies which have never been implemented?
2. Has inability to prioritize affected
your ability to implement?
3. Has lack of support affected your
ability to implement?
4. Have you required information
but did not know where to find it?
5. Have you been unclear about
expectations?
6. Have you been unclear about
timelines and milestones?
7. Have you been unable to monitor
progress?
8. Has collaboration with others
been difficult?
9. Have you been unsuccessful in
implementing all the provisions of HRDS 2002?
10. Have you been unable to link
capacity development and human capital formation to enhanced performance and service delivery?
If you have completed this exercise as a group, please discuss your responses and share your experiences. Have you responded “yes” to a majority of these questions? If you have, then this implementation Guide will assist you in implementing the current strategic framework for HRD.
Yes No Yes No
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RESOURCE SHEET 1
PURPOSE, OBJECTIVES AND STRATEGIC INTENT
The purpose of the Implementation Guide is to promote and facilitate the successful implementation of the HRD strategy for the Public Service. Recognizing that implementation of the HRDS will be constrained if guidance is not provided, and, because each province and department may have its own peculiarities in respect to the challenges encountered in implementation, the Guide is made available as a tool and as a supportive reference document that will assist in the process of implementation. In this respect, the Implementation Guide is not prescriptive, but facilitative. It does not seek to confine organizations to a narrow range of options and possibilities, but to foster creativity, ensure contextual responsiveness and encourage the promotion of development according to the circumstances of particular organizations. The Guide is a companion document to the HRD strategy that seeks to encourage and support organizations in determining what the strategy means to them and what the possibilities and avenues are for adopting some of its provisions and recommendations. In this respect, the Guide facilitates a process though which the provisions of the HRDS can be adopted. Its focus is not on the content and requirements of the strategy, but rather on the manner in which an organization is assisted in deriving meaning from the strategy and taking ownership of it so that it has relevance in the context of organizational frameworks and priorities.
The Guide creates the process, facility and support for each department to plot its own course of success. 2.1 OBJECTIVES
The objectives of the Implementation Guide are as follows:
2.1.1 To provide clarity about the provisions and expectations of the HRD Strategy.
2.1.2 To provide information and guidelines which can be used by organizational entities in
promoting successful implementation.
2.1.3 To provide and support a process which can be used by organizations to adopt, apply and use the provisions and initiatives of the strategy to add value to their particular organization.
2.1.4 To provide an instrument which can establish the basis for accountability through
consistent monitoring, evaluation and support.
2.1.5 To provide a vehicle to encourage inter-unit, inter-departmental and inter-governmental collaboration, and to build continuity, cohesiveness and consistency in the application of HRD innovations, processes and techniques.
2.1.6 To consolidate the gains of the first edition of the HRD strategy and to continue on the
course of development in strengthening HRD in the Public Service.
2.1.7 To promote and sustain the link between human capital formation in the Public Service and thereby enhance organizational performance and service delivery.
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RESOURCE SHEET 2
HOW TO USE THE GUIDE SUCCESSFULLY
The Guide can be considered as a roadmap, a suggested pathway or a set of sequenced considerations for promoting successful implementation. It sets out a process of understanding, reflection, engagement and action. In the end, implementation requires action in order to “get things done”. In order to use the Guide successfully, please note the following:
a. You must be familiar with the HRD Strategic Framework, its principles and its intended
outcomes. b. The Guide is designed as a workshop manual. It will be ideal if you can use the Guide to
facilitate a workshop process in your department. c. The Guide must be used in a sequenced manner. Follow the step by step process. Read,
reflect and engage in the recommended activities, either as an individual or as a group. After going through the Guide step by step, you will want to refer to specific sections of the Guide for information or guidance. In this manner the Guide can be used as a reference document.
d. Resource sheets provide useful information that can assist with each step. Review the
resource information as a basis for engaging in activities and as a basis for planning a course of action for your organization.
e. Please feel free to add your own notes and ideas to the information in the document. The
Guide is just the catalyst for a process which will capture the knowledge and mobilize the efforts of all.
f. Repeat some of the steps when necessary – either as small groups with focussed
intentions with particular audiences who may have a particular need, or to be more fully prepared as individuals who will be guiding others.
STEP TW
OSTE
P TW
OSTE
P TW
O
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de
rstan
d th
e B
ac
kgro
un
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us o
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Strate
gic
Fram
ew
ork
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RD
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STEP T
WO
STEP T
WO
STEP T
WO
Un
de
rsta
nd
the
Ba
ckg
roun
d&
Fo
cus
of th
e S
tra
teg
ic F
ram
ew
ork
for
HRD
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UNDERSTAND THE BACKGROUND AND FOCUS OF THE STRATEGIC FRAMEWORK FOR HRD
Purpose The purpose of this step in the process is to enable practitioners to acquire an understanding of the factors and circumstances which led to the current HRD Strategic Framework for the Public Service. It is on the basis of this understanding that they will be able to appreciate the current focus of HRD strategic initiatives; and, it is on the basis of this understanding that they will be able to align and focus their activities and interventions so that it is in line with both national and departmental priorities.
Rationale Current strategic initiatives in HRD come from a rich history of efforts that have been made in an effort to transform the Public Service through HRD. It is essential to understand the key aspects of this history, and to understand the circumstances which currently affect the performance and success of some HRD initiatives in the Public Service. Moving forward requires that we must take heed of both this history and the effect of current circumstances on performance. This background knowledge helps to contextualize the core elements of the HRD Strategic Framework and assists departments in aligning their efforts.
Activity “Is Our Assessment Correct?” This activity itemizes a few of the more critical findings from the stakeholder review process on the performance of HRD in the Public Service. Respondents are asked to assess whether, in their opinion, these findings are correct or not. Respondents are asked to reflect on whether it is correct generally and in the specific circumstances of their department.
Anticipated Outcomes
Practitioners will become more aware of the circumstances and the research findings which have led to the current content and focus of the HRD Strategic Framework.
Implementation Resources
Resource Sheet 3: Background Information Resource Sheet 4: What progress has been made in HRD for the Public Service
Appended
Information
No information related to this activity is appended
STEP 2
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ACTIVITY 2 Is Our Assessment Correct? Instruction: A stakeholder review of the implementation of HRDS 2002 has revealed critical findings which have been used as the basis for the design and development of the HRD Strategic Framework for the Public Service. Are the findings correct? Please review a sample of these findings as itemised below and note whether you agree with them or not.
Findings
Do you Agree?
Do You Need Support in this Area in Order to Strengthen
your HRD Function
1. No buy-in and support from
senior management
2. HRD not seen as an
organizational priority
3. Fragmentation of HRD functions,
activities and initiatives
4. Inability to retain senior mangers
and officials with scarce skills and lack of comprehensive retention strategies
5. Lack of overall career planning
and pathing for officials
6. Ad hoc selection of courses and
service providers
7. Lack of integration alignment and
consolidation of the systems, structures and activities to complete and support and sustain HRD
8. Managers not taking
responsibility for the HRD component of their jobs
9. Inadequate allocation of budgets
10. Inadequate allocation of staff
Yes No Yes No
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ACTIVITY 2 Is Our Assessment Correct? Continued …..
Findings
Do you Agree?
Do You Need Support in this Area in Order to Strengthen
your HRD Function
11. Little or no succession planning
12. PMDS not integrated with HRD
13. Shortage of accredited providers
in many fields of training
14. Training still too theoretical and
unrelated to practice
15. Poor implementation of policies
and strategies
16. Lack of performance focus and
impact assessment for training
17. Lack of proper and integrated
information system for reporting and knowledge management system enhancing practice
18. Non-availability of model
organizational structures and arrangements for HRD Public Service organizations
19. Lack of role clarity and proper
alignment of roles and responsibilities
20. Poor implementation of a growing
number of learnerships
21. Lack of thoroughness in the development of WSPs and lack of integrity in their implementation (since units do not deliver training according to the WSP)
22. Lack of comprehensive and
integrated HR plans
Yes No Yes No
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ACTIVITY 2 Is Our Assessment Correct? Continued …..
Findings
Do you Agree?
Do You Need Support in this Area in Order to Strengthen
your HRD Function
23. Lack of monitoring and
enforceability of key legal provisions for HRD e.g. SDA 1%
24. Lack of adequately qualified
coaches and mentors
25. Dysfunctional and disempowered
skills development committees
26. Sub-optimal utilization of staff –
poor recruitment, poor placement, irrelevant training, mis-assignment of responsibilities
27. Little use of RPL
28. Constant change of
organizational structures, personnel and structural arrangements
29. Poor alignment between SETAs
30. Lack of pre- and post-training
interventions
If you have completed this exercise as a group, please discuss your findings and their implications for the success of the current HRD Strategic Framework for the Public Service. Have you responded “yes” to the majority of items listed above? If you have, then this Guide will assist you in implementation by giving you a more comprehensive exposure to the factors which affect performance in the field of HRD in the Public Service.
Yes No Yes No
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RESOURCE SHEET 3 BACKGROUND INFORMATION
In advancing the benefit and welfare of all citizens, the Constitution of South Africa clearly defines a vision for the new state and the values, frameworks and principles of the Public Service that will bring this vision into reality. So that this vision could be realised, significant efforts have been made since 1995 to build a transformed Public Service that could meet its broad constitutional obligations. The history of such initiatives is now well known. But after more than a decade of effort, the vision which frames developments and service delivery in the Public Service has not been realised. While the transformational agenda is clear, and while the new framework of policies has assisted in establishing a solid platform for building the new state, the strength of the vision and the scope of the policy agenda have not yet borne fruit and been evident in the degree to which the “welfare of all has been advanced”. Though significant gains have been made, challenges still exist in terms of unemployment, poverty, safety and security and the capacity of the state to meet the basic needs of citizens at the rate required to emerge from the inequities and injustices of the past.
The inability of the State to keep up with the demands for service lies in the lack of capacity of many State organs to respond to the needs and circumstances which define their field of practice. On the one hand there are the new policy frameworks, structures and transformational requirements which define the manner in which Public Services will be delivered; and on the other, there are the dynamic circumstances of the citizens to which State organs must respond. Both these create organizational environments that must constantly adapt, restructure and develop in an effort to keep pace with service delivery demands. Generally, however, organizations have been able to respond technically in terms of policies, systems and structures that we recommend for adoption. They have been less successful in terms of building and retaining the human resource capacity required to meet their constitutionally mandated responsibilities. In fact, one of the major threats to the development of the State, and a most critical barrier to enhanced Public Service delivery, is inadequacy in terms of human resource capacity. The problem has its roots in a history of educational deprivation for large portions of the population. But more recently, capacity deficits are generated by the inability of the Public Service to retain scarce skills, the changing nature of Government, the absence of sustainable supply pipelines for critical skills, the impact of HIV and AIDS and, among others, shortfalls in the manner in which people are developed and managed.
The White Paper on Public Service Training and Education (WPPSTE 1998) was published in 1998 in order to provide a comprehensive framework for education and training in the Public Service. It was seen as a vehicle that would set the baseline for creating a more viable framework to build HR capacity in departments.
It was also seen as a key initiative to enable the realisation of the massive transformational agenda that is being undertaken in the Public Service. As such, this document was the first initiative undertaken by Government to formalise a more cohesive and coherent approach for managing Human Resource capacity development in the Public Service. Its analysis and prescripts formed the basis upon which the First Edition of the HRD Strategy for the Public Service was formulated; and, as a result, it constituted the basis upon which a streamlined agenda of activities was put in place to enable a more viable contribution of the Public Service’s human capital to its enhanced performance.
The first edition of the HRD Strategy was prepared and launched in April 2002. It was launched with the theme “Skills Development for Transformation and Service Delivery 2002-2006”. The intent of this first strategy was to initiate and support a more holistic approach to HRD, and to establish the foundation for a more responsive, coherent and cohesive approach to capacity development in the Public Service. The strategy sought to provide a framework for removing the base conditions which impeded performance of HRD. In essence, it sought to redefine and re-engineer HRD practice in order to respond to the demands of a new era of Public Service delivery.
The year 2006 marks the conclusion of the first edition of the strategy. The intended objectives of this first edition have not been achieved in its entirety. In fact, a series of stakeholder engagements in late 2006 and early 2007 revealed that, in spite of the significant developments it the field, some of the challenges of the past still exist; and these challenges still have their disruptive effects on the performance of the Public Service.
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RESOURCE SHEET 4 WHAT PROGRESS HAS BEEN MADE IN
HRD FOR THE PUBLIC SERVICE?
Overall, there is a sense that HRD in the Public Service has moved significantly forward. Practitioners in the field are generally more capable; HRD planning and management are a bit more needs-based and outcomes-oriented, but not sufficiently so; the policy framework is more thorough and facilitative of transformation, and, among others, there is a wider range of training options and more access to training.
The extent to which education and training leads to improved performance and enhanced service delivery is still subject to question. In essence, there is a general view that, in spite of progress in the field, capacity development in the Public Service has only just begun to make in-roads on performance and service delivery. The limited progress observed has resulted from some of the traditional challenges in HRD which still persist. These challenges are reviewed below in terms of the typical areas in which these challenges have traditionally arisen.
Policy Frameworks On the whole, the policy framework for HRD in the Public Service is well advanced. There is policy guidance on the general operational issues which affect performance. However, gaps still exist at a more practical and institutional level. There is lack of uniformity in strategies and plans; training expenditures are not properly monitored; and there is little follow through to link training and performance, for instance. In this sense, further policy refinement is needed at the level of institutional operations and performance. But even more critical in this context, is the general feeling that policies and strategies are well prepared but are rarely implemented. There is a sense that our policy focus and sophistication is not properly honoured in terms of service delivery and performance.
Organizational Structures Organizational structures for HRD differ widely. Most HRD units are still placed low in the organizational hierarchy, and are not given priority in the strategic conversations of many departments. HRD units are still generally under-staffed; operations and financing are still generally fragmented; and, the framework of responsibilities in HRD is still diverse, sometimes unclear and generally incoherent.
There are, for instance, still gaps between HRD, HRM and PMDS; and the range of responsibilities undertaken by HRD units differ widely across departments nationally.
Quality of Training The quality of training, overall, has improved because of SAQA unit standards, the initiatives of SAMDI/Public Service Academy, and the emergence of partnership arrangements with service providers. More learnerships, internships and bursaries are available, and there is an increased use of mentoring and coaching as a vehicle for workplace and practical learning. But training standards vary. There are still issues in terms of the workplace relevance of training content and the unavailability of a diverse base of qualified trainers. Increasingly, competency frameworks are being used as a basis for planning training and as a source of input for assessing the competencies of employees. But even here, these competency frameworks are not yet articulated into clear performance standards, requirements and contracts.
Planning and Management Generally, HRD is more effectively planned and managed. Planning has improved because of the standards, requirements and legal expectations of Workplace Skills Plans (WSPs) and because of the increased scrutiny of the WSPs by the respective SETAs. But the overall accountability requirements of Government have also resulted in progress in this regard. More use is made of skills audits and needs assessments as a basis for planning, and more attention is given to the strategic requirements of the organization in determining the structure and content of HRD interventions. This more objective and rigorous approach, however, is not generally practiced. Training is still not linked to PDPs, and learnerships, though more available, are not always well managed. Again, the issue is not policies and strategies, but the extent to which these are successfully implemented.
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RESOURCE SHEET 4 continued …
WHAT PROGRESS HAS BEEN MADE IN HRD FOR THE PUBLIC SERVICE?
Funding and Resources With the SDA, more funds are generally available for training. But, the full allocation of funding is sometimes not used because of procurement hurdles, among other challenges. Many believe that funds could be more effectively and more strategically utilized for training purposes. In some jurisdictions, the need is so great, that funding is still not sufficient even with the significant increases in the level of resourcing. In other organizational entities, there are complaints that skills development funds are sometimes utilized for non-training activities.
Status and Priority The status of HRD and the priority given to HRD initiatives are still generally low. Many managers do not seem to take their HRD responsibilities seriously, and many senior managers are perceived to be unsupportive of HRD initiatives. Although there is generally an increased sense by all concerned that HRD is critical to organizational performance, that sentiment and perception are sometimes not reflected in practice and in the level of consideration afforded to the HRD components of the organization.
Accessibility Training is generally more accessible to all levels in the organization, although there are a few exceptions. Training is still not as accessible in the rural areas because of the increased cost of delivery, the lack of training providers, and, in some cases, the unavailability of facilities. In many cases, the right people do not attend the training programmes offered. Here, the issue is the extent to which training resources are managed in a manner to meet transformational priorities. Since meeting these critical organizational priorities may pose more challenges in delivery, the course of least resistance is sometimes taken, and training is, as a result, not responsive to the needs and circumstances of the organization.
Governance Although the appropriate structures are in place, national governance arrangements to drive the HRD strategic agenda have been lacking. While some of this is due to lack of staff in organizations with oversight responsibilities, a larger part of the issue is the lack of well defined and properly communicated governance arrangements.
While the strategic objectives and delivery requirements have been set, sufficient resources have not been made available to drive the HRD agenda through effective support, properly planned monitoring and evaluation and the establishment of clear accountability lines and structures. Governance has not been sufficiently articulated inter-organizationally so that responsibilities are properly differentiated and undertaken at all levels of government. In this regard, responsibilities have not filtered through the respective national bodies and organizations to the respective points of action provincially, institutionally and locally.
Interpretation of HRD Function The meaning of HRD differs among HRD professionals and among managers in the respective departments. While some see HRD in a broader and holistic sense as an investment in human capital to meet the organization’s strategic agenda, others see HRD as merely training that is delinked from its effect on performance and productivity. Unfortunately, the perceptions of HRD are reflected in the manner in which it is organized, orchestrated and prioritized in public organizations.
One can assert therefore, that while the field of HRD in the Public Service has progressed, and while much benefit has accrued to public organizations through HRD, there is still much room for improvement. Provinces and departments have progressed at different rates depending on the level to which capacity was inherited. This HRD strategy must therefore take account of these inherent differences, and it must respond in a manner that does not further disadvantage those that are lagging behind. The greatest room for improvement is in ensuring continuity between policy provision and strategic prioritization, and in promoting successful implementation and the attainment of tangible outcomes in terms of enhanced performance and service delivery.
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STEP 1
CREATING A STATE OF READINESS FOR THE IMPLEMENTATION CHALLENGE
Purpose The purpose of this step is to introduce practitioners to the complexity of the implementation process. The intent here is to ensure that the concept of implementation is not taken lightly. Information and activities are provided so that practitioners can assess themselves and their context in respect to the possible challenges that may arise in implementing the HRD Strategic Framework. The purpose, in the end, is to prepare practitioners to engage in a strategic process of implementation planning and management so that the implementation process is not left up to chance.
Rationale Implementation is not an automatic process. The challenge to be encountered in all plans and strategies is the set of operational and practical constraints to be faced in the process of implementation. Because, in most cases, the process of implementation, planning and management is not a formal field of study; and because there is a general assumption that implementation of programmes is an easy endeavour, managers do not generally reflect on and plan for implementation success. The process of implementation is taken too lightly. This exposes practitioners to undue risks in the successful administration of strategies and programmes. This step provides a quick exposure to the complexity of implementation so that practitioners can achieve a state of readiness in understanding and using to their benefit the content of the Guide.
Activity “Is Implementation a Possible Challenge for You?” This activity is a checklist where practitioners are given the opportunity to evaluate the likelihood of implementation challenges in their specific context of delivery. Practitioners are asked to discuss, as a group, the anticipated challenges and the manner in which these challenges may be addressed.
Anticipated Outcomes
Practitioners will complete the checklist provided, and will determine, as a result, whether implementation will possibly be a challenge in their respective circumstances. They will be provided with more in-depth information about implementation management, and will be able to provide suggestions about the manner in which strategic management of the implementation process can be undertaken.
Implementation Resources
Resource Sheet 5: Core considerations for successful implementation Resource Sheet 6: Promoting implementation success – general guidelines Resource Sheet 7: Analysis of factors which affect implementation
Appended
Information
No additional information is appended in relation to this step.
STEP 3
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ACTIVITY 3 Is Implementation a Possible Challenge for You? Instruction: This activity requires you to assess, for your organization, whether implementation can be a challenge for you in adopting and pursuing the initiatives of the HRD Strategic Framework. The activity is essentially a checklist. For each “possible challenge” in the left hand column of the table below, please note (a) whether this is a challenge for you, and (b) whether you already have options for addressing these challenges. After you have completed the checklist, note the areas of possible challenges for you, and discuss them with your colleagues. Use resource sheets 5 to 7 to derive options for managing the implementation challenge.
Possible Factors Posing
Challenges in Implementation
Assessment of
Challenges
Do you have options to
address this Challenge?
1. Are the objectives of the Strategic
Framework clear to you?
2. Are current policies supportive of the strategic provisions in the framework?
3. Are initiatives of the Strategic Framework consistent with core HRD responsibilities in the organization?
4. Is the Strategic Framework for
HRD in the Public Service clear?
5. Could you say that there is no
possibility for contestation among parties in your organization in respect to the provision of the framework?
6. Have you eliminated all the policy gaps in HRD in your department?
7. Does the organizational culture
support the adoption of all strategic provisions?
8. Is support for HRD in your
organization dependable and consistent?
9. Are appropriate systems and facilities in place to support implementation of the HRD strategy?
Yes No Yes No
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ACTIVITY 3 Is Implementation a Possible Challenge for You? Continued …
Possible Factors Posing
Challenges in Implementation
Assessment of
Challenges
Do you have options to
address this Challenge?
10. Do other relevant units in the
department work together to support HRD initiatives?
11. Do you have stakeholder support
for the HRDS in your department and your Service?
12. Do you have leadership backing for critical initiatives that you wish to undertake?
13. Are leadership priorities clear in
your organization?
14. Is there commitment to the HRDS
at all levels of your department?
15. Is leadership commitment
consistent and dependable?
16. Is there a common set of HRD
priorities to which all subscribe?
17. Are the organizational structures
for HRD in place and effective?
18. Does leadership in your
organization promote the success of HRD??
19. Do you have an information
system to monitor and manage achievements in HRD?
20. Is staffing adequate for the HRD function in terms of quality, levels of appointment and capacity to effectively undertake responsibilities?
Yes No Yes No
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ACTIVITY 3 Is Implementation a Possible Challenge for You? Continued …
Possible Factors Posing
Challenges in Implementation
Assessment of
Challenges
Do you have options to
address this Challenge?
21. Is the workload in HRD fair and
balanced among staff?
22. Have you ensured that the
responsibilities in HRD are not so fragmented so as to promote gaps and discontinuities?
23. Are responsibilities clearly
defined?
24. Are resources readily available
when needed?
25. Are resources conveniently and
readily accessible?
26. Do all staff understand the
provisions of the HRD Strategic Framework?
27. To what extent are provisions of
the HRDS not in conflict with other activities in the department?
28. Are your practices similar to those promoted in the HRD Strategic Framework for the Public Service and requirements for the HRDS?
29. Do all staff understand their roles and responsibilities in the implementation of the strategy?
30. Have you taken steps to ensure that there are no differences in perceptions among the HRD staff regarding the priorities designated for HRDS?
31. In general, are ongoing policies and strategic provisions properly communicated to relevant staff?
Yes No Yes No
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ACTIVITY 3 Is Implementation a Possible Challenge for You? Continued …
Possible Factors Posing
Challenges in Implementation
Assessment of
Challenges
Do you have options to
address this Challenge?
32. Could you say that there are no
competing interests in your department which can undermine success?
33. Are provisions of the HRDS coherent with current policy and strategic provisions in your department?
34. Have the gaps in the chain of
command in your organization closed so as to avoid any discontinuity?
35. Have you mediated the
differences in policy provisions and requirements which can create conflict with HRDS provisions?
36. Have you ensured that there are
no differences in priorities which can create internal conflict in implementation?
37. Does the organization have the capacity to respond to changing circumstances in respect to HRD?
38. Is there any accommodation in
the organization for mediating differences when attitudes and perceptions differ?
39. Are you sure that the frequency
of leadership changes in your department will not create any problem in the implementation of the Strategic Framework?
40. Does your organization quickly adapt to changes in systems, requirements or organizational structures?
Yes No Yes No
HRD Resource Pack: Part 4 Page 46
RESOURCE SHEET 5 CORE CONSIDERATIONS FOR SUCCESSFUL IMPLEMENTATION
A list of essential considerations for the successful adoption of the strategy is sketched in Figure 2. These considerations are essentially general ideas or approaches which can foster implementation success. They are recurrent themes which will be played out again and again in promoting the success of initiatives to be undertaken, and good ideas which have assisted others in successfully attaining their strategic priorities in HRD. They are ideas that may work for you. We are therefore presenting these ideas as general considerations which may assist you in implementation.
In order to ensure that you are aware of the practical relevance of these principles, we have integrated some of these ideas in the process approach which we have suggested in sequencing the steps and activities of this Guide. In detailing these implementation considerations, Figure 2 has focussed on three items: the considerations themselves; their contribution to implementation success; and a set of options which could be applied in fostering effective implementation. Each is addressed briefly below.
Please note that most of these considerations were presented as principles in the HRD Strategic Framework document. In particular, many of the considerations noted here relate to the manner in which an organization may respond and adapt to the contextual uniqueness of their organization.
2.2.1 The Considerations:
A sum of 15 core considerations is identified. Each is briefly noted. These considerations have general applicability in promoting success, and are used in outlining the process for strategy adoption. For each consideration two key items are noted as follows:
2.2.2 Contribution to Success:
The potential value or contribution of each item that contributes to the success of implementation is noted. These items are presented so as to ensure that the anticipated outcomes of proper implementation management are clear.
2.2.3 Practical Application:
Listed here are some of the general ideas that have been offered by colleagues in the field in their reflection on the cautionary measures that should be exercised in promoting implementation success. There are practical ideas that you may wish to apply in your own implementation planning.
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Promote strategy integration
Use a project Team for each initiative
Articulation of roles and responsibilities
Foster and support development initiatives
Figure 2: GUIDING PRINCIPLES ON THE ROAD TO IMPLEMENTATION SUCCESS
CORE CONSIDERATIONS CONTRIBUTION TO SUCCESS PRACTICAL APPLICATION
Understanding one’s context is the basis for working within one’s own capacity
• Conduct a SWOT analysis • Be clear about context • Begin with what is contextually feasible • Look at those who have similar circumstances
The path you follow must respond to your context and circumstances. This is the shortest road to success.
• What you do will depend on where you are • Select interventions that can add value immediately • Integrate what you plan with what you are already doing • Tap into your strengths and comparative advantage
Use building blocks to success. Make sure that fundamentals are in place first.
• Start with core activities upon which other activities may depend
• Use process map to plan & chart your path of development • Avoid tempting initiatives if you are not ready
Self-assessment brings a state of awareness about gaps and insights about the feasibility of success. It
sets boundaries in terms of your capacity.
• Conduct participatory self-assessment • Be honest about where you are • Its not about criticism; encourage others • Progress starts from knowing where you are
Noting readiness for each initiative or engagement will assist in promoting the potential for success.
• Each initiative has its own dynamics • Involve those who will be affected • Avoid initiatives for which you are not ready • Start by creating capacity to undertake initiatives
The more knowledge you gain on the matter, the greater your level of readiness. Sharing with others
and learning from them builds lasting bonds.
• Join learning networks • Provide opportunities for sharing • Create the space for others to learn from you • Adapt and change as you grow • Manage the urge to frequently change
Support will be provided on each initiative. You can benefit from this support. Use it wisely.
• Become aware of support available • All involved should be capacitated & be given an opportunity
to contribute • Create your own avenues of support • Keep a log of lessons and ideas
Benefits can be accrued from the strengths of others through collaboration.
• Formalize partnerships through MOUs • Use partners that add value • Know when partnerships are no longer useful • Too many partners becomes unmanageable
Allocating responsibilities promotes accountability and empowers implementers.
• Note responsibilities at all levels • Specify responsibilities in writing • Define performance standards and expectations • Set time to check progress
Focus on outcomes instead of process. The end results to be achieved are the benefits in service
delivery.
• Adopt an outcomes-based approach • All parties should focus on outcomes • Monitor progress and impact • Create a scorecard and place in view of the Public
Uncertainty about what is required creates confusion and hampers success.
• Be aware of policy gaps • Lack of clarity about process is a signal for guideline
development • Guidelines should be carefully packaged and communicated
Only through the integration of strategies will critical priorities be properly addressed.
• Note linkages through the HRD strategy framework • Look for connections and linkages • Be transparent about connections
A cross functional Project Team builds bridges and expands the base of expertise.
• Construct a project team of contributing participants • Project team cannot be too large • Identify reliable team leader & give leader space to function • One team may have many responsibilities
Clarity of roles prevents duplication and discontinuities.
• Roles defined at all levels • Roles must be consistent with time available and level of
authority
This is an avenue of maintaining relevance and responsiveness
• Do not ignore core responsibilities • Promote inter-sectoral engagement • MOUs will be useful
Recognize your own uniqueness
Customize your approach to success
Sequence or Phase activities & options for
implementation
Assess capacity to perform
Learn, share and grow
Access the support provided
Use partnership to attain more
Know who is responsible for what
Keep the end in sight
Fill gaps in policies and guidelines
Conduct self-assessment on each initiative
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RESOURCE SHEET 6 PROMOTING IMPLEMENTATION SUCCESS
GENERAL GUIDELINES Challenges in the implementation of policy and strategy are not new. Over the last four decades researchers have been heavily engaged in the attempts to unlock the secrets of successful policy implementation. A field of inquiry which began by examining why a small project failed eventually became a rich body of knowledge regarding the factors which contribute to implementation success and failure. Implementation as a field of knowledge is insightful in terms of its generic applicability to policies, projects, plans and strategies. In this light, the information on implementation that is currently available in the field is also useful for promoting implementation success for the HRDS. The Implementation Guide, therefore, seeks to present at the outset, some ideas which may be generally useful and applicable in managing the implementation of the HRDS.
There are eight areas or factors which generally arise as critical features of successful implementation of policies or strategies. These areas can also account for the slow implementation of some of the provisions of the first edition of the HRD strategy.
The eight areas that are critical in managing implementation success are as follows:
1. The content of the strategy and its associated policies and guidelines must be clear. 2. The nature of the context of implementation must be taken into account. 3. The level of commitment of key stakeholders and implementing agents must be high. 4. There must be capacity of the organization and its agents 5. There must be a high level of compliance integrity. 6. The adequacy of communication and awareness promotion 7. The coherence of actions, initiatives and implementation structures and systems 8. The level of change management effectiveness
Each of these is addressed briefly below and a summary of details and guidelines are provided in Resource Sheet 7. 3.1 The Content of Strategy and Policy Provisions
The content, structure and presentation of the strategy must be clear to the audience that is in receipt of the strategy. The strategy cannot be presented in a manner that “puts people off”, or in a manner that creates disinterest and anxiety. Here, the reference is not only to the strategy document that is presented by DPSA, but to the strategy document each department prepares and presents to its own staff and target audiences. Clarity and logic in presentation is the key. Be sure to adapt presentation to the targeted audiences. The strategy must be simplified so that all can understand. Whatever complexities are necessary to present the strategy in detail can be built in incrementally. An advocacy strategy must address the basic and fundamental requirements for strategy adoption.
3.2 The Context for Implementation
Each context is different, and, in each, there may be features which promote or constrain strategy implementation. It is necessary, therefore, to explore the challenges or opportunities brought about by your own context, and thereby find ways to overcome the challenges and benefit from the opportunities that exist. Proper training here could be a great ally and could accrue significant advantages. What others can accomplish easily may be difficult for you and vice versa. Know your context well in respect to the strategy provisions you may want to adopt. Each initiative will carry its unique challenges and opportunities. Become alert to them, and use them to design your path forward.
3.3 The Level of Commitment
Commitment is sometimes referred to as “buy-in” and sometimes referred to as the passion for success. Commitment is generally the level of interest one takes in an initiative to be undertaken. Without commitment, there is little effort. Without commitment, one is not motivated to be creative, to explore, to seek and derive solutions. The uncommitted give up easily, do not attend meetings, smother the passion of others. New initiatives are not casually implemented. They need the energy of one’s passion and commitment. At the outset, therefore, it is necessary to build commitment and to nurture the passion and motivation to succeed. Sell the idea and have others “buy-in”. Find ways of building commitment, especially in your leadership.
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RESOURCE SHEET 6 PROMOTING IMPLEMENTATION SUCCESS
GENERAL GUIDELINES continued …
3.4 Organizational Capacity
In spite of one’s commitment, an initiative will not be successful unless one has the essential tools for success. Without his/her tools, the craftsman is helpless. Here the basic requirements are proper structures, effective systems, appropriate equipment, sound and dependable leadership, proper facilities, adequate policy guidelines, capable and committed people, enough finances and other resources, proper cultures that will nurture and sustain effort, and a host of other organizational particulars. The organizational requirements may change for different initiatives. So capacity assessment must be an ongoing process. There is no success without the available capacity to fulfil responsibilities.
3.5 Compliance Integrity
Compliance integrity refers to the extent to which the essence and intent of policy provisions are honoured; the extent to which one adheres to the strategy as provided or the extent to which one adapts the strategy so that the original intent is not lost. If the original intent is lost, the value of the strategy is reduced, sometimes significantly. Threats to compliance integrity must be eliminated. Compliance integrity is threatened by the lack of policy clarity, conflict with other activities and among implementing parties, by the pressures of practice and the tendency to compromise, by differences in priorities and by the process of ongoing policy displacement so that other priorities can come to the fore.
3.6 Adequacy of Communication and Awareness Promotion
The key to successful implementation is communication. Every effort must be made to ensure that all is aware of the provisions of the strategy, the benefits to be accrued and the policy expectations that arise. Communication is a vehicle for mobilizing support and building commitment. It is the first step and the doorway to full acceptance and ongoing support.
3.7 Coherence in Actions
Coherence of actions refers to the need to act in synergy in order to attain success. Acting in discord is unproductive, wasteful and confusing. In a practical sense, the work of one unit should support, instead of detract from or constrain other units. There must be coherence in policies, coherence between levels, coherence in responsibilities and coherence in programming and schedules. There must be coherence in interests and priorities, and coherence and continuity in the initiatives undertaken. Coherence means that each activity should flow naturally from the other in a smooth process and sequence of adoption. 3.8 Change Management Effectiveness
Change affects the level of success if it is not properly managed. Each new initiative will bring about change, and each will require adaptations and adjustments so that new provisions are properly integrated and are coherent with existing structures, systems and traditions. People, as well as systems, are affected by change. Without adaptation, fragmentation and resistance will result. Change management is a leadership requirement for innovations and new initiatives. A change management strategy must accompany each new initiative to be undertaken.
Resource Sheet 2 presents an overview of the factors which normally affect implementation. It also notes areas in which the effect of each factor could be felt, and the applicability of each factor in managing implementation success. The table in Resource Sheet 7 frames and informs the process of implementation as outlined in the subsequent sections of the Guide.
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RESOURCE SHEET 7
ANALYSIS OF FACTORS WHICH AFFECT IMPLEMENTATION
FACTORS WHICH NORMALLY AFFECT IMPLEMENTATION
AREAS IN WHICH EFFECT CAN BE
NOTED
APPLICABILITY IN FOSTERING IMPLEMENTATION SUCCESS
The clarity of content of strategic provisions and its associated policies
• Objectives should be clear and should have the same meaning to all and expectations should be feasible in light of circumstances
• Policies should be supportive of strategic provisions
• Strategic provisions should be integrated and consistent with organizations core responsibilities
• If the legal framework is not clear the focus of the strategy may be misaligned
• Communicate strategy in different ways to different audiences
• The content and provisions of the strategy should be clear to all
• The policy framework which supports the strategy should be known and understood
• Policy provisions must be commensurate with core responsibilities
• The provisions of the strategy must add value to one’s context
The context of implementation
• Contestation among parties must be minimised
• Policy gaps should be minimised • Organizational culture must support and
foster implementation of specific provisions
• Level of support available should be dependable and consistent
• Appropriate systems and facilities must be in place in order to sustain success
• Relevant units must work together
• Know the context • Adapt initiatives to context • Seek to create a favourable context
before embarking on initiatives • Be aware of the context of partner
organizations. Note challenges and opportunities.
• Be alert and responsive to changes in context
• Insulate context from undesirable changes if possible
• Do what the context will allow • Prepare the groundwork if the context
is not favourable.
The level of commitment among key stakeholders and implementers
• There must be willingness among staff and stakeholders to support the selected initiatives of the HRDS
• Must have leadership backing on critical initiatives
• Leadership priorities must be clear • There must be coherence in
commitment at all levels • Commitment should not waiver in the
midst of implementation • The most successful initiatives will have
a common set of collective priorities
• First build commitment among leaders
• Commitment must be nurtured to be sustained
• Lack of trust will undermine commitment
• Full participation is a key to building commitment
• Commitment and conflict are natural enemies.
The capacity of the organization and its agents
• Proper structures must be in place and be used
• Governance and leadership at all levels must promote success
• Information is a key to HRDS management
• Staffing must be adequate and must be appropriately placed
• Workload should be balanced • Workload must be manageable without
fragmentation of responsibilities • Responsibilities must be clearly defined
and sequenced • Resources must be available in
sufficient amounts, when needed and must be conveniently accessible
• Assess organizational capacity and note capacity requirements
• Partners and agents must also have adequate capacity
• Capacity requirements change over time. Be responsive.
• Leadership capacity is the key • Procurement systems must be
efficient • Must have capacity to fully utilize
available resources
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RESOURCE SHEET 7
ANALYSIS OF FACTORS WHICH AFFECT IMPLEMENTATION cont..
FACTORS WHICH NORMALLY AFFECT IMPLEMENTATION
AREAS IN WHICH EFFECT CAN BE
NOTED
APPLICABILITY IN FOSTERING IMPLEMENTATION SUCCESS
The level of compliance integrity
• All must understand policy provisions
and the content of the strategy • Ensure that there is no conflict with
other activities • Note differences in practice and legal
requirements • Note when compliance does not meet
the end to be served and the benefit intended
• Guidance should be provided to
promote compliance integrity • Short time frames to respond may
compromise level of compliance • Beware of the threats which will
promote non-compliance
The adequacy of communication and awareness promotion
• Lack of knowledge and understanding leads to lack of interest
• Note the differences in perceptions which should be mediated
• When policy and strategic decisions are not communicated to lower levels gaps in coordination develop. When there are poor communication channels and facilities, it promotes independent actions and lack of collaboration.
• Need to clarify requirements to promote understanding at all levels of the public service
• Remember language and culture in communication
• Different media; different messages; different audiences
• All staff must be agents of communication
• The message should become part of the culture
The coherence of actions, initiatives and implementation structures and systems
• Competing interests undermine success • Coherence with other policies and
requirements promotes consistency • Gaps in the chain of command create
gaps in continuity • Fragmentation of efforts undermine
productivity and efficiency • Differences in requirements create
confusion and inhibit coordination • Differences in priorities result in
differences in interests and areas of focus
• Potential conflicts and misalignments must be noted and measures must be taken to promote articulation
• Factors which create incoherence constantly arise
• Incoherent systems create isolation and a silo mentality
• There must be inter-level coherence to promote compliance integrity
• Inter-sectoral coherence advances the development agenda
The development of change management effectiveness
• Ignoring changing circumstances makes organizations become increasingly irrelevant
• Note changing perceptions about the solutions to be undertaken
• Changes in leadership create changes in momentum
• Change in systems and requirements require change management initiatives
• Change in organizational structures have knock on effects on implementation
• Importance of monitoring and evaluation to detect and manage changes
• Leaders must know how to manage change
• Note the effect of initiatives on current systems and facilities. Plan for such changes.
• All must lead and manage change • Training is one aspect of change
management
STEP FO
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STEP FO
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STEP FO
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STEP F
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RST
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Stra
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HRD Resource Pack: Part 4 Page 55
STEP 1
UNDERSTAND THE STRATEGIC FRAMEWORK FOR HRD IN THE PUBLIC SERVICE
Purpose The purpose of this step is to ensure that practitioners are able to understand the HRD Strategic Framework in the context of the overall strategic thrust for HRD in the Nation. In this respect, the activities, resource information and inter-personal engagement in this step give practitioners the opportunity to note the relevance of the HRD strategic initiatives for the Public Service in relation to other policy provisions that exist nationally, regionally and in the respective provinces and localities.
Rationale The HRDS Strategic Framework for the Public Service cannot be seen in isolation. As a national strategy that is applicable to the entire Public Service, it must embody and embrace other strategic provisions for HRD, and it must reflect awareness of and make accommodation for the roles of other public institutions in respect to HRD. In this sense, the provisions of the HRDS cannot be dislodged from the provisions of the National HRD Strategy, the NSDS, the role of NEPAD, the respective Provincial Growth and Development Strategies, and the role of the respective SETAs, among others. In the end, there must be one integrated and cohesive strategic framework for HRD for the nation as a whole.
Activity “Making Connections” This is a simple activity which seeks to note the relevance of all components of the National Strategic Framework for HRD to the initiatives that must be undertaken by each department. The activity seeks to encourage reflection on the interconnectedness and linkages between different strategic provisions for HRD.
Anticipated Outcomes
As a result of this activity, practitioners will be able to understand the provisions of different strategic documents in HRD, and will be able to note the extent to which their departmental activities and undertakings in HRD respond to and comply with the various strategic provisions.
Implementation Resources
Resource Sheet 8: Introduction to the Strategic Framework for HRD Resource Sheet 9: The Strategic Framework for HRD Resource Sheet 10: A Conceptual Framework for the HRD Strategic Framework for the Public Service Resource Sheet 11: The Skills Planning Process Flow
Appended
Information
There is no appended information related to this activity
STEP 4
HRD Resource Pack: Part 4 Page 56
ACTIVITY 4 Making Connections Instruction: To what extent are you aware of and responsive to the various provisions and requirements of policy documents that form part of the National Strategic Framework for HRD? The purpose of this activity is to encourage you to reflect on these documents and to note the manner in which your department responds to the issues and priorities reflected in these documents. For each component of the strategic framework for HRD, as noted in Table 2, please reflect on the issues and priorities listed in the second column and note in the third column the initiatives of your department which constitute a strategic response. You are required to write about the manner in which your department responds to the provisions of the National Strategic Framework for HRD. After making your notes, please reflect on and the answer the following questions.
1. Does your department strategically respond to all the priorities noted? 2. Is your department’s response coordinated and cohesive? 3. Does your department collaborate with other departments in its response to all appropriate
HRD strategic initiatives? 4. Is the level of staffing in the department appropriate for responding to HRD strategic
initiatives? 5. In your view, have you contributed significantly to the National Strategic Agenda for HRD? 6. If you are not satisfied with your response, how could you improve your performance in
responding to the priorities and issues reflected in the National Strategic Framework for HRD?
HRD Resource Pack: Part 4 Page 57
Table 2
RESPONDING TO THE STRATEGIC FRAMEWORK FOR HRD
COMPONENTS OF THE
STRATEGIC FRAMEWORK FOR HRD
ISSUES AND PRIORITIES TO BE
CONSIDERED
IDEAS, GUIDELINES AND OPTIONS FOR A STRATEGIC
RESPONSE IN YOUR DEPARTMENT
The Human Resource Context of the Nation
• Unemployment • Effect of HIV and AIDS • Effect of globalization • Lack of skills base to support
economic performance • Scarce and critical skills • Ineffectiveness of supply pipeline
South African HRD Strategy • National Skills Development Strategy
(NSDS) • Improving the foundation for human
development • Increasing the supply of high quality
skills • Increasing employer participation in life
long learning • Supporting employment through
economic growth policies • Ensure linkage in the above four
strategic objectives
• Impact of poverty • Impact of health-related concerns • Income and gender equality • Race and gender inequalities • Labour market discrimination • Inequalities in the composition of staff
and students in education and training institutions
Strategic Framework for the Public Service • Capacity development • Organizational support structures • Governance • Support for Economic Growth and
Development initiatives
• Scarce skills in the Public Service • Competition for skills with the Private
Sector • Inadequacy of supply pipeline • The misplacement of skills with
organizations • The use of partnerships in promoting
capacity development • Supporting economic growth and
development initiatives
Sector HRD Strategy (e.g. Health, Education)
• Specific priorities related to sector e.g. HIV and AIDS (Health), Teacher Supply (Education). What are the priorities for your Sector?
Provincial HRD Strategy • Growth and development plans and
strategies • IDPs of municipalities
• Inadequate skills base to drive economic performance
• Youth unemployment and unemployed graduates
• HRD as the driver of development
Institutional and Departmental HRD Strategies • Provincial growth and development
plans • Sector skills plans • National strategic plan for respective
department • Workplace Skills Plans
• Plans must address both the unique
circumstance of the department and the national and provincial priorities. What are these for your department?
Operational Plan for HRD Directorates and Units • Priorities to reflect national, provincial
and departmental priorities
• Plans must address provincial and
departmental strategic priorities. What are these for your department?
Workplans for Individuals
• Plans which are consistent with business priorities and departmental and individual responsibilities
Personal Development Plans of Individuals in Departments • Priorities related to work requirements
and ability to perform
• Use of PDPs in WSP in training delivery
• Objective and comprehensive nature of PDPs as part of PMDS
HRD Resource Pack: Part 4 Page 58
RESOURCE SHEET 8 INTRODUCTION TO THE
STRATEGIC FRAMEWORK FOR HRD
Analysing the Strategic Framework for HRD is intended to represent the logic and policy foundations for deriving the strategic priorities to be undertaken in the HRDS. The provisions of the Strategic Framework for HRD are not randomly chosen, and do not arise by chance. They are founded in a well sorted and orchestrated process of prioritisation and reflection on national development priorities and issues. These issues are derived from a critical set of strategic documents which reflect national, provincial and sectoral priorities in Government. The HRD Strategic Framework for the Public Service is therefore not an isolated document with an independent and isolated set of priorities. The priorities of HRDS are in synergy with a host of other priorities which, together, provide a network of initiatives for addressing developmental priorities and issues. This network of initiatives should be understood so that the provisions of HRDS could be contextualised and implementation processes could be in accord with the larger national policy framework.
This part of the implementation process will foster reflection on the strategic framework for HRD, and will provide guidance in understanding and responding to the strategic framework as a whole. It engenders reflection on what should be known about the HRD initiatives of Government in order to be in sync with the strategic agenda of the nation, the Public Service, the provinces, the respective departments, and the respective Government Sector. Being in sync with national priorities promotes coherence and responsiveness in delivery.
HRD Resource Pack: Part 4 Page 59
RESOURCE SHEET 9 THE STRATEGIC FRAMEWORK FOR HRD
The Strategic Framework for HRD in the Public Service is governed by the overall labour market and human resource context of the nation. One cannot be separated from the other. In fact, all strategic provisions in HRD are affected by a wider national human resource context to which HRD in the Public Service must respond. This constitutes the baseline of strategic considerations. But there are many other considerations to be undertaken here. Among them are the scarce and critical skills in the nation; employment and unemployment patterns; the geographic distribution of available skills; the impact of the HIV and AIDS pandemic on labour force status and projections; the overall inefficiency and inadequacy of the supply pipeline for skills; the inefficiency of skills utilization in organizations; and, among others, the effect of globalization on the availability of skills in the local labour markets, in some sectors. The issue here is the extent to which this context affects your organization, and the nature of the organization’s response in terms of the approach to HRD strategy development and implementation. Figure 3 presents an overall outline of the different levels of the strategic framework for HRD. Please note that at each level, it is necessary to determine the issues and priorities to be considered, and the guidelines that could be provided to the departments in order to solicit the appropriate strategic responses. Here, strategic responses will embody the type of interventions that will promote HRD and ensure that it accrues benefit in terms of organizational performance and service delivery.
HRD Resource Pack: Part 4 Page 60
Figure 3: THE STRATEGIC FRAMEWORK FOR HUMAN RESOURCE DEVELOPMENT IN THE PUBLIC
SERVICE
FRAMEWORK FOR THE DEVELOPMENT
OF HUMAN RESOURCES IN THE
PUBLIC SERVICE
THE HUMAN RESOURCE CONTEXT OF THE NATION
South African/National
HRD Strategy
Framework for the Development of Human
Resources in the Public Service
Relevant Sector
HRD Strategy (eg. Health or Education)
Departmental HRD
Strategy
Operational Plan for HRD Directorates in
Departments
Work Plan
Sector Growth and
Development Strategy
Provincial
HRD Strategy
Sector
Skills Plans
PDP
Skills Planning Process
Workplace Skills Plan
Provincial Growth &
Development Strategies
DoE and DoL
DPSA
Line Departments
Departmental Strategic Plan
Individual Performance
Contracts/PMDS
Individual Employee Needs &
Gaps
Provincial Government
Occupational Specific Needs
HRD Resource Pack: Part 4 Page 61
RESOURCE SHEET 10 A CONCEPTUAL FRAMEWORK FOR THE
HRD STRATEGIC FRAMEWORK FOR THE PUBLIC SERVICE
Leadership Development Management
Strategies
Mobilization of Management Support
Values, Ethics & A
Professional Code of Practice
Responsiveness to
Millennium Development Goals
Integrated ABET
Framework
Workplace Learning
Programmes
Promoting Learnerships, Internships & Traineeships
A National / Provincial
Public Service Academy
Fostering HEI & FETC
Partnerships
E-Learning Programmes
for the Public Service
Career Planning and Talent Management
Ensuring the Adequacy of Physical & Human
Resources & Facilities
Performance Management &
Development Systems
Knowledge & Information
Management
Human Resource Planning – Supply and Demand Management
Promoting HR Learning
Networks
Managing the
Effectiveness of Communication
Fostering Effective
Monitoring, Evaluation and Impact Analysis
Managing HRD Policy & Planning Frameworks &
Guidelines
Promoting Integrated and
Inter-Sectoral Approaches to
Developmental Priorities
Capacity Development to
promote success of Industrial & Economic
Plans
Awareness promotion of growth and development
initiatives
ASGISA, JIPSA,
EPWP, PGDS, IDPs
ECONOMIC GROWTH AND
DEVELOPMENT INITIATIVES
GOVERNANCE & INSTITUTIONAL DEVELOPMENT
INITIATIVES
ORGANIZATIONAL SUPPORT
INITIATIVES
CAPACITY
DEVELOPMENT INITIATIVES
Con
tinui
ty th
roug
h al
l S
pher
es o
f G
over
nmen
t
Pro
mot
ing
the
Age
nda
of D
evel
opm
ent
Bui
ldin
g Le
arni
ng
Com
mun
ities
&
Org
aniz
atio
ns
Res
pond
ing
to
S
ecto
ral d
iffer
ence
s
Mai
ntai
ning
a
Per
form
ance
Foc
us
Rec
ogni
zing
C
onte
xtua
l Diff
eren
ces
Flex
ibili
ty &
A
dapt
abili
ty
C
ohes
iven
ess
&
Inte
grat
ion
Res
pond
ing
to N
eeds
of
Des
igna
ted
Gro
ups
(wom
en a
nd p
erso
ns
with
dis
abili
ties)
Fo
cus
on a
ll P
erfo
rma
Leve
ls o
f Em
ploy
men
t
10 CORE PRINCIPLES INFORMING IMPLEMENTATION OF HRD STRATEGY
LEGISLATIVE FRAMEWORK AS A FOUNDATION
BUILDING HUMAN CAPITAL FOR HIGH PERFORMANCE AND ENHANCED SERVICE DELIVERY
A Dedicated, Responsive and Productive Public Service
A VISION FOR HRD
Managing Employee Health & Wellness
Strengthening & aligning governance roles in HRD
Integrating NEPAD, AU,
Regional and Global programmes
4 KEY PILLARS FOR HIGH PERFORMANCE IN THE PUBLIC SERVICE THROUGH HRD
Pillar 1 Pillar 2 Pillar 3 Pillar 4
Promoting Appropriate Organizational
Structures for HRD
Utilization of the strategic role of SETAs
Development programmes of
professional bodies
HRD Resource Pack: Part 4 Page 62
RESOURCE SHEET 11
THE SKILLS PLANNING PROCESS FLOW
HRD
Skills Strategy
Sector Skills
Plans
Organizational
Objectives
Outcomes-Based
Job Profiles
Individual Skills
Profiles
Public Service Skills
Plan
SETA/Sector Skills
Plan
Organizational Skills
Plan
Unit Skills Plans
Individual Skills
Plans (PDPs) Skills Gap
Audits
Prog
ress
Rep
ortin
g
STEP FIV
ESTE
P FIV
ESTE
P FIV
EG
en
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l Co
mm
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ica
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&
Aw
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H
RD
Strate
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STEP F
IVE
STEP F
IVE
STEP F
IVE
Ge
ne
ral C
om
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ica
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&
Aw
are
ne
ss P
rom
otio
n o
f th
e
HRD
Stra
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r th
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erv
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HRD Resource Pack: Part 4 Page 65
STEP 1
GENERAL COMMUNICATION AND AWARENESS PROMOTION OF THE HRD STRATEGY FOR THE PUBLIC SERVICE
Purpose The purpose of this step is to give practitioners the opportunity to reflect on the importance of communicating the provisions of the Strategic Framework for HRD in the Public Service within their department and to their respective publics. Practitioners will engage in an activity that will enable them to sketch the fundamentals of a communication plan that is appropriate for their department.
Rationale Communication is the first step to success in managing the successful implementation of the HRDS for the Public Service. Communication builds awareness and commitment; it creates the correct expectations among audiences; it motivates stakeholders to participate in planned developments; and, among other benefits, it develops capacity for delivery. If these are to be achieved, however, then the strategy and process for communication cannot be ad hoc and without focus. This step seeks to provide participants with the bare fundamentals and basic awareness of what is required for making the best use of opportunities to communicate.
Activity “What will you Communicate?” This activity seeks to explore the fundamentals of a communication plan for the respective departments. It looks at the message, the media and the audiences for each aspect of the HRD Strategic Framework for the Public Service. It promotes reflection on whether the department considers communication to be sufficiently important to invest the level of resources and the time required.
Anticipated Outcomes
Practitioners will sketch the fundamentals of a communication plan that could be used by the department in implementing an organized communication strategy.
Implementation Resources
Resource Sheet 12: The Role of General Communication and Awareness Promotion Resource Sheet 13: The First Phase of General Communication and Awareness Promotion
Appended
Information
There are no appended resources for this activity
STEP 5
HRD Resource Pack: Part 4 Page 66
ACTIVITY 5 What will you Communicate? Instruction: Communication of the HRD Strategic Framework is critical for success in implementation. While DPSA, at the outset, will launch the strategy and take responsibility for the first phase of communication, each department also has a responsibility to successfully communicate the strategy. How will you add value to the overall communication strategy that is employed by DPSA? What will you do to ensure that the strategy is properly understood? This activity is designed to assist you in sketching a basic communication plan. In the table on the next page, please note, for each component of the strategy, the message to be sent, the media to be used and the audiences to be reached. First note your audiences at the top of the table in the space provided. Place a check (√) in the table where the specific audience is relevant. At the end of the exercise, please reflect upon whether your organization has the time and resources to effectively communicate the HRDS. What will you do now? Please discuss this with your colleagues.
HRD Resource Pack: Part 4 Page 67
Table 3 WHAT WILL YOU COMMUNICATE
WHO ARE YOUR AUDIENCES (Please note in columns below)
COMPONENT OF THE STRATEGY
THE MESSAGE TO BE SENT
THE MEDIA
1. The HRD Strategic
Framework and the documents in the resource pack.
2. Capacity
Development Initiatives.
Pillar 1
3. HRD
Organizational Support Initiatives.
Pillar 2
4. HRD Governance
& Institutional Development Initiatives.
Pillar 3
5. HRD Initiatives for
Economic Growth and Development.
Pillar 4
HRD Resource Pack: Part 4 Page 68
RESOURCE SHEET 12 THE ROLE OF GENERAL COMMUNICATION
AND AWARENESS PROMOTION
General communication and awareness promotion refers to the process through which the HRD Strategy for the Public Service becomes known and accepted in the respective organizations and Government departments. It refers to the communication and advocacy strategy that must be undertaken to put in place the first building component of implementation success. On the one hand, the strategy will be communicated through the initiatives of DPSA in terms of its national launch and a series of road shows and stakeholder engagements to ensure that the strategy is known and accepted. Here, people will have an opportunity to interrogate the strategy and build their understanding and commitment thus laying the platform for future adoption. But this process must be accompanied with the activities that are undertaken by the respective departments in order to implant the strategy within their particular organizational entity. The general advocacy of DPSA must therefore be supported by the internal advocacy of the respective department. This section of the process presents guidelines on the manner in which this is done. Understanding and acceptance of the national strategy by departmental staff and stakeholders will be used as the platform and foundation upon which the institution’s own implementation process is strengthened.
HRD Resource Pack: Part 4 Page 69
RESOURCE SHEET 13 THE FIRST PHASE OF GENERAL COMMUNICATION AND
AWARENESS PROMOTION
General communication and awareness promotion refers to the initiatives undertaken by DPSA to ensure that all stakeholders and implementers are aware of the provisions of the strategy, and are committed to implementing these provisions in their respective jurisdictions. Here, communication is referred to as general because it focuses on the strategy as a whole, and not on the individual plans and provisions which will be developed and implemented by the respective departments. While DPSA will lead the initial communication of the strategy, it is the responsibility of the respective departments to make all their staff aware of the strategy, and to embark upon a process where the provisions of the strategy could be adopted. In this sense, general communication is a process where all levels of government will be involved. The HRD Strategy documents will be made available to all; but brochures, posters, leaflets and associated awareness “trinkets” will also be made available to essentially announce a strategy. DPSA will develop an overall Communication Plan which can be used by departments as a guide to structure processes for internal communication and to be used as a vehicle for sharing the strategy with the department’s respective stakeholders. The Communication Plan will highlight the following:
1. Events to be promoted and convened 2. Target audiences per event 3. Message to be communicated and the means of communication 4. Channels of communication for each event 5. Timing and time frames 6. Senders conveying messages
The Communication Plan will serve as a handbook and will note communication process flows, critical success factors, and guiding principles for successful communication.
STEP SIX
STEP SIX
STEP SIX
Co
nd
uc
ting
Ove
rall O
rga
niza
tion
al
Asse
ssme
nt to
de
term
ine
Re
ad
ine
ss to Im
ple
me
nt
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STEP S
IXST
EP S
IXST
EP S
IXC
on
duc
ting
Ove
rall
Org
an
iza
tion
al
Ass
ess
me
nt to
de
term
ine
Re
ad
ine
ss to
Im
ple
me
nt
Page 72
HRD Resource Pack: Part 4 Page 73
STEP 1
CONDUCTING OVERALL ORGANIZATIONAL ASSESSMENT TO DETERMINE READINESS TO IMPLEMENT
Purpose The purpose of the organizational readiness assessment process is to enable each department to assess its own strengths and weaknesses in terms of its capacity to effectively implement the HRD Strategic Framework for the Public Service. This will be the basis upon which each department will derive an implementation plan that is unique and customised to its circumstances. The purpose of this process is to allow practitioners to understand their own circumstances so that the assessment could be used as a basis for developing a departmental plan which can have value in guiding implementation of the HRD Strategic Framework for the Public Service.
Rationale Organizational self-assessment is a powerful process for establishing the foundation upon which one can embark upon new initiatives. It is a process through which people collectively determine for their organization, who they are, what are their priorities, and the extent to which it is organizationally feasible to undertake particular initiatives. The assessment process brings the reality of organizational capacity “home” to members of the organization. This process, because of its value in revealing the status quo, is most critical to the implementation of the HRD Strategic Framework for the Public Service. The focus of the implementation is on allowing all departments to move at their own pace and to implement initiatives within the framework of their circumstances and resources. This assessment process is essentially the key in achieving this objective.
Activity “Assessment of Organizational Readiness to Implement” This activity is based on an instrument which will be administered to the group of staff who will be conducting the self-assessment. The activity facilitates a process of reflection and engagement that will result in an assessment of readiness along 10 dimensions of organizational capacity. Also resulting from the process, is a Readiness Action Plan that will note what steps are required to improve the state of readiness in each area of organizational capacity that is assessed (Refer Appendix A).
Implementation Resources
Resource Sheet 14: Introduction to Organizational Assessment of Readiness to Implement Resource Sheet 15: Organizational Readiness to Implement – The Structure Resource Sheet 16: Organizational Readiness to Implement – The Process
Appended Information
Appendix A : Assessment of Organizational Readiness to Implement Appendix B: Readiness Action Plan
STEP 6
HRD Resource Pack: Part 4 Page 74
RESOURCE SHEET 14
INTRODUCTION TO ORGANIZATIONAL ASSESSMENT OF READINESS IMPLEMENTATION
Organizational Readiness Assessment is the process through which the respective organization must prepare itself to implement the provisions of the HRD Strategy for the Public Service. This preparation fosters an understanding of its own contextual realities, its capacity constraints, its inherent advantages and its own potential for success. This self assessment will produce the base information which will be used in planning the process of strategy implementation. The assessment will answer the following questions: “where are we now?”, “what is unique about our context that should be considered?”, “which initiative do we have the capacity to successfully adopt or undertake?”, and “what initiative will add value to our organization in light of where we are and where we want to go?”
In essence, the process of organizational self-assessment is the process through which the department consolidates its gains and sets up a platform for moving forward or “taking off”. This self-assessment is also a process through which mutual understanding is built, through which vision and intentions are clarified, and through which people become motivated and committed to embrace the agenda that will be set in place. Self-assessment is not a test, but a process; it is not an event, but the first phase of an organizational journey. Self-assessment is an organizational moment for reflection, and an opportunity to restore the organization’s collective will. In this respect, the self-assessment process cannot be an individual activity or a process that is assigned to one organizational unit. The process has to be a collective process of mutual engagement, where, through dialogue and exchange, people derive meaning about what their status is, what is required for them to achieve. It is also a process which enables people to determine where they, as individuals, fit in the journey forward. This is the process that will knit the fabric of hope among people, and begin to create the culture that will enrich and support the HRD process envisioned.
This self-assessment process will be a guided process of questions, group activities, the generation of issues and the review of the assessment scores attained on set evaluative criteria for the organization. It will be a negotiated conversation that will identify priorities and will assist in noting capacity constraints and inherent advantages and opportunities. The result will be a realistic assessment of organizational capacity, a well interrogated agreement on the status of the organization and a collective determination of priorities for moving forward.
HRD Resource Pack: Part 4 Page 75
RESOURCE SHEET 15
ORGANIZATIONAL READINESS TO IMPLEMENT THE STRUCTURE
1. WHAT IS ORGANIZATIONAL READINESS? The state of organizational readiness to implement the HRD Strategy for the Public Service refers to the level to which the context and circumstances of the respective organization allows for the successful adoption of the provisions of the HRD strategy. An organization is deemed to be ready when circumstances are such that most of the potential barriers to successful implementation are eliminated. Such barriers are eliminated when the level of resources and support required are available; when organizational structures and policies permit; and, among others, when the people who are critical to implementation are receptive and ready to implement. Organizational readiness is the basis of successful implementation. If the organization is not ready, then constraints arise which have the potential of frustrating implementation success.
There are two levels of organizational readiness: one is general, and the other is more specific to the initiative that is being undertaken. This section of the Guide refers to general organizational readiness.
General organizational readiness refers to the state of readiness of the organization as a whole. It refers to the general organizational environment, and the facilities and systems that are generally available to support the implementation of any HRD related initiative. Hence, the state of readiness for the organization as a whole may be acceptable, but the state of readiness for a particular initiative may not be. Readiness here, in essence, refers to the presence of a well founded and integrated infrastructure for the delivery of HRD.
2. AREAS OF ORGANIZATIONAL READINESS
Ten areas of organizational readiness are identified. These are essentially, the readiness fundamentals. If the organization is weak in these areas, then almost all of the initiatives to be undertaken in HRD will be affected. Each one of these areas is itemized and briefly discussed below.
HRD Resource Pack: Part 4 Page 76
RESOURCE SHEET 15 continued … 2.1 Organizational Structures to Support HRD Organizational structure refers to both the organogram and HRD related functions and the distribution of position and responsibilities. It also refers to the structure and content of policies; the availability and application of systems; and the structure, completeness and continuity of processes. Organizational structures refer to the manner in which the organization is organized for the effective and efficient delivery of HRD services.
2.2 Management Support and Contributions Management support refers to the extent to which the executive management of the department gives due regard and consideration to the contribution of HRD in the attainment of the strategic priorities of the department. It refers to the extent to which top management in the department allows the HRD function to add value to the department’s performance and service delivery. 2.3 Financial Management for Efficiency and Effectiveness This refers to both the level and efficiency of resources available for HRD and the manner in which these resources are utilized. It also refers to the structure that is available and used for the management of financial resources. In the end, the resources available should be utilized in a manner that assures the highest outcome from training for every rand or resource unit utilized. 2.4 Skills Supply Management Skills supply management refers to the manner in which the organization ensures the constant availability of the desired skills for the organization. When skills supply is effectively managed, the organization has, on an ongoing basis, the range and quality of skills it needs in order to effectively undertake its responsibilities. Managing the supply of skills is concerned with both the recruitment of new talent into the organization and the application of skills development efforts within the organization in order to ensure that an adequate profile of skills is maintained. 2.5 Skills Demand Management Skills demand management refers to the extent to which the organization remains constantly aware of its gaps in skills, talent and operational capabilities. Here, the organization must have measures in place that allows it to be aware of skills gaps even before they arise. Skills demand management refers to both the technical infrastructure for maintaining this kind of awareness and the processes through which the information it produces is productively used.
HRD Resource Pack: Part 4 Page 77
RESOURCE SHEET 15 continued … 2.6 Planning Efficiency and Effectiveness Planning efficiency and effectiveness refers to the extent to which the organization is sufficiently organized so as to ensure that training resources are expended in a manner that maximally contributes to the strategic priorities of the organization. It refers to plan development and implementation, scheduling and programming of training as well as ensuring equity in the distribution of training opportunities. Planning efficiency and effectiveness is the engine that drives an investment approach to training.
2.7 Performance Orientation in the Training Culture A performance orientation to training seeks to ensure that training is not undertaken for its own sake, but is provided in order to contribute to the enhanced performance of the organization and improved service delivery to the organization’s clients. A performance orientation to training is the basis for attaining high levels of training impact. It is also a key feature and requirement in an investment-oriented approach to training. 2.8 Accessibility of Training Accessibility of training refers to scope and equity in the provision of training opportunities. This will require, among other needs: the establishment of the necessary infrastructure so that no staff member is denied access to training because of location; the provision of facilities so that those with disabilities are not denied; and the adoption of measures so that staff can have access to knowledge and support when needed on the job. 2.9 Quality of Training Initiatives Quality of training refers to course materials, training facilities, the capacity of trainers as well as training management, monitoring and evaluation. The key features of quality training in the Public Service is the availability of workplace content in course materials, and the adoption of training processes which utilize the skills, knowledge and experience of practitioners who can add value to performance outcomes. While accreditation and other requirements are important, an orientation to practice is a most critical feature for training in the Public Service. 2.10 Responsiveness to Government’s Development Initiatives Government meets its objectives through the Public Service. The efficiency and effectiveness to which this is done depends upon the manner in which public organizations perceive and undertake their responsibilities. Responsiveness to Government’s development initiatives refers to the extent to which the planning and strategic prioritization of each department is founded upon the core developmental and transformational priorities of Government’s policy agenda. Each department should have the infrastructure and processes in place to ensure that every effort is being made to align its activities with the core priorities of Government.
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RESOURCE SHEET 16
THE PROCESS 3. ORGANIZATIONAL READINESS TO IMPLEMENT – THE PROCESS
A four stage process is recommended for assessing organizational readiness. This process is sketched in Figure 4. The four stages of the process are as follows: (i) planning (ii) conducting of assessment workshop, (iii) preparation of a Readiness Action Plan, (iv) selection and adoption of strategic initiatives from the HRDS for the Public Service. This process continues with the other stages of the implementation process as outlined in Figure 4. Each of the four stages of readiness assessment is described below. 3.1 Planning Planning refers to the logistical and communication arrangements that are undertaken to bring the right people together for conducting the readiness assessment. The core of the assessment group will be HRD staff at all levels of the organization, and officials who are responsible for the various units that are either related to or in support of the HRD function. Beyond this group, other staff could be involved as required. In essence, the Skills Development Committee (SDC) is the prime audience for conducting the assessment.
This assessment process can also be used as an advocacy process for HRD. In this respect, it can include managers and other key staff whose support is generally needed for the promotion of HRD activities. This assessment process will provide a deeper understanding of the delivery issues which constrain the effectiveness of HRD. In planning for the assessment event, a circular should be prepared stating its purpose, intended outcomes and format. The brochure should be distributed with sufficient time to allow prospective participants to reflect on their engagement. Before the event, therefore, each participant should be provided with the HRDS Resource Pack – the Research Review Report, the HRD Strategic Framework and the Implementation Guide. Notes should be provided to prospective participants regarding the manner in which they should prepare for the event. Please note that external persons can be invited to the workshop if this is deemed to be appropriate and if it is acceptable to all parties. It may be worthwhile to involve representatives from DPSA and from HRD in the Office of the Premier. Highlight the event as a significant occasion, and publicize the event as such. Remember that the event will involve both individual and group activities, and it will be necessary to select training facilities which will allow significant group interaction. An agenda will be prepared for the occasion.
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RESOURCE SHEET 16 3.2 The Assessment Workshop The Assessment Workshop will be an interactive process. The basis for the workshop will be the questionnaire in Appendix A and, the Readiness Action Plan in Appendix B . Beyond all, the questionnaire in Appendix A is the core of the assessment process. The instructions for the questionnaire are also presented in the appendix.
First, the questionnaire will be administered to individuals who will make their personal assessment of readiness. Then, the participants in the readiness workshop will get together in the plenary and make a summary of their responses in each of the 10 categories of organizational readiness. Using this summary as the basis, an overall statement will be made about the overall level of readiness. Since the items in the questionnaire may not have covered all the pertinent issues in the respective categories, it may be necessary to add concerns and issues which speak to the state of readiness in the specific context of the particular organization. In the end, the discussion should not be limited to the items in the questionnaire, but should be extended to whatever issues may be pertinent in preparing for implementation. The focus should not be on critique. The focus should be on determining how the organization should bring itself to a higher state of readiness in light of the circumstances which exist. In some cases, organizations may want to affirm and celebrate the state and level of readiness. In the end, a readiness action plan will be developed. 3.3 The Readiness Action Plan The Readiness Action Plan is included in Appendix B. It is concerned with two sets of information. The first is the state of readiness in each of the 10 categories of assessment. Here, the findings are itemized for each category. The findings that are to be highlighted are those which will have a notable effect on the adoption of the specific HRDS initiatives in the Strategic Framework. The second category of information is the action to be taken as a result of these findings. Here, notes are made on the organizational prerequisites for the adoption of the initiatives of the HRDS. These prerequisites are itemized and are assembled at the end of the workshop to be forwarded to the executive management of the department and to the provincial coordinator for the HRDS who will normally be assigned at the Office of the Premier. 3.4 Selection and Adoption of Strategic Initiatives Based on the state of readiness as assessed, participants will seek to determine what HRDS initiatives are most appropriate for their respective context and circumstances. Here, they will review the rationale and focus statements of each initiative and will outline what they, as a department, will be able to pursue and accomplish. The focus, in this instance, is not on the preparation of a plan or phased strategy for implementation. Rather, the focus is on examining the options that are available in order to make decisions on what initiatives are most feasible for adoption by the department.
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Figure 4 PROCESS OF ASSESSING ORGANIZATIONAL READINESS
Planning for Assessment
Readiness
Assessment Workshop
Readiness Action Plan
The Selection and Adoption of
Strategic Initiatives
Individual Assessment
Collective Assessment
Discussion, agreement, scheduling
Gathering of parties to participate in the assessment.
Participatory assessment process – individual and collective engagement
Sketching conclusions regarding state of readiness and noting action to be undertaken to improve the state of readiness and the HRD strategic initiatives which are appropriate for the organization at this point.
Selecting strategic initiatives to be adopted in light of the state of readiness
Status of Readiness discussion
Sharing ideas and discussion of readiness status and actions that may be necessary
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RESOURCE SHEET 16
As a result of these activities, the outcomes of the workshop will be as follows:
1. Documentation of the state of readiness in each of the 10 categories of
organizational readiness. 2. Statement of action to be taken in order to improve the state of readiness. 3. Selection of HRDS initiatives that are most appropriate for adoption.
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STEP 1
PRIORITIZING HRD STRATEGIC ACTIVITIES FOR IMPLEMENTATION
Purpose
The purpose of this step in the process is to provide practitioners with the opportunity to select HRD strategic activities for implementation. A set of activities would have been identified in the Readiness Action Plan as activities that are essential for promoting readiness to implement. This set of activities will have provided a basis for practitioners to determine what is feasible for implementation and what is not. It is on this basis that practitioners will respond to each initiative in the HRD Strategic Framework for the Public Service; and will determine which of the initiatives are most feasible for implementation. This step in the process facilitates the identification of initiatives which have practical value to the respective department in moving its HRD Agenda forward. The process of prioritizing seeks to establish the most important activities to be selected for adoption and implementation.
Rationale Prioritization is a critical step in the implementation planning process. It is a step which seeks to bridge wishes and desires with reality and practicality. Not all initiatives are immediately implementable. Some decisions must be taken regarding which of those initiatives are appropriate to the organization and actually candidates for immediate consideration, adoption and implementation. Prioritization, however, is not a process of phasing the implementation process. It is an activity that precedes phasing. It is an activity which begins to rationalize what initiatives are appropriate for implementation in light of current organizational realities.
Activity “Where shall we Focus” This activity seeks to provide practitioners with the opportunity to determine priorities based on current organizational realities. The activity provides information on the strategic initiatives as presented in the Strategic Framework. Information is provided on the rationale and the implementation focus that is envisioned for each initiative. Practitioners are then asked to identify options and potential activities for implementation, and to note the level of priority that they will assign to each activity they select.
Implementation Resources
Resource Sheet 17: Considerations for Developing Priorities
Appended Information
No additional information is appended for this activity
STEP 7
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ACTIVITY 7 Where shall we Focus? Instruction: The purpose of this activity is to complete the process of prioritizing interventions. Its intent is to ensure that the most critical initiatives and activities are prioritized in light of the circumstances of the organization. This exercise will therefore provide an opportunity for practitioners to prioritize using Table 4 as the basis for prioritization. Each table reflects one of the pillars or key focus areas of the strategy. For each HRD strategic initiative, as noted in the left-hand column, practitioners are requested to (a) list options and activities for implementation, and (b) assign priorities (1, 2 or 3) to each of the activities noted. Here, 1 represents a low priority and 3 represents a high priority. Please note that activities must be listed only in areas which you consider to be important to your organization. When you have completed this exercise, please make a separate list of prioritized activities with “1” representing the most important activities and “3” representing those that are of least importance. This list will be used in the next step in the process and the following activity on phasing.
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PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To enhance the design, management and integration of capacity development interventions in the workplace to include enhancing the quality and workplace relevance
of training materials.
Rationale: In order to improve the practicality and relevance of training to the job, more use must be made of training methods that are in-house as a means of enhancing the practical relevance and applicability of training. In this respect, efforts should be made to improve the management and delivery of induction, learnerships, internships, mentoring and coaching and job rotation, among other methods. These are generally not well managed in the workplace. Many of the courses offered by training service providers do not have practical relevance in the workplace. As a result, the application of new knowledge and the impact of this knowledge on the workplace are minimized. Workplace learning is likely to have more immediate impact on the performance of employees. A number of workplace learning strategies have been implemented over the last 5 years. Success, however, has been varied. The management of these interventions have been identified as the reason for the limited success. The fact is that workplaces are not inherently designed for learning. The strategic focus here is to strengthen workplace learning interventions so that quick gains could be seen in organizational performance and in the services provided to clients and stakeholders. Implementation Focus: While the DPSA will assist in this area through policies and the development of frameworks, the respective departments of Government are expected to take the lead here. This objective is considered as one of the fundamental building blocks for enhanced performance through HRD. The intent here is to strengthen the fundamentals for the effective management of an investment-oriented HRD function. As part of the fundamentals there will be the conduct of skills audits, training needs assessments, aftercare service, and the evaluation of HR delivery training impact. In addition, systems and processes for properly managing workplace initiatives (internships, learnerships, mentoring, etc) will be strengthened. Exemplary models in these areas already exist. Accommodation will be made to ensure that these models are shared. Here, provincial leadership is expected in respect to course materials. Developments in this area will be led by SAMDI/Public Service Academy. The intent here is to make a standard set of high quality training materials in Public Service training available to all. The outcome will be a clearinghouse where such materials will become available to all Government departments. The key advantage to this set of materials is its workplace relevant content and its training process which will be practice-based. Representatives from departments will be involved in course development committees and will incrementally move to the use of a standard set of high quality training materials. Partnerships with HEIs, FET and with relevant professional bodies will be part of this programming.
6.
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PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To use ABET in providing educational opportunities for
all employees.
Rationale: ABET should be an integral part of a department’s HRD Strategy according to the NSDS. A review of the HRD Strategy 2002-2006 revealed that managers, in general, are unable to undertake responsibilities for the development of their staff. HRD delivery sometimes breaks down because Line Mangers are unable to manage the development of their staff. Some managers are unable to understand the importance of HRD for improving performance. In addition to a general programme in leadership and management development, managers should be coached in HRD provision ABET is the prime mover in the drive for lifelong learning in the workplace. It is the vehicle which provides access to education and opportunity to all employees, but particularly to those at the lower rungs of the occupational ladder. ABET should be a key strategy in the developmental agenda of departments. The strategic focus here, again, is access to training opportunities for all. A programme of lifelong learning dictates that all employees have access to ABET training content from which they can benefit. Implementation Focus: The objective here is a comprehensive structure of ABET programming that can benefit all workers. Leadership will be provided by DPSA in collaboration with the Department of Education. Guidelines will be developed for Government departments to implement, and support will be provided through workshops and the use of learning networks to share ideas on developments. It is anticipated that while the majority of programmes will be available for staff at lower occupational levels, programmes will be available for all staff on matters which affect them personally and professionally. Programmes on managing personal finance and in preparation for retirement, for instance, could be useful.
6.
1.
2.
To promote leadership and management development programmes in general, with specific reference to the
HRD competence of SMS and special focus on the needs & requirements of women & persons with
disabilities Rationale: Leadership is critical in the attainment of the goals and objectives of the Public Service. Lack of effective leadership is a constant source of complaint about the Public Service. In particular, there are concerns regarding the inability of line managers to promote, use and foster HRD interventions for developing their employees. The strategic focus here is to ensure that there is a pipeline of leadership talent available to the Public Service and to ensure that all leaders in the Public Service are able to function effectively.
3.
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PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 4.
5.
Implementation Focus: Leadership development management strategies refer to initiatives that are undertaken to develop, capacitate and support managers. The DPSA and SAMDI/Public Service Academy will provide leadership and management in capacity development. The objective here is to place a more thorough training and development infrastructure for ensuring effective Public Service management. The focus will be on the development of assessment and support centres for Public Service managers. A supplementary focus will be on the development of HRD competencies in line managers so that they are able to fully undertake their HRD responsibilities. While SAMDI/Public Service Academy and DPSA will lead this process, departments are expected to embark on a more long term structure for management training and leadership development.
6.
1.
2.
3.
4.
5.
Promoting learnerships, traineeships and internships in the Public Service
Rationale: The workplace is a laboratory for practical learning, not only for the employed but for those learners who are outside of the public service who may wish to engage in practical learning in the Public Service. The respective workplaces in the Public Service must make greater use of their establishments in facilitating practical learning. In this regard, learnerships, traineeships and internships represent avenues though which the workplace can be used as an educational resource. The significant advantage for the public service is a ready source of recruits with the experience to be immediately productive. Bursaries could be provided to interns and trainees who show promise as productive Public Servants, particularly in areas of scarce skills. Implementation Focus: An intern application form will be developed and interns will use these forms to apply for bursaries. Working jointly with the Department of Labour, the Department of Education and the respective SETAs and selected training institutions, protocols and systems will be set in place to maximize the use of and participation in such workplace learning. Joint workshops will be conducted in order to prepare practitioners to maximize the throughput of learners in these programmes.
6.
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PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
To use more productively the educational capacity and role of professional bodies and councils in terms of
capacity development and formulation of standards for educational programming.
Rationale: Professional bodies and councils uphold standards for members of their profession. In most cases, they provide relevant training and they certify competencies and readiness to practice in the respective field. Their infrastructure could be used to professionalize the respective occupational categories and job classes. Again, the strategic focus here is the quality and standard of professional preparation and readiness to practice in the respective occupation. Implementation Focus: DPSA will provide leadership in this area. Here, the focus will be on professional bodies and councils which have relevance to the occupational categories in the Public Service. The benefit to be accrued is the overall professionalization of the Public Service in establishing high standards of professional practice. Guidelines will be made available to Departments which pertain to the respective occupational categories. Officials of professional bodies are expected to participate as partners in advocacy and in the promotion of registration in their organizations. Arrangements will be made to subsidize registration fees where membership is perceived to add significant value to performance, practice and enhanced service delivery. .
5.
1.
2.
3.
To coordinate a multi-campus Public Service Academy which will facilitate and coordinate national education programmes for the Public Service that are of a high
standard, relevant and responsive to developments in the Public Service
Rationale: There is need for a coordinating body for Public Service training which monitors the quality, standard and relevance of training to public servants and which accredits and coordinates a network of training providers to conduct training. The strategic focus is the standard to be achieved and the uniformity in courses and approaches. Again, access to high quality training will be enhanced, and the movement toward uniform competencies and qualifications for specified posts in Public Service will be accelerated. Implementation Focus: SAMDI/Public Service Academy will provide leadership in the structuring and negotiations related to the national Public Service Academy. Their role will be to establish policies and frameworks and to take responsibility for advocacy and public communication. Government entities
4.
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PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 5.
will be expected to conduct their training within the overall framework of the academy. This will occur on an incremental basis as the academy takes shape. While there will be many options to pursue for training by Government entities, core courses for Government will be offered through the organizational framework for the academy. Frameworks will be developed in a participatory manner so that they are amenable to the circumstances of Government departments. All developments will be undertaken in collaboration with relevant provincial academies.
6.
1.
2.
3.
4.
5.
To promote E-learning in the Public Service to be applied in increasing accessibility to HRD
Rationale: E-learning has the potential of widening access to high quality training, promoting independence in the pursuit of professional development and reducing the overall cost of capacity development in the Public Service. The strategic focus here is creating more options for capacity development, maintaining equity in the standards of courses and reducing the overall cost and inconvenience of off-site training Implementation Focus: E-learning here will be based on formally approved and accepted courseware specially targeted to the Public Service. E-learning is a strategic initiative that would be led nationally by DPSA and SAMDI/Public Service Academy. These institutions will take responsibility for the policy frameworks within which E-learning in the Public Service will take place. Provinces and departments could engage in preparatory work in this regard to the extent that resources, capacity and inherent advantages are now available.
6.
1.
2.
3.
To foster collaborative partnerships with HEIs and FETs in order to enhance the quality, standard and
relevance of Public Service training Rationale: Partnerships build collective capacity and accelerate development by taking advantage of comparative advantage of collaborating parties. The strategic focus is to achieve quick gains in quality in order to improve the overall standard and relevance of training in the Public Service and to more effectively utilize the funds that are available for training. Implementation Focus: It is envisioned that some partnership arrangements will be orchestrated between SAMDI/PSA and the respective institutions. The policy framework for partnerships will also be developed by SAMDI/PSA which will provide leadership in the area. But some Government entities will already
4.
HRD Resource Pack: Part 4 Page 92
PILLAR ONE Table 4
ASSIGNMENT
OF PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 5.
have close working relationships with FETs and HEIs. It is expected that all entities fit and operate within a common policy framework. It is anticipated that arrangements will be made to use skills development resources with the SDA as the foundation for financing the strategy.
6.
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PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2,
3.
4.
5.
To promote effective Human Resource Planning in terms of the supply of Human Resources to the Public
Service
Rationale: The supply of skills should be more directly managed so as to enable the Public Service to maintain a sufficient and capable skills base. Initiatives and agreements must be undertaken to ensure the availability of talent to undertake the responsibilities of the respective departments. Departments must compete less on the open market and must develop both internal and external labour market environments for the flow of skilled employees to fill critical positions. The strategic focus here is the promotion of a proactive and investment approach to training in the Public Service. This approach must ensure the proper management of skills availability and the ongoing effort to maintain an adequate skills base. Implementation Focus: The objective to be attained here is the continuous supply of skills to the Public Service in all occupational areas, and in the quality and quantity desired by various sectors of the Public Service. It is anticipated that each sector will have its unique approach to manage skills supply; but there will be generic approaches which can be generally applied. Leadership will be provided by DPSA, the respective SETAs and by research institutions in providing sectoral assistance in skills supply management. Skills supply management activities will be identified and published for each sector of the Public Service, and general guidelines will be put in place by DPSA for managing skills supply from talent within the organization. Skills supply management here is a multi-faceted approach which will include recruitment strategies; establishing partnerships for the continuous supply of talent; use of learnerships and internships; talent management within the organization; creative use of scarce skills; retention programmes; marketing in educational institutions; and streamlined education and training programmes within the organization.
6.
1.
To promote effective Human Resource Planning in terms of the demand for skills and training in Public
Service organizations
Rationale: Training in the Public Service should be demand-led so that there could be the highest return on investment for training. Demand led training means that processes are set in place to continually assess and respond to skills demand. There will be a variety of measures for responding. Heretofore, many departments have not taken formal measures to monitor skills demands, and measures to ensure the proper allocation and use of human resources. In some departments the talent is in the organization but is not located in the correct job assignment.
2.
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PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 3.
4.
5.
Available technologies must be applied to assess demand on an ongoing basis. This process must be a multi-method process to ensure the accuracy of the data outcomes. To the extent possible all departments could embark on a similar process while generating a uniform set of information that could be aggregated by various sectors. The strategic focus here is on an investment orientation to training where the highest benefit is accrued with the least and most viable investments in training. Implementation Focus: Assessing demand for skills is not a one time event but a routine and ongoing activity which keeps the organization constantly aware of its skills base and skill needs. In this regard, therefore, organizational routines should be developed so that this constant awareness is maintained. Assessing skills demand will begin with skills audits, competency assessments, training needs analysis and an assessment of the factors which effect demand, e.g. attrition rates by various categories, the effect of HIV and AIDS and the age profile for critical occupational classes, among others. Initial studies will be done in order to generate awareness on the demands for skills and constitute the basis of an approach to skills demand management. Ongoing routines are to be institutionalised and undertaken by line managers as part of their management responsibilities. While the respective SETAs and the DPSA will provide leadership and guidance in this area, the primary responsibility lies with the province and within the respective departments.
6.
1.
2.
3.
4.
To promote systems for managing the skills supply pipeline and for retention and scarce skills
management in order to sustain capacity in the Public Service
Rationale: Departments must find ways to ensure a constant supply of high quality skills for their operations. Recruitment on the open market has become less and less viable for some occupations. In order to promote skills retention and maintain scarce skills, policies must be put in place, and monitoring systems and processes must be established. The strategic focus here is proactive engagement to protect investments in training. But scarce skills management and retention of employees is a complex undertaking. Efforts and strategies must be integrated so that the key issues for attrition of talent in the organization must be addressed. As a result, compensation planning, HRD, employment conditions in terms of resources and facilities, and leadership effectiveness are all areas which must receive attention. Implementation Focus: One aspect of skills supply management is the ability to attract, manage and retain scarce and critical skills.
5.
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PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 Because of the competition in the market place for scarce and critical skills, the Public Service must embark upon strategies to attract and retain talent. This strategy will be undertaken in three ways: knowledge dissemination and support; the adoption of skills retention and talent management strategies; and tracking of success in the maintenance of scarce and critical skills. DPSA will provide leadership through facilitating the sharing of knowledge and exemplary practices, and through the development of formats and systems to be applied within public organizations. SETAs will also provide leadership in this regard.
6.
1.
2.
3.
4.
5.
To promote the establishment of systems and processes for the acquisition and management of
knowledge and information in support of HRD in the Public Sector
Rationale: Data and data management systems are important for management and reporting in HRD. Measures must be put in place to monitor, evaluate and report on achievements in HRD. This is especially important in light of the planning and accountability systems which have been recently established in Government.The strategic focus here is not only accountability promotion, but also the promotion of overall awareness of HRD operations. But information systems must be distinguished from knowledge management. While one produces data on operations and attainment, the other seeks to promote learning and foster organizational development through how knowledge is made available, managed and used for the welfare of individuals and the organization. The strategic focus here, therefore, is also that of grooming vibrant cultures of learning within the organization. Implementation Focus: A routine set of HR information is needed in order to effectively manage HRD. Policies, systems and processes must be set up to generate this information and to facilitate its use. There must be ease of access, ongoing support, and reliable means of data collection. The HRMIS will be centrally developed and supported through DPSA. However, application of the HRMIS data to enhance performance and reporting in HRD will be undertaken by the respective departments. While the intent is to assist each department, the object here is to develop, eventually, a common National Information System for HR where data can be consistently aggregated on a national basis. The DPSA, in addition to developing the system, will also provide guidelines, a handbook and training on the use of the system. Departments will be able to demonstrate how the use of the system has enhanced their capacity to comply with and their ability to perform more efficiently. Knowledge management will be facilitated by DPSA and SAMDI/Public Service Academy through the provision of guidelines, the creation of opportunities for sharing knowledge and the promotion of exemplary practices. Achievements in this area will also be assessed and reported.
6.
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PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To strengthen structures, systems and processes for performance management and development in the
Public Service Rationale: PMDS is the key to enhanced performance in the Public Service. It is the framework upon which all performance and promotion initiatives are managed. HRD is critical in the PMDS cycle because it constitutes the “D” in PMDS. In most cases PMDS and HRD are delinked. Measures must be taken to ensure that the PMDS system works and to ensure that the “development” dimension is at the core of performance management. The strategic focus here is to eliminate fragmentation and compartmentalization in HR related initiatives. But the focus is also on linking training to performance outcomes, and ensuring that training interventions are well considered and properly integrated with the performance requirements of the workplace Implementation Focus: Performance management and development activities must inform and support HRD planning and programming. While part of the intent of this sub-objective is to strengthen PMDS, its main feature is the link between PMDS and HRD through PDPs and WSPs. The sub-objective, in the end, seeks to ensure that the development aspects of PMDS, as reflected in PDPs, are accommodated in WSPs and that the training is actually delivered. DPSA has developed the PMDS and has provided ongoing support for its implementation. The area to be strengthened is in terms of HRD linkages. DPSA will therefore continue to provide leadership in terms of strengthening PMDS and preparing guidelines and support for its full implementation. Guidelines will be provided for examining the impact of performance management on service delivery, on the performance and actual outputs of managers and on the efficiency and effectiveness of programming training. But the outcome is neither in the application of PMDS nor in the training provided, but in the outputs achieved in terms of enhanced service delivery.
6.
1.
To ensure adequate availability and use of physical, financial and human resources and facilities
Rationale: Regardless of the amount of training provided, performance will not improve until and unless people are provided with the correct resources and facilities to undertake their responsibilities. In many areas of Government people are not provided with the correct tools to undertake their responsibilities. There must be ongoing assessment of the feasibility of application of the content learned in the actual tasks to be performed on the job. The strategic focus here is the promotion of the link between training and performance in an effort to ensure the attainment of the work outcomes desired from the engagement in training. HRD is the vehicle between structures, systems and improved performance.
2.
HRD Resource Pack: Part 4 Page 97
PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 3.
4.
5.
Implementation Focus: This strategic objective refers specifically to the manner in which the use of skills levy funding is governed. The object here is to ensure that skills levy funds are appropriately utilized for the purpose of training. To this end, all sub-objectives focus on monitoring and evaluating expenditure in training. Policies, guidelines and associated systems and processes will be developed by DPSA in collaboration with the respective SETAs. Departments will be expected to comply with these guidelines and to submit full reports on the manner in which these funds are utilized.
6.
1.
2.
3.
4.
5.
To groom and foster in-house capacity through effective career planning and talent management in
departments of Government. Rationale: Departments do not apply a long term perspective to the development of their employees. As a result, there is a high mobility of talent in the Public Service, and there is an inability to effectively utilize and properly manage available human resources. In some cases, the desired talent or skills are available in the organization but are incorrectly placed. The strategic focus here is on maintaining constancy in the supply of skills by grooming and promoting talent internally. Building a talented and committed workforce will depend partly on the manner in which careers are managed and the degree to which opportunities are provided for personal and professional growth, and for promotion to positions to which employees aspire. Implementation Focus: The focus here is on ensuring the proper development and utilization of employees. This sub-objective, therefore, seeks to apply a more long term and developmental vision to skills development in the Public Service where the emphasis is not merely on the skills development needs for immediate application on the job, but on the development of individuals for appropriate careers within the organization or within the Public Service as a whole. Here, the skills, competencies and attitudes of individuals are assessed before they are placed on a career path where they can continue to develop and apply their professional skills. This will serve as one aspect of the strategy for retention and skills supply management. While DPSA will develop guidelines for this purpose, the respective departments must commit to the strategy, and individual line managers must adopt and apply the career management guidelines provided. In the end, all staff members are expected to have career management plans.
6.
HRD Resource Pack: Part 4 Page 98
PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To effectively mobilise the support of managers in advancing the interest and enhancing the productivity
and performance of HRD Rationale: There is an overall sense in the Public Service that senior managers do not fully promote, support and use the strategic potential of HRD to promote effective performance and enhance service delivery. This could be achieved by mobilizing and training managers in the strategic use of HRD. This is especially pertinent to line managers in meeting their HRD responsibilities to those they supervise. Here again, the strategic focus is on the proper location and use of HRD to accrue benefits to the organization. Implementation Focus: This objective has two components. The first is the strategic location of HRD in the structural hierarchy of the organization; and the second is the proper administration of HRD by line managers so that HRD can add value to organizational performance. DPSA will provide leadership in seeking to position HRD in organizations so that the function could inform and support the strategic decisions of departments. This will be done through the recommendation of appropriate organizational structures for HRD; by the mobilization of managers through the HRDS communication strategy; and by conducting workshops on the use of HRD for addressing strategic priorities. In the end, each manager will be able to use HRD as a vehicle for enhancing performance and service delivery. Departments, on the other hand, will be expected to adopt the plans and policies of DPSA, ensure participation of managers in workshops, and take the opportunity to the HRD activities of line managers in support of their staff.
6.
1.
2.
To effectively manage employee health and wellness Rationale: HRD must be concerned with the individual as a whole. Technical capacities cannot be successfully applied if the general wellness of employees is threatened. There are a variety of workplace threats which could limit performance and productivity. Policies and facilities for addressing these potential threats must be within the nexus of authority of the HRD function either through direct authority, or through strong and viable collaborative ties. The strategic focus here is the need for a holistic view of individuals in order to effectively manage development and performance. Implementation Focus: Employees whose health and wellness are preserved are likely to be both more productive workers and more constructive members of the organizational community.
3.
HRD Resource Pack: Part 4 Page 99
PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 4.
5.
The purpose of this strategic objective, therefore, is to ensure that the development of employees is built on the firm foundation of their health and wellness. This requires that all organizations have measures for ensuring that employee’s health and wellness are properly attended. It requires, among other items, a comprehensive set of workplace policies, support facilities that are in place and operational; and, in addition, it requires an assessment and support facility that will be ale to render both evaluation and assistance. DPSA will develop the basic infrastructure for this system of support to be operational. But the respective provinces and departments will seek to ensure that employee wellness is a critical component of the growth and development dynamics for staff. In this respect, the issue of HIV and AIDS and its far reaching effects on individuals and their organizations must take centre stage. Organizations must become more and more vigilant in curtailing the spread of the pandemic, and more and more sensitive in responding in a manner which maximizes the value of each individual’s contribution.
6.
1.
2.
3.
4.
5.
To support Public Service departments in adopting appropriate structures and processes for realising an
effective and efficient HRD Rationale: Organizational structures for HRD in the Public Service vary. The capacity of some departments to perform is limited by the inappropriateness of their structural arrangements. If there must be continual development in HRD, then structures must serve the purposes intended. Support and leadership are needed in this regard so that HRD takes its rightful place in organizations in line with the national agenda and promoting skills development and developing the capacity of the State. The focus here is strategically positioning HRD to enhance the performance of public organizations. Implementation Focus: Another aspect of governance in respect to the HRD strategy is adopting measures which will promote the potential for success in implementation. One critical component of success is the capacity of the HRD function in departments to undertake the responsibility for implementing the HRD strategy. In this respect, the DPSA will provide leadership in examining structures and standards for the effective performance of HRD. A model structure for HRD in departments will be developed and promoted. As part of this structure, positions, responsibilities and qualifications will be defined, performance standards for HRD will be developed and a training and advocacy role will be undertaken in promoting the organizational structures recommended. With collaborative engagements and strategic support, each department is expected to comply with the provisions provided by DPSA for the design of organizational structures for efficiency and effectiveness in HRD.
6.
HRD Resource Pack: Part 4 Page 100
PILLAR TWO Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To ensure that policies, plans and strategic documents on HRD are appropriately integrated with and aligned
to other relevant plans, priorities and strategies of Government
Rationale: HRD plans and strategies cannot operate in isolation of the larger Public Service agenda, and must take cognizance of the national policy agenda for transformation and development. Heretofore plans and strategies have not been properly aligned, and the Public Service has not been able to accrue full benefit from a more coordinated and cohesive approach. The focus here is to minimise fragmentation and promote continuity in addressing critical development priorities. Implementation Focus: Because HRD is so fundamental to organizational performance and success in the Public Service, it is necessary to ensure that HRD and related priorities are not isolated and compartmentalized. This objective seeks to ensure that there is a cohesive and coordinated approach to plan development and management in HRD. In this respect, HRD initiatives and priorities should be linked to NSDS; to the National HRD Strategy; to the HRD Strategy for the Public Service; to the various Provincial Growth and Development Plans and Strategies; to Provincial HRD Strategies; and for municipalities, to the integrated development plans of Local Governments. Plans for HRD should also be properly integrated with the strategic planning and budgeting processes; and must be represented in the Annual Performance Plans and in Operational Plans of the HRD unit. Where strategic priorities are administered between several units, this must also be reflected in the operational plan of each unit. The objective here is to establish cohesiveness in HRD planning. While DPSA will provide general guidelines, actual implementation will take place in the various departments. A monitoring structure will be established to ensure that there is consistency and continuity in plan and strategy development in HRD.
6.
HRD Resource Pack: Part 4 Page 101
PILLAR THREE Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 2 1.
2.
3.
4.
5.
To ensure that policy and planning frameworks and
guidelines are available to assist and support practitioners in the implementation of HRD priorities
Rationale: One of the roles in the governance of the strategy is to fill the gaps in policy through the promulgation of guidelines for the various initiatives that are promoted in the strategic framework. This is one measure for mobilizing support and facilitating implementation. The focus here is on implementation management and initiatives to enable Departments the opportunity for success. The focus is also on filling policy gaps so as to enable policy refinement and effective policy guidance and support in HRD Implementation Focus: While there is a regulatory framework which governs HRD, policy gaps still exist at the operational level. These are the gaps which present challenges and promote differences in operational effectiveness. In order to affectively govern the implementation of the HRD strategy, therefore, it is necessary for DPSA to provide leadership and support in filing many of the policy gaps which now exist. The role of DPSA in this regard is facilitative. The Department will seek to intervene with policy guidance and support wherever such support is necessary. In this regard, the Department will also intervene with initiatives to capacitate and inform HRD practitioners on aspects of the HRD strategy where challenges may be encountered. Areas in which policies and guidelines will be developed are as follows: scarce and critical skills management; retention planning and talent management; the strategic use of HRD; appropriate organizational structures for the HRD function in the Public Service; management of skills audits and training needs assessments; information management for HRD; competency profiling and data utilization; appropriate use of skills development funds; and, among others, linking PMDS and HRM operational activities to the HRD function. Policy frameworks in these and other areas are essential in order to establish consistency in quality and uniformity in practice in areas where these are desirable. Other areas of policy guidance may arise as a result of the annual evaluation and reporting process that will be established. From year to year, the DPSA will revise and publish a list of areas in which policy interventions will take place in order to promote and effectively advance the HRD strategy. Departments will adopt and implement policy guidelines on an incremental basis.
6.
To ensure that HRD is effectively monitored and
evaluated and that structures and processes are set in place to monitor the impact of all investment in training
Rationale: Monitoring and evaluation is a means of ensuring accountability and a strategy for tracking progress.
1.
HRD Resource Pack: Part 4 Page 102
PILLAR THREE Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 2 2.
3.
4.
5.
There must be consistency in approaches and there must be avenues for providing support where challenges are being encountered. There is an overall concern regarding the extent to which HRD is linked to actual performance outcomes. In this regard, it is necessary to track the impact of training on performance and service delivery. The focus here is on ensuring accountability in governance and on promoting implementation success. Implementation Focus: Monitoring and evaluation is one critical aspect of an effective HRD function and a core responsibility in governance. In this regard, DPSA, SAMDI/PSA and the respective SETAs will play a critical role as governance agents in monitoring and evaluation of progress in implementing the HRD strategy. Monitoring and evaluation will not be ad hoc. A comprehensive system and strategy will be established in order to track progress, and processes for feedback, corrective action and strategic support will be established. As part of the M & E system, detailed operational success criteria will be established for each strategic objective outlined. These criteria will be outlined at three levels. At the national level there will be activities of governance agents such as DPSA, SAMDI/PSA and the respective SETAs. At the provincial level there is the role of the Office of the Premier as the coordinating and governance agent in the province, and the role of the respective departments and municipalities as the direct implementers. The monitoring and evaluation system must be linked with PMDS and the strategic planning and management cycles of the respective departments. It must be a fully integrated system of accountability and strategic management support. DPSA will take overall responsibility for the monitoring and evaluation system – its design and development; its promotion and advocacy; related training and capacity development initiatives; and reporting outcomes. The respective departments and institutions will take responsibility for its implementation. As part of the monitoring and evaluation system, the DPSA will conduct annual consultative conferences to assess progress, and will, as a result, prepare annual performance reports to note progress and chart a course for the following year. Each province and department will assign monitoring and evaluation coordinators who will undertake the function to promote success in HRDS implementation through proper monitoring and evaluation, and through proper management of the resulting supportive interventions
6.
To ensure that the provisions of the HRD Strategic Framework are properly communicated at all levels
Rationale: The first phase of successful implementation is communication so as to ensure that all is aware of the strategy and that all are clear on its expectations. Communication can be used as a tool to achieve several ends.
1.
HRD Resource Pack: Part 4 Page 103
PILLAR THREE Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 2 2.
3.
4.
5.
This includes mobilizing support and educating officials. The strategic intent here is not limited to communication, but is extended to the promotion of commitment and awareness and action. Implementation Focus: A key aspect of good governance is communication. This sub-objective seeks to ensure that the provisions of the HRDS are known and understood. This promotion of awareness constitutes the core of the communication strategy that will be undertaken by DPSA who will take responsibility to lead the process. But communication here is more than knowing and understanding. It can be used to mobilize support, to build collaborative bonds and to enlist the commitment of those responsible for implementation. The communication strategy is not limited to informing stakeholders about what must be accomplished; it must also communicate the core sentiments and principles of implementation. Stakeholders must know, for instance, that individual circumstances will be taken into account and that each entity will progress at their own rate in accordance with their capacity and circumstances. From a governance perspective, the communication strategy will be the overall responsibility of DPSA; but communication is not a one time event. It must be ongoing, and must therefore involve stakeholders as part of the ongoing communication process. In this respect, guidelines will be provided by DPSA on the management of the department’s internal communications processes in relation to the HRD strategy.
6.
1.
2.
3.
4.
To promote and manage a code of ethical conduct
among HRD practitioners
Rationale: Sound values are the basis of good professional practice. Codes of conduct will be promulgated as a basis for extending Batho Pele into value structures that are pertinent to HRD practitioners. In this respect, HRD will have a code of good practice for its practitioners. The focus here is on building strong cultures of professional practice in HRD so as to create a sound foundation in organizations for the application of training to the initiatives to enhance performance and improve service delivery. Implementation Focus: One aspect of the governance responsibility is to bring about unity, consistency, quality and ethical standards in the field of practice for HRD. These are important drivers of HRD strategy implementation since it will assist in establishing a common voice and a unified orientation to practice. The interest here is to further professionalize the field of HRD in the Public Service, and to thereby build a solid foundation for moving into the future. In this regard, DPSA will take leadership in enabling collaboration and engagement among practitioners and stakeholders in the development of ethical standards.
5.
HRD Resource Pack: Part 4 Page 104
PILLAR THREE Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 2 Efforts will also be made to conduct workshops and training sessions on the standards that are developed. In the end, however, true value will be added only if practitioners and their respective departments apply these standards in enhancing practice and performance. While DPSA will take the lead, practitioners will be expected to be the agents who will transform practice.
6.
1.
2.
3.
4.
5.
To foster and promote HR learning networks in creating a culture of learning in the profession
Rationale: More opportunities must be made available to ensure that practitioners have information and support to manage challenges and issues which arise at the workplace, and to generally keep themselves informed about matters related to their profession. HRD practitioners are generally isolated within their respective departments and have to depend on their own knowledge and experience to succeed. Those who do not have the depth of knowledge may flounder in managing the issues and challenges which normally arise. The strategic intent here is to provide ongoing support to enhance performance and improve service delivery. Implementation Focus: With the support of SAMDI/Public Service Academy, the SETAs and the respective provincial and national departments in collaboration with DPSA will seek to develop reference sources on expertise which could be accessed, and will develop systems and processes to facilitate greater availability and access to knowledge and professional support. Practitioners will be provided with workshops on the manner in which learning networks can be established so that each department is able to develop local learning networks in support of its employees. Facilities will also be put in place for greater access and sharing of knowledge and learning materials.
6.
1.
2.
3.
Strengthening and aligning governance roles in HRD
Rationale: The level of inter-institutional fragmentation in HRD has created gaps, duplications, overlaps and a variety of distortions in delivery. The primary concern here is the lack of clarity in roles and the inability of some Government departments to effectively undertake their responsibilities. There is lack of continuity in fulfilling obligations, and lack of a clear basis for collective action. The strategic focus here is on articulation and continuity in roles, policy provisions and operational processes.
4.
HRD Resource Pack: Part 4 Page 105
PILLAR THREE Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 2 5.
Implementation Focus: The approach here is to find gaps and duplications and seek to resolve these collegially and through policies and guidelines which can be mutually developed and adopted. DPSA will provide leadership on this area and, through the input and guidance of a National Steering Committee, governance roles will be aligned.
6.
1.
2.
3.
4.
5.
Full utilization of the strategic role of SETAs in
capacity development Rationale: The SETAs play a critical role in skills development in the Public Sector. While part of their role is to facilitate capacity development, a major component of their role is governance. But the governance exercised by the respective government SETAs has been disjointed and uncoordinated. It is necessary to provide strategic frameworks, policy direction and frameworks for monitoring and evaluating and consolidating training and capacity development in the Public Sector. While this must be facilitated by DPSA, the Government SETAs will play a very critical role. Coordinating capacity development in the Public Service will not be possible without the support of the respective Government SETAs. Implementation Focus: The approach taken here is one of consolidation of efforts and policy thrusts through collaboration, connecting and coordination. DPSA will seek to coordinate the preparation of consolidated WSPs, training reports and Sector Skills Plans for Government departments and to seek avenues for the use of these documents in planning, monitoring and evaluation and in the strategic management of the delivery of HRD. The result will be a coordinated strategy; alignment of resources, skills and experience; sharing of systems; and streamlining of working processes.
6.
HRD Resource Pack: Part 4 Page 106
PILLAR FOUR Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 1.
2.
3.
4.
5.
To promote full awareness of governmental priorities and their implications for HRD practice in each sector
of the Public Service Rationale: Departments are less aware of priority Government programmes if they are not part of their core responsibilities and routine obligations. As a result, some of these programmes do not benefit from the full capacity of the Public Service. The strategic focus here is on the adoption of more integrated and inter-sectoral responses to the priority programmes and initiatives of Government. . Implementation Focus: The intent here is to ensure that all departments and components within departments are aware of Government growth and development priorities and the manner in which these priorities can be addressed. This is based on an understanding that a collective response to these priorities will add significant value to their successful implementation. Here, DPSA will take the lead to promote awareness at all levels for existing priority programmes and on new growth and development projects when they arise. The focus is on the manner in which functions and programmes within the respective departments can contribute or add value. While part of this effort will be communication and advocacy, other aspects of the effort will be on planning and programming, the development of cross functional activities, and the development of integrated approaches to common problems and issues. The HRD aspect of this effort will be in promoting and conducting awareness workshops which are designed to encourage reflective sessions on delivery possibilities and to generate creative cross functional solutions between departments.
6.
1.
2.
To develop capacity among HRD practitioners to enable them to promote and be responsive to the
developmental priorities of Government Rationale: When new programmes are initiated it is necessary to assess capacity requirements and respond with training in the event that gaps exist. The occupational structure for running these programmes and the competency requirements for success is sometimes too general – especially in departments which do not have core responsibilities. The strategic focus here is on developing capacity for integrated inter-sectoral responses.
3.
HRD Resource Pack: Part 4 Page 107
PILLAR FOUR Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 4.
5.
Implementation Focus: To the extent that designated growth and development priorities and special projects may require capacity assessment and capacity development interventions, these interventions will be undertaken as one aspect of the strategic inputs of HRD. The role here will be to enable staff to properly understand and respond to requirements that may not be part of their routine engagements. While DPSA and the lead Government departments for a designated programme can provide direction in this regard, it is anticipated that the actual training will be rolled out at the provincial level so as to allow individuals who are located at different levels of the organizational hierarchy an opportunity to grow. There are so many instances where staff are assigned additional responsibilities when new projects arise without any attention to their capacity to undertake the assigned tasks and follow though. Again, these training programmes will be conducted within the auspices of the HRD function in order to advance the strategic priorities of HRDS.
6.
1.
2.
3.
4.
5.
To promote, through HRD, integrated and inter-sectoral approaches to the development of HRD priorities
Rationale: Sometimes departments of Government work in silos in addressing developmental priorities. Much benefit can be gained through integrated and collaborative efforts. The strategy focus here is to establish and facilitate inter-sectoral collaboration in addressing these priorities. Implementation Focus: Here the emphasis will be on empowering departments to explore integrated and inter-sectoral possibilities for advancing growth and development priorities. DPSA may develop guidelines which will present inter-sectoral possibilities which have been developed through a consultative process with relevant stakeholders. Emphasis will be placed on growth and development priorities where HRD is perceived to be an essential component. The objective here is to establish more integrated and cohesive approaches to Public Service issues which have inter- sectoral requirements for effective delivery.
6.
1.
To establish structures and processes to apply capacity development interventions to foster the
integration of NEPAD, AU and global programmes and initiatives in Public Service delivery to benefit the
economic sector Rationale: As the leadership role of South Africa in the region, continent and globally becomes more prominent, and as agreements and initiatives are undertaken to achieve regional and continental goals, the Public Service must become more aware of and responsive to these delivery targets and mandates. Since currently there is a low level of awareness and responsiveness, capacity development
2.
HRD Resource Pack: Part 4 Page 108
PILLAR FOUR Table 4
ASSIGNMENT OF
PRIORITIES (√)
AREAS OF STRATEGIC PRIORITIES, RATIONALE AND
IMPLEMENTATION FOCUS
OPTIONS AND
ALTERNATIVES FOR IMPLEMENTING PLAN
1 2 3 3.
4.
5.
initiatives must be employed to bring public sector institutions fully into the fold and thrust of development targets which extend beyond the boundaries of South Africa and which are embodied outside of the legal framework which defines the core responsibilities of departments. . Implementation Focus: There are three levels of responsiveness: awareness; inter-sectoral engagements; and deliberate and concerted action. Capacity development must be an aspect which facilitates each of these. The DPSA will promote awareness and advocacy workshops so that the respective departments could assess the manner in which regional initiatives relate to their core business. The DPSA will also facilitate inter-sectoral and inter- departmental engagements to collaboratively address key priorities. Monitoring and evaluation of performance will increasingly explore the extent to which these priorities are addressed.
6.
1.
2.
3.
4.
5.
To use capacity development interventions to promote responsiveness to the millennium development goals
in the Public Service. Rationale: The MDG is a global initiative with targets to which South Africa, as a nation, subscribes. The goals of the MDG are consistent with the development aspirations of South Africa. Among other areas they include goals related to the eradication of extreme poverty and hunger; gender equality; and ensuring environment sustainability. Each of these is related to the core functions of one or more departments. Although these areas are addressed these goals are not given due attention in the planning processes of most departments. Capacity must be developed to both understand these goals and to respond to them in a manner which will derive measurable outcomes. Implementation Focus: The approach here is promoting awareness, maximizing the capacity to respond, and ensuring collaborative and integrated action. DPSA will facilitate sessions for advocacy and developing capacity and will take responsibility for monitoring progress with the adoption of initiatives which will track both the manner in which the MDG goals are addressed in strategic documents and the degree to which these goals are accomplished.
6.
HRD Resource Pack: Part 4 Page 109
RESOURCE SHEET 17 CONSIDERATIONS IN DEVELOPING PRIORITIES
Please use the opportunity to carefully reflect on what you really want to accomplish as you identify and develop priorities. The Implementation Plan that you will prepare will focus on these priorities only. Please remember that you will not have another opportunity to revisit these priorities. Once they are developed, they become the basis for planning and designing your implementation options. You may want to note the following considerations in the development and identification of priorities. Please note as follows:
1. The priorities you choose must be based on your departmental circumstances as assessed in the organizational readiness exercise.
2. Priorities must add value – whether immediately or in the long term; whether in
terms of resources, service delivery, performance or strategic position. Value must be added.
3. This process of prioritization must be a collective process. Your priorities may
not be that of others. Engage your colleagues, discuss and negotiate on the priorities you select. Strive to reach consensus. It is the basis for collaboration and commitment in implementation.
4. Your highest priorities must be feasible for implementation. If an item is not
immediately feasible then it must be given a lower priority so that its implementation could be deferred into the future. Priorities for the future will need a readiness plan to implement a specifically designated time frame. One critical aspect of feasibility is the availability of resources to implement. Reflect carefully on feasibility.
5. You may develop your own set of criteria for prioritization. You must agree with
your colleagues on whatever set of criteria you choose. You must apply these criteria consistently.
6. Use the strategic documents of your department as you develop priorities. The
priorities you choose must respond to the strategic priorities of your department as expressed in various strategic documents related to your department’s vision, intention and obligations. Among these documents will be your departmental Strategic Plan and Annual Performance Plan.
7. Reflect on the priorities you choose in relation to the National Policy Agenda for
HRD and the related Growth and Economic Development initiatives.
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STEP 1
PHASING IMPLEMENTATION ACTIVITIES FOR PLAN DEVELOPMENT
Purpose
The purpose of this step in the process is to enable practitioners to map the chronological sequence in which implementation activities will unfold. The process here is intended to enable practitioners to decide on the manner or order in which activities will be implemented. A complementary purpose of this step of the process is to enable practitioners to understand one key aspect of the implementation process – choice and sequencing of interventions based on feasibility considerations.
Rationale The phasing process is critical since all activities cannot be undertaken at the same time. A choice must be made of the sequence of interventions. This choice must be made on criteria which will promote rather than undermine success. As a precursor to plan development, the sequence of activities must be determined. The most critical feature of sequencing and phasing is its time element. Time and timing are two key considerations. Time considerations in the implementation plan are concerned with critical timelines and milestones. It is concerned with the chronological location of the activity on the calendar. But timing on the other hand, is concerned with more strategic considerations that will promote success. Timing is concerned with the choice of the moment in time when circumstances are such so as to allow the highest probability of success. The significance of phasing, therefore, cannot be underestimated.
Activity “Sequence Mapping” The sequence mapping exercise is a process through which each activity or intervention is allocated a specific designation of sequence or phase of implementation. The activity entails consideration and allocation of each intervention according to the specific phase to which it belongs. There are five designated phases.
Anticipated Outcomes
As a result of this activity, practitioners will prepare a sequence map of the manner in which interventions will unfold.
Implementation Resources
Resource Sheet 18: Phasing Strategic Implementation – General Guidelines for Departments and Institutions
Appended Information
Appendix D: Indicative Activities and Timelines for Implementation
STEP 8
HRD Resource Pack: Part 4 Page 114
RESOURCE SHEET 18 PHASING STRATEGIC IMPLEMENTATION
GENERAL GUIDELINES FOR DEPARTMENTS & INSTITUTIONS Phasing strategic implementation is the process through which initiatives and activities are organized and programmed so that the fundamental building blocks are set in place before more advanced and complex projects are undertaken. Each initiative and its related activities have its place in the development continuum of the department’s HRD delivery infrastructure. In this regard, therefore, development must be incremental. Undertaking a complex project for which the essential fundamentals are not in place will lead to failure and lack of sustainability. Phasing implementation is therefore a process through which the department organizes the initiatives it undertakes according to set timelines so that a proper foundation could be laid for each project undertaken to build on the platform laid by the other. Figure 5 presents a general guide to phasing activities, and Appendix D presents a sample of indicative timelines and targets that could be adopted in a phased approach to implementation. But these targets are not set in stone. Please note, in this regard, that DPSA timelines and targets will be set on an annual basis as part of the HRD performance review workshop.
The timelines and targets specified in Appendix D sets out general milestones for both national lead departments and institutions (noted with an x) and for provincial departments and institutions (noted with an o). The timelines and milestones should serve as a guide in mapping out and phasing project initiatives and activities in the respective departments. Since each department customises its own HRDS implementation plan, the targets specified in Appendix D will serve only as a guide in setting the boundaries for the activities to be undertaken. Within this general framework, each department will have to establish its own set of activities with their associated timelines.
The general guide for phasing activities as presented in Figure 5 seeks to specify levels of intervention, or building blocks for the department’s selection and implementation of HRDS projects over time. There are five levels of interventions or essential building blocks of project activities. The levels of intervention start at the bottom layer of the figure with the activities for which the organization will generally be prepared to initiate implementation. At the top of the figure are the more complex and newer activities for which resources must be mobilised. These levels represent the actual sequencing pattern for phasing activities in implementation. The focus of each level is addressed below.
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RESOURCE SHEET 18 continued …
General Awareness Promotion These are initiatives that are undertaken to make stakeholders and implementers aware of the provisions of plans and strategies to be undertaken. All organizations will have avenues through which communication will normally be channelled. This awareness process could be part of this general structure of sequencing. Awareness promotion is basic and must be accommodated very early in the phasing process.
Activities related to Structures, Policies and Mobilization of Support These are considered to be the essential fundamentals of success. Structures and policies must be in place for the HRD function to be undertaken. While basic structures and policies will be in place, it will be necessary to ensure that policy gaps are eliminated, and that all structural deficiencies are remedied. Undertaking HRDS initiatives within unfavourable structures or in areas where policy requirements are uncertain will foster an environment that will not be favourable to success.
Activities which Build Upon or Extend Inherent Processes, Structures and Operational Advantages The next phase or level of activities is where the department has already undertaken initiatives and may wish to extend or build upon these initiatives. Here, structures and processes will already be in place, and there may be inherent operational advantages upon which the organization can capitalize. In this respect, projects can be undertaken that will essentially build upon what is already there, or which will take advantage of the inherent organizational capacity.
New Activities which Current Infrastructure and Capabilities will Allow Here new activities can be undertaken only if current infrastructure and capabilities exist. This assessment must be carefully made. The infrastructure or capabilities will include staffing, finances, operational processes, facilities and equipment or strategic location within the department or province. There may be donor support for such new ventures, or existing collaborative arrangements may make it feasible.
New Activities for which Capacity, Resources and Support must be Mobilized This is the category of phasing where there will be new beginnings, where resources must be identified to embark upon HRDS initiatives.
It will be necessary to review the HRDS and prepare an initial sketch of the manner in which projects and initiatives will be adopted and phased over time. This will also allow enough time to plan for initiatives that will be placed at a lower priority in sequencing and phasing.
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Figure 5: BUILDING BLOCKS FOR PHASING HRDS IMPLEMENTATION
LAYING THE FOUNDATIONS FOR SUCCESS AND SUSTAINABILITY
NEW ACTIVITIES FOR WHICH CAPACITY, RESOURCES AND SUPPORT MUST BE MOBILIZED
NEW ACTIVITIES FOR WHICH CURRENT INFRASTRUCTURE AND CAPABILITIES WILL ALLOW
ACTIVITIES WHICH WILL BUILD UPON INHERENT PROCESSES, STRUCTURES AND OPERATIONAL ADVANTAGES
ACTIVITIES RELATED TO STRUCTURE, POLICIES, SUPPORT, MOBILIZATION AND COMMUNICATION
GENERAL AWARENESS PROMOTION
DPSA HRDS
Departmental
Plans
Specific
HRDS Initiatives
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ACTIVITY 8 Sequence Mapping Instruction: The process of sequence mapping is a process which results in the phasing of activities in a chronological sequence to allow the highest probability of successful implementation. This activity seeks to develop a sequence map of HRD initiatives, activities and interventions. Table 5 presents a table which will facilitate the mapping process. Please write out your own activities in the left-hand column of the table. For each activity, please use a check mark (√) to indicate the phasing category (or categories) in which the activity falls. When you have done this for each activity, please determine and allocate the final phasing category in the last column of the table. Where an activity is placed in two or more categories in the table, a determination must be made about the final single category in which this activity must be placed. After you have allocated or designated one phase for each activity, use Table 6 to present a mapping of the manner in which activities may unfold.
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STEP 1
DEVELOPING A PLAN FOR IMPLEMENTING THE HRD STRATEGIC FRAMEWORK
Purpose
The purpose of this step in the process is to prepare an implementation plan for implementing the prioritized activities in the HRD Strategic Framework for the Public Service. Based on the set of activities that are mapped and sequenced, an implementation plan will be developed. The implementation plan will focus on the critical features that must be undertaken in order to successfully accomplish the activities and interventions that were chosen.
Rationale The implementation plan is the focus and basis of successful implementation. It is the means through which resources and responsibilities are allocated, structures and systems are established, and monitoring, evaluation and supporting systems are set in place to ensure success. The implementation plan is also the basis upon which potential hurdles are overcome and the basis upon which operational avenues are cleared to maximize the probability of success. Implementation planning is the road map which assures implementation success. It is required, however, that all implementation considerations, both intended and unintended, must be taken into account.
Activity “Completing Format for Implementation Plan Document” A format is provided for sketching the details of the HRD implementation plan. This activity will require practitioners from the same department to sketch the details of the plan according to the format provided.
Anticipated Outcomes
A completed implementation plan is anticipated at the end of the process.
Implementation Resources
Resource Sheet 19: Introduction to Integrative Planning for HRDS Resource Sheet 20: Departmental Plans for HRD Strategy Implementation
Appended Information
There is no appended information for this activity
STEP 9
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ACTIVITY 9 A Completed Implementation Plan Instruction: The plan is the blue print of implementation success. This activity requires participants to sketch an implementation plan for the set of activities and interventions which they have chosen. A format is provided for completing the plan. Please complete the information that is requested in Figure 6 and Figure 7. After completing the information, please discuss your plans, findings and observations as a group. Please feel free to make changes to your plan after engaging in discussions.
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Figure 6. OUTLINE AND FORMAT OF PLANS FOR HRDS IMPLEMENTATION
DEPARTMENT: HUMAN RESOURCE DEVELOPMENT DIRECTORATE
OUTLINE FOR HRDS IMPLEMENTATION PLAN
1. CONTEXT AND BACKGROUND 2. OVERVIEW OF READINESS ASSESSMENT
3. STRATEGIC PRIORITIES AND RATIONALE
IMPLEMENTATION PLANS FOR HRDS HRDS
INITIATIVE ACTIVITIES TO
BE UNDERTAKEN
RESPONSIBILITY TIMELINES FOR COMPLETION
SUPPORT REQUIREMENTS
Initiative 1: Pillar 1
Initiative 2: Pillar 2 Initiative 3: Pillar 3 Initiative 4: Pillar 4
TIMELINES FOR COMPLETION
2007 2008 2009 2010
INITIATIVES AND ACTIVITIES
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Initiatives:
Activities:
Initiatives:
Activities:
Initiatives:
Activities:
Initiatives:
Activities:
Initiatives:
Activities:
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Figure 7 PLANNING FOR DISRUPTIVE CIRCUMSTANCES AND OPPORTUNITIES
ACTIVITIES INTERVENTION
ANTICIPATED BARRIERS
AND POTENTIAL RESPONSES
ANTICIPATED
OPPORTUNITIES THAT MAY ARISE AND POTENTIAL
RESPONSES
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RESOURCE SHEET 19 INTRODUCTION TO INTEGRATIVE PLANNING FOR HRDS
Based on the self-assessment generated, each organization will develop its own implementation plan for the HRD strategy. This is key to the process. The organization must decide what aspect of the HRDS it will adopt and implement in what specific time period. The HRDS provisions to be adopted must be consistent with the organization’s context, circumstances and capacity. Here, the organization is given the prerogative to choose its pathway forward. It will prioritise, for its own welfare, which of the HRDS provisions it will adopt over what time period. This can be a departmental HRDS plan on its own, or it can be an integrated component of the institution’s strategic plan, its annual performance plan or its internal HRD strategy. However it is approached, a set of planned activities must result from the process of self-assessment; and this set of activities must, at least in part, address the provisions of HRDS for the Public Service. This implementation plan will be the basis of adoption.
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RESOURCE SHEET 20 DEPARTMENTAL PLANS FOR HRD STRATEGY IMPLEMENTATION After the organizational readiness assessment has been conducted and the initiatives which could be undertaken by the organization are selected, then it is necessary to develop a tentative plan on the manner in which the HRDS for the Public Service will be implemented. This tentative plan is an outline and a phasing of the manner in which the initiatives of the HRDS will be adopted. The plan will first identify which aspects of the HRDS will be undertaken in a phased and sequential manner. Then it will specify: activities, the allocation of responsibilities, internal and external supply requirements and timelines for completion of each activity. The activities must be specified in a year time horizon, and must be aligned, if possible, with the activities and timelines determined by DPSA. The format is outlined in Figure 6.
Processing Departmental Plans
The plans will be prepared through the Skills Development Committee of the department, and will be submitted for review and endorsement to the Executive Management Committee of the department. The required resources for the support of activities must be identified for the first year of implementation. Subsequently, all resource requirements will be handled through the normal budgeting process. The plan will be distributed to the individuals who are responsible for implementation. For each activity that is assigned to an implementing official, the implementation process and the reporting requirements will be sketched
It is advised that once this process is finalised, implementation should begin as soon as possible.
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STEP 1
MANAGING THE OVERALL STRATEGY ADOPTION PROCESS
Purpose
The purpose of this step in the process is to assist practitioners in creating an environment that will promote effective implementation of the plans which they have developed.
Rationale Once plans are developed, they must be implemented as soon as possible. There are critical aspects of the implementation process that must always be taken into account. This step of the process is concerned about the manner in which these critical aspects are considered.
Activity “Managing Strategy Adoption” Managing strategy adoption is a process of determining what must be done in respect to each intervention in order to “move things forward”. Managing strategy adoption relates to the overall plan, and the manner in which it will be sold within the organization and to its stakeholders. But it also relates on the “moves to be made” so as to ensure that the path is clear for particular activities to be undertaken. The activity here relates to one particular activity or intervention.
Anticipated Outcomes
A list of considerations will be noted for promoting one of the interventions of the HRD Strategic Framework.
Implementation Resources
Resource Sheet 21: Introduction: Strategy Adoption and Implementation Resource Sheet 22: The Strategy Adoption Process – Managing the Overall Plan
Appended Information
There is no appended information for this activity
STEP 10
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ACTIVITY 10 Managing Strategy Adoption Instruction: Managing strategy adoption is a process of noting what will be taken in relation to specific circumstances that may arise in order to ensure, at the outset, that conditions are appropriate for successful adoption. The activity here requires the participant to note considerations for strategy adoption for one intervention only. In each area noted in Table 7 please list the circumstances which exist in your organization and the considerations which could be taken into account to facilitate strategy adoption. These could be positive or negative circumstances. The idea here is to reflect on the manner in which positive circumstances could be used as opportunities, and the extent to which constraining circumstances could be circumvented.
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Table 7 MANAGING STRATEGY ADOPTION
CONSIDERATIONS IN
STRATEGY ADOPTION CIRCUMSTANCES IN
RESPECT TO ONE INTERVENTION
CONSIDERATIONS TO FACILITATE STRATEGY
ADOPTION Communication and Awareness Promotion
Allocation of Responsibilities
Appropriate Policy Frameworks
Appropriate Organizational Structures
Systems and Processes
Accountability Measures
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RESOURCE SHEET 21 INTRODUCTION: STRATEGY ADOPTION AND IMPLEMENTATION STRATEGY ADOPTION AND IMPLEMENTATION – MANAGING THE OVERALL PLAN The department’s HRDS plan will be endorsed and set in place for implementation. This is the critical process where the intentions of the organization will be structured so that it will become reality. There is a process through which this plan, as a whole, is prepared for and adopted. Here there are three critical stages of adoption as briefly noted below. These will be addressed in detail on the following Resource Sheet. Awareness Promotion In order to promote awareness, the department will conduct a Communication and Advocacy campaign for its own HRDS plan. This awareness campaign will address what aspects of the National HRD Strategy to be adopted, why the respective components were chosen and what are the objectives to be accomplished. It will also address the manner in which activities are to be realised. Implementing Structuring and Processing Here, the overall implementation process will be designed. This will include the organizational structure for meeting the objectives of the plan; the manner in which responsibilities will be assigned; the allocation of resources; specification of timelines and milestones; and, among others, the nature of support rendered, both organizationally and externally, to promote success. Accountability Measures Here, accountability and reporting particulars will be established and communicated. Systems for monitoring and evaluation will also be set in place.
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RESOURCE SHEET 22
THE STRATEGY ADOPTION PROCESS – MANAGING THE OVERALL PLAN FOR STRATEGY ADOPTION
The strategy adoption process is the set of activities that are undertaken in order to ensure the effective implementation of the organization’s HRDS plan. There are two aspects of the adoption process – the adoption of the plan as a whole, and the adoption of the various initiatives of the plan. The adoption of the plan as a whole is the process through which the plan is accepted, endorsed and communicated as a plan of action for the organization. Adoption here does not mean implementation of initiatives. It merely means acceptance and the establishment of all the protocols and measures for implementation. There are three stages of adoption of the overall plan: awareness; the establishment of implementation structures; and the development of accountability measures. Each of these is addressed below.
Awareness The plan has been formally accepted by the Executive Management of the department. In preparing for implementation, the plan must be properly communicated to implementing parties and to relevant stakeholders. This is the process of awareness promotion. Awareness promotion informs staff about the HRDS initiatives of the department. In doing so, information is communicated about the following: objectives to be achieved and benefits to be accrued; who is involved, and in what manner; expectations and obligations of responsible parties; reporting requirements; and timelines and milestones. This information should be communicated as a major HRD thrust of the department, and its linkages and contributions to other departmental initiatives should be made clear. Awareness promotion can also be used as an initiative to mobilize the commitment and support of mangers and staff of other units and related functions. In essence, this will be the department’s communication strategy for its adapted versions of the HRDS that it has crafted for implementation. It is important that the content of the plan is reflected in other critical departmental documents such as: its Strategic Plan; its Annual Performance Plan (APP); its HRD Strategy; its HR Plan; and in its Operational Plans for the associated Units and Directorates. Some aspects of the plan must also be reflected in the Workplace Skills Plan (WSP). The activities of HRDS must not be appended to the routine organizational tasks and undertakings. It must become an integral part of the department’s agenda, and it must be aligned with all the structures that are in place for managing and reporting on performance.
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RESOURCE SHEET 22 continued …
IMPLEMENTATION STRUCTURES Implementation structures refer to the policies, assignments and organizational arrangements that are set in place so that the plan could be put into effect. In this sense, implementation structures are the arrangements that are put in place in order to bring objectives and intentions into organizational reality. Among the considerations to be entertained are the following items which are noted and explained briefly below:
Policy Pronouncements Directives must come from the highest level (Executive Management or HOD) regarding what arrangements are for implementation so that allocation of responsibilities and the communication of expectations are seen to be authorised. One policy, for instance, may be on the use of existing departmental structures instead of seeking to create new structures that are unnecessary. Protocols should be established at the outset regarding the specification of roles and associated linkages to HRD. Responsibilities should be fully enumerated, and expectations and standards of performance should be clear. In this sense, responsible parties should be given Terms of Reference (TOR) regarding their anticipated roles. This will be done for both individual units and teams. For instance, the TOR which outlines the roles of the task forces for the various HRDS initiatives should be clear. Although in many cases, the task force may be the SDC.
Allocation of Resources There must be some discussion regarding the manner in which resources will be made available, either as routine funding or as special allocations. Resources here will include facilities, time, people, equipment and materials. Resource requirements should be clear, and protocols should be set in place to ensure resource allocation is in line with business and development priorities. Authority Delegation and Accountability The manner in which authority will be delegated should be clear. It may be part of the normal delegations of the department, or it may require special delegations to be put into effect. This must not be left to chance. The limits of authority should also be clear. In this respect, the roles and limits of the SDC should be specified along with the roles and authority of line managers in respect to HRDS. Monitoring and Evaluation A monitoring and evaluation structure must be established. In this respect, the manner in which progress is made must be tracked in a comprehensive and consistent manner. Timelines and milestones must be specified, and reports on progress must be submitted. Reporting protocols must not be new. They must fit within existing structures for reporting on achievements. The SDC could be used as the point of accountability for reviewing progress.
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RESOURCE SHEET 22 continued … Accountability Measures The key consideration here is the manner in which people are committed to produce results. Responsibilities must be assigned from managers down to the respective individuals and work teams. Responsibilities must then be embodied in Operational Plans and Performance Contracts, and must be linked to PMDS and the reward schemes of the organization. The key here is that this procedure for accountability management must be specified and must be widely known. Accountability for results will then be embedded in the Performance Management System.
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STEP 1
UNDERSTANDING INDIVIDUAL IMPLEMENTATION INITIATIVES FOR THE HRDS STRATEGIC FRAMEWORK
Purpose
The purpose of this step in the implementation process is to assist practitioners in managing and successfully adopting each individual initiative of the HRD Strategic Framework for the Public Service. While the overall plan with an array of HRD initiatives could be structured in order to facilitate implementation, adoption and implementation cannot be successful unless each individual initiative or each single intervention is given due consideration on its own. This step in the process seeks to provide practitioners with guidance in managing each of the initiatives undertaken in their departmental plans.
Rationale Each initiative or intervention has its own uniqueness, and each will require a particular approach that responds to the circumstances which surround its adoption. It is necessary, therefore, to look at each intervention on its own so that its peculiar differences are not overlooked, and its unique implementation requirements are not ignored.
Activity “Laying the Groundwork for Success” This activity looks at one particular intervention and explores the manner in which that selected initiative may have its own set of unique circumstances.
Anticipated Outcomes
At the end of this activity, each participant would have explored the implementation requirements and considerations in respect to one particular initiative. The sample frameworks for analysis in Appendix E could be used as a guide.
Implementation Resources
Resource Sheet 23: Introduction: The Strategy Adoption Process for Managing HRDS Initiatives Resource Sheet 24: The Strategy Adoption Process for Managing HRDS Initiatives
Appended Information
Appendix E: Sample Guidelines and Considerations for Implementing Strategic Initiatives
STEP 11
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ACTIVITY 11 Laying the Groundwork for Success Instruction: Each intervention or initiative is unique. It is necessary to be flexible, open and creative in terms of exploring possibilities for promoting success. This activity seeks to explore these possibilities. Please choose one of the initiatives which you expect to adopt and implement. In reflecting on that initiative, please complete the information outlined below:
1. What is your rationale for adopting that initiative? 2. In your specific context, what policies and legal requirements govern the implementation of
that initiative in the Public Service? Are you constrained by any of these legal requirements? How will you manage these constraints?
3. Conduct a status assessment on that initiative using the questions for that initiative in
Appendix E. Are you ready to adopt this initiative? What are the risks to be faced in your context?
4. Are the structures and frameworks for adoption appropriate?
What are the risks involved? How will you manage them? 5. What specific implementation initiatives have you noted?
What are the risks involved? How will you manage them?
6. What resource information and support networks are available for implementation? What risks are involved? How will these be managed?
7. How confident do you feel about adopting this initiative? You may work on this activity as a group, and share your ideas, and considerations and recommendations with colleagues.
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RESOURCE SHEET 23 INTRODUCTION: THE STRATEGY ADOPTION PROCESS FOR
MANAGING HRDS INITIATIVES
The strategy will not be implemented as a whole, but through individual initiatives as specified in the conceptual framework presented in Resource Sheet 10 of this Guide. The presentation of the overall plan promotes a general awareness of the full implementation picture. Undertaking the individual initiatives to be adopted is where the strategy would really be brought home to reality. The Guide is, therefore, structured in a manner so that each initiative is a full project directed to a specifically targeted outcome to be achieved. The success of the strategy will depend on the manner in which each initiative is adopted. The Guide seeks to set out a full process for the management of selected initiatives. Each initiative will follow a 5 step process of adoption. These are outlined briefly below and described fully in Resource Sheet 24. Status Assessment This is the assessment of organizational and contextual realities pertaining to the particular initiative under consideration. Project Team Allocation It is recommended that a set project team is allocated for each initiative. The team will be made up of people with the capacity and strategic location in the organization to drive the agenda. Since it will be counterproductive to have too many teams, efforts should be made to assign more than one initiative to a team. Ideally, the initiatives assigned should be related in some manner. Organizational Structures Here, organizational structures for implementation success will be established. This will include the assignment of responsibilities; the allocation of resources; the definition of outcomes anticipated within set timeframes; and among others, the definition of accountability and reporting requirements. Implementation Activities A set of focussed activities will be set in place with implementation timeframes and assigned responsibilities. Accountability and Reporting Here the structures, systems and forms will be put in place for comprehensive and efficient reporting. Appendix E of the Implementation Guide will provide guidelines and details on each initiative of the HRDS. These guidelines are intended to assist departments in planning and implementing the initiatives they have chosen. Each separate component of the strategy is addressed on the Resource Sheet to follow.
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RESOURCE SHEET 24 THE STRATEGY ADOPTION PROCESS FOR MANAGING HRDS
INITIATIVES Each initiative to be undertaken must follow a particular process of implementation. This process seeks to ensure that the basic and most critical activities for implementation success are considered. There are 5 key features for the implementation process. These are as follows: status assessment; project team allocation; structures, responsibilities, accountability and oversight; specification of implementation activities; accountability and reporting protocols. Each of these will be addressed briefly below.
Status Assessment Status assessment is essentially a SWOT analysis on each initiative. This assessment seeks to determine the extent to which the organizational environment either promotes or constrains success of the initiative. It is the basis for the development of an approach to the initiative which capitalizes on advantages, but minimizes the potential blockages that could arise. Each organizational environment will have its own distinct advantages and opportunities that could be exploited. Each will also bring its own constraints. Actions must be undertaken to overcome potential hurdles and avoid inherent threats and risks. In this sense, each initiative must be strategically planned and managed in order to promote successful implementation. This kind of strategic implementation ensures that the implementation process is adapted and responsive to the circumstances that exist at the time when project activities are being initiated.
Project Team Allocation Each initiative will have a project team. The project team approach seeks to bridge the limitations imposed by the restricted capacity of organizational units. The project team approach will enable assignments to be made outside of the organizational unit that takes direct responsibility. Perhaps, there could even be project team members who come from outside the organization. The objective here is to bring together the right range of talent and strategically located people to provide inspiration and bring about project success. It should be noted, however, that no value will be added with an excessive number of project teams or with too many members in one team. The number of teams should be minimised. In this respect, existing structures could be used where viable teams already exist, or assigned teams could undertake responsibilities for more that one project. The number of team members need not be excessive. The number will depend on the nature of the initiative, the range of talent required or the number of organizational units or functions that must be involved. The project team concept must bridge the divide between organizational units, and it must serve as the conduit that will bring the organizational talent to the points of implementation where such talent could find maximum utilization. In some cases, project teams could be sub-committees of the SDC. It will be useful if all project teams could be coordinated by the HRD Directorate of the department. Project team members could be recommended by the HRD Unit or Directorate and endorsed by Executive Management.
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RESOURCE SHEET 24 continued …
Structures, Responsibilities, Accountability & Oversight The organizational arrangements for the initiative to be undertaken must be clear. All Managers should be notified of the responsibilities to be undertaken by their staff. These responsibilities should be clearly specified so that they can be accommodated in the work plan and performance contracts of individuals. Protocols must be in place so that managers allow time for staff to undertake responsibilities as part of their assigned project teams. Acting on behalf and in coordination with Executive Management of the department, the SDC will have oversight authority for the work and performance of project teams. Implementation Activities Implementation activities must be properly specified beforehand so that they could be properly scheduled, programmed and assigned. This will be the responsibility of the project team. Project team members will also take responsibility for undertaking these activities. The object here is to ensure that the work of the project teams is not ad hoc. A set project plan must be specified for each initiative, and all activities must have milestones and must be properly monitored. Accountability and Reporting There should be set events or occasions for reporting. Reporting for all project teams should be undertaken at SDC meetings or at quarterly meetings that are specifically designed for tracking progress on HRDS initiatives. This event can be organized as an occasion, not only to monitor, but to provide encouragement and support and to share successes and constraints. The event may coincide with, or be conducted jointly with, other meetings or events that are scheduled to monitor progress on a quarterly basis. While the success of each initiative will be managed separately, the whole array of initiatives will be coordinated at one single point in the organization.
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RD
Stra
teg
ic In
itia
tive
s
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HRD Resource Pack: Part 4 Page 149
STEP 1
MONITORING AND EVALUATION OF THE HRD STRATEGIC INITIATIVES
Purpose
The purpose of this step in the implementation process is to assist practitioners in becoming familiar and being able to use the tracking tool for HRDS initiatives. The tool is to be used for each initiative so that HRDS interventions can be monitored from readiness assessment to the attainment of the goals and objectives of the initiative.
Rationale Monitoring and evaluation is essential in order to ensure that there is progress in attaining the objectives of the Strategic Framework. Monitoring is the process through which one takes account of the progress made in undertaking a task or activity. It is the process through which one seeks to manage the circumstances which may affect success in implementation. Evaluation, on the other hand, is the process used to assess whether an objective has been accomplished and to determine the factors which may have affected its accomplishment. Evaluation is an ongoing activity. It not only occurs at the end of the task, but is undertaken intermittently during the accomplishment of the task so that corrective measures can be applied as necessary. This type of monitoring and evaluation is critical to success in implementing the strategy. While each HRD practitioner in the respective department will be able to keep track and report on individual initiatives, the DPSA will also conduct quarterly and annual monitoring and evaluation visits, and will use the same tracking tool in order to take note what has been accomplished. The progress of implementation will be coordinated by the Steering Committee.
Activity “Tracking Progress – A Simulated Activity” In this activity, practitioners will be asked to track a project which they have already undertaken.
Anticipated Outcomes
Each practitioner will have completed one of the tracking forms for a project of their choice.
Implementation Resources
Resource Sheet 25: Promoting Progress and Accountability through Tracking
Appended Information
There is no appended information for this activity
STEP 12
HRD Resource Pack: Part 4 Page 150
ACTIVITY 12 Tracking Progress – A Simulated Activity Instruction: The tracking process is designed to determine the level of progress made in attaining each initiative of the HRDS. A tracking form is provided in Figure 8. Please practice completing the form by using a project or programme which you have already undertaken. Please note the steps to be followed. Each item or tracking criterion represents, in sequence, an important milestone in accomplishing the initiative. For each milestone, please note the date accomplished and write relevant comments in the left-hand column of the table. At the end, or upon completion of the initiative, please provide your overall assessment at the end of the form. Please note that for items 9 to 12, the targets for the initiative must have been pre-established. Accordingly, please note or specify the specific targets for the HRDS initiative in reference on that specific tracking form.
HRD Resource Pack: Part 4 Page 151
Figure 8 BASIC MONITORING AND EVALUATION TOOL FOR
HRDS STRATEGIC INITIATIVES BASIC INFORMATION
Initiative being Undertaken: Date if Initiative: Supervisor/Manager:
TRACKING CRITERIA DATE ACCOMPLISHED COMMENTS 1. Readiness assessment
completed
2. Implementation plan and protocols developed
3. Initiative endorsed by Senior Management
4. Resources allocated
5. Success and performance criteria in place
6. Responsibilities are assigned
7. Targets and timelines established
8. Those undertaking responsibilities are capacitated
9. Targets met (25%) Specify:
10. Targets met (50%) Specify:
11. Targets met (75%) Specify:
12. Targets met (100%) Specify:
13. All tasks in initiative completed
14. Implementation evaluation performed and report prepared
15. Project accomplishments are sustainable
Overall Assessment:
HRD Resource Pack: Part 4 Page 152
RESOURCE SHEET 25
PROMOTING PROGRESS AND ACCOUNTABILITY THROUGH TRACKING
Promoting progress and accountability refers to the initiatives that are undertaken in order to provide the structures, motivation and incentives that will ensure progress and success in implementation. Nine activities and considerations are provided below as examples for motivating sustained progress. Each one is noted and briefly described below. Mapping Milestones Mapping milestones refers to the process of mapping, over time, the activities which will be undertaken within one’s own jurisdiction. Phasing activities, as noted earlier, is a preliminary process to mapping milestones. In the mapping process, dates are designated, and the sequential and developmental relationship between projects is noted. A set of activities that are properly mapped will have the appearance of a (PERT) Performance Evaluation and Review Technique and chart with designated timelines.
Publicly Tracking Progress It is advised that a notice board be placed in public view with all the designated projects, initiatives and activities to be undertaken. Public tracking of progress will generate a collective desire to achieve and all will bear some responsibility and accountability for progress. Organizing Key Events as Review Points It is sometimes useful to plan a major event to review progress. This event may be a conference, a luncheon or a departmental retreat. Such events will highlight the importance of the projects being undertaken, and will create a positive spirit for generating solutions where problems and issues arise. Annual Performance Review Conference In order to track progress in the implementation of the strategy, provinces and DPSA will host an annual performance review conferences or workshops in which all departments will participate. Reports on performance, progress and on issues and challenges which arise will be tabled. Reports by DPSA Based on the input provided, an annual performance report will be prepared. The report will review progress, note achievements and challenges and, perhaps, plot a revised course forward for the following financial year. In this process, annual targets will be established. Learning and Support Networks Learning and support networks will be established for each component of the HRDS. Here, practitioners will be able to receive assistance, advice, and support materials on particular components of the strategy.
HRD Resource Pack: Part 4 Page 153
RESOURCE SHEET 25 continued ... Award Schemes Awards can be presented to high achievers: departments with creative initiatives, organizations that have made notable progress and achievements and organizations that have rendered notable assistance and support to other departments. Such award schemes will not only serve as incentives which motivate, but will also serve as notable events to highlight the importance of the strategy and maintain a high level of public awareness. Centres for Excellence Some departments or provinces can be identified as centres of excellence on particular HRDS initiatives. These departments will be supported to publish their achievements and to render assistance to others. Courses developed by departments can be translated into e-learning courses and made available through the HR Learning Network. HRDS Scorecard System Each department will be encouraged to develop a scorecard for their HRDS implementation. This scorecard system must be linked with the responsibilities of staff and the reward systems that are applied in the workplace.
APPEN
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AA
PPEN
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Org
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l Re
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APPEN
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AA
PPEN
DIX
AA
PPEN
DIX
AA
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Page 156
HRD Resource Pack: Part 4 Page 157
APPENDIX A ORGANIZATIONAL READINESS ASSESSMENT
PURPOSE The purpose of this activity is to enable departmental officials in HRD to conduct a self-assessment of their readiness to implement the HRD Strategy for the Public Service. The activity explores many aspects of organizational performance in respect to HRD, and provides HRD officials with the opportunity to reflect on their state of readiness. OBJECTIVES
1. Assessment of organizational readiness and implementation proficiency. 2. Identification of gaps in capacity to implement HRDS initiatives. 3. Promotion of discussion on many aspects of organizational readiness for implementation as
a means of fostering shared understanding. 4. Helping to nurture commitment among stakeholders regarding the implementation of
HRDS. OUTCOMES
1. Assessment scores on 10 aspects of organizational readiness. 2. More in-depth understanding about the basic requirements for a successful system for the
implementation of HRD initiatives. INSTRUCTIONS
Step 1 Read all the statements on the organizational readiness questionnaire and decide which of the statements are true for your department by placing a checkmark (√) in the box marked “yes”. Please be sure to place a checkmark only for the statements that are true.
Step 2 When you have gone through all the statements, please turn to the table entitled “Recording Responses” and circle each number in the table for which you have a checkmark on the questionnaire. Please be sure to circle only the numbers for which you have a checkmark (√). The other numbers will remain blank.
Step 3 Add the number of circles in each of the columns A to J and write this number at the bottom of each of the respective columns. You have 10 columns, so you will have 10 separate totals in the bottom row.
Step 4 The total score for each column is 10. In the table provided on page 165 write your score for each of the columns. Please note the title provided for each of the columns by looking at the category letters (A-J) and the associated component of organizational readiness.
Step 5 Please refer to the page on “Assessing Responses” and transfer your scores to the graph on page 167 and shade your scores. Note the extent to which your department could be assessed as ready to implement.
HRD Resource Pack: Part 4 Page 158
Step 6 For each category (A-J) please average the scores for your group and place averages on the same graph on page 167. See step # 5.
Step 7 Look at the category of your scores in the table on page 168 and determine the level of readiness to implement in your organization in each area of assessment.
Step 8 Discuss the results of your assessment with your colleagues. Are your scores in agreement? In your group list your scores for each category so that the range and variation of scores is clear. Examine the very high scores and the very low scores. Check to determine on what specific item there was a high level of agreement or disagreement. Do this by examining the table on page 165 (the table with 100 numbers). Look at the column for the specific category and compare which items you circled and which items you did not. Discuss the differences in your assessment. Could you reach consensus or an overall assessment?
Step 9 Break into different groups according to each of the 10 categories and prepare the statement of organizational readiness (page 169) and the selection of HRDS initiatives for your group.
Step 10 Break into groups representing each of the 10 areas discussed and prepare your readiness action plan as a group. Please see format in Appendix B for preparing your Readiness Action Plan. Please discuss your overall plan as a group.
Step 11 Share your findings with your colleagues in a plenary session
HRD Resource Pack: Part 4 Page 159
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
1. The Senior HRD Manager is supervised at the level of Chief Director and above.
2. The Senior HRD Manager is part of the Senior Management Executive body.
3. All the financial resources for training in the department are consolidated in and managed as one budget by an HRD Manager.
4. The HRM function is aware of the scarce and critical skills in the department.
5. A Skills Audit has been undertaken for the department as a whole.
6. Workplace Skills Plans are developed and submitted on time.
7. There is a strategic understanding in the department that training must contribute to enhanced workplace performance.
8. A variety of training options are available to all departmental staff.
9. Most of the training provided is made available through accredited providers.
10. All staff members are aware of the development priorities of Government as a whole.
11. All HRD personnel have detailed job descriptions with performance standards.
12. Senior Management seeks strategic advice for the HRD component.
13. There are sufficient resources allocated to HRD for training purposes.
14. Special policies, plans and processes are available for managing scarce skills in the department.
15. The Skills Database is updated on a periodic basis.
16. The Workplace Skills Planning process is participatory and involves all stakeholders/components of the department.
17. There is an understanding in the department that training must contribute to enhanced service delivery.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 160
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
18. Departmental staff who are located in remote and rural areas have equal access to training.
19. The content of training is generally negotiated between the training provider and the recipient unit in the respective Departments so as to ensure relevance.
20. All staff members are aware of the transformational priorities of Government as a whole.
21. There is an HRD policy handbook available to all managers.
22. HRD training information and schedules are considered in the strategic decisions of the department.
23. The department spends 100% of its budget that is allocated for training purposes.
24. There are partnership arrangements with training institutions HEI & FETC for the supply of critical skills to the department.
25. Training needs assessments are conducted on an ongoing basis.
26. The Workplace Skills Plan is an accurate reflection of the training priorities of the department and/or Sector.
27. Aftercare support programmes to reinforce training undertaken are given high priority.
28. All staff at different levels of the occupational performa levels have equal access to training.
29. Most of the training provided is aligned with available SAQA unit standards.
30. All staff members are aware of the poverty alleviation programmes of Government.
31. There is an information system available for managing training and development initiatives and programmes.
32. The recommendations of the Skills Development Committee of the department are generally implemented.
33. Some of the funds allocated to training are sometimes used for non-training purposes (more than 5%).
34. The department has a retention plan and policy.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 161
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
35. Training provided is generally based on Skills Audits or Training Needs Assessments from PDPs
36. No Directorates or work units conduct training that is not included in the Workplace Skills Plan.
37. A post training assessment is made on the impact of training on performance.
38. Qualified service providers are readily available for the range of training required by the department.
39. The contributions of professional bodies/councils in particular occupational fields are explored in order to enhance the quality of training and practice.
40. All staff members are aware of the programmes of Government that are focused on promoting employment.
41. HRD staff report to a manager who is appointed at or above director level.
42. All managers are aware of the content and obligations of the Workplace Skills Plan.
43. Resources are allocated for training in addition to funds from the Skills Development Act.
44. The department engages in outreach campaigns to schools to encourage interest and applications for positions with the Public Service.
45. Personal Development Plans resulting from PMDS or other processes are used for the development of training plans.
46. All other plans (PGDS, Strategic Plans, National HRD Strategy, etc.) are considered in HRD planning and strategy development.
47. Analysis is done to assess the return on investment (ROI) for training provided.
48. Facilities are available at the workplace for staff to undertake initiatives to develop themselves, to seek knowledge and information and to grow professionally.
49. Competency frameworks are used in planning training programmes.
50. Efforts are made by all staff to address the development priorities of Government in their respective job responsibilities.
51. The post establishment for the HRD function is at least 80% filled.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 162
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
52. The Workplace Skills Plan is tabled and approved at the Senior Management Meetings before signature and submission by the HOD.
53. The training budget is managed directly by the HRD unit.
54. There are succession plans available in the department for critical positions.
55. There are competency profiles for all positions or the most critical positions in the department.
56. The department has an HRD Strategy in place
57. Training is based on the actual workplace needs of staff members.
58. Trained mentors and coaches are readily available.
59. Training materials are practice-based and are relevant to the content and circumstances of the respective jobs.
60. Inter-departmental initiatives are undertaken to address the development priorities of Government.
61. All HRD personnel are fully aware of laws and policies related to HRD.
62. Additional financial resources are allocated to training when available resources are insufficient.
63. Projections are made on the level of training expenditure for the year.
64. The department has plans and policies on talent management.
65. The HRD function is generally responsive to the changing job requirements of staff.
66. The department has an HR plan in place.
67. The content of training programmes is generally related to the actual performance requirements of the job.
68. Managers are generally willing to release their staff to undertake training.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 163
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
69. The process of training undertaken generally allows participants to learn from the experiences of others.
70. Training initiatives are undertaken to ensure that all staff are aware of and are able to address the development priorities of Government.
71. HRD is properly aligned with the PMDS process.
72. Line managers engage in a pre-training intervention process before training is conducted.
73. Quarterly reports are prepared on training expenditure.
74. There is a responsive programme of workplace based training to keep staff in a state of readiness to undertake their responsibilities.
75. The skills demands of new policy requirements are generally assessed.
76. HRD is always responsive to the changing requirements and circumstances of the department.
77. Standards of performance for each position are well defined.
78. ABET programmes are available to all staff at all levels for advancing personal and professional growth and development.
79. Trainers are generally of high quality, and have an understanding of the Public Sector and the workplace related particulars of the job.
80. Assessment is conducted to determine the level of contribution of the department to the development priorities of Government.
81. HRD is properly aligned and coordinated with HRM.
82. Line Managers provide post training debriefings and aftercare support.
83. Department has ring fenced the 1% for pre-service training; in-service training and bursaries.
84. A variety of options are generally explored for ensuring a constant supply of skills and talent to the department.
85. The competency profiles of jobs are generally used in the recruitment process.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 164
ORGANIZATIONAL READINESS ASSESSMENT INSTRUMENT
ASSESSMENT ITEMS
Is this true for
you?
86. There is an overall annual HRD or training schedule for the department
87. Staff members are involved in assessing the workplace performance of their colleagues.
88. Training opportunities are made available in a fair and equitable manner.
89. The capacity of employees is properly and accurately assessed after training.
90. Training needs for addressing developmental priorities are generally assessed.
91. All managers properly inform and report on their training and development initiatives.
92. HRD features as a highly prioritised objective in the Strategic Plan of the department.
93. Procurement processes do not impede or disrupt the training process.
94. All of the critical positions that are essential to the performance of the department are filled.
95. Action is taken to ensure that all talent in the department is effectively groomed and utilized.
96. Training is effectively monitored and evaluated and feedback is used for corrective action.
97. Training is applied as a critical component of the PMDS process and training outcomes are properly defined, registered and pursued.
98. There are convenient and adequate facilities available so that training can be effectively delivered in all geographic regions.
99. Training programmes for staff are developmental and part of a long term career management plan.
100. The development and transformation priorities of Government are reflected in HRD plans, strategies and programmes.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
HRD Resource Pack: Part 4 Page 165
RECORDING RESPONSES
A
B C D E F G H I J
1
2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 56 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
HRD Resource Pack: Part 4 Page 166
ASSESSING YOUR ORGANIZATION
CATEGORY
COMPONENT
TOTAL SCORE
YOUR
SCORE
AVERAGE
SCORE
A Organizational structures to support HRD 10
B Management Support and Contribution
10
C Financial Management for Efficiency and Effectiveness
10
D Skills Supply Management
10
E Skills Demand Management
10
F Maintaining efficiency and effectiveness
10
G Performance Orientation
10
H Accessibility of training and development initiatives
10
I Quality of training initiatives
10
J Responsiveness to Government’s development priorities
10
HRD Resource Pack: Part 4 Page 167
ASSESSING RESPONSES Level of Organizational Readiness
10
9
8
7
6
5
4
3
2
1
0
A B C D E F G H I J
Areas of Readiness
2. Comments on overall assessment of organizational readiness
1. Comments on your assessment of organizational readiness
Leve
lsof
Rea
dine
ss
HRD Resource Pack: Part 4 Page 168
ASSESSING YOUR ORGANIZATIONAL READINESS
SCORE
ACHIEVED
OVERALL ASSESSMENT OF
LEVEL OF READINESS TO IMPLEMENT
1 – 3
Scores in this category are assessed as a very low level of readiness in the area for which the score was derived. Careful assessment must be made as to the extent to which more capacity is needed in this area to implement particular provisions of the HRDS. If this area can have an effect, it will be advisable to develop capacity in this area before adoption of initiatives which may be affected. This must be reflected in your implementation plan.
4 – 5
This is assessed as a low level of readiness. If this area has the potential of affecting initiatives to be undertaken, it will also be prudent to apply corrective measures in order to develop capacity. The initiative may not fail as a result of this level of readiness, but there will be significant difficulties during implementation. If scores fall into this category, your department is not quite ready.
6 – 8
Scores in this category are assessed as average. Here, initiatives which may be affected can be undertaken, but efforts must be made to address weaknesses and threats in one’s implementation plan. Potential constraints could be mediated through careful planning.
9 - 10
This score is assessed as a high level of readiness. Here, the organization will be assessed to have an appropriative organizational infrastructure for effectively adopting initiatives of the HRDS. With scores at this level, very few hurdles are anticipated in implementation. While constraints may arise, many of them will be unanticipated, and could not really be predicted. Notwithstanding, one’s implementation plan must also cater for contingencies.
Please note that on this score one can assess individual scores, average scores per assessment category, or overall average score for your organization. Overall scores for your organization could be derived by taking an average of the average scores for each category of assessment.
HRD Resource Pack: Part 4 Page 169
STATEMENT OF ORGANIZATIONAL READINESS
CATEGORY OF ASSESSMENT (A-J)
(Please write full title of category)
INSTRUCTIONS: For this specific category, please note the level of organizational readiness below. First state the average level of readiness for the group and the range and variability of scores. State items on which there was a high level of agreement, and items on which people disagreed. Explain reasons why. Note the potential effect of this assessment on implementation of the HRDS overall, and on the implementation of particular initiatives that may be significantly affected. Discuss a plan of action for (a) corrective interventions (b) implementing planning to mediate the effect of low readiness in this area, and (c) implementation planning to take advantage of strengths in this area.
HRD Resource Pack: Part 4 Page 173
APPENDIX B READINESS ACTION PLAN
CATEGORY OF
ORGANIZATIONAL READINESS
READINESS ASSESSMENT
ACTION REQUIRED
Organizational Structures to Support HRD
Management Support and Contributions
Financial Management for Efficiency and Effectiveness
Skills Supply Management
Skills Demand Management
Planning Efficiency and Effectiveness
Performance Orientation in the Training Culture
Accessibility of Training
Quality of Training Initiatives
Responsiveness to Government Development Initiatives
APPEN
DIX
CA
PPEN
DIX
CA
PPEN
DIX
CG
en
eric
Imp
lem
en
tatio
n fo
r the
HRD
Strate
gy fo
r the
Pub
lic Se
rvcie
Page 175
APPEN
DIX
CA
PPEN
DIX
CA
PPEN
DIX
CG
en
eric
Im
ple
me
nta
tion
fo
r th
eH
RD
Stra
teg
y fo
r th
e P
ub
lic S
erv
cie
Page 176
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 17
7
APP
END
IX C
STR
ATE
GIC
OB
JEC
TIVE
AN
D R
ATI
ON
ALE
PI
LLA
R O
NE
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.1.
1 G
uide
lines
dev
elop
ed fo
r man
agin
g an
d ev
alua
ting
HR
D in
the
wor
kpla
ce
1.1.
2 T
rain
ing
prov
ided
in m
anag
ing
HR
D in
the
wor
kpla
ce fo
r HR
D p
ract
ition
ers
and
for l
ine
man
ager
s
1.13
A h
andb
ook
and
guid
elin
es d
evel
oped
for p
re- a
nd
post
-trai
ning
inte
rven
tions
1.1.
4 C
omm
on fr
amew
ork
and
guid
elin
es a
re in
pla
ce fo
r sk
ills
audi
ts, n
eeds
ass
essm
ent a
nd th
e ev
alua
tion
of th
e im
pact
of t
rain
ing
on w
orkp
lace
per
form
ance
1.1
To e
nhan
ce th
e de
sign
, man
agem
ent a
nd
inte
grat
ion
of c
apac
ity d
evel
opm
ent
inte
rven
tions
in th
e w
orkp
lace
to in
clud
e en
hanc
ing
the
qual
ity a
nd w
orkp
lace
re
leva
nce
of tr
aini
ng m
ater
ials
. R
atio
nale
: In
ord
er to
impr
ove
the
prac
tical
ity a
nd re
leva
nce
of tr
aini
ng to
the
job,
mor
e us
e m
ust b
e m
ade
of
train
ing
met
hods
that
are
in-h
ouse
as
a m
eans
of
enha
ncin
g th
e pr
actic
al re
leva
nce
and
appl
icab
ility
of
trai
ning
. In
this
resp
ect,
effo
rts s
houl
d be
mad
e to
impr
ove
the
man
agem
ent a
nd d
eliv
ery
of
indu
ctio
n, le
arne
rshi
ps, i
nter
nshi
ps, m
ento
ring
and
coac
hing
and
job
rota
tion,
am
ong
othe
r met
hods
. Th
ese
are
gene
rally
not
wel
l man
aged
in th
e w
orkp
lace
. M
any
of th
e co
urse
s of
fere
d by
trai
ning
ser
vice
pr
ovid
ers
do n
ot h
ave
prac
tical
rele
vanc
e in
the
wor
kpla
ce.
As
a re
sult,
the
appl
icat
ion
of n
ew
know
ledg
e an
d th
e im
pact
of t
his
know
ledg
e on
th
e w
orkp
lace
are
min
imiz
ed.
Wor
kpla
ce le
arni
ng
is li
kely
to h
ave
mor
e im
med
iate
impa
ct o
n th
e pe
rform
ance
of e
mpl
oyee
s. A
num
ber o
f w
orkp
lace
lear
ning
stra
tegi
es h
ave
been
im
plem
ente
d ov
er th
e la
st 5
yea
rs.
Suc
cess
, ho
wev
er, h
as b
een
varie
d. T
he m
anag
emen
t of
thes
e in
terv
entio
ns h
ave
been
iden
tifie
d as
the
reas
on fo
r the
lim
ited
succ
ess.
The
fact
is th
at
wor
kpla
ces
are
not i
nher
ently
des
igne
d fo
r le
arni
ng.
The
stra
tegi
c fo
cus
here
is to
stre
ngth
en
wor
kpla
ce le
arni
ng in
terv
entio
ns s
o th
at q
uick
ga
ins
coul
d be
see
n in
org
aniz
atio
nal p
erfo
rman
ce
and
in th
e se
rvic
es p
rovi
ded
to c
lient
s an
d st
akeh
olde
rs.
1.1.
5 C
omm
on fr
amew
orks
and
pro
cess
es a
re a
vaila
ble
for m
anag
ing
wor
kpla
ce le
arni
ng –
lear
ners
hips
, in
tern
ship
s
Perf
orm
ance
Indi
cato
rs:
• E
ach
depa
rtmen
t has
a H
uman
Res
ourc
e D
evel
opm
ent s
trate
gy w
hich
has
bee
n fu
lly
impl
emen
ted
• E
ach
depa
rtmen
t has
a fr
amew
ork
of
cour
ses,
exp
erie
ntia
l lea
rnin
g an
d ca
paci
ty
deve
lopm
ent r
equi
rem
ents
for e
ach
leve
l of
staf
f •
The
PD
Ps
from
PM
DS
are
fully
use
d as
a
basi
s fo
r pro
gram
me
plan
ning
•
The
com
pete
ncy
fram
ewor
k fo
r SM
S is
us
ed a
s th
e ba
sis
for r
ecru
itmen
t, ca
paci
ty
deve
lopm
ent a
nd p
erfo
rman
ce a
sses
smen
t •
All
man
ager
s us
e a
com
mon
fram
ewor
k an
d pr
oces
s fo
r man
agin
g H
RD
in
terv
entio
ns
Inte
nded
Out
com
es:
Effe
ctiv
ely
man
aged
edu
catio
nal i
nitia
tives
in
the
wor
kpla
ce w
here
ski
lls a
re d
evel
oped
on
a co
ntin
ual b
asis
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 17
8
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.2.
1 E
ach
depa
rtmen
t pre
pare
s an
AB
ET
stra
tegy
1.2.
2 F
orm
at a
nd g
uide
lines
for d
epar
tmen
tal A
BE
T st
rate
gies
dev
elop
ed
1.2.
3 E
ach
depa
rtmen
t ass
esse
s an
nual
ly th
e w
orkp
lace
an
d le
arni
ng p
rogr
ess
of it
s A
BE
T ca
ndid
ates
1.2.
4 E
ach
AB
ET
lear
ner h
as a
PD
P a
s a
road
map
for
adva
ncem
ent
1.2.
5 A
BE
T le
arne
rshi
ps a
re in
itiat
ed a
nd a
re s
ucce
ssfu
l
1.2
To u
se A
BET
in p
rovi
ding
edu
catio
nal
oppo
rtun
ities
for a
ll em
ploy
ees.
R
atio
nale
: A
BE
T sh
ould
be
an in
tegr
al p
art o
f a d
epar
tmen
t’s
HR
D s
trate
gy a
ccor
ding
to th
e N
SD
S.
A re
view
of
the
HR
D S
trate
gy 2
002-
2006
reve
aled
that
m
anag
ers,
in g
ener
al, a
re u
nabl
e to
und
erta
ke
resp
onsi
bilit
ies
for t
he d
evel
opm
ent o
f the
ir st
aff.
H
RD
del
iver
y so
met
imes
bre
aks
dow
n be
caus
e Li
ne M
ange
rs a
re u
nabl
e to
man
age
the
deve
lopm
ent o
f the
ir st
aff.
Som
e m
anag
ers
are
unab
le to
und
erst
and
the
impo
rtanc
e of
HR
D fo
r im
prov
ing
perfo
rman
ce.
In a
dditi
on to
a g
ener
al
prog
ram
me
in le
ader
ship
and
man
agem
ent
deve
lopm
ent,
man
ager
s sh
ould
be
coac
hed
in
HR
D p
rovi
sion
A
BE
T is
the
prim
e m
over
in th
e dr
ive
for l
ifelo
ng
lear
ning
in th
e w
orkp
lace
. It
is th
e ve
hicl
e w
hich
pr
ovid
es a
cces
s to
edu
catio
n an
d op
portu
nity
to
all e
mpl
oyee
s, b
ut p
artic
ular
ly to
thos
e at
the
low
er ru
ngs
of th
e oc
cupa
tiona
l lad
der.
AB
ET
shou
ld b
e a
key
stra
tegy
in th
e de
velo
pmen
tal
agen
da o
f dep
artm
ents
. Th
e st
rate
gic
focu
s he
re, a
gain
, is
acce
ss to
tra
inin
g op
portu
nitie
s fo
r all.
A p
rogr
amm
e of
lif
elon
g le
arni
ng d
icta
tes
that
all
empl
oyee
s ha
ve
acce
ss to
AB
ET
train
ing
cont
ent f
rom
whi
ch th
ey
can
bene
fit.
1.2.
6 P
rogr
amm
es a
re s
ched
uled
so
that
all
wor
kers
can
ac
crue
ben
efit
from
AB
ET
prog
ram
mes
Perf
orm
ance
Indi
cato
rs:
• A
ll de
partm
ents
impl
emen
ting
AB
ET
lear
ners
hips
•
Pub
lic S
ervi
ce A
BE
T le
arne
rs h
ave
mad
e pr
ogre
ss in
thei
r car
eers
•
All
AB
ET
cour
ses
in th
e P
ublic
Ser
vice
are
de
sign
ed o
n th
e ba
sis
of w
orkp
lace
re
leva
nce
• A
ll le
vels
of e
mpl
oyee
s ar
e ab
le to
pa
rtici
pate
in A
BE
T pr
ogra
mm
es
Inte
nded
Out
com
es:
Em
ploy
ees
at lo
wer
leve
ls o
f the
occ
upat
iona
l la
dder
will
have
an
oppo
rtuni
ty to
impr
ove
them
selv
es a
nd a
spire
to q
ualif
icat
ions
and
ca
reer
s.
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 17
9
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.3.
1 D
esig
n an
d es
tabl
ish
com
pete
ncy
audi
t cen
tres
per
sect
or o
r pro
vinc
e
1.3.
2 D
esig
n an
d es
tabl
ish
deve
lopm
ent s
uppo
rt &
le
arni
ng c
entre
s
1.3.
3 D
evel
op g
uide
lines
for t
he u
se o
f SM
S c
ompe
tenc
y fra
mew
ork
1.3.
4 E
nsur
e th
at le
ader
ship
and
man
agem
ent
deve
lopm
ent c
ours
es in
Pub
lic S
ervi
ce tr
aini
ng a
re
alig
ned
with
the
SM
S c
ompe
tenc
y fra
mew
ork
1.3.
5 D
evel
op p
olic
ies,
pro
toco
ls a
nd o
pera
tiona
l pr
oced
ures
for t
he u
se o
f com
pete
ncy
audi
t cen
tres
and
deve
lopm
ent s
uppo
rt ce
ntre
s by
dep
artm
ents
1.3.
6 P
repa
ratio
n of
line
man
ager
s fo
r man
agem
ent o
f th
eir H
RD
resp
onsi
bilit
ies
1.3.
7 P
repa
re a
udit
repo
rts u
se o
f ass
essm
ent a
nd
deve
lopm
enta
l sup
port
cent
res
1.3
To p
rom
ote
lead
ersh
ip a
nd m
anag
emen
t de
velo
pmen
t pro
gram
mes
in g
ener
al, w
ith
spec
ific
refe
renc
e to
the
HR
D c
ompe
tenc
e of
SM
S an
d sp
ecia
l foc
us o
n th
e ne
eds
and
requ
irem
ents
of w
omen
and
per
sons
with
di
sabi
litie
s.
Rat
iona
le:
Lead
ersh
ip is
crit
ical
in th
e at
tain
men
t of t
he g
oals
an
d ob
ject
ives
of t
he P
ublic
Ser
vice
. La
ck o
f ef
fect
ive
lead
ersh
ip is
a c
onst
ant s
ourc
e of
co
mpl
aint
abo
ut th
e P
ublic
Ser
vice
. In
par
ticul
ar,
ther
e ar
e co
ncer
ns re
gard
ing
the
inab
ility
of l
ine
man
ager
s to
pro
mot
e, u
se a
nd fo
ster
HR
D
inte
rven
tions
for d
evel
opin
g th
eir e
mpl
oyee
s.
The
stra
tegi
c fo
cus
here
is to
ens
ure
that
ther
e is
a
pipe
line
of le
ader
ship
tale
nt a
vaila
ble
to th
e P
ublic
Ser
vice
and
to e
nsur
e th
at a
ll le
ader
s in
the
Pub
lic S
ervi
ce a
re a
ble
to fu
nctio
n ef
fect
ivel
y to
en
hanc
e th
e pe
rform
ance
of D
epar
tmen
ts.
1.3.
8
Con
duct
ong
oing
ass
essm
ents
and
aud
its to
en
sure
that
ther
e is
a h
ighe
r qua
lity
of m
anag
emen
t in
the
Pub
lic S
ervi
ce
Perf
orm
ance
Indi
cato
rs:
• LM
D fr
amew
ork
inst
itutio
naliz
ed
• C
ompe
tenc
y fra
mew
orks
util
ized
by
all
depa
rtmen
ts fo
r the
SM
S s
taff
• S
kills
and
com
pete
ncie
s au
dit c
entre
s es
tabl
ishe
d gi
ving
acc
ess
to a
ll S
MS
•
Dev
elop
men
tal s
uppo
rt ce
ntre
s es
tabl
ishe
d in
eac
h pr
ovin
ce
• S
MS
in th
e P
ublic
Ser
vice
hav
e un
derta
ken
com
pete
ncy
asse
ssm
ent
• S
MS
in th
e P
ublic
Ser
vice
hav
e be
en
assi
sted
in d
evel
opm
enta
l sup
port
cent
res
• A
ll lin
e m
anag
ers
in th
e P
ublic
Ser
vice
ha
ve u
nder
take
n tra
inin
g on
the
man
agem
ent o
f the
ir H
RD
resp
onsi
bilit
ies
• Ta
rget
s in
resp
ect t
o w
omen
and
per
sons
w
ith d
isab
ilitie
s in
man
agem
ent p
ositi
ons
are
met
. In
tend
ed O
utco
mes
: Li
ne m
anag
ers
who
und
erst
and
the
role
of
HR
D in
impr
ovin
g pe
rform
ance
and
are
abl
e to
use
cap
acity
dev
elop
men
t ini
tiativ
es to
m
axim
ize
the
perfo
rman
ce o
f the
ir un
it.
1.4.
1 P
rovi
de tr
aini
ng fo
r men
tors
in o
rder
to m
axim
ize
supp
ort f
or a
nd th
roug
hput
of l
earn
ers
in w
orkp
lace
le
arni
ng
1.
4 Pr
omot
ing
lear
ners
hips
, tra
inee
shi
ps a
nd
Inte
rnsh
ips
in th
e Pu
blic
Ser
vice
1.4.
2 E
stab
lish
syst
ems
for e
valu
atin
g th
e im
pact
of s
uch
wor
kpla
ce le
arni
ng.
Perf
orm
ance
Indi
cato
rs:
• B
ursa
ries
are
offe
red
to p
re-s
ervi
ce in
tern
s w
ho h
ave
pote
ntia
l in
scar
ce s
kills
are
as
• A
sig
nific
ant i
ncre
ase
in th
e nu
mbe
r of
lear
ners
hips
, int
erns
hips
and
trai
nees
hips
un
derta
ken
in e
ach
depa
rtmen
t
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
0
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.4.
3 T
rack
the
num
ber o
f lea
rner
s in
this
rega
rd w
ho
subs
eque
ntly
take
up
empl
oym
ent i
n th
e P
ublic
Ser
vice
.
1.4.
4 C
reat
e lin
kage
s w
ith F
ETs
and
HE
Is w
hich
will
giv
e st
uden
ts a
con
duit
to e
nter
the
Pub
lic S
ervi
ce fo
r ex
perie
nce
and
train
ing.
1.4.
5 T
rain
men
tors
and
sup
ervi
sors
to m
anag
e th
e en
viro
nmen
t of w
orkp
lace
lear
ning
to th
e be
nefit
of
lear
ners
, int
erns
and
trai
nees
.
Rat
iona
le:
The
wor
kpla
ce is
a la
bora
tory
for p
ract
ical
le
arni
ng, n
ot o
nly
for t
he e
mpl
oyed
but
for t
hose
le
arne
rs w
ho a
re o
utsi
de o
f the
pub
lic s
ervi
ce w
ho
may
wis
h to
eng
age
in p
ract
ical
lear
ning
in th
e P
ublic
Ser
vice
. Th
e re
spec
tive
wor
kpla
ces
in th
e P
ublic
Ser
vice
mus
t mak
e gr
eate
r use
of t
heir
esta
blis
hmen
ts in
faci
litat
ing
prac
tical
lear
ning
. In
th
is re
gard
, lea
rner
ship
s, tr
aine
eshi
ps a
nd
inte
rnsh
ips
repr
esen
t ave
nues
thou
gh w
hich
the
wor
kpla
ce c
an b
e us
ed a
s an
edu
catio
nal
reso
urce
. Th
e si
gnifi
cant
adv
anta
ge fo
r the
pub
lic
serv
ice
is a
read
y so
urce
of r
ecru
its w
ith th
e ex
perie
nce
to b
e im
med
iate
ly p
rodu
ctiv
e.
Bur
sarie
s co
uld
be p
rovi
ded
to in
tern
s an
d tra
inee
s w
ho s
how
pro
mis
e as
pro
duct
ive
Pub
lic
Ser
vant
s, p
artic
ular
ly in
are
as s
carc
e sk
ills.
1.4.
6 C
reat
e a
data
base
of i
nter
n an
d le
arne
rshi
p ap
plic
ants
who
hav
e su
bmitt
ed a
pplic
atio
ns o
n th
e re
quire
d fo
rms
• A
sig
nific
ant i
ncre
ase
in th
e nu
mbe
r of
lear
ners
who
suc
cess
fully
com
plet
e le
arni
ng p
rogr
amm
es w
ith P
ublic
Ser
vice
w
orkp
lace
atta
chm
ents
•
Gre
ater
effi
cien
cy a
nd e
ffect
iven
ess
in th
e m
anag
emen
t of l
earn
ing
prog
ram
mes
with
w
orkp
lace
atta
chm
ents
. •
A s
igni
fican
t num
ber o
f int
erns
and
lear
ners
ar
e em
ploy
ed b
y th
e D
epar
tmen
ts
Inte
nded
Out
com
es:
A s
igni
fican
t inc
reas
e in
the
num
ber o
f le
arne
rshi
ps, i
nter
nshi
ps a
nd tr
aine
eshi
ps
and
a si
gnifi
cant
incr
ease
in le
arne
rs
com
plet
ing
lear
ning
pro
gram
mes
as
wel
l as
grea
ter e
ffici
ency
and
effe
ctiv
enes
s in
the
man
agem
ent o
f lea
rnin
g pr
ogra
mm
es
1.5.
1 P
oten
tially
rele
vant
pro
fess
iona
l bod
ies
iden
tifie
d an
d m
obili
zed
1.5.
2 A
fram
ewor
k fo
r neg
otia
tion
with
pro
fess
iona
l bo
dies
form
ulat
ed
1.5.
3 M
OU
s de
velo
ped
and
sign
ed w
ith a
ll re
leva
nt
prof
essi
onal
bod
ies
and
coun
cils
1.5.
4 G
uide
lines
ava
ilabl
e to
dep
artm
ents
for
colla
bora
ting
with
pro
fess
iona
l bod
ies
and
coun
cils
1.5
To u
se m
ore
prod
uctiv
ely
the
educ
atio
nal
capa
city
and
role
of p
rofe
ssio
nal b
odie
s an
d co
unci
ls in
term
s of
cap
acity
dev
elop
men
t and
fo
rmul
atio
n of
sta
ndar
ds fo
r edu
catio
nal
prog
ram
min
g.
. Rat
iona
le:
Pro
fess
iona
l bod
ies
and
coun
cils
uph
old
stan
dard
s fo
r mem
bers
of t
heir
prof
essi
on.
In
mos
t cas
es, t
hey
prov
ide
rele
vant
trai
ning
and
th
ey c
ertif
y co
mpe
tenc
ies
and
read
ines
s to
pr
actic
e in
the
resp
ectiv
e fie
ld.
Thei
r inf
rast
ruct
ure
coul
d be
use
d to
pro
fess
iona
lize
the
resp
ectiv
e oc
cupa
tiona
l cat
egor
ies
and
job
clas
ses.
A
gain
, the
stra
tegi
c fo
cus
here
is th
e qu
ality
and
st
anda
rd o
f pro
fess
iona
l pre
para
tion
and
read
ines
s to
pra
ctic
e in
the
resp
ectiv
e oc
cupa
tion.
1.5.
5 A
com
mun
icat
ion
stra
tegy
is d
evel
oped
and
ex
ecut
ed to
enc
oura
ge P
ublic
Ser
vant
s to
join
rele
vant
pr
ofes
sion
al b
odie
s an
d co
unci
ls
Perf
orm
ance
Indi
cato
rs:
• P
ublic
Ser
vant
s ar
e m
embe
rs o
f pr
ofes
sion
al b
odie
s •
A p
rofe
ssio
nal b
ody
and
coun
cils
es
tabl
ishe
d fo
r Pub
lic S
erva
nts
• M
OU
s ar
e in
pla
ce w
ith P
ublic
Ser
vice
re
leva
nt p
rofe
ssio
nal b
odie
s •
Pub
lic S
ervi
ce A
cade
my
has
MO
Us
with
re
leva
nt p
rofe
ssio
nal b
odie
s In
tend
ed O
utco
mes
: O
ffici
als
of th
e P
ublic
Ser
vice
will
rem
ain
at
the
top
of th
eir p
rofe
ssio
n, a
nd th
eir
com
pete
nce
will
be
refle
cted
in th
eir
perfo
rman
ce a
nd in
the
prof
essi
onal
imag
e of
th
e P
ublic
Ser
vice
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
1
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.5.
6 P
olic
ies
are
in p
lace
to a
pply
the
stan
dard
s an
d et
hica
l fra
mew
ork
of p
rofe
ssio
nal b
odie
s to
the
Pub
lic
Ser
vice
1.5.
7 P
ublic
Ser
vice
Aca
dem
y si
gns
MO
Us
with
rele
vant
pr
ofes
sion
al b
odie
s
.
1.5.
8 P
ublic
offi
cial
s ar
e re
gist
ered
with
pro
fess
iona
l bo
dies
1.6.
1 S
truct
ure,
pol
icie
s an
d op
erat
iona
l fra
mew
ork
alig
ned
with
the
visi
on o
f the
aca
dem
y
1.6.
2 N
etw
ork
of tr
aini
ng p
rovi
ders
neg
otia
ted
prov
inci
ally
by
the
Pub
lic S
ervi
ce A
cade
my
1.6.
3 N
eeds
ass
essm
ent c
ondu
cted
to d
evel
op a
fra
mew
ork
of c
ours
es
1.6.
4 A
fram
ewor
k fo
r exp
erie
ntia
l lea
rnin
g an
d ac
adem
ic
exch
ange
dev
elop
ed
1.6.
5 A
fram
ewor
k of
rele
vant
cou
rses
with
com
mon
br
andi
ng d
evel
oped
1.6.
6 C
ours
e by
cou
rse
requ
irem
ents
for a
cade
my
train
ers
deve
lope
d
1.6.
7 A
dat
abas
e of
aca
dem
y tra
iner
s de
velo
ped
for t
he
natio
n as
a w
hole
and
for e
ach
regi
on
1.6.
8 C
ours
e de
liver
y pr
otoc
ols
esta
blis
hed
and
endo
rsed
1.6
To c
oord
inat
e a
mul
ti-ca
mpu
s P
ublic
Se
rvic
e A
cade
my
whi
ch w
ill fa
cilit
ate
and
coor
dina
te n
atio
nal
educ
atio
n pr
ogra
mm
es
for t
he P
ublic
Ser
vice
that
are
of a
hig
h st
anda
rd, r
elev
ant a
nd re
spon
sive
to
deve
lopm
ents
in th
e Pu
blic
Ser
vice
. R
atio
nale
: Th
ere
is n
eed
for a
coo
rdin
atin
g bo
dy fo
r Pub
lic
Ser
vice
trai
ning
whi
ch m
onito
rs th
e qu
ality
, st
anda
rd a
nd re
leva
nce
of tr
aini
ng to
pub
lic
serv
ants
and
whi
ch a
ccre
dits
and
coo
rdin
ates
a
netw
ork
of tr
aini
ng p
rovi
ders
to c
ondu
ct tr
aini
ng.
The
stra
tegi
c fo
cus
is th
e st
anda
rd to
be
achi
eved
an
d th
e un
iform
ity in
cou
rses
and
app
roac
hes.
A
gain
, acc
ess
to h
igh
qual
ity tr
aini
ng w
ill b
e en
hanc
ed, a
nd th
e m
ovem
ent t
owar
d un
iform
co
mpe
tenc
ies
and
qual
ifica
tions
for s
peci
fied
post
s in
Pub
lic S
ervi
ce w
ill b
e ac
cele
rate
d.
1.
6.9
Wor
kpla
ce s
uppo
rt an
d af
terc
are
prog
ram
mes
and
pr
otoc
ols
deve
lope
d
Perf
orm
ance
Indi
cato
rs:
• M
ulti-
cam
pus
acad
emy
esta
blis
hed
• G
reat
er a
cces
s to
hig
h qu
ality
cou
rses
for
publ
ic s
erva
nts
• W
ider
rang
e of
cou
rses
offe
red
to P
ublic
S
erva
nts
• C
omm
on s
tand
ards
est
ablis
hed
for a
ll co
urse
s pr
ovid
ed to
Pub
lic S
erva
nts
• Th
e P
ublic
Ser
vice
Aca
dem
y su
cces
sful
ly
man
ages
a n
etw
ork
of q
ualif
ied
serv
ice
prov
ider
s w
ho c
onfo
rm to
a c
omm
on s
et o
f st
anda
rds
Inte
nded
Out
com
es:
Impr
oved
acc
ess
to a
hig
h qu
ality
and
a w
ide
rang
e of
hig
h qu
ality
, up
to d
ate
and
rele
vant
co
urse
s fo
r the
Pub
lic S
ervi
ce
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
2
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.6.
10 A
dvoc
acy
on A
cade
my
and
its o
fferin
gs ta
kes
plac
e
1.6.
11 G
over
nmen
t offi
cial
s be
gin
enro
lmen
t in
the
Aca
dem
y
1.7.
1 G
uide
lines
and
pol
icie
s on
the
use
of E
-lear
ning
in
the
wor
kpla
ce e
stab
lishe
d
1.7.
2 E
-lear
ning
regi
stra
tion
and
certi
ficat
ion
prot
ocol
s es
tabl
ishe
d
1.7.
3 E
-lear
ning
wor
kpla
ce o
pera
tiona
l fra
mew
ork
esta
blis
hed
1.7.
4 E
-lear
ning
fully
inco
rpor
ated
in m
anag
emen
t and
le
ader
ship
stra
tegy
1.7.
5 E
-lear
ning
fully
inco
rpor
ated
into
PM
DS
1.7
To p
rom
ote
E-le
arni
ng in
the
Publ
ic S
ervi
ce
to b
e ap
plie
d in
incr
easi
ng a
cces
sibi
lity
to
HR
D
Rat
iona
le:
E-le
arni
ng h
as th
e po
tent
ial o
f wid
enin
g ac
cess
to
high
qua
lity
train
ing,
pro
mot
ing
inde
pend
ence
in
the
purs
uit o
f pro
fess
iona
l dev
elop
men
t and
re
duci
ng th
e ov
eral
l cos
t of c
apac
ity d
evel
opm
ent
in th
e P
ublic
Ser
vice
. Th
e st
rate
gic
focu
s he
re is
cr
eatin
g m
ore
optio
ns fo
r cap
acity
dev
elop
men
t, m
aint
aini
ng e
quity
in th
e st
anda
rds
of c
ours
es a
nd
redu
cing
the
over
all c
ost a
nd in
conv
enie
nce
of o
ff-si
te tr
aini
ng
1.7.
6 G
over
nmen
t ent
ities
hav
e pa
rtici
pant
s on
form
al E
-le
arni
ng p
rogr
amm
es
Perf
orm
ance
Indi
cato
rs:
• E
mpl
oyee
s in
all
Dep
artm
ents
hav
e ac
cess
to
E-le
arni
ng
• D
epar
tmen
ts h
ave
polic
ies
to g
over
n th
e us
e of
E-le
arni
ng
Inte
nded
Out
com
es:
Gre
ater
acc
essi
bilit
y to
hig
h qu
ality
cou
rses
an
d lo
wer
cos
t of c
apac
ity d
evel
opm
ent i
n th
e P
ublic
Ser
vice
1.8.
1 C
olla
bora
te w
ith N
atio
nal D
epar
tmen
t of E
duca
tion
to e
stab
lish
MO
Us
with
HE
Is
1.8.
2 F
inan
cing
pol
icy
deve
lope
d
1.8.
3 F
inan
cing
fram
ewor
k ne
gotia
ted
1.8
To
fost
er c
olla
bora
tive
part
ners
hips
with
H
EIs
and
FETs
in o
rder
to e
nhan
ce th
e qu
ality
, sta
ndar
d an
d re
leva
nce
of P
ublic
Se
rvic
e tr
aini
ng
Rat
iona
le:
Par
tner
ship
s de
velo
p co
llect
ive
capa
city
and
ac
cele
rate
dev
elop
men
t by
taki
ng a
dvan
tage
of
com
para
tive
adva
ntag
e of
col
labo
ratin
g pa
rties
.
1.8.
4 P
rogr
amm
e m
anag
emen
t pol
icy
and
guid
elin
es
prep
ared
Perf
orm
ance
Indi
cato
rs:
• M
OU
s al
igne
d w
ith H
EIs
and
FE
Ts
• Fu
ndin
g m
echa
nism
s in
pla
ce u
sing
ski
lls
deve
lopm
ent f
undi
ng fr
om re
spec
tive
SE
TAs
• A
ll de
partm
ents
hav
e es
tabl
ishe
d pa
rtner
ship
s
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
3
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
ON
E
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
bui
ld th
e ca
paci
ty
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s
1.8.
5 F
ram
ewor
k of
Pub
lic S
ervi
ce re
late
d co
urse
s ar
e de
velo
ped
in p
artn
ersh
ip w
ith S
AM
DI/P
ublic
Ser
vice
A
cade
my
1.8.
6 C
ours
es a
re re
gist
ered
with
in th
e S
AQ
A fr
amew
ork
with
rele
vant
uni
t sta
ndar
ds
1.8.
7 S
elec
ted
cour
ses
are
appr
oved
for t
he E
-lear
ning
fra
mew
ork
1.8.
8 P
artn
ersh
ip M
OU
s si
gned
bet
wee
n H
EIs
, FET
s an
d G
over
nmen
t dep
artm
ents
The
stra
tegi
c fo
cus
is to
ach
ieve
qui
ck g
ains
in
qual
ity to
impr
ove
the
over
all s
tand
ard
and
rele
vanc
e of
trai
ning
and
to m
ore
effe
ctiv
ely
utili
ze
the
fund
s th
at a
re a
vaila
ble
for t
rain
ing.
1.8.
9 P
ublic
Ser
vice
offi
cial
s pa
rtici
patin
g in
a n
atio
nally
re
cogn
ised
set
of c
ours
es fo
r the
Pub
lic S
ervi
ce
Inte
nded
Out
com
es:
Rel
evan
t cou
rses
and
qua
lific
atio
ns th
at a
re
tailo
red
for P
ublic
Ser
vice
requ
irem
ents
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
4
STR
ATE
GIC
OB
JEC
TIVE
AN
D R
ATI
ON
ALE
PI
LLA
R T
WO
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.
1.1
Ski
lls s
uppl
y al
tern
ativ
es a
re id
entif
ied
for e
ach
sect
or p
er o
ccup
atio
nal c
lass
2.1.
2 S
ETA
s in
the
resp
ectiv
e se
ctor
s pr
ovid
e su
ppor
t an
d as
sist
ance
in th
e de
velo
pmen
t and
impl
emen
tatio
n of
vi
able
stra
tegi
es to
man
age
the
supp
ly p
ipel
ine
in th
e re
spec
tive
sect
or
2.1.
3 G
uide
lines
are
put
in p
lace
for m
anag
ing
the
supp
ly
of s
kills
inte
rnal
ly.
2.1
To p
rom
ote
effe
ctiv
e H
uman
Res
ourc
e Pl
anni
ng in
term
s of
sup
ply
of H
uman
R
esou
rces
to th
e Pu
blic
Ser
vice
R
atio
nale
: Th
e su
pply
of s
kills
sho
uld
be m
ore
dire
ctly
m
anag
ed s
o as
to e
nabl
e th
e P
ublic
Ser
vice
to
mai
ntai
n a
suffi
cien
t and
cap
able
ski
lls b
ase.
In
itiat
ives
and
agr
eem
ents
mus
t be
unde
rtake
n to
en
sure
the
avai
labi
lity
of ta
lent
to u
nder
take
the
resp
onsi
bilit
ies
of th
e re
spec
tive
depa
rtmen
ts.
Dep
artm
ents
mus
t com
pete
less
on
the
open
m
arke
t and
mus
t dev
elop
bot
h in
tern
al a
nd
exte
rnal
labo
ur m
arke
t env
ironm
ents
for t
he fl
ow
of s
kille
d em
ploy
ees
to fi
ll cr
itica
l pos
ition
s.
The
stra
tegi
c fo
cus
here
is th
e pr
omot
ion
of a
pr
oact
ive
and
inve
stm
ent a
ppro
ach
to tr
aini
ng in
th
e P
ublic
Ser
vice
. Th
is a
ppro
ach
mus
t ens
ure
the
prop
er m
anag
emen
t of s
kills
ava
ilabi
lity
and
the
ongo
ing
effo
rt to
mai
ntai
n an
ade
quat
e sk
ills
base
. 2.
1.4
Ser
vice
pro
vide
rs a
re re
crui
ted
to a
ssis
t in
skill
su
pply
man
agem
ent i
n th
e va
rious
sec
tors
of t
he P
ublic
S
ervi
ce
Perf
orm
ance
Indi
cato
rs:
• E
ach
depa
rtmen
t has
an
adeq
uate
stra
tegy
fo
r man
agin
g th
e su
pply
of i
ts s
carc
e an
d cr
itica
l ski
lls
• D
epar
tmen
ts in
the
resp
ectiv
e se
ctor
s ha
ve
no g
aps
in te
rms
of s
carc
e an
d cr
itica
l ski
lls
• D
epar
tmen
ts in
resp
ectiv
e se
ctor
s to
geth
er
with
the
rele
vant
SE
TA h
ave
colla
bora
tivel
y pr
oduc
ed a
stra
tegy
on
mai
ntai
ning
the
supp
ly p
ipel
ine
for r
elev
ant s
kills
in th
e S
ecto
r •
Eac
h de
partm
ent h
as re
leva
nt M
OU
s in
pl
ace
to m
anag
e th
e sk
ill s
uppl
y pi
pelin
e •
Wor
king
col
labo
rativ
ely
with
the
Nat
iona
l an
d P
rovi
ncia
l Edu
catio
n D
epar
tmen
ts ,
depa
rtmen
ts u
se s
choo
ls a
nd H
EIs
as
the
key
sour
ces
in b
uild
ing
a vi
able
sup
ply
pipe
line
• H
R p
lans
and
HR
D s
trate
gies
refle
ct
mea
sure
s fo
r man
agin
g th
e su
pply
of s
kills
In
tend
ed O
utco
mes
: H
RD
pra
ctiti
oner
s w
ill w
ork
colla
bora
tivel
y w
ith o
ther
func
tions
in th
e or
gani
zatio
n in
or
der t
o en
sure
a s
trate
gic
resp
onse
in
mai
ntai
ning
an
adeq
uate
leve
l of c
apab
le
staf
f. T
his
colla
bora
tion
will
be
refle
cted
in
HR
pla
ns.
2.
2.1
Stu
dies
are
con
duct
ed o
n sk
ills d
eman
d fo
r de
partm
ents
of G
over
nmen
t in
spec
ific
sect
ors
2.
2 To
pro
mot
e ef
fect
ive
Hum
an R
esou
rce
Plan
ning
in te
rms
of d
eman
d fo
r ski
lls a
nd
trai
ning
in P
ublic
Ser
vice
org
aniz
atio
ns
2.2.
2 E
ach
depa
rtmen
t pre
pare
s a
tabl
e an
d re
port
on
curr
ent a
nd p
roje
cted
dem
and
for s
kills
Perf
orm
ance
Indi
cato
rs:
• Tr
aini
ng n
eeds
ass
essm
ent i
s co
nduc
ted
on a
con
tinua
l bas
is
• S
kills
aud
its a
re c
ondu
cted
by
each
de
partm
ent a
s a
basi
s fo
r pla
nnin
g H
RD
•
Eac
h de
partm
ent h
as s
ucce
ssio
n pl
ans
for
key
post
s
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
5
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.
2.3
Eac
h de
partm
ent r
epor
ts a
nnua
lly o
n its
cap
acity
to
mee
t th
e de
man
ds fo
r crit
ical
ski
lls
2.2.
4 E
ach
com
pone
nt o
f the
dep
artm
ent m
aint
ains
, on
a ro
utin
e ba
sis,
the
train
ing
need
s of
its
empl
oyee
s
2.2.
5 S
kills
dem
and
cons
ider
atio
ns a
re a
ddre
ssed
in th
e H
R p
lan,
in th
e W
SP
and
in H
RD
Stra
tegy
doc
umen
ts
Rat
iona
le:
Trai
ning
in th
e P
ublic
Ser
vice
sho
uld
be d
eman
d-le
d so
that
ther
e co
uld
be th
e hi
ghes
t ret
urn
on
inve
stm
ent f
or tr
aini
ng.
Dem
and
led
train
ing
mea
ns th
at p
roce
sses
are
set
in p
lace
to
cont
inua
lly a
sses
s an
d re
spon
d to
ski
lls d
eman
d.
Ther
e w
ill b
e a
varie
ty o
f mea
sure
s fo
r re
spon
ding
. H
eret
ofor
e, m
any
depa
rtmen
ts h
ave
not t
aken
form
al m
easu
res
to m
onito
r ski
lls
dem
ands
, and
mea
sure
s to
ens
ure
the
prop
er
allo
catio
n an
d us
e of
hum
an re
sour
ces.
In
som
e de
partm
ents
the
tale
nt is
in th
e or
gani
zatio
n bu
t is
not l
ocat
ed in
the
corr
ect j
ob a
ssig
nmen
t. A
vaila
ble
tech
nolo
gies
mus
t be
appl
ied
to a
sses
s de
man
d on
an
ongo
ing
basi
s. T
his
proc
ess
mus
t be
a m
ulti-
met
hod
proc
ess
to e
nsur
e th
e ac
cura
cy
of th
e da
ta o
utco
mes
. To
the
exte
nt p
ossi
ble
all
depa
rtmen
ts c
ould
em
bark
on
a si
mila
r pro
cess
w
hile
gen
erat
ing
a un
iform
set
of i
nfor
mat
ion
that
co
uld
be a
ggre
gate
d by
var
ious
sec
tors
. Th
e st
rate
gic
focu
s he
re is
on
an in
vest
men
t or
ient
atio
n to
trai
ning
whe
re th
e hi
ghes
t ben
efit
is
accr
ued
with
the
leas
t and
mos
t via
ble
inve
stm
ents
in tr
aini
ng.
2.2.
6 A
han
dboo
k fo
r ski
lls d
eman
d as
sess
men
t and
m
anag
emen
t is
deve
lope
d an
d th
e re
spec
tive
SE
TA
assi
sts
depa
rtmen
ts in
man
agin
g sk
ills
dem
and
in li
ne
with
sec
tor s
kills
pla
ns.
• S
tudi
es a
re c
ondu
cted
to d
eter
min
e th
e sk
ills
need
s of
eac
h se
ctor
•
Nat
iona
l dep
artm
ents
pre
pare
repo
rts o
n th
e de
man
d fo
r ski
lls in
thei
r res
pect
ive
sect
ors
• H
R p
lans
and
HR
D s
trate
gies
refle
ct
mea
sure
s fo
r mee
ting
skills
dem
ands
In
tend
ed O
utco
mes
: •
All
HR
D a
ctiv
ities
will
be b
ased
on
obje
ctiv
e cr
iteria
in o
rder
to e
nsur
e th
at h
uman
re
sour
ces
are
effe
ctiv
ely
and
effic
ient
ly
train
ed a
nd u
tiliz
ed.
2.3.
1 M
anag
emen
t pol
icie
s fo
r ret
entio
n an
d sc
arce
ski
lls
deve
lope
d
2.3.
2 W
orks
hops
hel
d in
eac
h se
ctor
on
the
man
agem
ent
and
rete
ntio
n of
sca
rce
skill
s
2.3
To p
rom
ote
syst
ems
for m
anag
ing
the
skill
s su
pply
pip
elin
e an
d fo
r ret
entio
n an
d sc
arce
ski
lls m
anag
emen
t in
orde
r to
sust
ain
capa
city
in th
e Pu
blic
Ser
vice
R
atio
nale
: D
epar
tmen
ts m
ust f
ind
way
s to
ens
ure
a co
nsta
nt
supp
ly o
f hig
h qu
ality
ski
lls fo
r the
ir op
erat
ions
. R
ecru
itmen
t on
the
open
mar
ket h
as b
ecom
e le
ss
and
less
via
ble
for s
ome
occu
patio
ns.
In o
rder
to
prom
ote
skill
s re
tent
ion
and
mai
ntai
n sc
arce
ski
lls,
2.3.
3 A
nnua
l rep
orts
are
pre
pare
d by
eac
h de
partm
ent o
n th
e re
tent
ion
and
man
agem
ent o
f sca
rce
skill
s
Perf
orm
ance
Indi
cato
rs:
• A
ll de
partm
ents
hav
e a
skill
s re
tent
ion
and
scar
ce s
kills
pla
n –
even
as
part
of a
n H
RD
S
trate
gy.
• A
ll de
partm
ents
in th
e re
spec
tive
sect
ors
are
fully
cap
acita
ted
with
the
rele
vant
sc
arce
ski
lls
• A
ll de
partm
ents
hav
e ag
reem
ents
and
pr
oces
ses
in p
lace
to m
anag
e th
e su
pply
of
skill
s •
Ther
e is
a h
ighe
r ret
entio
n ra
te in
de
partm
ents
in th
e le
ader
ship
cad
re a
nd in
ar
eas
of s
carc
e sk
ills
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
6
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
po
licie
s m
ust b
e pu
t in
plac
e, a
nd m
onito
ring
syst
ems
and
proc
esse
s m
ust b
e es
tabl
ishe
d. T
he
stra
tegi
c fo
cus
here
is p
roac
tive
enga
gem
ent t
o pr
otec
t inv
estm
ents
in tr
aini
ng.
But
sca
rce
skill
s m
anag
emen
t and
rete
ntio
n of
em
ploy
ees
is a
co
mpl
ex u
nder
taki
ng.
Effo
rts a
nd s
trate
gies
mus
t be
inte
grat
ed s
o th
at th
e ke
y is
sues
for a
ttriti
on o
f ta
lent
in th
e or
gani
zatio
n m
ust b
e ad
dres
sed.
As
a re
sult,
com
pens
atio
n pl
anni
ng, H
RD
, em
ploy
men
t con
ditio
ns in
term
s of
reso
urce
s an
d fa
cilit
ies,
and
lead
ersh
ip e
ffect
iven
ess
are
all
area
s w
hich
mus
t rec
eive
atte
ntio
n.
2.3.
4 A
gree
men
ts a
nd s
yste
ms
deve
lope
d to
man
age
the
supp
ly o
f ski
lls
In
tend
ed O
utco
mes
: •
Mor
e co
st e
ffect
ive,
resp
onsi
ve a
nd
rele
vant
HR
D in
terv
entio
ns a
s a
resu
lt of
th
e us
e of
Info
rmat
ion
Sys
tem
s •
Mor
e ac
cura
te re
porti
ng in
ann
ual t
rain
ing
repo
rts
• G
reat
er c
onte
xtua
l aw
aren
ess
amon
g H
RD
pr
actit
ione
rs
2.4.
1 H
RM
IS is
est
ablis
hed
in e
ach
depa
rtmen
t with
co
mpo
nent
s th
at a
re a
dequ
ate
for p
lann
ing
and
repo
rting
in
HR
D
2.4.
2 G
uide
lines
and
a h
andb
ook
are
deve
lope
d on
the
man
agem
ent a
nd u
se o
f HR
MIS
2.4.
3 T
rain
ing
is p
rovi
ded
on th
e us
e of
HR
MIS
in th
e pr
epar
atio
n of
ann
ual t
rain
ing
repo
rts
2.4.
4 E
nsur
e ef
fect
ive
qual
ity m
anag
emen
t sys
tem
for
repo
rting
in th
e P
ublic
Ser
vice
2.4.
5 T
he im
pact
of t
rain
ing
on th
e pe
rform
ance
of
depa
rtmen
ts a
nd o
n th
e ov
eral
l per
form
ance
of t
he P
ublic
S
ecto
r is
asse
ssed
ann
ually
2.4.
6 H
andb
ook
on k
now
ledg
e m
anag
emen
t for
D
epar
tmen
ts is
dev
elop
ed
2.4
To p
rom
ote
the
esta
blis
hmen
t of s
yste
ms
and
proc
esse
s fo
r the
acq
uisi
tion
and
man
agem
ent o
f kno
wle
dge
and
info
rmat
ion
in
supp
ort o
f HR
D in
the
Publ
ic S
ervi
ce.
Rat
iona
le:
Dat
a an
d da
ta m
anag
emen
t sys
tem
s ar
e im
porta
nt fo
r man
agem
ent a
nd re
porti
ng in
HR
D.
Mea
sure
s m
ust b
e pu
t in
plac
e to
mon
itor,
eval
uate
and
repo
rt on
ach
ieve
men
ts in
HR
D.
This
is e
spec
ially
impo
rtant
in li
ght o
f the
pla
nnin
g an
d ac
coun
tabi
lity
syst
ems
whi
ch h
ave
been
re
cent
ly e
stab
lishe
d in
Gov
ernm
ent.
The
stra
tegi
c fo
cus
here
is n
ot o
nly
acco
unta
bilit
y pr
omot
ion,
but
als
o th
e pr
omot
ion
of o
vera
ll aw
aren
ess
of H
RD
ope
ratio
ns.
But
info
rmat
ion
syst
ems
mus
t be
dist
ingu
ishe
d fro
m k
now
ledg
e m
anag
emen
t. W
hile
one
pro
duce
s da
ta o
n op
erat
ions
and
atta
inm
ent,
the
othe
r see
ks to
pr
omot
e le
arni
ng a
nd fo
ster
org
aniz
atio
nal
deve
lopm
ent t
hrou
gh h
ow k
now
ledg
e is
mad
e av
aila
ble,
man
aged
and
use
d fo
r the
wel
fare
of
indi
vidu
als
and
the
orga
niza
tion.
The
stra
tegi
c fo
cus
here
, the
refo
re, i
s al
so th
at o
f gro
omin
g 2.
4.7
Rep
orts
are
pro
duce
d on
atta
inm
ents
in re
spec
t to
know
ledg
e m
anag
emen
t
Perf
orm
ance
Indi
cato
rs:
• A
ll de
partm
ents
use
HR
MIS
in m
anag
ing
data
on
HR
D
• A
ll de
partm
ents
hav
e un
derta
ken
effo
rts to
gr
oom
and
man
age
a le
arni
ng c
ultu
re
• A
ll de
partm
ents
hav
e kn
owle
dge
man
agem
ent p
lans
and
stra
tegi
es
• M
ore
evid
ence
is a
vaila
ble
that
the
wor
kpla
ce is
a d
ynam
ic le
arni
ng
envi
ronm
ent f
or e
mpl
oyee
s •
HR
D s
trate
gies
and
repo
rts re
flect
thei
r ef
forts
and
ach
ieve
men
ts in
resp
ect t
o kn
owle
dge
man
agem
ent
Inte
nded
Out
com
es:
• Tr
aini
ng th
at is
mor
e re
leva
nt to
the
need
s of
the
orga
niza
tion
• H
ighe
r im
pact
of t
rain
ing
on p
erfo
rman
ce
• B
ette
r col
labo
ratio
n be
twee
n H
RD
and
P
MD
S
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
7
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
vi
bran
t cul
ture
s of
lear
ning
with
in th
e or
gani
zatio
n.
2.5.
1 S
uppo
rt is
pro
vide
d to
dep
artm
ents
in th
e ap
plic
atio
n an
d us
e of
PM
DS
2.5.
2 S
uppo
rt is
pro
vide
d to
dep
artm
ents
in th
e as
sess
men
t and
repo
rting
of s
ervi
ce d
eliv
ery
perfo
rman
ce
2.5
To s
tren
gthe
n st
ruct
ures
, sys
tem
s an
d pr
oces
ses
for p
erfo
rman
ce m
anag
emen
t and
de
velo
pmen
t in
the
Publ
ic S
ervi
ce
Rat
iona
le:
PM
DS
is th
e ke
y to
enh
ance
d pe
rform
ance
in th
e P
ublic
Ser
vice
. It
is th
e fra
mew
ork
upon
whi
ch a
ll pe
rform
ance
and
pro
mot
ion
initi
ativ
es a
re
man
aged
. H
RD
is c
ritic
al in
the
PM
DS
cyc
le
beca
use
it co
nstit
utes
the
“D” i
n P
MD
S.
In m
ost
case
s P
MD
S a
nd H
RD
are
del
inke
d. M
easu
res
mus
t be
take
n to
ens
ure
that
the
PM
DS
sys
tem
w
orks
and
to e
nsur
e th
at th
e “d
evel
opm
ent”
dim
ensi
on is
at t
he c
ore
of p
erfo
rman
ce
man
agem
ent.
The
stra
tegi
c fo
cus
here
is to
elim
inat
e fra
gmen
tatio
n an
d co
mpa
rtmen
taliz
atio
n in
HR
re
late
d in
itiat
ives
. B
ut th
e fo
cus
is a
lso
on li
nkin
g tra
inin
g to
per
form
ance
out
com
es, a
nd e
nsur
ing
that
trai
ning
inte
rven
tions
are
wel
l con
side
red
and
prop
erly
inte
grat
ed w
ith th
e pe
rform
ance
re
quire
men
ts o
f the
wor
kpla
ce.
2.5.
3 C
riter
ia e
stab
lishe
d fo
r the
ser
vice
del
iver
y pe
rform
ance
of e
ach
SM
S in
the
resp
ectiv
e de
partm
ents
an
d th
ese
are
refle
cted
as
mea
sura
ble
obje
ctiv
es in
an
nual
per
form
ance
pla
ns a
nd o
pera
tiona
l pla
ns o
f di
rect
orat
es.
Perf
orm
ance
Indi
cato
rs:
• A
ll de
partm
ents
effe
ctiv
ely
appl
y P
MD
S
• A
ll em
ploy
ees
in G
over
nmen
t hav
e P
DP
s al
igne
d w
ith o
rgan
izat
iona
l prio
ritie
s •
The
PD
Ps
of e
mpl
oyee
s ar
e ac
hiev
ed e
ach
year
•
All
empl
oyee
s ha
ve p
erfo
rman
ce c
ontra
cts
base
d on
the
stra
tegi
c ob
ject
ives
of t
he
resp
ectiv
e de
partm
ent
Inte
nded
Out
com
es:
The
adop
tion
of o
rgan
izat
iona
l stru
ctur
es a
nd
the
prom
otio
n of
org
aniz
atio
nal p
roce
sses
w
hich
fost
er th
e lin
kage
s be
twee
n al
l or
gani
zatio
nal c
ompo
nent
s th
at re
late
to th
e H
RD
func
tion.
2.6.
1 P
olic
ies
and
guid
elin
es d
evel
oped
on
the
use
of
skill
s le
vy fu
nds
by D
epar
tmen
ts
2.
6 To
ens
ure
adeq
uate
ava
ilabi
lity
and
use
of
phys
ical
, fin
anci
al a
nd h
uman
reso
urce
s an
d fa
cilit
ies
Rat
iona
le:
Reg
ardl
ess
of th
e am
ount
of t
rain
ing
prov
ided
, pe
rform
ance
will
not i
mpr
ove
until
and
unl
ess
2.6.
2 A
nnua
l rep
orts
are
pre
pare
d by
dep
artm
ents
on
the
use
of s
kills
levy
fund
ing
Perf
orm
ance
Indi
cato
rs:
• A
ll H
RD
pra
ctiti
oner
s ha
ve v
iabl
e jo
b de
scrip
tions
with
per
form
ance
sta
ndar
ds
and
indi
cato
rs
• S
kills
dev
elop
men
t fun
ds a
re fu
lly u
sed
for
train
ing
purp
oses
•
Trai
ning
in th
e de
partm
ents
is c
onsi
sten
t
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
8
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
pe
ople
are
pro
vide
d w
ith th
e co
rrec
t res
ourc
es
and
faci
litie
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s. I
n m
any
area
s of
Gov
ernm
ent p
eopl
e ar
e no
t pr
ovid
ed w
ith th
e co
rrec
t too
ls to
und
erta
ke th
eir
resp
onsi
bilit
ies.
The
re m
ust b
e on
goin
g as
sess
men
t of t
he fe
asib
ility
of a
pplic
atio
n of
the
cont
ent l
earn
ed in
the
actu
al ta
sks
to b
e pe
rform
ed o
n th
e jo
b.
The
stra
tegi
c fo
cus
here
is th
e pr
omot
ion
of th
e lin
k be
twee
n tra
inin
g an
d pe
rform
ance
in a
n ef
fort
to e
nsur
e th
e at
tain
men
t of t
he w
ork
outc
omes
de
sire
d fro
m th
e en
gage
men
t in
train
ing.
HR
D is
th
e ve
hicl
e be
twee
n st
ruct
ures
, sys
tem
s an
d im
prov
ed p
erfo
rman
ce.
2.6.
3 S
uppo
rt is
giv
en to
dep
artm
ents
on
HR
pla
nnin
g an
d th
e st
rate
gic
use
of H
RD
to e
nhan
ce p
erfo
rman
ce
w
ith s
trate
gic
prio
ritie
s an
d sc
arce
ski
lls
requ
irem
ents
•
All
depa
rtmen
ts h
ave
HR
pla
ns a
nd H
RD
st
rate
gies
•
Pol
icie
s an
d st
ruct
ures
are
in p
lace
to
mon
itor e
xpen
ditu
res
in tr
aini
ng a
nd
mea
sure
the
impa
ct o
f tra
inin
g In
tend
ed O
utco
mes
: Th
e en
hanc
ed a
vaila
bilit
y an
d m
ore
effe
ctiv
e us
e of
reso
urce
s fo
r tra
inin
g as
wel
l as
for
unde
rtaki
ng re
spon
sibi
litie
s
2.7.
1 G
uide
lines
on
care
er m
anag
emen
t of e
mpl
oyee
s ar
e in
pla
ce
2.7.
2 H
andb
ooks
and
ope
ratio
nal d
ocum
ents
are
in p
lace
fo
r car
eer p
lann
ing
and
man
agem
ent
2.7
To g
room
and
fost
er in
-hou
se c
apac
ity
thro
ugh
effe
ctiv
e ca
reer
pla
nnin
g an
d ta
lent
m
anag
emen
t in
depa
rtm
ents
of G
over
nmen
t R
atio
nale
: D
epar
tmen
ts d
o no
t app
ly a
long
term
per
spec
tive
to th
e de
velo
pmen
t of t
heir
empl
oyee
s. A
s a
resu
lt, th
ere
is a
hig
h m
obili
ty o
f tal
ent i
n th
e P
ublic
Ser
vice
, and
ther
e is
an
inab
ility
to
effe
ctiv
ely
utili
ze a
nd p
rope
rly m
anag
e av
aila
ble
hum
an re
sour
ces.
In
som
e ca
ses,
the
desi
red
tale
nt o
r ski
lls a
re a
vaila
ble
in th
e or
gani
zatio
n bu
t ar
e in
corr
ectly
pla
ced.
Th
e st
rate
gic
focu
s he
re is
on
mai
ntai
ning
co
nsta
ncy
in th
e su
pply
of s
kills
by
groo
min
g an
d pr
omot
ing
tale
nt in
tern
ally
. B
uild
ing
a ta
lent
ed
and
com
mitt
ed w
orkf
orce
will
dep
end
partl
y on
the
man
ner i
n w
hich
car
eers
are
man
aged
and
the
degr
ee to
whi
ch o
ppor
tuni
ties
are
prov
ided
for
pers
onal
and
pro
fess
iona
l gro
wth
, and
for
prom
otio
n to
pos
ition
s to
whi
ch e
mpl
oyee
s as
pire
.
2.7.
3 M
anag
ers
are
train
ed in
car
eer p
lann
ing
and
man
agem
ent o
f the
ir st
aff
Perf
orm
ance
Indi
cato
rs:
• E
ach
empl
oyee
has
a lo
ng te
rm P
DP
and
ca
reer
pla
n •
Eac
h de
partm
ent h
as a
faci
lity
for c
aree
r co
unse
lling
and
sup
port
• E
ach
depa
rtmen
t has
a p
roce
ss to
man
age
succ
essi
on p
lann
ing
• D
epar
tmen
ts h
ave
acce
lera
ted
lead
ersh
ip
prog
ram
mes
•
Car
eer p
lann
ing
is u
sed
as o
ne o
f the
m
easu
res
for t
he re
tent
ion
of ta
lent
•
Low
turn
over
of S
MS
sta
ff In
tend
ed O
utco
mes
: •
Car
eer p
lann
ing
and
supp
ort s
ervi
ces
to
each
em
ploy
ee
• H
ighe
r ret
entio
n in
org
aniz
atio
ns
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 18
9
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.
8.1
Mob
ilize
man
ager
s th
roug
h H
RD
S c
omm
unic
atio
n st
rate
gy
2.8.
2 P
lan
and
deliv
er w
orks
hops
and
sup
port
on H
RD
fo
r mee
ting
stra
tegi
c pr
iorit
ies
2.8.
3 E
nsur
e th
e st
rate
gic
loca
tion
of H
RD
uni
ts s
o th
at
HR
DS
is im
plem
ente
d
2.8.
4 D
evel
op H
RS
& P
mod
ule
2.8
To e
ffect
ivel
y m
obili
se th
e su
ppor
t of a
ll m
anag
ers
in th
e st
rate
gic
appl
icat
ion
of H
RD
R
atio
nale
: Th
ere
is a
n ov
eral
l sen
se in
the
Pub
lic S
ervi
ce
that
sen
ior m
anag
ers
do n
ot fu
lly p
rom
ote,
sup
port
and
use
the
stra
tegi
c po
tent
ial o
f HR
D to
pro
mot
e ef
fect
ive
perfo
rman
ce a
nd e
nhan
ce s
ervi
ce
deliv
ery.
Thi
s co
uld
be a
chie
ved
by m
obili
zing
an
d tra
inin
g m
anag
ers
in th
e st
rate
gic
use
of
HR
D.
This
is e
spec
ially
per
tinen
t to
line
man
ager
s in
mee
ting
thei
r HR
D re
spon
sibi
litie
s to
thos
e th
ey
supe
rvis
e.
Her
e ag
ain,
the
stra
tegi
c fo
cus
is o
n th
e pr
oper
lo
catio
n an
d us
e of
HR
D to
acc
rue
bene
fits
to th
e or
gani
zatio
n.
2.8.
5 S
MS
hav
e H
R s
trate
gies
for t
heir
com
pone
nts
and
are
succ
essf
ul in
impl
emen
ting
thes
e.
Perf
orm
ance
Indi
cato
rs:
• S
trate
gic
plan
s of
dep
artm
ents
doc
umen
t th
e H
RD
impl
icat
ions
of s
trate
gic
prio
ritie
s •
Dep
artm
enta
l vis
ion
craf
ting
for H
RD
is
used
in a
ll de
partm
ents
as
a ve
hicl
e to
m
obili
se m
anag
ers
• P
erce
ntag
e of
mid
dle
and
SM
S M
anag
ers
do H
RD
mod
ule
• A
ll S
MS
man
ager
s ha
ve e
ffect
ive
HR
sy
stem
s an
d pr
oces
ses
in th
eir r
espe
ctiv
e co
mpo
nent
s In
tend
ed O
utco
mes
: •
Stra
tegi
c in
tegr
atio
n of
HR
D in
to th
e ke
y in
itiat
ives
of D
epar
tmen
ts
• M
ore
effe
ctiv
e al
loca
tion
and
use
of
reso
urce
s in
HR
D
2.
9.1
A c
ompr
ehen
sive
set
of w
orkp
lace
pol
icie
s fo
r em
ploy
ee h
ealth
and
wel
lnes
s is
dev
elop
ed, d
isse
min
ated
an
d w
orks
hopp
ed
2.9.
2 F
acili
ties
are
put i
n pl
ace
for e
mpl
oyee
sup
port
2.9.
3 P
olic
ies,
stru
ctur
es a
nd b
usin
ess
proc
esse
s ar
e pu
t in
pla
ce to
link
HR
D w
ith th
e co
unse
lling
and
sup
port
faci
litie
s at
the
wor
kpla
ce
2.9
To
effe
ctiv
ely
man
age
empl
oyee
hea
lth
and
wel
lnes
s R
atio
nale
: H
RD
mus
t be
conc
erne
d w
ith th
e in
divi
dual
as
a w
hole
. Te
chni
cal c
apac
ities
can
not b
e su
cces
sful
ly a
pplie
d if
the
gene
ral w
elln
ess
of
empl
oyee
s is
thre
aten
ed.
Ther
e ar
e a
varie
ty o
f w
orkp
lace
thre
ats
whi
ch c
ould
lim
it pe
rform
ance
an
d pr
oduc
tivity
. P
olic
ies
and
faci
litie
s fo
r ad
dres
sing
thes
e po
tent
ial t
hrea
ts m
ust b
e w
ithin
th
e ne
xus
of a
utho
rity
of th
e H
RD
func
tion
eith
er
thro
ugh
dire
ct a
utho
rity,
or t
hrou
gh s
trong
and
vi
able
col
labo
rativ
e tie
s.
The
stra
tegi
c fo
cus
here
is th
e ne
ed fo
r a h
olis
tic
view
of i
ndiv
idua
ls in
ord
er to
effe
ctiv
ely
man
age
deve
lopm
ent a
nd p
erfo
rman
ce.
2.9.
4 C
ouns
ellin
g an
d su
ppor
t fac
ilitie
s at
the
wor
kpla
ce
are
linke
d to
com
pete
ncy
asse
ssm
ent c
entre
s an
d to
P
MD
S p
roce
sses
Perf
orm
ance
Indi
cato
rs:
• P
olic
ies
are
in p
lace
and
impl
emen
ted
to
seek
the
inte
rest
of t
hose
infe
cted
and
af
fect
ed b
y H
IV a
nd A
IDS
•
All
Dep
artm
ents
hav
e po
licie
s re
gard
ing
viol
ence
and
abu
sive
beh
avio
ur in
the
wor
kpla
ce
• A
ll D
epar
tmen
ts m
eet r
equi
rem
ents
for
occu
patio
nal h
ealth
and
saf
ety
of
empl
oyee
s •
All
empl
oyee
s ha
ve fa
cilit
ies
avai
labl
e fo
r co
unse
lling
and
for p
erso
nal a
nd
prof
essi
onal
sup
port
Inte
nded
Out
com
es:
Col
labo
rativ
e pl
anni
ng b
etw
een
all H
R
func
tions
to e
nsur
e th
at is
sues
rela
ted
to
heal
th a
nd w
elln
ess
do n
ot u
nder
min
e ov
eral
l pe
rform
ance
and
ser
vice
del
iver
y
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
0
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TW
O
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
2: T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.
10.1
Gui
delin
es o
n th
e st
ruct
ure
and
resp
onsi
bilit
ies
of
HR
D p
ublis
hed
2.10
.2 E
xecu
tive
man
ager
s at
tend
wor
ksho
ps o
n th
e st
ruct
ure,
loca
tion
and
use
of H
RD
2.10
To
sup
port
Pub
lic S
ervi
ce d
epar
tmen
ts
in a
dopt
ing
appr
opria
te s
truc
ture
s an
d pr
oces
ses
for r
ealis
ing
an e
ffect
ive
and
effic
ient
HR
D
Rat
iona
le:
Org
aniz
atio
nal s
truct
ures
for H
RD
in th
e P
ublic
S
ervi
ce v
ary.
The
cap
acity
of s
ome
depa
rtmen
ts
to p
erfo
rm is
lim
ited
by th
e in
appr
opria
tene
ss o
f th
eir s
truct
ural
arr
ange
men
ts.
If th
ere
mus
t be
cont
inua
l dev
elop
men
t in
HR
D, t
hen
stru
ctur
es
mus
t ser
ve th
e pu
rpos
es in
tend
ed.
Sup
port
and
lead
ersh
ip a
re n
eede
d in
this
rega
rd s
o th
at H
RD
ta
kes
its ri
ghtfu
l pla
ce in
org
aniz
atio
ns in
line
with
th
e na
tiona
l age
nda
and
prom
otin
g sk
ills
deve
lopm
ent a
nd d
evel
opin
g th
e ca
paci
ty o
f the
S
tate
. Th
e fo
cus
here
is s
trate
gica
lly p
ositi
onin
g H
RD
to
enha
nce
the
perfo
rman
ce o
f pub
lic o
rgan
izat
ions
.
2.10
.3 C
omm
unic
atio
n st
rate
gy u
nder
take
n on
the
stru
ctur
e an
d st
rate
gic
role
of H
RD
in p
ublic
org
aniz
atio
ns
Perf
orm
ance
Indi
cato
rs:
• A
ll de
partm
ents
hav
e H
RD
func
tions
that
ar
e ef
fect
ivel
y lo
cate
d •
Stra
tegi
c ro
le o
f HR
D is
enh
ance
d •
Incr
ease
in th
e co
ntrib
utio
n of
HR
D to
the
desi
red
perfo
rman
ce o
utco
mes
of t
he
orga
niza
tion
Inte
nded
Out
com
es:
• G
uide
lines
pro
vide
d on
the
orga
niza
tion
and
staf
fing
of H
RD
func
tions
•
HR
D fu
nctio
ns in
Dep
artm
ents
are
mor
e id
eally
pla
ced
and
stru
ctur
ed to
impa
ct o
n or
gani
zatio
nal p
erfo
rman
ce
2.11
.1 G
uide
lines
dev
elop
ed o
n th
e pl
an in
tegr
atio
n fo
r H
RD
2.11
.2 T
rain
ing
initi
ativ
es a
re u
nder
take
n on
pla
n in
tegr
atio
n fo
r HR
D
2.11
To
ensu
re th
at p
olic
ies,
pla
ns a
nd
stra
tegi
c do
cum
ents
on
HR
D a
re a
ppro
pria
tely
in
tegr
ated
with
and
alig
ned
to o
ther
rele
vant
pl
ans,
prio
ritie
s an
d st
rate
gies
of G
over
nmen
t R
atio
nale
: H
RD
pla
ns a
nd s
trate
gies
can
not o
pera
te in
is
olat
ion
of th
e la
rger
Pub
lic S
ervi
ce a
gend
a, a
nd
mus
t tak
e co
gniz
ance
of t
he n
atio
nal p
olic
y ag
enda
for t
rans
form
atio
n an
d de
velo
pmen
t.
Her
etof
ore
plan
s an
d st
rate
gies
hav
e no
t bee
n pr
oper
ly a
ligne
d, a
nd th
e P
ublic
Ser
vice
has
not
be
en a
ble
to a
ccru
e fu
ll be
nefit
from
a m
ore
coor
dina
ted
and
cohe
sive
app
roac
h. T
he fo
cus
here
is to
min
imis
e fra
gmen
tatio
n an
d pr
omot
e co
ntin
uity
in a
ddre
ssin
g cr
itica
l dev
elop
men
t pr
iorit
ies.
2.11
.3 A
mon
itorin
g st
ruct
ure
is e
stab
lishe
d to
ass
ess
the
degr
ee to
whi
ch p
lans
and
stra
tegi
es h
ave
been
alig
ned
with
the
broa
der a
gend
a of
Gov
ernm
ent
Perf
orm
ance
Indi
cato
rs:
• H
RD
stra
tegi
es re
flect
aw
aren
ess
of
stra
tegi
c pr
iorit
ies
of d
epar
tmen
ts a
nd
grow
th a
nd d
evel
opm
ent p
riorit
ies
of
prov
ince
s •
All
depa
rtmen
ts p
lay
a ro
le in
add
ress
ing
the
stra
tegi
c pr
iorit
ies
of th
e na
tion
and
thei
r pro
vinc
es in
are
as o
f cor
e re
spon
sibi
litie
s an
d in
are
as w
here
they
ha
ve c
apac
ity a
nd s
trate
gic
loca
tion
Inte
nded
Out
com
es:
• G
uide
lines
on
plan
s an
d st
rate
gy
deve
lopm
ent f
or H
RD
at a
ll le
vels
•
Inte
grat
ed p
lans
and
stra
tegi
es fo
r HR
D in
al
l Dep
artm
ents
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
1
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TH
REE
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
3:
To e
nsur
e th
at H
RD
in th
e Pu
blic
Ser
vice
is e
ffect
ivel
y go
vern
ed in
ord
er to
pro
mot
e ef
fect
ive
impl
emen
tatio
n of
the
stra
tegy
3.1.
1 G
uide
lines
dev
elop
ed fo
r sca
rce
skill
s m
anag
emen
t to
ass
ist a
nd s
uppo
rt pr
actit
ione
rs in
the
impl
emen
tatio
n of
HR
D p
riorit
ies
3.1.
2 G
uide
lines
dev
elop
ed fo
r ski
lls a
udits
to a
ssis
t and
su
ppor
t pra
ctiti
oner
s in
the
impl
emen
tatio
n of
HR
D
prio
ritie
s
3.1.
3 W
orks
hops
dev
elop
ed fo
r ski
lls a
udits
to a
ssis
t and
su
ppor
t pra
ctiti
oner
s in
the
impl
emen
tatio
n of
HR
D
prio
ritie
s
3.1
To e
nsur
e th
at p
olic
y an
d pl
anni
ng
fram
ewor
ks a
nd g
uide
lines
are
ava
ilabl
e to
as
sist
and
sup
port
pra
ctiti
oner
s in
the
im
plem
enta
tion
of H
RD
prio
ritie
s R
atio
nale
: O
ne o
f the
role
s in
the
gove
rnan
ce o
f the
stra
tegy
is
to fi
ll th
e ga
ps in
pol
icy
thro
ugh
the
prom
ulga
tion
of g
uide
lines
for t
he v
ario
us
initi
ativ
es th
at a
re p
rom
oted
in th
e st
rate
gic
fram
ewor
k. T
his
is o
ne m
easu
re fo
r mob
ilizi
ng
supp
ort a
nd fa
cilit
atin
g im
plem
enta
tion.
Th
e fo
cus
here
is o
n im
plem
enta
tion
man
agem
ent
and
initi
ativ
es to
ena
ble
depa
rtmen
ts th
e op
portu
nity
for s
ucce
ss.
The
focu
s is
als
o on
fil
ling
polic
y ga
ps s
o as
to e
nabl
e po
licy
refin
emen
t and
effe
ctiv
e po
licy
guid
ance
and
su
ppor
t in
HR
D
3.1.
4 W
orks
hops
des
igne
d an
d co
nduc
ted
in
colla
bora
tion
with
the
Pub
lic S
ervi
ce A
cade
my
to a
ssis
t an
d su
ppor
t pra
ctiti
oner
s in
the
impl
emen
tatio
n of
HR
D
prio
ritie
s
Perf
orm
ance
Indi
cato
rs:
• Fr
amew
orks
and
gui
delin
es a
re a
vaila
ble
for s
carc
e sk
ills
man
agem
ent;
rete
ntio
n po
licie
s; o
pera
tiona
l stru
ctur
es fo
r HR
D a
nd
cont
ribut
ing
to g
row
th a
nd d
evel
opm
ent
prog
ram
mes
•
Com
mon
met
hods
and
stra
tegi
es a
re
avai
labl
e fo
r ski
lls a
udits
, tra
inin
g ne
eds
asse
ssm
ent a
nd a
sses
sing
the
impa
ct o
f tra
inin
g on
org
aniz
atio
nal p
erfo
rman
ce
Inte
nded
Out
com
es:
Pol
icy
guid
elin
es a
re d
evel
oped
to p
rom
ote
and
guid
e th
e in
itiat
ives
that
are
und
erta
ken
in th
e H
RD
Stra
tegy
3.2.
1 M
&E
sys
tem
is d
evel
oped
3.2.
2 T
rain
ing
prov
ided
on
M&
E s
yste
m fo
r dep
artm
enta
l of
ficia
ls
3.2.
3 In
terv
entio
n st
rate
gies
are
dev
elop
ed to
sup
port
depa
rtmen
ts w
hich
face
cha
lleng
es
3.2
To e
nsur
e th
at H
RD
is e
ffect
ivel
y m
onito
red
and
eval
uate
d an
d th
at s
truc
ture
s an
d pr
oces
ses
are
set i
n pl
ace
to a
sses
s th
e im
pact
of a
ll in
vest
men
t in
trai
ning
R
atio
nale
: M
onito
ring
and
eval
uatio
n is
a m
eans
of e
nsur
ing
acco
unta
bilit
y an
d a
stra
tegy
for t
rack
ing
prog
ress
. Th
ere
mus
t be
cons
iste
ncy
in a
ppro
ache
s an
d th
ere
mus
t be
aven
ues
for p
rovi
ding
sup
port
whe
re c
halle
nges
are
bei
ng e
ncou
nter
ed.
Ther
e is
an
over
all c
once
rn re
gard
ing
the
exte
nt to
whi
ch
HR
D is
link
ed to
act
ual p
erfo
rman
ce o
utco
mes
. In
th
is re
gard
, it i
s ne
cess
ary
to tr
ack
the
impa
ct o
f tra
inin
g on
per
form
ance
and
ser
vice
del
iver
y. T
he
focu
s he
re is
on
ensu
ring
acco
unta
bilit
y in
go
vern
ance
and
on
prom
otin
g im
plem
enta
tion
succ
ess.
3.2.
4 M
echa
nism
put
in p
lace
to s
hare
less
ons
lear
nt a
nd
exem
plar
y pr
actic
e
Perf
orm
ance
Indi
cato
rs:
• A
n M
&E
sys
tem
is in
pla
ce fo
r HR
D in
the
Pub
lic S
ervi
ce
• A
sys
tem
is in
pla
ce fo
r ren
derin
g su
ppor
t an
d ta
king
cor
rect
ive
mea
sure
s as
a
com
pone
nt o
f the
M&
E s
yste
m
Inte
nded
Out
com
es:
• P
erfo
rman
ce a
nd s
ucce
ss in
dica
tors
will
be
clea
rly m
appe
d ou
t •
Cle
ar m
onito
ring
stra
tegy
will
be p
ut in
pl
ace
with
invo
lvem
ent a
t all
leve
ls o
f G
over
nmen
t •
Eva
luat
ion
repo
rts w
ill be
pre
pare
d an
d ci
rcul
ated
and
cor
rect
ive
supp
ort
mec
hani
sms
initi
ated
.
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
2
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TH
REE
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
3:
To e
nsur
e th
at H
RD
in th
e Pu
blic
Ser
vice
is e
ffect
ivel
y go
vern
ed in
ord
er to
pro
mot
e ef
fect
ive
impl
emen
tatio
n of
the
stra
tegy
3.3.
1 D
evel
op c
omm
unic
atio
n st
rate
gy
3.3.
2 D
efin
e co
mm
unic
atio
n re
spon
sibi
litie
s at
all
leve
ls
3.3.
3 R
un w
orks
hops
and
adv
ocac
y se
ssio
ns o
n st
rate
gy
3.3
To e
nsur
e th
at th
e pr
ovis
ions
of t
he H
RD
St
rate
gic
Fram
ewor
k ar
e pr
oper
ly
com
mun
icat
ed a
t all
leve
ls
Rat
iona
le:
The
first
pha
se o
f suc
cess
ful i
mpl
emen
tatio
n is
co
mm
unic
atio
n so
as
to e
nsur
e th
at a
ll is
aw
are
of
the
stra
tegy
and
that
all
are
clea
r on
its
expe
ctat
ions
. C
omm
unic
atio
n ca
n be
use
d as
a
tool
to a
chie
ve s
ever
al e
nds.
Thi
s in
clud
es
mob
ilizi
ng s
uppo
rt an
d ed
ucat
ing
offic
ials
. Th
e st
rate
gic
inte
nt h
ere
is n
ot li
mite
d to
co
mm
unic
atio
n, b
ut is
ext
ende
d to
the
prom
otio
n of
com
mitm
ent a
nd a
war
enes
s an
d ac
tion.
3.3.
4 A
sses
s th
e im
pact
of t
he c
omm
unic
atio
n st
rate
gy
on th
e im
plem
enta
tion
of th
e H
RD
stra
tegy
Perf
orm
ance
Indi
cato
rs:
• A
ll pu
blic
offi
cial
s ar
e aw
are
of th
e H
RD
st
rate
gy
• A
ll re
leva
nt s
take
hold
ers
have
con
tribu
ted
to th
e re
aliz
atio
n of
the
HR
D s
trate
gy
• Th
e st
atur
e an
d pr
iorit
y of
HR
D in
de
partm
ents
hav
e in
crea
sed
• H
RD
pra
ctiti
oner
s ta
ke a
n ac
tive
role
in
com
mun
icat
ing
and
advo
catin
g th
e H
RD
st
rate
gy
Inte
nded
out
com
es:
A c
omm
unic
atio
n st
rate
gy fo
r the
HR
D
stra
tegy
mus
t be
put i
n pl
ace
and
mus
t lea
d to
suc
cess
ful i
mpl
emen
tatio
n
3.4.
1 T
o es
tabl
ish
and
prom
ote
prof
essi
onal
bod
ies
or
coun
cils
by
occu
patio
nal c
lass
es to
pro
mot
e no
rms
and
stan
dard
s an
d pr
ofes
sion
al c
odes
of c
ondu
ct
3.4.
2 B
atho
Pel
e pe
rform
ance
indi
cato
rs a
re d
evel
oped
fo
r HR
D
3.4.
3 A
cod
e of
eth
ical
pra
ctic
e is
dev
elop
ed fo
r HR
D
prac
titio
ners
in a
con
sulta
tive
man
ner
3.4.
4 W
orks
hops
hel
d on
cod
e of
eth
ical
pra
ctic
e fo
r HR
D
3.4
To p
rom
ote
and
man
age
a co
de o
f eth
ical
co
nduc
t am
ong
HR
D p
ract
ition
ers
Rat
iona
le:
Sou
nd v
alue
s ar
e th
e ba
sis
of g
ood
prof
essi
onal
pr
actic
e. C
odes
of c
ondu
ct w
ill b
e pr
omul
gate
d as
a
basi
s fo
r ext
endi
ng B
atho
Pel
e in
to v
alue
st
ruct
ures
that
are
per
tinen
t to
HR
D p
ract
ition
ers.
In
this
resp
ect,
HR
D w
ill h
ave
a co
de o
f goo
d pr
actic
e fo
r its
pra
ctiti
oner
s.
The
focu
s he
re is
on
build
ing
stro
ng c
ultu
res
of
prof
essi
onal
pra
ctic
e in
HR
D s
o as
to c
reat
e a
soun
d fo
unda
tion
in o
rgan
izat
ions
for t
he
appl
icat
ion
of tr
aini
ng to
the
initi
ativ
es to
enh
ance
pe
rform
ance
and
impr
ove
serv
ice
deliv
ery.
3.4.
5 T
o en
sure
HR
D p
rofe
ssio
nals
join
rela
ted
HR
D
bodi
es w
hich
will
assi
st in
enh
anci
ng th
eir p
ract
ice
Perf
orm
ance
Indi
cato
rs:
• B
atho
Pel
e is
ope
ratio
naliz
ed fo
r HR
D
prac
tice
and
stan
dard
s ar
e in
pla
ce
• A
n H
RD
cod
e of
goo
d pr
actic
e is
wid
ely
avai
labl
e •
HR
D p
ract
ition
ers
abid
e by
a s
et c
ode
of
ethi
cs
Inte
nded
Out
com
es:
• Th
e av
aila
bilit
y of
nat
iona
l, pr
ovin
cial
and
w
orkp
lace
lear
ning
and
sup
port
netw
orks
w
here
HR
D p
rofe
ssio
nals
can
kee
p ab
reas
t of
dev
elop
men
ts a
nd s
olic
it su
ppor
t, w
hen
nece
ssar
y, in
ove
rcom
ing
hurd
les
they
may
en
coun
ter
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
3
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TH
REE
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
3:
To e
nsur
e th
at H
RD
in th
e Pu
blic
Ser
vice
is e
ffect
ivel
y go
vern
ed in
ord
er to
pro
mot
e ef
fect
ive
impl
emen
tatio
n of
the
stra
tegy
3.5.
1 D
evel
opm
ent o
f dat
abas
es a
nd c
lear
ing
hous
es fo
r sh
arin
g in
form
atio
n
3.5.
2 P
repa
ring
mat
eria
ls a
nd c
ondu
ctin
g w
orks
hops
on
the
deve
lopm
ent o
f lea
rnin
g ne
twor
ks
3.5.
3 M
akin
g m
ater
ials
for p
rofe
ssio
nal d
evel
opm
ent
mor
e av
aila
ble
and
acce
ssib
le a
t the
wor
kpla
ce
3.5
To
fost
er a
nd p
rom
ote
HR
lear
ning
ne
twor
ks in
cre
atin
g a
cultu
re o
f lea
rnin
g in
th
e pr
ofes
sion
R
atio
nale
: M
ore
oppo
rtuni
ties
mus
t be
mad
e av
aila
ble
to
ensu
re th
at p
ract
ition
ers
have
info
rmat
ion
and
supp
ort t
o m
anag
e ch
alle
nges
and
issu
es w
hich
ar
ise
at th
e w
orkp
lace
, and
to g
ener
ally
kee
p th
emse
lves
info
rmed
abo
ut m
atte
rs re
late
d to
thei
r pr
ofes
sion
. H
RD
pra
ctiti
oner
s ar
e ge
nera
lly
isol
ated
with
in th
eir r
espe
ctiv
e de
partm
ents
and
ha
ve to
dep
end
on th
eir o
wn
know
ledg
e an
d ex
perie
nce
to s
ucce
ed.
Thos
e w
ho d
o no
t hav
e th
e de
pth
of k
now
ledg
e m
ay fl
ound
er in
man
agin
g th
e is
sues
and
cha
lleng
es w
hich
nor
mal
ly a
rise.
Th
e st
rate
gic
inte
nt h
ere
is to
pro
vide
ong
oing
su
ppor
t to
enha
nce
perfo
rman
ce a
nd im
prov
e se
rvic
e de
liver
y.
3.5.
4 C
reat
ing
oppo
rtuni
ties,
sys
tem
s an
d pr
oces
ses
for
grea
ter s
harin
g of
kno
wle
dge
and
info
rmat
ion
and
grea
ter
colla
bora
tion
in c
onfro
ntin
g ch
alle
nges
and
sol
ving
pr
oble
ms
whi
ch a
rise
in H
RD
.
Per
form
ance
Indi
cato
rs:
• In
crea
sed
colla
bora
tion
betw
een
prof
essi
onal
s in
the
field
in p
rovi
ding
su
ppor
t to
colle
ague
s w
ho n
eed
assi
stan
ce.
• Th
e pa
rtici
patio
n of
a n
atio
nal c
adre
of
coac
hes
and
men
tors
who
und
erta
ke th
e re
spon
sibi
lity
to g
uide
, nur
ture
and
sup
port
HR
D p
ract
ition
ers
• Th
e av
aila
bilit
y of
upd
ated
refe
renc
e m
ater
ials
on
whi
ch in
form
atio
n an
d as
sist
ance
can
be
soug
ht o
n va
rious
topi
cs.
• Th
e in
crea
sed
appl
icat
ion
of te
chno
logy
in
the
oper
atio
n of
HR
D le
arni
ng n
etw
orks
•
Eac
h de
partm
ent h
as e
stab
lishe
d an
in
itiat
ive
(or u
nit)
for f
acili
tatin
g th
e op
erat
ion
of le
arni
ng n
etw
orks
In
tend
ed O
utco
mes
: In
crea
sed
colla
bora
tion
betw
een
prof
essi
onal
s; th
e pa
rtici
patio
n of
a n
atio
nal
cadr
e of
coa
ches
and
men
tors
to g
uide
, nu
rture
and
sup
port
HR
D p
ract
ition
ers
as w
ell
as a
vaila
bilit
y of
upd
ated
refe
renc
e m
ater
ials
.
3.6.
1 Id
entif
ying
and
ana
lyzi
ng th
e le
gal m
anda
tes
whi
ch
gove
rn th
e ac
tiviti
es o
f eac
h en
tity.
Not
e po
licy
prov
isio
ns, n
ote
gaps
and
ove
rlaps
.
3.6.
2 C
olla
bora
tion
betw
een
inst
itutio
ns to
dev
elop
cle
ar
and
artic
ulat
ed fr
amew
orks
of a
ctio
n.
3.6
Stre
ngth
enin
g an
d al
igni
ng g
over
nanc
e ro
les
in H
RD
R
atio
nale
: Th
e le
vel o
f int
er-in
stitu
tiona
l fra
gmen
tatio
n in
H
RD
has
cre
ated
gap
s, d
uplic
atio
ns, o
verla
ps a
nd
a va
riety
of d
isto
rtion
s in
del
iver
y. T
he p
rimar
y co
ncer
n he
re is
the
lack
of c
larit
y in
role
s an
d th
e in
abili
ty o
f som
e go
vern
men
t Dep
artm
ents
to
effe
ctiv
ely
unde
rtake
thei
r res
pons
ibili
ties.
The
re
is la
ck o
f con
tinui
ty in
fulfi
lling
obl
igat
ions
, and
la
ck o
f a c
lear
bas
is fo
r col
lect
ive
actio
n. T
he
stra
tegi
c fo
cus
here
is o
n ar
ticul
atio
n an
d
3.6.
3 P
ublic
atio
n of
doc
umen
ts w
hich
cla
rify
to th
e fie
ld
the
role
s an
d ob
ligat
ions
of e
ntiti
es in
resp
ect t
o H
R, a
nd
the
role
of d
epar
tmen
tal H
RD
com
pone
nts
in re
spec
t to
com
plia
nce.
Perf
orm
ance
Indi
cato
rs:
• Th
e ro
les
of S
ETA
s, S
AM
DI/P
SA
, DP
SA
, D
oL a
nd D
oE a
re c
lear
ly u
nder
stoo
d by
all
depa
rtmen
ts a
nd H
RD
pra
ctiti
oner
s •
Gap
s, d
uplic
atio
ns a
nd o
verla
ps b
etw
een
gove
rnan
ce a
genc
ies
are
min
imiz
ed s
o as
to
avo
id c
onfu
sion
and
und
er p
erfo
rman
ce
• In
ter-
gove
rnm
enta
l rol
es, i
nclu
ding
the
role
s of
diff
eren
t sph
eres
of g
over
nmen
t are
pr
oper
ly d
ocum
ente
d, u
nder
stoo
d,
com
mun
icat
ed a
nd e
xecu
ted.
•
The
esta
blis
hmen
t of a
Nat
iona
l Ste
erin
g C
omm
ittee
on
HR
D in
the
Pub
lic S
ervi
ce
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
4
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
TH
REE
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
3:
To e
nsur
e th
at H
RD
in th
e Pu
blic
Ser
vice
is e
ffect
ivel
y go
vern
ed in
ord
er to
pro
mot
e ef
fect
ive
impl
emen
tatio
n of
the
stra
tegy
co
ntin
uity
in ro
les,
pol
icy
prov
isio
ns a
nd
oper
atio
nal p
roce
sses
.
3.6.
4 T
he p
repa
ratio
n an
d ap
plic
atio
n (to
the
exte
nt
poss
ible
) of j
oint
repo
rting
form
ats
by d
iffer
ent
depa
rtmen
ts u
nder
taki
ng g
over
nanc
e re
spon
sibi
litie
s in
H
RD
In
tend
ed O
utco
mes
: Th
e ro
les
of S
ETA
s, S
AM
DI/P
SA
, DP
SA
, DoL
an
d D
oE a
re c
lear
ly u
nder
stoo
d by
all
depa
rtmen
ts a
nd H
RD
pra
ctiti
oner
s
3.7.
1 P
repa
ratio
n of
con
solid
ated
ann
ual t
rain
ing
repo
rts
for G
over
nmen
t dep
artm
ents
3.7.
2 P
repa
ratio
n of
Pub
lic S
ecto
r Wor
kpla
ce S
kills
Pla
n
3.7
Ful
l util
izat
ion
of th
e st
rate
gic
role
of
SETA
s in
cap
acity
dev
elop
men
t R
atio
nale
: Th
e S
ETA
s pl
ay a
crit
ical
role
in s
kills
de
velo
pmen
t in
the
Pub
lic S
ervi
ce.
Whi
le p
art o
f th
eir r
ole
is to
faci
litat
e ca
paci
ty d
evel
opm
ent,
a m
ajor
com
pone
nt o
f the
ir ro
le is
gov
erna
nce.
But
th
e go
vern
ance
exe
rcis
ed b
y th
e re
spec
tive
gove
rnm
ent S
ETA
s ha
s be
en d
isjo
inte
d an
d un
coor
dina
ted.
It i
s ne
cess
ary
to p
rovi
de s
trate
gic
fram
ewor
ks, p
olic
y di
rect
ion
and
fram
ewor
ks fo
r m
onito
ring,
eva
luat
ing
and
cons
olid
atin
g tra
inin
g an
d ca
paci
ty d
evel
opm
ent i
n th
e P
ublic
Sec
tor.
W
hile
this
mus
t be
faci
litat
ed b
y D
PS
A, t
he
Gov
ernm
ent S
ETA
s w
ill p
lay
a ve
ry c
ritic
al ro
le.
Coo
rdin
atin
g ca
paci
ty d
evel
opm
ent i
n th
e P
ublic
S
ervi
ce w
ill n
ot b
e po
ssib
le w
ithou
t the
sup
port
of
the
resp
ectiv
e G
over
nmen
t SE
TAs.
3.7.
3 P
repa
ratio
n of
a c
onso
lidat
ed S
ecto
r Ski
lls P
lan
for
the
Pub
lic S
ervi
ce
Perf
orm
ance
Indi
cato
rs:
• G
-SE
TA fo
rum
est
ablis
hed
and
mee
tings
ar
e co
nduc
ted
• C
ompi
le a
con
solid
ated
Pub
lic S
ervi
ce
skill
s re
port
annu
ally
•
Con
solid
ate
all S
ecto
r Ski
lls P
lans
rela
ted
to th
e de
partm
ents
in th
e P
ublic
Ser
vice
In
tend
ed O
utco
mes
: •
All
HR
D in
the
Pub
lic S
ecto
r will
be
coor
dina
ted
and
cons
olid
ated
thro
ugh
com
mon
fram
ewor
ks fo
r pla
nnin
g an
d re
porti
ng.
Specific Timelines to be negotiated
annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
5
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
FO
UR
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
4: T
o en
sure
that
pla
ns, s
trat
egie
s an
d ac
tiviti
es in
tegr
ate,
pro
mot
e an
d re
spon
d to
the
econ
omic
gro
wth
and
dev
elop
men
t prio
ritie
s of
Gov
ernm
ent
4.
1.1
W
orks
hop
on H
RD
impl
icat
ions
of G
over
nmen
t pr
iorit
y pr
ogra
mm
es
4.1.
2
Bro
chur
es a
nd b
ookl
ets
on p
riorit
y pr
ogra
mm
es
to b
e di
strib
uted
4.1
To p
rom
ote
full
awar
enes
s of
gov
ernm
enta
l pr
iorit
ies
and
thei
r im
plic
atio
ns fo
r HR
D
prac
tice
in e
ach
sect
or o
f the
Pub
lic S
ervi
ce
Rat
iona
le:
Dep
artm
ents
are
less
aw
are
of p
riorit
y G
over
nmen
t pro
gram
mes
if th
ey a
re n
ot p
art o
f th
eir c
ore
resp
onsi
bilit
ies
and
rout
ine
oblig
atio
ns.
As
a re
sult,
som
e of
thes
e pr
ogra
mm
es d
o no
t be
nefit
from
the
full
capa
city
of t
he P
ublic
Ser
vice
. Th
e st
rate
gic
focu
s he
re is
on
the
adop
tion
of
mor
e in
tegr
ated
and
inte
r-se
ctor
al re
spon
ses
to
the
prio
rity
prog
ram
mes
and
initi
ativ
es o
f G
over
nmen
t.
4.1.
3
SM
S in
diff
eren
t Dep
artm
ents
brie
fed
abou
t the
m
anne
r in
whi
ch th
ey c
an c
ontri
bute
to th
e pr
iorit
y pr
ogra
mm
es o
f Gov
ernm
ent
Perf
orm
ance
Indi
cato
rs:
• A
ll em
ploy
ees
in d
epar
tmen
ts a
re a
war
e of
G
over
nmen
t prio
rity
prog
ram
mes
and
ac
tivel
y co
ntrib
ute
to th
em
• A
ll de
partm
ents
acc
omm
odat
e G
over
nmen
t pr
iorit
y pr
ogra
mm
es in
thei
r stra
tegi
c pl
ans
and
busi
ness
prio
ritie
s •
All
depa
rtmen
ts a
ctiv
ely
enga
ge in
trai
ning
pe
rson
nel t
o re
spon
d to
Gov
ernm
ent
prio
rity
prog
ram
mes
•
Ann
ual a
sses
smen
ts re
veal
an
incr
ease
in
awar
enes
s an
d ac
tiviti
es to
add
ress
G
over
nmen
t prio
rity
prog
ram
mes
in a
n in
tegr
ated
man
ner
Inte
nded
out
com
es:
• In
-dep
th u
nder
stan
ding
of t
he
deve
lopm
enta
l age
nda
and
its a
pplic
abilit
y to
var
ious
dep
artm
ents
in G
over
nmen
t
4.2.
1 H
RD
stra
tegy
doc
umen
ts p
repa
red
for e
ach
prio
rity
prog
ram
me
4.
2 To
bui
ld c
apac
ity a
mon
g H
RD
pra
ctiti
oner
s to
ena
ble
them
to p
rom
ote
and
be re
spon
sive
to
the
deve
lopm
enta
l prio
ritie
s of
Gov
ernm
ent
Rat
iona
le:
Whe
n ne
w p
rogr
amm
es a
re in
itiat
ed it
is
nece
ssar
y to
ass
ess
capa
city
requ
irem
ents
and
re
spon
d w
ith tr
aini
ng in
the
even
t tha
t gap
s ex
ist.
The
occu
patio
nal s
truct
ure
for r
unni
ng th
ese
prog
ram
mes
and
the
com
pete
ncy
requ
irem
ents
fo
r suc
cess
is s
omet
imes
too
gene
ral –
esp
ecia
lly
in d
epar
tmen
ts w
hich
do
not h
ave
core
re
spon
sibi
litie
s. T
he s
trate
gic
focu
s he
re is
on
deve
lopi
ng c
apac
ity fo
r int
egra
ted
inte
r-se
ctor
al
resp
onse
s.
4.2.
2 A
ll re
leva
nt p
erso
nnel
are
fully
cap
acita
ted
to
impl
emen
t Gov
ernm
ent p
riorit
y pr
ogra
mm
es
Perf
orm
ance
Indi
cato
rs:
• H
RD
stra
tegy
dev
elop
ed to
add
ress
all
prio
rity
grow
th a
nd d
evel
opm
ent
prog
ram
mes
of G
over
nmen
t •
Eac
h se
ctor
of G
over
nmen
t ful
ly
capa
cita
ted
to c
ontri
bute
to G
over
nmen
t pr
iorit
y pr
ogra
mm
es
Inte
nded
Out
com
es:
The
desi
gn a
nd e
xecu
tion
of a
co
mpr
ehen
sive
trai
ning
initi
ativ
e fo
r eac
h in
ter-
sect
oral
dev
elop
men
t pro
gram
me
in
Gov
ernm
ent
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
6
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
FO
UR
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
4: T
o en
sure
that
pla
ns, s
trat
egie
s an
d ac
tiviti
es in
tegr
ate,
pro
mot
e an
d re
spon
d to
the
econ
omic
gro
wth
and
dev
elop
men
t prio
ritie
s of
Gov
ernm
ent
4.
3 T
o pr
omot
e, th
roug
h H
RD
, int
egra
ted
and
inte
r-se
ctor
al a
ppro
ache
s to
eco
nom
ic g
row
th
and
deve
lopm
ent
prio
ritie
s R
atio
nale
: S
omet
imes
dep
artm
ents
of G
over
nmen
t wor
k in
si
los
in a
ddre
ssin
g de
velo
pmen
tal p
riorit
ies.
Muc
h be
nefit
can
be
gain
ed th
roug
h in
tegr
ated
and
co
llabo
rativ
e ef
forts
. Th
e st
rate
gy fo
cus
here
is to
est
ablis
h an
d fa
cilit
ate
inte
r-se
ctor
al c
olla
bora
tion
in a
ddre
ssin
g th
ese
prio
ritie
s.
Fo
r eac
h G
over
nmen
t prio
rity
prog
ram
me
book
lets
ar
e de
velo
ped
on in
ter-
sect
oral
pos
sibi
litie
s
Pe
rfor
man
ce In
dica
tors
: •
Incr
ease
in in
ter-
sect
oral
col
labo
ratio
n fo
r im
plem
entin
g gr
owth
and
dev
elop
men
t pr
iorit
ies
Inte
nded
Out
com
es:
• G
uide
lines
for t
he d
evel
opm
ent o
f int
er-
sect
oral
app
roac
hes
• C
ompr
ehen
sive
inte
r-se
ctor
al a
ppro
ach
to
deve
lop
prio
ritie
s at
eac
h le
vel
4.4.
1 A
war
enes
s br
ochu
res
on re
gion
al p
riorit
ies
to b
e de
velo
ped
and
dist
ribut
ed.
4.4.
2 T
he a
sses
smen
t of s
trate
gic
plan
s to
det
erm
ine
the
exte
nt to
whi
ch s
ome
of th
e cr
itica
l reg
iona
l prio
ritie
s ar
e ad
dres
sed.
4.4.
3 W
orks
hops
and
sem
inar
s co
nduc
ted
on th
e re
leva
nce
of re
gion
al d
evel
opm
ent p
riorit
ies
for s
trate
gic
actio
n in
the
resp
ectiv
e de
partm
ents
of t
he P
ublic
Ser
vice
4.4
To e
stab
lish
stru
ctur
es a
nd p
roce
sses
to
appl
y ca
paci
ty d
evel
opm
ent i
nter
vent
ions
to
fost
er th
e in
tegr
atio
n of
NEP
AD
, AU
and
glo
bal
prog
ram
mes
and
initi
ativ
es in
Pub
lic S
ervi
ce
deliv
ery
to b
enef
it th
e ec
onom
ic s
ecto
r R
atio
nale
: A
s th
e le
ader
ship
role
of S
outh
Afri
ca in
the
regi
on, c
ontin
ent a
nd g
loba
lly b
ecom
es m
ore
prom
inen
t, an
d as
agr
eem
ents
and
initi
ativ
es a
re
unde
rtake
n to
ach
ieve
regi
onal
and
con
tinen
tal
goal
s, th
e P
ublic
Ser
vice
mus
t bec
ome
mor
e aw
are
of a
nd re
spon
sive
to th
ese
deliv
ery
targ
ets
and
man
date
s. S
ince
cur
rent
ly th
ere
is a
low
leve
l of
aw
aren
ess
and
resp
onsi
vene
ss, c
apac
ity
deve
lopm
ent i
nitia
tives
mus
t be
empl
oyed
to b
ring
Pub
lic S
ecto
r ins
titut
ions
fully
into
the
fold
and
th
rust
of d
evel
opm
ent t
arge
ts w
hich
ext
end
beyo
nd th
e bo
unda
ries
of S
outh
Afri
ca a
nd w
hich
ar
e em
bodi
ed o
utsi
de o
f the
lega
l fra
mew
ork
whi
ch d
efin
es th
e co
re re
spon
sibi
litie
s of
de
partm
ents
.
4.4.
4 S
trate
gic
supp
ort p
rovi
ded
to d
epar
tmen
ts in
re
spon
ding
to re
gion
al in
itiat
ives
and
prio
ritie
s.
Perf
orm
ance
Indi
cato
rs:
• M
anag
ers
in a
ll de
partm
ents
are
aw
are
of
prio
ritie
s re
late
d to
NE
PA
D, A
U, S
AD
C a
nd
glob
al p
riorit
ies
are
rele
vant
to th
eir a
reas
of
cor
e bu
sine
ss
• Th
ese
prio
ritie
s ar
e re
flect
ed in
pla
ns a
nd
othe
r stra
tegi
c do
cum
ents
•
Cap
acity
dev
elop
men
t ini
tiativ
es a
re
unde
rtake
n to
pre
pare
em
ploy
ees
to
unde
rsta
nd a
nd a
ddre
ss th
ese
prio
ritie
s In
tend
ed o
utco
mes
: M
anag
ers
in a
ll de
partm
ents
are
aw
are
of
prio
ritie
s re
late
d to
NE
PA
D, A
U, S
AD
C a
nd
glob
al p
riorit
ies
are
rele
vant
to th
eir a
reas
of
core
bus
ines
s
Specific Timelines to be negotiated annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 19
7
ST
RA
TEG
IC O
BJE
CTI
VE A
ND
RA
TIO
NA
LE
PILL
AR
FO
UR
A
CTI
VITI
ES
TI
MEL
INES
PER
FOR
MA
NC
E IN
DIC
ATO
RS
AN
D
INTE
ND
ED O
UTC
OM
ES A
ND
PE
RFO
RM
AN
CE
Stra
tegi
c O
bjec
tive
4: T
o en
sure
that
pla
ns, s
trat
egie
s an
d ac
tiviti
es in
tegr
ate,
pro
mot
e an
d re
spon
d to
the
econ
omic
gro
wth
and
dev
elop
men
t prio
ritie
s of
Gov
ernm
ent
4.
5.1
Aw
aren
ess
broc
hure
s on
regi
onal
prio
ritie
s to
be
deve
lope
d an
d di
strib
uted
.
4.5.
2 T
he a
sses
smen
t of s
trate
gic
plan
s to
det
erm
ine
the
exte
nt to
whi
ch s
ome
of th
e cr
itica
l reg
iona
l prio
ritie
s ar
e ad
dres
sed.
4.5.
3 W
orks
hops
and
sem
inar
s co
nduc
ted
on th
e re
leva
nce
of re
gion
al d
evel
opm
ent p
riorit
ies
for s
trate
gic
actio
n in
the
resp
ectiv
e de
partm
ents
of t
he P
ublic
Ser
vice
4.5
To u
se c
apac
ity d
evel
opm
ent i
nter
vent
ions
to
pro
mot
e re
spon
sive
ness
to th
e m
illen
nium
de
velo
pmen
t goa
ls in
the
Publ
ic S
ervi
ce.
Rat
iona
le:
The
MD
G is
a g
loba
l ini
tiativ
e w
ith ta
rget
s to
whi
ch
Sou
th A
frica
, as
a na
tion,
sub
scrib
es.
The
goal
s of
the
MD
G a
re c
onsi
sten
t with
the
deve
lopm
ent
aspi
ratio
ns o
f Sou
th A
frica
. A
mon
g ot
her a
reas
th
ey in
clud
e go
als
rela
ted
to th
e er
adic
atio
n of
ex
trem
e po
verty
and
hun
ger;
gend
er e
qual
ity; a
nd
ensu
ring
envi
ronm
ent s
usta
inab
ility
. E
ach
of
thes
e is
rela
ted
to th
e co
re fu
nctio
ns o
f one
or
mor
e de
partm
ents
. A
lthou
gh th
ese
area
s ar
e ad
dres
sed
thes
e go
als
are
not g
iven
due
atte
ntio
n in
the
plan
ning
pro
cess
es o
f mos
t dep
artm
ents
. C
apac
ity m
ust b
e bu
ilt to
bot
h un
ders
tand
thes
e go
als
and
to re
spon
d to
them
in a
man
ner w
hich
w
ill de
rive
mea
sura
ble
outc
omes
.
4.5.
4 S
trate
gic
supp
ort p
rovi
ded
to d
epar
tmen
ts in
re
spon
ding
the
goal
s an
d ob
ject
ives
of t
he m
illen
nium
de
velo
pmen
t goa
ls a
s ap
prop
riate
to th
e re
spec
tive
depa
rtmen
ts
Perf
orm
ance
Indi
cato
rs:
• O
vera
ll aw
aren
ess
of th
e m
illen
nium
de
velo
pmen
t goa
ls in
Pub
lic S
ervi
ce
inst
itutio
ns a
nd d
epar
tmen
ts
• R
espo
nsiv
enes
s to
the
MD
G is
refle
cted
in
the
stra
tegi
c pl
ans
and
repo
rts o
f de
partm
ents
in re
spec
t to
the
area
s ap
prop
riate
to th
eir c
ore
busi
ness
•
Cap
acity
dev
elop
men
t ini
tiativ
es th
at a
re
unde
rtake
n cr
eate
gre
ater
faci
lity
in
addr
essi
ng a
spec
ts o
f the
MD
G th
at a
re
appr
opria
te to
the
busi
ness
of t
he
resp
ectiv
e de
partm
ents
In
tend
ed O
utco
mes
: O
vera
ll aw
aren
ess
of th
e m
illen
nium
de
velo
pmen
t goa
ls in
Pub
lic S
ervi
ce
inst
itutio
ns a
nd d
epar
tmen
ts
Specific Timelines to be negotiated
annually
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
1
X =
Nat
iona
l O
= P
rovi
ncia
l TA
RG
ET B
Y YE
AR
AN
D B
Y Q
UA
RTE
R
2007
20
08
2009
20
10
IT
EM
STR
ATE
GIC
O
BJE
CTI
VE, S
UB
-O
BJE
CTI
VE &
A
CTI
VITI
ES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
1 To
enh
ance
the
desi
gn, m
anag
emen
t and
inte
grat
ion
of c
apac
ity d
evel
opm
ent i
nter
vent
ions
in th
e w
orkp
lace
to in
clud
e en
hanc
ing
the
qual
ity a
nd w
orkp
lace
re
leva
nce
of tr
aini
ng m
ater
ials
1.
1.1
Gui
delin
es d
evel
oped
fo
r man
agin
g an
d ev
alua
ting
HR
D in
the
wor
kpla
ce
x
0
1.1.
2 Tr
aini
ng p
rovi
ded
in
man
agin
g H
RD
in th
e w
orkp
lace
for H
RD
pr
actit
ione
rs a
nd fo
r lin
e m
anag
ers
0
1.1.
3 A
han
dboo
k an
d gu
idel
ines
dev
elop
ed
for p
re- a
nd p
ost-
train
ing
inte
rven
tions
x 0
1.1.
4 C
omm
on fr
amew
ork
and
guid
elin
es a
re in
pl
ace
for s
kills
aud
its,
need
s as
sess
men
t and
th
e ev
alua
tion
of th
e im
pact
of t
rain
ing
on
wor
kpla
ce
perfo
rman
ce
x 0
1.1.
5 G
uide
lines
dev
elop
ed
for m
anag
ing
and
eval
uatin
g H
RD
in th
e w
orkp
lace
Whi
le th
e D
PS
A w
ill a
ssis
t in
this
are
a th
roug
h po
licie
s an
d th
e de
velo
pmen
t of f
ram
ewor
ks, t
he re
spec
tive
depa
rtmen
ts o
f G
over
nmen
t are
exp
ecte
d to
take
the
lead
her
e. T
his
obje
ctiv
e is
con
side
red
as o
ne o
f the
fund
amen
tal b
uild
ing
bloc
ks fo
r en
hanc
ed p
erfo
rman
ce th
roug
h H
RD
. Th
e in
tent
her
e is
to
stre
ngth
en th
e fu
ndam
enta
ls fo
r the
effe
ctiv
e m
anag
emen
t of a
n in
vest
men
t-orie
nted
HR
D fu
nctio
n. A
s pa
rt of
the
fund
amen
tals
th
ere
will
be
the
cond
uctin
g of
ski
lls a
udits
, tra
inin
g ne
eds
asse
ssm
ents
, afte
rcar
e se
rvic
e, a
nd th
e ev
alua
tion
of H
R
deliv
ery
train
ing
impa
ct.
In a
dditi
on, s
yste
ms
and
proc
esse
s fo
r pr
oper
ly m
anag
ing
wor
kpla
ce in
itiat
ives
(int
erns
hips
, le
arne
rshi
ps, m
ento
ring,
etc
) will
be
stre
ngth
ened
. E
xem
plar
y m
odel
s in
thes
e ar
eas
alre
ady
exis
t. A
ccom
mod
atio
n w
ill b
e m
ade
to e
nsur
e th
at th
ese
mod
els
are
shar
ed.
Her
e, P
rovi
ncia
l le
ader
ship
is e
xpec
ted
in re
spec
t to
cour
se m
ater
ials
. D
evel
opm
ents
in th
is a
rea
will
be
led
by S
AM
DI/P
SA
. Th
e in
tent
he
re is
to m
ake
a st
anda
rd s
et o
f hig
h qu
ality
trai
ning
mat
eria
ls
in P
ublic
Sec
tor t
rain
ing
avai
labl
e to
all.
The
out
com
e w
ill b
e a
clea
ringh
ouse
whe
re s
uch
mat
eria
ls w
ill b
ecom
e av
aila
ble
to a
ll G
over
nmen
t dep
artm
ents
. Th
e ke
y ad
vant
age
to th
is s
et o
f m
ater
ials
is it
s w
orkp
lace
rele
vant
con
tent
and
its
train
ing
proc
ess
whi
ch w
ill b
e pr
actic
e-ba
sed.
Rep
rese
ntat
ives
from
D
epar
tmen
ts w
ill b
e in
volv
ed in
cou
rse
deve
lopm
ent c
omm
ittee
s an
d w
ill in
crem
enta
lly m
ove
to th
e us
e of
a s
tand
ard
set o
f hig
h qu
ality
trai
ning
mat
eria
ls.
Par
tner
ship
s w
ith H
EIs
, FE
T an
d w
ith
rele
vant
pro
fess
iona
l bod
ies
will
be
part
of th
is p
rogr
amm
ing.
0
APP
END
IX D
In
dica
tive
Act
iviti
es a
nd T
imel
ines
for I
mpl
emen
tatio
n
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
2
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
2 To
use
AB
ET in
pro
vidi
ng e
duca
tiona
l opp
ortu
nitie
s fo
r all
empl
oyee
s.
1.2.
1 E
ach
depa
rtmen
t pr
epar
es a
n A
BE
T st
rate
gy
x
0
1.2.
2 Fo
rmat
and
gui
delin
es
for d
epar
tmen
tal A
BE
T st
rate
gies
dev
elop
ed
x
0
1.2.
3 E
ach
depa
rtmen
t pr
epar
es a
n A
BE
T st
rate
gy
0
1.2.
4 E
ach
AB
ET
lear
ner
has
a P
DP
as
a ro
adm
ap fo
r ad
vanc
emen
t
0
1.2.
5 A
BE
T le
arne
rshi
ps a
re
initi
ated
and
are
su
cces
sful
0
1.2.
6 P
rogr
amm
es a
re
sche
dule
d so
that
all
wor
kers
can
acc
rue
bene
fit fr
om A
BE
T pr
ogra
mm
es
The
obje
ctiv
e he
re is
a c
ompr
ehen
sive
stru
ctur
e of
AB
ET
prog
ram
min
g th
at c
an b
enef
it al
l wor
kers
. Le
ader
ship
w
ill b
e pr
ovid
ed b
y D
PS
A in
col
labo
ratio
n w
ith th
e D
epar
tmen
t of E
duca
tion.
Gui
delin
es w
ill b
e de
velo
ped
for G
over
nmen
t dep
artm
ents
to im
plem
ent,
and
supp
ort
will
be
prov
ided
thro
ugh
wor
ksho
ps a
nd th
e us
e of
le
arni
ng n
etw
orks
to s
hare
idea
s on
dev
elop
men
ts.
It is
an
ticip
ated
that
whi
le th
e m
ajor
ity o
f pro
gram
mes
will
be
avai
labl
e fo
r sta
ff at
low
er o
ccup
atio
nal l
evel
s,
prog
ram
mes
will
be a
vaila
ble
for a
ll st
aff o
n m
atte
rs
whi
ch a
ffect
them
per
sona
lly a
nd p
rofe
ssio
nally
. Pr
ogra
mm
es o
n m
anag
ing
pers
onal
fina
nce
and
in
prep
arat
ion
for r
etire
men
t, fo
r ins
tanc
e, c
ould
be
usef
ul.
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
3
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
3 To
pro
mot
e le
ader
ship
and
man
agem
ent d
evel
opm
ent p
rogr
amm
es in
gen
eral
, with
spe
cific
refe
renc
e to
the
HR
D c
ompe
tenc
e of
SM
S an
d sp
ecia
l foc
us o
n th
e ne
eds
and
requ
irem
ents
of w
omen
and
per
sons
with
dis
abili
ties.
1.
3.1
Des
ign
and
esta
blis
h co
mpe
tenc
y au
dit
cent
res
per s
ecto
r or
prov
ince
x
1.3.
2 D
esig
n an
d es
tabl
ish
deve
lopm
ent s
uppo
rt &
le
arni
ng c
entre
s
x
1.3.
3 D
evel
op g
uide
lines
for
the
use
of S
MS
co
mpe
tenc
y fra
mew
ork
x
1.3.
E
nsur
e th
at le
ader
ship
an
d m
anag
emen
t de
velo
pmen
t cou
rses
in
Pub
lic S
ervi
ce
train
ing
are
alig
ned
with
the
SM
S
com
pete
ncy
fram
ewor
k
x
1.3.
5 D
evel
op p
olic
ies,
pr
otoc
ols
and
oper
atio
nal p
roce
dure
s fo
r the
use
of
com
pete
ncy
audi
t ce
ntre
s an
d de
velo
pmen
t sup
port
cent
res
by
depa
rtmen
ts
x
1.3.
6 P
repa
ratio
n of
line
m
anag
ers
for
man
agem
ent o
f the
ir H
RD
resp
onsi
bilit
ies
Lead
ersh
ip d
evel
opm
ent m
anag
emen
t stra
tegi
es re
fer t
o in
itiat
ives
that
are
und
erta
ken
to d
evel
op, c
apac
itate
and
su
ppor
t man
ager
s. T
he D
PS
A a
nd S
AM
DI/P
SA
will
pr
ovid
e le
ader
ship
and
man
agem
ent i
n ca
paci
ty
deve
lopm
ent.
The
obje
ctiv
e he
re is
to p
lace
a
mor
e th
orou
gh tr
aini
ng a
nd d
evel
opm
ent i
nfra
stru
ctur
e fo
r ens
urin
g ef
fect
ive
Pub
lic S
ervi
ce m
anag
emen
t. T
he
focu
s w
ill be
on
the
deve
lopm
ent o
f ass
essm
ent a
nd
supp
ort c
entre
s fo
r Pub
lic S
ervi
ce m
anag
ers.
A
supp
lem
enta
ry fo
cus
will
be
on th
e de
velo
pmen
t of H
RD
co
mpe
tenc
ies
in li
ne m
anag
ers
so th
at th
ey a
re a
ble
to
fully
und
erta
ke th
eir H
RD
resp
onsi
bilit
ies.
Whi
le
SA
MD
I/PS
A a
nd D
PS
A w
ill le
ad th
is p
roce
ss,
depa
rtmen
ts a
re e
xpec
ted
to e
mba
rk o
n a
mor
e lo
ng
term
stru
ctur
e fo
r man
agem
ent t
rain
ing
and
lead
ersh
ip
deve
lopm
ent.
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
4
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
3.7
Pre
pare
aud
it re
ports
us
e of
ass
essm
ent a
nd
deve
lopm
enta
l sup
port
cent
res
x
1.3.
8 C
ondu
ct o
ngoi
ng
asse
ssm
ents
and
au
dits
to e
nsur
e th
at
ther
e is
a h
ighe
r qu
ality
of m
anag
emen
t in
the
Pub
lic S
ervi
ce
x
1.4
Prom
otin
g le
arne
rshi
ps, t
rain
ee s
hips
and
inte
rnsh
ips
in th
e Pu
blic
Ser
vice
1.
4.1
Pro
vide
trai
ning
for
men
tors
in o
rder
to
max
imiz
e su
ppor
t for
an
d th
roug
hput
of
lear
ners
in w
orkp
lace
le
arni
ng
0
1.4.
2 E
stab
lish
syst
ems
for
eval
uatin
g th
e im
pact
of
suc
h w
orkp
lace
le
arni
ng.
x 0
1.4.
3 Tr
ack
the
num
ber o
f le
arne
rs in
this
rega
rd
who
sub
sequ
ently
take
up
em
ploy
men
t in
the
Pub
lic S
ervi
ce.
X 0
1.4.
4 C
reat
e lin
kage
s w
ith
FETs
and
HE
Is w
hich
w
ill g
ive
stud
ents
a
cond
uit t
o en
ter t
he
Pub
lic S
ervi
ce fo
r ex
perie
nce
and
train
ing.
An
inte
rn a
pplic
atio
n fo
rm w
ill b
e de
velo
ped
and
inte
rns
will
use
thes
e fo
rms
to a
pply
for b
ursa
ries.
Wor
king
jo
intly
with
the
Dep
artm
ent o
f Lab
our,
the
Dep
artm
ent o
f Ed
ucat
ion
and
the
resp
ectiv
e SE
TAs
and
sele
cted
tra
inin
g in
stitu
tions
, pro
toco
ls a
nd s
yste
ms
will
be s
et in
pl
ace
to m
axim
ize
the
use
of a
nd p
artic
ipat
ion
in s
uch
wor
kpla
ce le
arni
ng.
Join
t wor
ksho
ps w
ill b
e co
nduc
ted
in
orde
r to
prep
are
prac
titio
ners
to m
axim
ize
the
thro
ughp
ut
of le
arne
rs in
thes
e pr
ogra
mm
es.
X 0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
5
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
4.5
Trai
n m
ento
rs a
nd
supe
rvis
ors
to m
anag
e th
e en
viro
nmen
t of
wor
kpla
ce le
arni
ng to
th
e be
nefit
of l
earn
ers,
in
tern
s an
d tra
inee
s.
x
0
1.4.
6 C
reat
e a
data
base
of
inte
rn a
nd le
arne
rshi
p ap
plic
ants
who
hav
e su
bmitt
ed a
pplic
atio
ns
on th
e re
quire
d fo
rms
0
1.5
To
use
mor
e pr
oduc
tivel
y th
e ed
ucat
iona
l cap
acity
and
role
of p
rofe
ssio
nal b
odie
s an
d co
unci
ls in
term
s of
cap
acity
dev
elop
men
t and
form
ulat
ion
of s
tand
ards
for
educ
atio
nal p
rogr
amm
ing.
1.
5.1
Pot
entia
lly re
leva
nt
prof
essi
onal
bod
ies
iden
tifie
d an
d m
obili
zed
x
1.5.
2 A
fram
ewor
k fo
r ne
gotia
tion
with
pr
ofes
sion
al b
odie
s fo
rmul
ated
x
1.5.
3 M
OU
s de
velo
ped
and
sign
ed w
ith a
ll re
leva
nt
prof
essi
onal
bod
ies
and
coun
cils
x
1.5.
4 G
uide
lines
ava
ilabl
e to
de
partm
ents
for
colla
bora
ting
with
pr
ofes
sion
al b
odie
s an
d co
unci
ls
DP
SA
will
pro
vide
lead
ersh
ip in
this
are
a. H
ere,
the
focu
s w
ill be
on
prof
essi
onal
bod
ies
and
coun
cils
whi
ch
have
rele
vanc
e to
the
occu
patio
nal c
ateg
orie
s in
the
Pub
lic S
ervi
ce.
The
bene
fit to
be
accr
ued
is th
e ov
eral
l pr
ofes
sion
aliz
atio
n of
the
Publ
ic S
ervi
ce in
est
ablis
hing
hi
gh s
tand
ards
of p
rofe
ssio
nal p
ract
ice.
Gui
delin
es w
ill
be m
ade
avai
labl
e to
Dep
artm
ents
whi
ch p
erta
in to
the
resp
ectiv
e oc
cupa
tiona
l cat
egor
ies.
Offi
cial
s of
pr
ofes
sion
al b
odie
s ar
e ex
pect
ed to
par
ticip
ate
as
partn
ers
in a
dvoc
acy
and
in th
e pr
omot
ion
of re
gist
ratio
n in
thei
r org
aniz
atio
ns.
Arra
ngem
ents
will
be
mad
e to
su
bsid
ize
regi
stra
tion
fees
whe
re m
embe
rshi
p is
pe
rcei
ved
to a
dd s
igni
fican
t val
ue to
per
form
ance
, pr
actic
e an
d en
hanc
ed s
ervi
ce d
eliv
ery.
x
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
6
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
5.5
A c
omm
unic
atio
n st
rate
gy is
dev
elop
ed
and
exec
uted
to
enco
urag
e P
ublic
S
erva
nts
to jo
in
rele
vant
pro
fess
iona
l bo
dies
and
cou
ncils
x
0
1.5.
6 P
olic
ies
are
in p
lace
to
appl
y th
e st
anda
rds
and
ethi
cal f
ram
ewor
k of
pro
fess
iona
l bod
ies
to th
e P
ublic
Ser
vice
x
1.5.
7 P
ublic
Ser
vice
A
cade
my
sign
s M
OU
s w
ith re
leva
nt
prof
essi
onal
bod
ies
x
1.5.
8 P
ublic
offi
cial
s ar
e re
gist
ered
with
pr
ofes
sion
al b
odie
s
x
1.6
To
coor
dina
te a
mul
ti-ca
mpu
s Pu
blic
Ser
vice
Aca
dem
y w
hich
will
faci
litat
e an
d co
ordi
nate
nat
iona
l edu
catio
n pr
ogra
mm
es fo
r the
Pub
lic S
ervi
ce th
at is
of a
hig
h st
anda
rd, r
elev
ant a
nd re
spon
sive
to d
evel
opm
ents
in th
e Pu
blic
Ser
vice
1.
6.1
Stru
ctur
e, p
olic
ies
and
oper
atio
nal f
ram
ewor
k al
igne
d w
ith th
e vi
sion
of
the
acad
emy
x
1.6.
2 N
etw
ork
of tr
aini
ng
prov
ider
s ne
gotia
ted
prov
inci
ally
by
the
Pub
lic S
ervi
ce
Aca
dem
y
SA
MD
I/PS
A w
ill p
rovi
de le
ader
ship
in th
e st
ruct
urin
g an
d ne
gotia
tions
rela
ted
to th
e N
atio
nal P
ublic
Ser
vice
Ac
adem
y. T
heir
role
will
be
to e
stab
lish
polic
ies
and
fram
ewor
ks a
nd to
take
resp
onsi
bilit
y fo
r adv
ocac
y an
d pu
blic
com
mun
icat
ion.
Gov
ernm
ent e
ntiti
es w
ill b
e ex
pect
ed to
con
duct
thei
r tra
inin
g w
ithin
the
over
all
fram
ewor
k of
the
acad
emy.
Thi
s w
ill oc
cur o
n an
in
crem
enta
l bas
is a
s th
e ac
adem
y ta
kes
shap
e. W
hile
th
ere
will
be
man
y op
tions
to p
ursu
e fo
r tra
inin
g by
G
over
nmen
t ent
ities
, cor
e co
urse
s fo
r Gov
ernm
ent w
ill be
offe
red
thro
ugh
the
orga
niza
tiona
l fra
mew
ork
for t
he
acad
emy.
Fra
mew
orks
will
be
deve
lope
d in
a
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
7
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
6.3
Nee
ds a
sses
smen
t co
nduc
ted
to d
evel
op
a fra
mew
ork
of
cour
ses
x
1.6.
4 A
fram
ewor
k fo
r ex
perie
ntia
l lea
rnin
g an
d ac
adem
ic
exch
ange
dev
elop
ed
x
x
1.
6.5
A fr
amew
ork
of
rele
vant
cou
rses
with
co
mm
on b
rand
ing
deve
lope
d
x
1.6.
6 A
dat
abas
e of
ac
adem
y tra
iner
s de
velo
ped
for t
he
natio
n as
a w
hole
and
fo
r eac
h re
gion
1.6.
7 A
fram
ewor
k of
re
leva
nt c
ours
es w
ith
com
mon
bra
ndin
g de
velo
ped
x
1.6.
8 C
ours
e by
cou
rse
requ
irem
ents
for
acad
emy
train
ers
deve
lope
d
parti
cipa
tory
man
ner s
o th
at th
ey a
re a
men
able
to th
e ci
rcum
stan
ces
of G
over
nmen
t dep
artm
ents
. A
ll de
velo
pmen
ts w
ill b
e un
derta
ken
in c
olla
bora
tion
with
re
leva
nt p
rovi
ncia
l Aca
dem
ies.
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
8
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
6.9
Wor
kpla
ce s
uppo
rt an
d af
terc
are
prog
ram
mes
and
pr
otoc
ols
deve
lope
d
x
1.6.
10
Adv
ocac
y on
Aca
dem
y an
d its
offe
rings
take
s pl
ace
x
0
1.6.
11
Gov
ernm
ent o
ffici
als
begi
n en
rolm
ent i
n th
e A
cade
my
0
1.7
To p
rom
ote
E-le
arni
ng in
the
Publ
ic S
ervi
ce to
be
appl
ied
in in
crea
sing
acc
essi
bilit
y to
HR
D
1.7.
1 G
uide
lines
and
pol
icie
s on
the
use
of E
-le
arni
ng in
the
wor
kpla
ce e
stab
lishe
d
x
0
1.7.
2 E
-lear
ning
regi
stra
tion
and
certi
ficat
ion
prot
ocol
s es
tabl
ishe
d
x
0
1.7.
3 E
-lear
ning
wor
kpla
ce
oper
atio
nal f
ram
ewor
k es
tabl
ishe
d
x
0
1.7.
4 E
-lear
ning
fully
in
corp
orat
ed in
m
anag
emen
t and
le
ader
ship
stra
tegy
x
0
1.7.
5 E
-lear
ning
fully
in
corp
orat
ed in
to
PM
DS
E-le
arni
ng h
ere
will
be
base
d on
form
ally
app
rove
d an
d ac
cept
ed c
ours
ewar
e sp
ecia
lly ta
rget
ed to
the
Pub
lic
Ser
vice
. E
-lear
ning
is a
stra
tegi
c in
itiat
ive
that
wou
ld b
e le
d na
tiona
lly b
y D
PS
A a
nd S
AM
DI/P
SA
. Th
ese
inst
itutio
ns w
ill ta
ke re
spon
sibi
lity
for t
he p
olic
y fra
mew
orks
with
in w
hich
E-le
arni
ng in
the
Pub
lic S
ervi
ce
will
take
pla
ce.
Pro
vinc
es a
nd d
epar
tmen
ts c
ould
en
gage
in p
repa
rato
ry w
ork
in th
is re
gard
to th
e ex
tent
th
at re
sour
ces,
cap
acity
and
inhe
rent
adv
anta
ges
are
now
ava
ilabl
e.
x
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 20
9
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
7.6
Gov
ernm
ent e
ntiti
es
have
par
ticip
ants
on
form
al E
-lear
ning
pr
ogra
mm
es
x
0
x
0
1.8
To
fost
er c
olla
bora
tive
part
ners
hips
with
HEI
s an
d FE
Ts in
ord
er to
enh
ance
the
qual
ity, s
tand
ard
and
rele
vanc
e of
Pub
lic S
ervi
ce tr
aini
ng
1.8.
1 C
olla
bora
te w
ith
Nat
iona
l Dep
artm
ent o
f E
duca
tion
to e
stab
lish
MO
Us
with
HEI
s
x
0
1.8.
2 Fi
nanc
ing
polic
y de
velo
ped
x
1.8.
3 Fi
nanc
ing
fram
ewor
k ne
gotia
ted
x
1.8.
4 P
rogr
amm
e m
anag
emen
t pol
icy
and
guid
elin
es
prep
ared
x
1.8.
5 Fr
amew
ork
of P
ublic
S
ervi
ce re
late
d co
urse
s ar
e de
velo
ped
in p
artn
ersh
ip w
ith
SA
MD
I/Pub
lic S
ervi
ce
Aca
dem
y
x
1.8.
6 C
ours
es a
re re
gist
ered
w
ithin
the
SA
QA
fra
mew
ork
with
re
leva
nt u
nit s
tand
ards
It is
env
isio
ned
that
som
e pa
rtner
ship
arra
ngem
ents
will
be
orc
hest
rate
d be
twee
n S
AM
DI/P
SA
and
the
resp
ectiv
e in
stitu
tions
. Th
e po
licy
fram
ewor
k fo
r par
tner
ship
s w
ill
also
be
deve
lope
d by
SA
MD
I/PS
A w
hich
will
pro
vide
le
ader
ship
in th
e ar
ea.
But
som
e G
over
nmen
t ent
ities
w
ill a
lread
y ha
ve c
lose
wor
king
rela
tions
hips
with
FE
Ts
and
HE
Is.
It is
exp
ecte
d th
at a
ll en
titie
s fit
and
ope
rate
w
ithin
a c
omm
on p
olic
y fra
mew
ork.
It i
s an
ticip
ated
that
ar
rang
emen
ts w
ill b
e m
ade
to u
se s
kills
dev
elop
men
t re
sour
ces
with
the
SD
A a
s th
e fo
unda
tion
for f
inan
cing
th
e st
rate
gy.
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
0
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
&
AC
TIVI
TIES
Pi
llar 1
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
1: T
o ad
opt a
wid
e se
t of o
ptio
ns fo
r cap
acity
dev
elop
men
t in
orde
r to
resp
ond
to th
e va
ryin
g ne
eds
and
requ
irem
ents
of t
he P
ublic
Ser
vice
and
dev
elop
the
capa
city
of e
mpl
oyee
s to
und
erta
ke th
eir r
espo
nsib
ilitie
s 1.
8.7
Sel
ecte
d co
urse
s ar
e ap
prov
ed fo
r the
E-
lear
ning
fram
ewor
k
x
1.8.
8 P
artn
ersh
ip M
OU
s si
gned
bet
wee
n H
EIs
, FE
Ts a
nd G
over
nmen
t de
partm
ents
1.8.
9 P
ublic
Ser
vice
offi
cial
s pa
rtici
patin
g in
a
natio
nally
reco
gnis
ed
set o
f cou
rses
for t
he
Pub
lic S
ervi
ce
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
1
TA
RG
ET B
Y YE
AR
AN
D B
Y Q
UA
RTE
R
2007
20
08
2009
20
10
IT
EM
STR
ATE
GIC
O
BJE
CTI
VE, S
UB
-O
BJE
CTI
VE A
ND
A
CTI
VITI
ES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.1
To
prom
ote
effe
ctiv
e H
uman
Res
ourc
e Pl
anni
ng in
term
s of
the
supp
ly o
f Hum
an R
esou
rces
to th
e Pu
blic
Ser
vice
2.
1.1
Ski
lls s
uppl
y al
tern
ativ
es a
re
iden
tifie
d fo
r eac
h se
ctor
per
oc
cupa
tiona
l cla
ss
X
2.1.
2 S
ETA
s in
the
resp
ectiv
e se
ctor
s pr
ovid
e su
ppor
t and
as
sist
ance
in th
e de
velo
pmen
t and
im
plem
enta
tion
of
viab
le s
trate
gies
to
man
age
the
supp
ly
pipe
line
in th
e re
spec
tive
sect
or
X
2.1.
3 G
uide
lines
are
put
in
plac
e fo
r man
agin
g th
e su
pply
of s
kills
in
tern
ally
.
X
2.1.
4 S
ervi
ce p
rovi
ders
are
re
crui
ted
to a
ssis
t in
skill
sup
ply
man
agem
ent i
n th
e va
rious
sec
tors
of t
he
Pub
lic S
ervi
ce
The
obje
ctiv
e to
be
atta
ined
her
e is
the
cont
inuo
us
supp
ly o
f ski
lls to
the
Pub
lic S
ervi
ce in
all
occu
patio
nal
area
s, a
nd in
the
qual
ity a
nd q
uant
ity d
esire
d by
var
ious
se
ctor
s of
the
Pub
lic S
ervi
ce.
It is
ant
icip
ated
that
eac
h se
ctor
will
hav
e its
uni
que
appr
oach
to m
anag
e sk
ills
supp
ly; b
ut th
ere
will
be
gene
ric a
ppro
ache
s w
hich
can
be
gen
eral
ly a
pplie
d. L
eade
rshi
p w
ill b
e pr
ovid
ed b
y D
PS
A, t
he re
spec
tive
SE
TAs
and
by re
sear
ch in
stitu
tions
in
pro
vidi
ng s
ecto
ral a
ssis
tanc
e in
ski
lls s
uppl
y m
anag
emen
t. S
kills
sup
ply
man
agem
ent a
ctiv
ities
will
be
iden
tifie
d an
d pu
blis
hed
for e
ach
sect
or o
f the
Pub
lic
Serv
ice,
and
gen
eral
gui
delin
es w
ill b
e pu
t in
plac
e by
D
PS
A fo
r man
agin
g sk
ills
supp
ly fr
om ta
lent
with
in th
e or
gani
zatio
n. S
kills
sup
ply
man
agem
ent h
ere
is a
mul
ti-fa
cete
d ap
proa
ch w
hich
will
incl
ude
recr
uitm
ent
stra
tegi
es; e
stab
lishi
ng p
artn
ersh
ips
for t
he c
ontin
uous
su
pply
of t
alen
t; us
e of
lear
ners
hips
and
inte
rnsh
ips;
ta
lent
man
agem
ent w
ithin
the
orga
niza
tion;
cre
ativ
e us
e of
sca
rce
skills
; ret
entio
n pr
ogra
mm
es; m
arke
ting
in
educ
atio
nal i
nstit
utio
ns; a
nd s
tream
lined
edu
catio
n an
d tra
inin
g pr
ogra
mm
es w
ithin
org
aniz
atio
ns.
X
2.2
To
prom
ote
effe
ctiv
e H
uman
Res
ourc
e Pl
anni
ng in
term
s of
the
dem
and
for s
kills
and
trai
ning
in P
ublic
Sec
tor o
rgan
izat
ions
2.
2.1
Stu
dies
are
con
duct
ed
on s
kills
dem
and
for
depa
rtmen
ts o
f G
over
nmen
t in
spec
ific
sect
ors
Ass
essi
ng d
eman
d fo
r ski
lls is
not
a o
ne ti
me
even
t but
a
rout
ine
and
ongo
ing
activ
ity w
hich
kee
ps th
e or
gani
zatio
n co
nsta
ntly
aw
are
of it
s sk
ills b
ase
and
skill
need
s. I
n th
is
rega
rd, t
here
fore
, org
aniz
atio
nal r
outin
es s
houl
d be
de
velo
ped
so th
at th
is c
onst
ant a
war
enes
s is
mai
ntai
ned.
A
sses
sing
ski
lls d
eman
d w
ill b
egin
with
ski
lls a
udits
,
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
2
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.2.
2 E
ach
depa
rtmen
t pr
epar
es a
tabl
e an
d re
port
on c
urre
nt a
nd
proj
ecte
d de
man
d fo
r sk
ills
0
2.2.
3 E
ach
depa
rtmen
t re
ports
ann
ually
on
its
capa
city
to m
eet
the
dem
ands
for c
ritic
al
skill
s
0
2.2.
4 E
ach
com
pone
nt o
f the
de
partm
ent m
aint
ains
, on
a ro
utin
e ba
sis,
the
train
ing
need
s of
its
empl
oyee
s
0
2.2.
5 S
kills
dem
and
cons
ider
atio
ns a
re
addr
esse
d in
the
HR
pl
an, i
n th
e W
SP
and
in
HR
D S
trate
gy
docu
men
ts
0
0
0
0
2.2.
6 A
han
dboo
k fo
r ski
lls
dem
and
asse
ssm
ent
and
man
agem
ent i
s de
velo
ped
and
the
resp
ectiv
e S
ETA
as
sist
s de
partm
ents
in
man
agin
g sk
ills
dem
and
in li
ne w
ith
sect
or s
kills
pla
ns.
com
pete
ncy
asse
ssm
ents
, tra
inin
g ne
eds
anal
ysis
and
an
ass
essm
ent o
f the
fact
ors
whi
ch e
ffect
dem
and,
e.g
. at
tritio
n ra
tes
by v
ario
us c
ateg
orie
s, th
e ef
fect
of H
IV a
nd
AID
S a
nd th
e ag
e pr
ofile
for c
ritic
al o
ccup
atio
nal c
lass
es,
amon
g ot
hers
. In
itial
stu
dies
will
be
done
in o
rder
to
gene
rate
aw
aren
ess
on th
e de
man
ds fo
r ski
lls a
nd
cons
titut
e th
e ba
sis
of a
n ap
proa
ch to
ski
lls d
eman
d m
anag
emen
t. O
ngoi
ng ro
utin
es a
re to
be
inst
itutio
nalis
ed a
nd u
nder
take
n by
line
man
ager
s as
par
t of
thei
r man
agem
ent r
espo
nsib
ilitie
s. W
hile
the
resp
ectiv
e S
ETA
s an
d th
e D
PS
A w
ill p
rovi
de le
ader
ship
an
d gu
idan
ce in
this
are
a, th
e pr
imar
y re
spon
sibi
lity
lies
with
the
prov
ince
and
with
in th
e re
spec
tive
depa
rtmen
ts.
X
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
3
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
To
pro
mot
e Sy
stem
s fo
r man
agin
g th
e sk
ills
supp
ly p
ipel
ine
and
for r
eten
tion
and
scar
ce s
kills
man
agem
ent i
n or
der t
o su
stai
n ca
paci
ty in
the
Publ
ic S
ervi
ce
2.3.
1 M
anag
emen
t pol
icie
s fo
r ret
entio
n an
d sc
arce
ski
lls d
evel
oped
X
0
2.3.
2 W
orks
hops
hel
d in
ea
ch s
ecto
r on
the
man
agem
ent a
nd
rete
ntio
n of
sca
rce
skill
s
X
2.2.
3 A
nnua
l rep
orts
are
pr
epar
ed b
y ea
ch
depa
rtmen
t on
the
rete
ntio
n an
d m
anag
emen
t of s
carc
e sk
ills
0
0
0
0
2.3.
4 A
gree
men
ts a
nd
syst
ems
deve
lope
d to
m
anag
e th
e su
pply
of
skill
s
One
asp
ect o
f ski
lls s
uppl
y m
anag
emen
t is
the
abilit
y to
at
tract
, man
age
and
reta
in s
carc
e an
d cr
itica
l ski
lls.
Bec
ause
of t
he c
ompe
titio
n in
the
mar
ket p
lace
for
scar
ce a
nd c
ritic
al s
kills
, the
Pub
lic S
ervi
ce m
ust e
mba
rk
upon
stra
tegi
es to
attr
act a
nd re
tain
tale
nt.
This
stra
tegy
w
ill b
e un
derta
ken
in th
ree
way
s: k
now
ledg
e di
ssem
inat
ion
and
supp
ort;
the
adop
tion
of s
kills
re
tent
ion
and
tale
nt m
anag
emen
t stra
tegi
es; a
nd tr
acki
ng
of s
ucce
ss in
the
mai
nten
ance
of s
carc
e an
d cr
itica
l sk
ills.
DP
SA
will
prov
ide
lead
ersh
ip th
roug
h fa
cilit
atin
g th
e sh
arin
g of
kno
wle
dge
and
exem
plar
y pr
actic
es, a
nd
thro
ugh
the
deve
lopm
ent o
f for
mat
s an
d sy
stem
s to
be
appl
ied
with
in p
ublic
org
aniz
atio
ns.
SE
TAs
will
als
o pr
ovid
e le
ader
ship
in th
is re
gard
.
0
2.4
To
prom
ote
the
esta
blis
hmen
t of s
yste
ms
and
proc
esse
s fo
r the
acq
uisi
tion
and
man
agem
ent o
f kno
wle
dge
and
info
rmat
ion
in s
uppo
rt o
f HR
D in
the
Publ
ic S
ervi
ce
2.4.
1 H
RM
IS is
est
ablis
hed
in e
ach
depa
rtmen
t w
ith c
ompo
nent
s th
at
are
adeq
uate
for
plan
ning
and
repo
rting
in
HR
D
0
0
2.4.
2 G
uide
lines
and
a
hand
book
are
de
velo
ped
on th
e m
anag
emen
t and
use
of
HR
MIS
A ro
utin
e se
t of H
R in
form
atio
n is
nee
ded
in o
rder
to
effe
ctiv
ely
man
age
HR
D.
Pol
icie
s, s
yste
ms
and
proc
esse
s m
ust b
e se
t up
to g
ener
ate
this
info
rmat
ion
and
to fa
cilit
ate
its u
se.
Ther
e m
ust b
e ea
se o
f acc
ess,
on
goin
g su
ppor
t, an
d re
liabl
e m
eans
of d
ata
colle
ctio
n.
The
HR
MIS
will
be
cent
rally
dev
elop
ed a
nd s
uppo
rted
thro
ugh
DP
SA
. H
owev
er, a
pplic
atio
n of
the
HR
MIS
dat
a to
enh
ance
per
form
ance
and
repo
rting
in H
RD
will
be
unde
rtake
n by
the
resp
ectiv
e de
partm
ents
. Whi
le th
e in
tent
is to
ass
ist e
ach
depa
rtmen
t, th
e ob
ject
her
e is
to
deve
lop,
eve
ntua
lly, a
com
mon
Nat
iona
l Inf
orm
atio
n S
yste
m fo
r HR
whe
re d
ata
can
be c
onsi
sten
tly
aggr
egat
ed o
n a
natio
nal b
asis
.
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
4
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.4.
3 Tr
aini
ng is
pro
vide
d on
th
e us
e of
HR
MIS
in
the
prep
arat
ion
of
annu
al tr
aini
ng re
ports
x
2.4.
4 E
nsur
e ef
fect
ive
qual
ity m
anag
emen
t sy
stem
for r
epor
ting
in
the
Pub
lic S
ervi
ce
x 0
2.4.
5 Th
e im
pact
of t
rain
ing
on th
e pe
rform
ance
of
depa
rtmen
ts a
nd o
n th
e ov
eral
l pe
rform
ance
of t
he
Pub
lic S
ecto
r is
asse
ssed
ann
ually
0
0
0
2.4.
6 H
andb
ook
on
know
ledg
e m
anag
emen
t for
de
partm
ents
is
deve
lope
d
2.4.
7 R
epor
ts a
re p
rodu
ced
on a
ttain
men
ts in
re
spec
t to
know
ledg
e m
anag
emen
t
The
DP
SA
, in
addi
tion
to d
evel
opin
g th
e sy
stem
, will
also
pr
ovid
e gu
idel
ines
, a h
andb
ook
and
train
ing
on th
e us
e of
th
e sy
stem
. D
epar
tmen
ts w
ill b
e ab
le to
dem
onst
rate
ho
w th
e us
e of
the
syst
em h
as e
nhan
ced
thei
r cap
acity
to
com
ply
with
and
thei
r abi
lity
to p
erfo
rm m
ore
effic
ient
ly.
Kno
wle
dge
man
agem
ent w
ill b
e fa
cilit
ated
by
DP
SA
and
SA
MD
I/PS
A th
roug
h th
e pr
ovis
ion
of
guid
elin
es, t
he c
reat
ion
of o
ppor
tuni
ties
for s
harin
g kn
owle
dge
and
the
prom
otio
n of
exe
mpl
ary
prac
tices
. A
chie
vem
ents
in th
is a
rea
will
als
o be
ass
esse
d an
d re
porte
d.
2.5
To
stre
ngth
en s
truc
ture
s, s
yste
ms
and
proc
esse
s fo
r per
form
ance
man
agem
ent a
nd d
evel
opm
ent i
n th
e Pu
blic
Ser
vice
2.
5.1
Sup
port
is p
rovi
ded
to
depa
rtmen
ts in
the
appl
icat
ion
and
use
of
PM
DS
x
0
2.5.
2 S
uppo
rt is
pro
vide
d to
de
partm
ents
in th
e as
sess
men
t and
Per
form
ance
man
agem
ent a
nd d
evel
opm
ent a
ctiv
ities
m
ust i
nfor
m a
nd s
uppo
rt H
RD
pla
nnin
g an
d pr
ogra
mm
ing.
Whi
le p
art o
f the
inte
nt o
f thi
s su
b-ob
ject
ive
is to
stre
ngth
en P
MD
S, i
ts m
ain
feat
ure
is th
e lin
k be
twee
n P
MD
S an
d H
RD
thro
ugh
PDPs
and
WSP
s.
The
sub-
obje
ctiv
e, in
the
end,
see
ks to
ens
ure
that
the
deve
lopm
ent a
spec
ts o
f PM
DS
, as
refle
cted
in P
DP
s, a
re
acco
mm
odat
ed in
WS
Ps
and
that
the
train
ing
is a
ctua
lly
x
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
5
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
re
porti
ng o
f ser
vice
de
liver
y pe
rform
ance
2.5.
3 C
riter
ia e
stab
lishe
d fo
r th
e se
rvic
e de
liver
y pe
rform
ance
of e
ach
SM
S in
the
resp
ectiv
e de
partm
ents
and
thes
e ar
e re
flect
ed a
s m
easu
rabl
e ob
ject
ives
in
ann
ual p
erfo
rman
ce
plan
s an
d op
erat
iona
l pl
ans
of d
irect
orat
es.
deliv
ered
. D
PS
A h
as d
evel
oped
the
PM
DS
and
has
pr
ovid
ed o
ngoi
ng s
uppo
rt fo
r its
impl
emen
tatio
n. T
he
area
to b
e st
reng
then
ed is
in te
rms
of H
RD
link
ages
. D
PS
A w
ill th
eref
ore
cont
inue
to p
rovi
de le
ader
ship
in
term
s of
stre
ngth
enin
g P
MD
S a
nd p
repa
ring
guid
elin
es
and
supp
ort f
or it
s fu
ll im
plem
enta
tion.
Gui
delin
es w
ill b
e pr
ovid
ed fo
r exa
min
ing
the
impa
ct o
f per
form
ance
m
anag
emen
t on
serv
ice
deliv
ery,
on
the
perfo
rman
ce
and
actu
al o
utpu
ts o
f man
ager
s an
d on
the
effic
ienc
y an
d ef
fect
iven
ess
of p
rogr
amm
ing
train
ing.
But
the
outc
ome
is n
eith
er in
the
appl
icat
ion
of P
MD
S n
or in
the
train
ing
prov
ided
, but
in th
e ou
tput
s ac
hiev
ed in
term
s of
en
hanc
ed s
ervi
ce d
eliv
ery.
x
0
2.6
To
ensu
re a
dequ
ate
avai
labi
lity
and
use
of p
hysi
cal,
finan
cial
and
hum
an re
sour
ces
and
faci
litie
s 2.
6.1
Pol
icie
s an
d gu
idel
ines
de
velo
ped
on th
e us
e of
ski
lls le
vy fu
nds
by
depa
rtmen
ts
x
2.6.
2 A
nnua
l rep
orts
are
pr
epar
ed b
y de
partm
ents
on
the
use
of s
kills
levy
fu
ndin
g
x
2.6.
3 S
uppo
rt is
giv
en to
de
partm
ents
on
HR
pl
anni
ng a
nd th
e st
rate
gic
use
of H
RD
to
enh
ance
pe
rform
ance
This
stra
tegi
c ob
ject
ive
refe
rs s
peci
fical
ly to
the
man
ner
in w
hich
the
use
of s
kills
levy
fund
ing
is g
over
ned.
The
ob
ject
her
e is
to e
nsur
e th
at s
kills
levy
fund
s ar
e ap
prop
riate
ly u
tiliz
ed fo
r the
pur
pose
of t
rain
ing.
To
this
en
d, a
ll su
b-ob
ject
ives
focu
s on
mon
itorin
g an
d ev
alua
ting
expe
nditu
re in
trai
ning
. Po
licie
s, g
uide
lines
an
d as
soci
ated
sys
tem
s an
d pr
oces
ses
will
be
deve
lope
d by
DP
SA
in c
olla
bora
tion
with
the
resp
ectiv
e S
ETA
s.
Dep
artm
ents
will
be e
xpec
ted
to c
ompl
y.
x
0
0
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
6
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.7
To
groo
m a
nd fo
ster
in-h
ouse
cap
acity
thro
ugh
effe
ctiv
e ca
reer
pla
nnin
g an
d ta
lent
man
agem
ent i
n D
epar
tmen
ts o
f Gov
ernm
ent.
2.7.
1 G
uide
lines
on
care
er
man
agem
ent o
f em
ploy
ees
are
in p
lace
x
0
2.7.
2 H
andb
ooks
and
op
erat
iona
l doc
umen
ts
are
in p
lace
for c
aree
r pl
anni
ng a
nd
man
agem
ent
x
0
2.7.
3 M
anag
ers
are
train
ed
in c
aree
r pla
nnin
g an
d m
anag
emen
t of t
heir
staf
f
The
focu
s he
re is
on
ensu
ring
the
prop
er d
evel
opm
ent
and
utili
zatio
n of
em
ploy
ees.
Thi
s su
b-ob
ject
ive,
th
eref
ore,
see
ks to
app
ly a
mor
e lo
ng te
rm a
nd
deve
lopm
enta
l vis
ion
to s
kills
dev
elop
men
t in
the
Pub
lic
Ser
vice
whe
re th
e em
phas
is is
not
mer
ely
on th
e sk
ills
deve
lopm
ent n
eeds
for i
mm
edia
te a
pplic
atio
n on
the
job,
bu
t on
the
deve
lopm
ent o
f ind
ivid
uals
for a
ppro
pria
te
care
ers
with
in th
e or
gani
zatio
n or
with
in th
e P
ublic
S
ervi
ce a
s a
who
le.
Her
e, th
e sk
ills, c
ompe
tenc
ies
and
attit
udes
of i
ndiv
idua
ls a
re a
sses
sed
befo
re th
ey a
re
plac
ed o
n a
care
er p
ath
whe
re th
ey c
an c
ontin
ue to
de
velo
p an
d ap
ply
thei
r pro
fess
iona
l ski
lls.
This
will
serv
e as
one
asp
ect o
f the
stra
tegy
for r
eten
tion
and
skills
sup
ply
man
agem
ent.
Whi
le D
PS
A w
ill d
evel
op
guid
elin
es fo
r thi
s pu
rpos
e, th
e re
spec
tive
depa
rtmen
ts
mus
t com
mit
to th
e st
rate
gy, a
nd in
divi
dual
line
m
anag
ers
mus
t ado
pt a
nd a
pply
the
care
er m
anag
emen
t gu
idel
ines
pro
vide
d. I
n th
e en
d, a
ll st
aff m
embe
rs a
re
expe
cted
to h
ave
care
er m
anag
emen
t pla
ns.
0
2.8
To
effe
ctiv
ely
mob
ilise
the
supp
ort o
f man
ager
s in
adv
anci
ng th
e in
tere
st a
nd e
nhan
cing
the
prod
uctiv
ity a
nd p
erfo
rman
ce o
f HR
D
2.8.
1 M
obili
ze m
anag
ers
thro
ugh
HR
DS
co
mm
unic
atio
n st
rate
gy
x
2.8.
2 P
lan
and
deliv
er
wor
ksho
ps a
nd
supp
ort o
n H
RD
for
mee
ting
stra
tegi
c pr
iorit
ies
x
0
2.8.
3 E
nsur
e th
e st
rate
gic
loca
tion
of H
RD
uni
ts
so th
at H
RD
S is
im
plem
ente
d
This
obj
ectiv
e ha
s tw
o co
mpo
nent
s. T
he fi
rst i
s th
e st
rate
gic
loca
tion
of H
RD
in th
e st
ruct
ural
hie
rarc
hy o
f the
or
gani
zatio
n; a
nd th
e se
cond
is th
e pr
oper
adm
inis
tratio
n of
HR
D b
y lin
e m
anag
ers
so th
at H
RD
can
add
val
ue to
or
gani
zatio
nal p
erfo
rman
ce.
DP
SA
will
pro
vide
le
ader
ship
in s
eeki
ng to
pos
ition
HR
D in
org
aniz
atio
ns s
o th
at th
e fu
nctio
n co
uld
info
rm a
nd s
uppo
rt th
e st
rate
gic
deci
sion
s of
dep
artm
ents
. Th
is w
ill b
e do
ne th
roug
h th
e re
com
men
datio
n of
app
ropr
iate
org
aniz
atio
nal s
truct
ures
fo
r HR
D; b
y th
e m
obili
zatio
n of
man
ager
s th
roug
h th
e H
RD
S c
omm
unic
atio
n st
rate
gy; a
nd b
y co
nduc
ting
wor
ksho
ps o
n th
e us
e of
HR
D fo
r add
ress
ing
stra
tegi
c pr
iorit
ies.
For
thes
e w
orks
hops
, DP
SA
will
colla
bora
te
with
SA
MD
I/PS
A to
dev
elop
mat
eria
ls, a
nd w
ill m
ake
mat
eria
ls a
vaila
ble
so th
at tr
aini
ng c
an b
e co
nduc
ted
on
x
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
7
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.8.
4 D
evel
op H
RS
& P
m
odul
e
x
2.8.
5 S
MS
hav
e H
R
stra
tegi
es fo
r the
ir co
mpo
nent
s an
d ar
e su
cces
sful
in
impl
emen
ting
thes
e.
a w
ide
scal
e. I
n th
e en
d, e
ach
man
ager
will
be
able
to
use
HR
D a
s a
vehi
cle
for e
nhan
cing
per
form
ance
and
se
rvic
e de
liver
y. D
epar
tmen
ts, o
n th
e ot
her h
and,
will
be
expe
cted
to a
dopt
the
plan
s an
d po
licie
s of
DP
SA
, en
sure
par
ticip
atio
n of
man
ager
s in
wor
ksho
ps, a
nd ta
ke
the
oppo
rtuni
ty to
the
HR
D a
ctiv
ities
of l
ine
man
ager
s in
su
ppor
t of t
heir
staf
f.
0
2.9
To
effe
ctiv
ely
man
age
empl
oyee
hea
lth a
nd w
elln
ess
2.9.
1 A
com
preh
ensi
ve s
et
of w
orkp
lace
pol
icie
s fo
r em
ploy
ee h
ealth
an
d w
elln
ess
is
deve
lope
d,
diss
emin
ated
and
w
orks
hopp
ed
x
0
2.9.
2 Fa
cilit
ies
are
put i
n pl
ace
for e
mpl
oyee
su
ppor
t
0
2.9.
3 P
olic
ies,
stru
ctur
es
and
busi
ness
pr
oces
ses
are
put i
n pl
ace
to li
nk H
RD
with
th
e co
unse
lling
and
su
ppor
t fac
ilitie
s at
the
wor
kpla
ce
0
2.9.
4 C
ouns
ellin
g an
d su
ppor
t fac
ilitie
s at
the
wor
kpla
ce a
re li
nked
to
com
pete
ncy
asse
ssm
ent c
entre
s an
d to
PM
DS
pr
oces
ses
Empl
oyee
s w
hose
hea
lth a
nd w
elfa
re a
re p
rese
rved
are
lik
ely
to b
e bo
th m
ore
prod
uctiv
e w
orke
rs a
nd m
ore
cons
truct
ive
mem
bers
of t
he o
rgan
izat
iona
l com
mun
ity.
The
purp
ose
of th
is s
trate
gic
obje
ctiv
e, th
eref
ore,
is to
en
sure
that
the
deve
lopm
ent o
f em
ploy
ees
is b
uilt
on th
e fir
m fo
unda
tion
of th
eir h
ealth
and
wel
lnes
s. T
his
requ
ires
that
all
orga
niza
tions
hav
e m
easu
res
for
ensu
ring
that
em
ploy
ee’s
hea
lth a
nd w
elln
ess
are
prop
erly
atte
nded
. It
requ
ires,
am
ong
othe
r ite
ms,
a
com
preh
ensi
ve s
et o
f wor
kpla
ce p
olic
ies,
sup
port
faci
litie
s th
at a
re in
pla
ce a
nd o
pera
tiona
l; an
d, in
ad
ditio
n, it
requ
ires
an a
sses
smen
t and
sup
port
faci
lity
that
will
be
able
to re
nder
bot
h ev
alua
tion
and
assi
stan
ce.
DP
SA
will
dev
elop
the
basi
c in
frast
ruct
ure
for t
his
syst
em o
f sup
port
to b
e op
erat
iona
l. B
ut th
e re
spec
tive
prov
ince
s an
d de
partm
ents
will
see
k to
ens
ure
that
em
ploy
ee w
elln
ess
is a
crit
ical
com
pone
nt o
f the
gr
owth
and
dev
elop
men
t dyn
amic
s fo
r sta
ff. I
n th
is
resp
ect,
the
issu
e of
HIV
and
AID
S a
nd it
s fa
r rea
chin
g ef
fect
s on
indi
vidu
als
and
thei
r org
aniz
atio
ns m
ust t
ake
cent
re s
tage
. O
rgan
izat
ions
mus
t bec
ome
mor
e an
d m
ore
vigi
lant
in c
urta
iling
the
spre
ad o
f the
pan
dem
ic,
and
mor
e an
d m
ore
sens
itive
in re
spon
ding
in a
man
ner
whi
ch m
axim
izes
the
valu
e of
eac
h in
divi
dual
’s
cont
ribut
ion.
0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
8
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
2.10
To
supp
ort P
ublic
Ser
vice
dep
artm
ents
in a
dopt
ing
appr
opria
te s
truc
ture
s an
d pr
oces
ses
for r
ealis
ing
2.
10.1
G
uide
lines
on
the
stru
ctur
e an
d re
spon
sibi
litie
s of
HR
D
publ
ishe
d
x
2.10
.2
Exe
cutiv
e m
anag
ers
atte
nd w
orks
hops
on
the
stru
ctur
e, lo
catio
n an
d us
e of
HR
D
x
2.10
.3
Com
mun
icat
ion
stra
tegy
und
erta
ken
on
the
stru
ctur
e an
d st
rate
gic
role
of H
RD
in
pub
lic o
rgan
izat
ions
Ano
ther
asp
ect o
f gov
erna
nce
in re
spec
t to
the
HR
D
stra
tegy
is a
dopt
ing
mea
sure
s w
hich
will
pro
mot
e th
e po
tent
ial f
or s
ucce
ss in
impl
emen
tatio
n. O
ne c
ritic
al
com
pone
nt o
f suc
cess
is th
e ca
paci
ty o
f the
HR
D
func
tion
in d
epar
tmen
ts to
und
erta
ke th
e re
spon
sibi
lity
for
impl
emen
ting
the
HR
D s
trate
gy.
In th
is re
spec
t, th
e D
PS
A w
ill p
rovi
de le
ader
ship
in e
xam
inin
g st
ruct
ures
and
st
anda
rds
for t
he e
ffect
ive
perfo
rman
ce o
f HR
D.
A
mod
el s
truct
ure
for H
RD
in d
epar
tmen
ts w
ill b
e de
velo
ped
and
prom
oted
. A
s pa
rt of
this
stru
ctur
e,
posi
tions
, res
pons
ibili
ties
and
qual
ifica
tions
will
be
defin
ed, p
erfo
rman
ce s
tand
ards
for H
RD
will
be
deve
lope
d an
d a
train
ing
and
advo
cacy
role
will
be
unde
rtake
n in
pro
mot
ing
the
orga
niza
tiona
l stru
ctur
es
reco
mm
ende
d. W
ith c
olla
bora
tive
enga
gem
ents
and
st
rate
gic
supp
ort,
each
dep
artm
ent i
s ex
pect
ed to
com
ply
with
the
prov
isio
ns p
rovi
ded
by D
PS
A fo
r the
des
ign
of
orga
niza
tiona
l stru
ctur
es fo
r effi
cien
cy a
nd e
ffect
iven
ess
in H
RD
.
x
2.11
To
ensu
re th
at p
olic
ies,
pla
ns a
nd s
trat
egic
doc
umen
ts o
n H
RD
are
app
ropr
iate
ly in
tegr
ated
with
and
alig
ned
to o
ther
rele
vant
pla
ns, p
riorit
ies
and
stra
tegi
es o
f G
over
nmen
t 2.
11.1
G
uide
lines
dev
elop
ed
on th
e pl
an in
tegr
atio
n fo
r HR
D
x
2.11
.2
Trai
ning
initi
ativ
es a
re
unde
rtake
n on
pla
n in
tegr
atio
n fo
r HR
D
x
2.11
.3
A m
onito
ring
stru
ctur
e is
est
ablis
hed
to
asse
ss th
e de
gree
to
whi
ch p
lans
and
st
rate
gies
hav
e be
en
alig
ned
with
the
broa
der a
gend
a of
Beca
use
HR
D is
so
fund
amen
tal t
o or
gani
zatio
nal
perfo
rman
ce a
nd s
ucce
ss in
the
Pub
lic S
ervi
ce, i
t is
nece
ssar
y to
ens
ure
that
HR
D a
nd re
late
d pr
iorit
ies
are
not i
sola
ted
and
com
partm
enta
lized
. Th
is o
bjec
tive
seek
s to
ens
ure
that
ther
e is
a c
ohes
ive
and
coor
dina
ted
appr
oach
to p
lan
deve
lopm
ent a
nd m
anag
emen
t in
HR
D.
In th
is re
spec
t, H
RD
initi
ativ
es a
nd p
riorit
ies
shou
ld b
e lin
ked
to N
SD
S; t
o th
e N
atio
nal H
RD
Stra
tegy
; to
the
HR
D S
trate
gy fo
r the
Pub
lic S
ervi
ce; t
o th
e va
rious
P
rovi
ncia
l Gro
wth
and
Dev
elop
men
t Pla
ns a
nd
Stra
tegi
es; t
o P
rovi
ncia
l HR
D S
trate
gies
; and
for
mun
icip
aliti
es, t
o th
e in
tegr
ated
dev
elop
men
t pla
ns o
f Lo
cal G
over
nmen
ts.
Pla
ns fo
r HR
D s
houl
d al
so b
e pr
oper
ly in
tegr
ated
with
the
stra
tegi
c pl
anni
ng a
nd
budg
etin
g pr
oces
ses;
and
mus
t be
repr
esen
ted
in th
e
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 21
9
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 2
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
2. T
o st
reng
then
sup
port
stru
ctur
es a
nd s
yste
ms
in p
ublic
org
aniz
atio
ns in
cre
atin
g a
soun
d fo
unda
tion
for H
RD
pra
ctic
e.
G
over
nmen
t
Ann
ual P
erfo
rman
ce P
lans
and
in O
pera
tiona
l Pla
ns o
f th
e H
RD
uni
t. W
here
stra
tegi
c pr
iorit
ies
are
adm
inis
tere
d be
twee
n se
vera
l uni
ts, t
his
mus
t als
o be
refle
cted
in th
e op
erat
iona
l pla
n of
eac
h un
it. T
he o
bjec
tive
here
is to
es
tabl
ish
cohe
sive
ness
in H
RD
pla
nnin
g. W
hile
DP
SA
w
ill p
rovi
de g
ener
al g
uide
lines
, act
ual i
mpl
emen
tatio
n w
ill ta
ke p
lace
in th
e va
rious
dep
artm
ents
. A
mon
itorin
g st
ruct
ure
will
be
esta
blis
hed
to e
nsur
e th
at th
ere
is
cons
iste
ncy
and
cont
inui
ty in
pla
n an
d st
rate
gy
deve
lopm
ent i
n H
RD
.
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
0
TA
RG
ET B
Y YE
AR
AN
D B
Y Q
UA
RTE
R
2007
20
08
2009
20
10
IT
EM
STR
ATE
GIC
O
BJE
CTI
VE, S
UB
-O
BJE
CTI
VE A
ND
A
CTI
VITI
ES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
3.1
To
ensu
re th
at p
olic
y an
d pl
anni
ng fr
amew
orks
and
gui
delin
es a
re a
vaila
ble
to a
ssis
t and
sup
port
pra
ctiti
oner
s in
the
impl
emen
tatio
n of
HR
D p
riorit
ies
3.1.
1 G
uide
lines
dev
elop
ed
for s
carc
e sk
ills
man
agem
ent t
o as
sist
an
d su
ppor
t pr
actit
ione
rs in
the
im
plem
enta
tion
of
HR
D p
riorit
ies
x
3.1.
2 G
uide
lines
dev
elop
ed
for s
kills
aud
its to
as
sist
and
sup
port
prac
titio
ners
in t
he
impl
emen
tatio
n of
H
RD
prio
ritie
s
x
3.1.
3 W
orks
hops
dev
elop
ed
for s
kills
aud
its to
as
sist
and
sup
port
prac
titio
ners
in t
he
impl
emen
tatio
n of
H
RD
prio
ritie
s
x
3.1.
4 W
orks
hops
des
igne
d an
d co
nduc
ted
in
colla
bora
tion
with
the
Pub
lic S
ervi
ce
Aca
dem
y to
ass
ist a
nd
supp
ort p
ract
ition
ers
in
the
impl
emen
tatio
n of
H
RD
prio
ritie
s
Whi
le th
ere
is a
regu
lato
ry fr
amew
ork
whi
ch g
over
ns
HR
D, p
olic
y ga
ps s
till e
xist
at t
he o
pera
tiona
l lev
el.
Thes
e ar
e th
e ga
ps w
hich
pre
sent
cha
lleng
es a
nd
prom
ote
diffe
renc
es in
ope
ratio
nal e
ffect
iven
ess.
In
orde
r to
effe
ctiv
ely
gove
rn th
e im
plem
enta
tion
of th
e H
RD
stra
tegy
, the
refo
re, i
t is
nece
ssar
y fo
r DP
SA
to
prov
ide
lead
ersh
ip a
nd s
uppo
rt in
fillin
g m
any
of th
e po
licy
gaps
whi
ch n
ow e
xist
. Th
e ro
le o
f DP
SA
in th
is
rega
rd is
faci
litat
ive.
The
dep
artm
ent w
ill s
eek
to
inte
rven
e w
ith p
olic
y gu
idan
ce a
nd s
uppo
rt w
here
ver
such
sup
port
is n
eces
sary
. In
this
rega
rd, t
he
depa
rtmen
t will
als
o in
terv
ene
with
initi
ativ
es to
ca
paci
tate
and
info
rm H
RD
pra
ctiti
oner
s on
asp
ects
of
the
HR
D s
trate
gy w
here
cha
lleng
es m
ay b
e en
coun
tere
d.
Area
s in
whi
ch p
olic
ies
and
guid
elin
es w
ill b
e de
velo
ped
are
as fo
llow
s: s
carc
e an
d cr
itica
l ski
lls m
anag
emen
t; re
tent
ion
plan
ning
and
tale
nt m
anag
emen
t; th
e st
rate
gic
use
of H
RD
; app
ropr
iate
org
aniz
atio
nal s
truct
ures
for t
he
HR
D fu
nctio
n in
the
Pub
lic S
ervi
ce; m
anag
emen
t of s
kills
au
dits
and
trai
ning
nee
ds a
sses
smen
ts; i
nfor
mat
ion
man
agem
ent f
or H
RD
; com
pete
ncy
prof
iling
and
dat
a ut
ilizat
ion;
app
ropr
iate
use
of s
kills
dev
elop
men
t fun
ds;
and,
am
ong
othe
rs, l
inki
ng P
MD
S an
d H
RM
ope
ratio
nal
activ
ities
to th
e H
RD
func
tion.
Pol
icy
fram
ewor
ks in
th
ese
and
othe
r are
as a
re e
ssen
tial i
n or
der t
o es
tabl
ish
cons
iste
ncy
in q
ualit
y an
d un
iform
ity in
pra
ctic
e in
are
as
whe
re th
ese
are
desi
rabl
e. O
ther
are
as o
f pol
icy
guid
ance
may
aris
e as
a re
sult
of th
e an
nual
eva
luat
ion
and
repo
rting
pro
cess
that
will
be
esta
blis
hed.
Fro
m y
ear
to y
ear,
the
DP
SA
will
revi
se a
nd p
ublis
h a
list o
f are
as in
w
hich
pol
icy
inte
rven
tions
will
take
pla
ce in
ord
er to
pr
omot
e an
d ef
fect
ivel
y ad
vanc
e th
e H
RD
stra
tegy
. D
epar
tmen
ts w
ill ad
opt a
nd im
plem
ent p
olic
y gu
idel
ines
on
an
incr
emen
tal b
asis
.
x
x
x
x
x
x
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
1
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
3.2
To
ensu
re th
at H
RD
is e
ffect
ivel
y m
onito
red
and
eval
uate
d an
d th
at s
truc
ture
s an
d pr
oces
ses
are
set i
n pl
ace
to m
onito
r the
impa
ct o
f all
inve
stm
ent i
n tr
aini
ng
3.2.
1 M
&E
sys
tem
is
deve
lope
d
x
3.2.
2 Tr
aini
ng p
rovi
ded
on
M&
E s
yste
m fo
r de
partm
enta
l offi
cial
s
X0
3.2.
3 In
terv
entio
n st
rate
gies
ar
e de
velo
ped
to
supp
ort d
epar
tmen
ts
whi
ch fa
ce c
halle
nges
x
3.2.
4 M
echa
nism
put
in
plac
e to
sha
re le
sson
s le
arnt
and
exe
mpl
ary
prac
tice
Mon
itorin
g an
d ev
alua
tion
is o
ne c
ritic
al a
spec
t of a
n ef
fect
ive
HR
D fu
nctio
n an
d a
core
resp
onsi
bilit
y in
go
vern
ance
. In
this
rega
rd, D
PS
A, S
AM
DI/P
SA
and
the
resp
ectiv
e S
ETA
s w
ill p
lay
a cr
itica
l rol
e as
gov
erna
nce
agen
ts in
mon
itorin
g an
d ev
alua
tion
of p
rogr
ess
in
impl
emen
ting
the
HR
D s
trate
gy.
Mon
itorin
g an
d ev
alua
tion
will
not
be
ad h
oc.
A c
ompr
ehen
sive
sys
tem
an
d st
rate
gy w
ill b
e es
tabl
ishe
d in
ord
er to
trac
k pr
ogre
ss, a
nd p
roce
sses
for f
eedb
ack,
cor
rect
ive
actio
n an
d st
rate
gic
supp
ort w
ill b
e es
tabl
ishe
d. A
s pa
rt of
the
M &
E s
yste
m, d
etai
led
oper
atio
nal s
ucce
ss c
riter
ia w
ill
be e
stab
lishe
d fo
r eac
h st
rate
gic
obje
ctiv
e ou
tline
d.
Thes
e cr
iteria
will
be
outli
ned
at th
ree
leve
ls.
At t
he
natio
nal l
evel
ther
e w
ill b
e ac
tiviti
es o
f gov
erna
nce
agen
ts s
uch
as D
PS
A, S
AM
DI/P
SA
and
the
resp
ectiv
e S
ETA
s. A
t the
pro
vinc
ial l
evel
ther
e is
the
role
of t
he
Offi
ce o
f the
Pre
mie
r as
the
coor
dina
ting
and
gove
rnan
ce
agen
t in
the
prov
ince
, and
the
role
of t
he re
spec
tive
depa
rtmen
ts a
nd m
unic
ipal
ities
as
the
dire
ct
impl
emen
ters
. Th
e m
onito
ring
and
eval
uatio
n sy
stem
m
ust b
e lin
ked
with
PM
DS
and
the
stra
tegi
c pl
anni
ng a
nd
man
agem
ent c
ycle
s of
the
resp
ectiv
e de
partm
ents
. It
mus
t be
a fu
lly in
tegr
ated
sys
tem
of a
ccou
ntab
ility
and
st
rate
gic
man
agem
ent s
uppo
rt. D
PS
A w
ill ta
ke o
vera
ll re
spon
sibi
lity
for t
he m
onito
ring
and
eval
uatio
n sy
stem
–
its d
esig
n an
d de
velo
pmen
t; its
pro
mot
ion
and
advo
cacy
; re
late
d tra
inin
g an
d ca
paci
ty d
evel
opm
ent i
nitia
tives
; and
re
porti
ng o
utco
mes
. Th
e re
spec
tive
depa
rtmen
ts a
nd
inst
itutio
ns w
ill ta
ke re
spon
sibi
lity
for i
ts im
plem
enta
tion.
A
s pa
rt of
the
mon
itorin
g an
d ev
alua
tion
syst
em, t
he
DP
SA
will
con
duct
ann
ual c
onsu
ltativ
e co
nfer
ence
s to
as
sess
pro
gres
s, a
nd w
ill, a
s a
resu
lt, p
repa
re a
nnua
l re
ports
to n
ote
prog
ress
and
cha
rt a
cour
se fo
r the
fo
llow
ing
year
. E
ach
prov
ince
and
dep
artm
ent w
ill a
ssig
n m
onito
ring
and
eval
uatio
n co
ordi
nato
rs w
ho w
ill
unde
rtake
the
func
tion
to p
rom
ote
succ
ess
in H
RD
S
impl
emen
tatio
n th
roug
h pr
oper
mon
itorin
g an
d ev
alua
tion,
and
thro
ugh
prop
er m
anag
emen
t of t
he
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
2
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
re
sulti
ng s
uppo
rtive
inte
rven
tions
3.3
To
ensu
re th
at th
e pr
ovis
ions
of t
he H
RD
Str
ateg
ic F
ram
ewor
k ar
e pr
oper
ly c
omm
unic
ated
at a
ll le
vels
3.
3.1
Dev
elop
co
mm
unic
atio
n st
rate
gy
x
3.3.
2 D
efin
e co
mm
unic
atio
n re
spon
sibi
litie
s at
all
leve
ls
x
3.3.
3 R
un w
orks
hops
and
ad
voca
cy s
essi
ons
on
stra
tegy
x
x x
3.3.
4 A
sses
s th
e im
pact
of
the
com
mun
icat
ion
stra
tegy
on
the
impl
emen
tatio
n of
the
HR
D s
trate
gy
A k
ey a
spec
t of g
ood
gove
rnan
ce is
com
mun
icat
ion.
Th
is s
ub-o
bjec
tive
seek
s to
ens
ure
that
the
prov
isio
ns o
f th
e H
RD
S ar
e kn
own
and
unde
rsto
od.
This
pro
mot
ion
of
awar
enes
s co
nstit
utes
the
core
of t
he c
omm
unic
atio
n st
rate
gy th
at w
ill b
e un
derta
ken
by D
PS
A w
ho w
ill ta
ke
resp
onsi
bilit
y to
lead
the
proc
ess.
But
com
mun
icat
ion
here
is m
ore
than
kno
win
g an
d un
ders
tand
ing.
It c
an b
e us
ed to
mob
ilize
supp
ort,
to b
uild
col
labo
rativ
e bo
nds
and
to e
nlis
t the
com
mitm
ent o
f tho
se re
spon
sibl
e fo
r im
plem
enta
tion.
The
com
mun
icat
ion
stra
tegy
is n
ot
limite
d to
info
rmin
g st
akeh
olde
rs a
bout
wha
t mus
t be
acco
mpl
ishe
d; it
mus
t als
o co
mm
unic
ate
the
core
se
ntim
ents
and
prin
cipl
es o
f im
plem
enta
tion.
S
take
hold
ers
mus
t kno
w, f
or in
stan
ce, t
hat i
ndiv
idua
l ci
rcum
stan
ces
will
be
take
n in
to a
ccou
nt a
nd th
at e
ach
entit
y w
ill p
rogr
ess
at th
eir o
wn
rate
in a
ccor
danc
e w
ith
thei
r cap
acity
and
circ
umst
ance
s. F
rom
a g
over
nanc
e pe
rspe
ctiv
e, th
e co
mm
unic
atio
n st
rate
gy w
ill b
e th
e ov
eral
l res
pons
ibilit
y of
DP
SA
; but
com
mun
icat
ion
is n
ot
a on
e tim
e ev
ent.
It m
ust b
e on
goin
g, a
nd m
ust t
here
fore
in
volv
e st
akeh
olde
rs a
s pa
rt of
the
ongo
ing
com
mun
icat
ion
proc
ess.
In
this
resp
ect,
guid
elin
es w
ill
be p
rovi
ded
by D
PS
A o
n th
e m
anag
emen
t of t
he
depa
rtmen
t’s in
tern
al c
omm
unic
atio
ns p
roce
sses
in
rela
tion
to th
e H
RD
stra
tegy
.
X0
X0
X0
3.4
To
prom
ote
and
man
age
a co
de o
f eth
ical
con
duct
am
ong
HR
D p
ract
ition
ers
3.4.
1 To
est
ablis
h an
d pr
omot
e pr
ofes
sion
al
bodi
es o
r cou
ncils
by
occu
patio
nal c
lass
es
to p
rom
ote
norm
s an
d st
anda
rds
and
prof
essi
onal
cod
es o
f co
nduc
t
One
asp
ect o
f the
gov
erna
nce
resp
onsi
bilit
y is
to b
ring
abou
t uni
ty, c
onsi
sten
cy, q
ualit
y an
d et
hica
l sta
ndar
ds in
th
e fie
ld o
f pra
ctic
e fo
r HR
D.
Thes
e ar
e im
porta
nt d
river
s of
HR
D s
trate
gy im
plem
enta
tion
sinc
e it
will
ass
ist i
n es
tabl
ishi
ng a
com
mon
voi
ce a
nd a
uni
fied
orie
ntat
ion
to
prac
tice.
The
inte
rest
her
e is
to fu
rther
pro
fess
iona
lize
the
field
of H
RD
in th
e P
ublic
Ser
vice
, and
to th
ereb
y bu
ild a
sol
id fo
unda
tion
for m
ovin
g in
to th
e fu
ture
. In
this
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
3
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
3.4.
2 B
atho
Pel
e pe
rform
ance
indi
cato
rs
are
deve
lope
d fo
r HR
D
x
3.4.
3 A
cod
e of
eth
ical
pr
actic
e is
dev
elop
ed
for H
RD
pra
ctiti
oner
s in
a c
onsu
ltativ
e m
anne
r
x
x
3.4.
4 W
orks
hops
hel
d on
co
de o
f eth
ical
pra
ctic
e fo
r HR
D
x
3.4.
5 To
ens
ure
HR
D
prof
essi
onal
s jo
in
rela
ted
HR
D b
odie
s w
hich
will
assi
st in
en
hanc
ing
thei
r pr
actic
e
rega
rd, D
PS
A w
ill ta
ke le
ader
ship
in e
nabl
ing
colla
bora
tion
and
enga
gem
ent a
mon
g pr
actit
ione
rs a
nd
stak
ehol
ders
in th
e de
velo
pmen
t of e
thic
al s
tand
ards
.
Effo
rts w
ill al
so b
e m
ade
to c
ondu
ct w
orks
hops
and
tra
inin
g se
ssio
ns o
n th
e st
anda
rds
that
are
dev
elop
ed.
In
the
end,
how
ever
, tru
e va
lue
will
be
adde
d on
ly if
pr
actit
ione
rs a
nd th
eir r
espe
ctiv
e de
partm
ents
app
ly
thes
e st
anda
rds
in e
nhan
cing
pra
ctic
e an
d pe
rform
ance
. W
hile
DP
SA
will
take
the
lead
, pra
ctiti
oner
s w
ill be
ex
pect
ed to
be
the
agen
ts w
ho w
ill tr
ansf
orm
pra
ctic
e.
x
3.5
To
fost
er a
nd p
rom
ote
HR
lear
ning
net
wor
ks in
cre
atin
g a
cultu
re o
f lea
rnin
g in
the
prof
essi
on
3.5.
1 D
evel
opm
ent o
f da
taba
ses
and
clea
ring-
hous
es fo
r sh
arin
g in
form
atio
n
x
0
3.5.
2 P
repa
ring
mat
eria
ls
and
cond
uctin
g w
orks
hops
on
the
deve
lopm
ent o
f le
arni
ng n
etw
orks
X 0
3.5.
3 M
akin
g m
ater
ials
for
prof
essi
onal
de
velo
pmen
t mor
e av
aila
ble
and
acce
ssib
le a
t the
w
orkp
lace
With
the
supp
ort o
f SA
MD
I/PS
A, t
he S
ETA
s an
d th
e re
spec
tive
prov
inci
al a
nd n
atio
nal d
epar
tmen
ts in
co
llabo
ratio
n w
ith D
PS
A w
ill se
ek to
dev
elop
refe
renc
e so
urce
s on
exp
ertis
e w
hich
cou
ld b
e ac
cess
ed, a
nd w
ill
deve
lop
syst
ems
and
proc
esse
s to
faci
litat
e gr
eate
r av
aila
bilit
y an
d ac
cess
to k
now
ledg
e an
d pr
ofes
sion
al
supp
ort.
Pra
ctiti
oner
s w
ill b
e pr
ovid
ed w
ith w
orks
hops
on
the
man
ner i
n w
hich
lear
ning
net
wor
ks c
an b
e es
tabl
ishe
d so
that
eac
h de
partm
ent i
s ab
le to
dev
elop
lo
cal l
earn
ing
netw
orks
in s
uppo
rt of
its
empl
oyee
s.
Faci
litie
s w
ill a
lso
be p
ut in
pla
ce fo
r gre
ater
acc
ess
and
shar
ing
of k
now
ledg
e an
d le
arni
ng m
ater
ials
.
X 0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
4
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
3.5.
4 C
reat
ing
oppo
rtuni
ties,
sy
stem
s an
d pr
oces
ses
for g
reat
er
shar
ing
of k
now
ledg
e an
d in
form
atio
n an
d gr
eate
r col
labo
ratio
n in
co
nfro
ntin
g ch
alle
nges
an
d so
lvin
g pr
oble
ms
whi
ch a
rise
in H
RD
.
x
0
3.6
Stre
ngth
enin
g an
d al
igni
ng g
over
nanc
e ro
les
in H
RD
3.
6.1
Iden
tifyi
ng a
nd
anal
yzin
g th
e le
gal
man
date
s w
hich
go
vern
the
activ
ities
of
each
ent
ity.
Not
e po
licy
prov
isio
ns, n
ote
gaps
and
ove
rlaps
.
x
3.6.
2 C
olla
bora
tion
betw
een
inst
itutio
ns to
dev
elop
cl
ear a
nd a
rticu
late
d fra
mew
orks
of a
ctio
n.
x
0
3.6.
3 P
ublic
atio
n of
do
cum
ents
whi
ch
clar
ify to
the
field
the
role
s an
d ob
ligat
ions
of
entit
ies
in re
spec
t to
HR
, and
the
role
of
depa
rtmen
tal H
RD
co
mpo
nent
s in
resp
ect
to c
ompl
ianc
e.
x
3.6.
4 Th
e pr
epar
atio
n an
d ap
plic
atio
n (to
the
exte
nt p
ossi
ble)
of j
oint
re
porti
ng fo
rmat
s by
The
appr
oach
her
e is
to fi
nd g
aps
and
dupl
icat
ions
and
se
ek to
reso
lve
thes
e co
llegi
ally
and
thro
ugh
polic
ies
and
guid
elin
es w
hich
can
be
mut
ually
dev
elop
ed a
nd
adop
ted.
DP
SA
will
pro
vide
lead
ersh
ip o
n th
is a
rea
and,
th
roug
h th
e in
put a
nd g
uida
nce
of a
Nat
iona
l Ste
erin
g C
omm
ittee
, gov
erna
nce
role
s w
ill b
e al
igne
d.
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
5
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 3
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
3: T
o en
sure
that
HR
D in
the
Pub
lic S
ervi
ce is
effe
ctiv
ely
gove
rned
in o
rder
to p
rom
ote
effe
ctiv
e im
plem
enta
tion
of th
e st
rate
gy
di
ffere
nt d
epar
tmen
ts
unde
rtaki
ng
gove
rnan
ce
resp
onsi
bilit
ies
in H
RD
3.7
Ful
l util
izat
ion
of th
e st
rate
gic
role
of S
ETA
s in
cap
acity
dev
elop
men
t and
gov
erna
nce
of H
RD
in th
e Pu
blic
Ser
vice
3.
7.1
Pre
para
tion
of
cons
olid
ated
ann
ual
train
ing
repo
rts f
or
Gov
ernm
ent
depa
rtmen
ts
X
3.7.
2 P
repa
ratio
n of
W
orkp
lace
Ski
lls P
lan
0
3.7.
3 P
repa
ratio
n of
a
cons
olid
ated
Sec
tor
Ski
lls P
lan
for t
he
Pub
lic S
ervi
ce
The
appr
oach
take
n he
re is
one
of c
onso
lidat
ion
of
effo
rts a
nd p
olic
y th
rust
s th
roug
h co
llabo
ratio
n,
conn
ectin
g an
d co
ordi
natio
n. D
PS
A w
ill s
eek
to
coor
dina
te th
e pr
epar
atio
n of
con
solid
ated
WS
Ps,
tra
inin
g re
ports
and
Sec
tor S
kills
Pla
ns fo
r Gov
ernm
ent
depa
rtmen
ts a
nd to
see
k av
enue
s fo
r the
use
of t
hese
do
cum
ents
in p
lann
ing,
mon
itorin
g an
d ev
alua
tion
and
in
the
stra
tegi
c m
anag
emen
t of t
he d
eliv
ery
of H
RD
. Th
e re
sult
will
be
a co
ordi
nate
d st
rate
gy; a
lignm
ent o
f re
sour
ces,
ski
lls a
nd e
xper
ienc
e; s
harin
g of
sys
tem
s; a
nd
stre
amlin
ing
of w
orki
ng p
roce
sses
.
x
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
6
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 4
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
4: T
o en
sure
that
HR
D p
lans
, stra
tegi
es a
nd a
ctiv
ities
see
k to
inte
grat
e, p
rom
ote
and
resp
ond
to th
e de
velo
pmen
tal p
riorit
ies
of G
over
nmen
t 4.
1 T
o pr
omot
e fu
ll aw
aren
ess
of G
over
nmen
tal p
riorit
ies
and
thei
r im
plic
atio
ns fo
r HR
D p
ract
ice
in e
ach
sect
or o
f the
Pub
lic S
ervi
ce
4.1.
1 W
orks
hop
on H
RD
im
plic
atio
ns o
f G
over
nmen
t prio
rity
prog
ram
mes
x
4.1.
2 B
roch
ures
and
bo
okle
ts o
n pr
iorit
y pr
ogra
mm
es to
be
di
strib
uted
x
4.1.
3 S
MS
in d
iffer
ent
depa
rtmen
ts b
riefe
d ab
out t
he m
anne
r in
whi
ch th
ey c
an
cont
ribut
e to
the
prio
rity
prog
ram
mes
of
Gov
ernm
ent
The
inte
nt h
ere
is to
ens
ure
that
all
depa
rtmen
ts a
nd
com
pone
nts
with
in d
epar
tmen
ts a
re a
war
e of
G
over
nmen
t gro
wth
and
dev
elop
men
t prio
ritie
s an
d th
e m
anne
r in
whi
ch th
ese
prio
ritie
s ca
n be
add
ress
ed.
This
is
bas
ed o
n an
und
erst
andi
ng th
at a
col
lect
ive
resp
onse
to
thes
e pr
iorit
ies
will
add
sig
nific
ant v
alue
to th
eir
succ
essf
ul im
plem
enta
tion.
Her
e, D
PS
A w
ill ta
ke th
e le
ad to
pro
mot
e aw
aren
ess
at a
ll le
vels
for e
xist
ing
prio
rity
prog
ram
mes
, an
d on
new
gro
wth
and
de
velo
pmen
t pro
ject
s w
hen
they
aris
e. T
he fo
cus
is o
n th
e m
anne
r in
whi
ch fu
nctio
ns a
nd p
rogr
amm
es w
ithin
th
e re
spec
tive
depa
rtmen
ts c
an c
ontri
bute
or a
dd v
alue
. W
hile
par
t of t
his
effo
rt w
ill be
com
mun
icat
ion
and
advo
cacy
, oth
er a
spec
ts o
f the
effo
rt w
ill b
e on
pla
nnin
g an
d pr
ogra
mm
ing,
the
deve
lopm
ent o
f cro
ss fu
nctio
nal
activ
ities
, and
the
deve
lopm
ent o
f int
egra
ted
appr
oach
es
to c
omm
on p
robl
ems
and
issu
es.
The
HR
D a
spec
t of
this
effo
rt w
ill b
e in
pro
mot
ing
and
cond
uctin
g aw
aren
ess
wor
ksho
ps w
hich
are
des
igne
d to
enc
oura
ge re
flect
ive
sess
ions
on
deliv
ery
poss
ibilit
ies
and
to g
ener
ate
crea
tive
cros
s fu
nctio
nal s
olut
ions
bet
wee
n de
partm
ents
.
0
4.2
To
deve
lop
capa
city
am
ong
HR
D p
ract
ition
ers
to e
nabl
e th
em to
pro
mot
e an
d be
resp
onsi
ve to
the
deve
lopm
enta
l prio
ritie
s of
Gov
ernm
ent
4.2.
1 H
RD
stra
tegy
do
cum
ents
pre
pare
d fo
r eac
h pr
iorit
y pr
ogra
mm
e
x
4.2.
2 A
ll re
leva
nt p
erso
nnel
ar
e fu
lly c
apac
itate
d to
im
plem
ent
Gov
ernm
ent p
riorit
y pr
ogra
mm
es
To th
e ex
tent
that
des
igna
ted
grow
th a
nd d
evel
opm
ent
prio
ritie
s an
d sp
ecia
l pro
ject
s m
ay re
quire
cap
acity
as
sess
men
t and
cap
acity
dev
elop
men
t int
erve
ntio
ns,
thes
e in
terv
entio
ns w
ill b
e un
derta
ken
as o
ne a
spec
t of
the
stra
tegi
c in
puts
of H
RD
. Th
e ro
le h
ere
will
be
to
enab
le s
taff
to p
rope
rly u
nder
stan
d an
d re
spon
d to
re
quire
men
ts th
at m
ay n
ot b
e pa
rt of
thei
r rou
tine
enga
gem
ents
. W
hile
DP
SA
and
the
lead
Gov
ernm
ent
depa
rtmen
ts fo
r a d
esig
nate
d pr
ogra
mm
e ca
n pr
ovid
e di
rect
ion
in th
is re
gard
, it i
s an
ticip
ated
that
the
actu
al
train
ing
will
be
rolle
d ou
t at t
he p
rovi
ncia
l lev
el s
o as
to
allo
w in
divi
dual
s w
ho a
re lo
cate
d at
diff
eren
t lev
els
of th
e or
gani
zatio
nal h
iera
rchy
an
oppo
rtuni
ty to
gro
w.
0 0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
7
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
, SU
B-
OB
JEC
TIVE
AN
D
AC
TIVI
TIES
Pi
llar 4
A
PPR
OA
CH
Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4 Q
1 Q
2 Q
3 Q
4
Stra
tegi
c O
bjec
tive
4: T
o en
sure
that
HR
D p
lans
, stra
tegi
es a
nd a
ctiv
ities
see
k to
inte
grat
e, p
rom
ote
and
resp
ond
to th
e de
velo
pmen
tal p
riorit
ies
of G
over
nmen
t
Ther
e ar
e so
man
y in
stan
ces
whe
re s
taff
are
assi
gned
ad
ditio
nal r
espo
nsib
ilitie
s w
hen
new
pro
ject
s ar
ise
with
out a
ny a
ttent
ion
to th
eir c
apac
ity to
und
erta
ke th
e as
sign
ed ta
sks
and
follo
w th
ough
. A
gain
, the
se tr
aini
ng
prog
ram
mes
will
be c
ondu
cted
with
in th
e au
spic
es o
f the
H
RD
func
tion
in o
rder
to a
dvan
ce th
e st
rate
gic
prio
ritie
s of
HR
DS
.
4.3
To
prom
ote,
thro
ugh
HR
D, i
nteg
rate
d an
d in
ter-
sect
oral
app
roac
hes
to th
e de
velo
pmen
t of H
RD
prio
ritie
s 4.
3.1
For e
ach
Gov
ernm
ent
prio
rity
prog
ram
me
book
lets
are
de
velo
ped
on in
ter-
sect
oral
pos
sibi
litie
s
Her
e th
e em
phas
is w
ill b
e on
em
pow
erin
g de
partm
ents
to
exp
lore
inte
grat
ed a
nd in
ter-s
ecto
ral p
ossi
bilit
ies
for
adva
ncin
g gr
owth
and
dev
elop
men
t prio
ritie
s. D
PS
A w
ill de
velo
p bo
okle
ts w
hich
will
pres
ent i
nter
-sec
tora
l po
ssib
ilitie
s w
hich
hav
e be
en d
evel
oped
thro
ugh
a co
nsul
tativ
e pr
oces
s w
ith re
leva
nt s
take
hold
ers.
Em
phas
is w
ill b
e pl
aced
on
grow
th a
nd d
evel
opm
ent
prio
ritie
s w
here
HR
D is
per
ceiv
ed to
be
an e
ssen
tial
com
pone
nt.
The
obje
ctiv
e he
re is
to e
stab
lish
mor
e in
tegr
ated
and
coh
esiv
e ap
proa
ches
to P
ublic
Sec
tor
issu
es w
hich
hav
e in
ter-s
ecto
ral r
equi
rem
ents
for
effe
ctiv
e de
liver
y.
x
4.4
To
esta
blis
h st
ruct
ures
and
pro
cess
es to
app
ly c
apac
ity d
evel
opm
ent i
nter
vent
ions
to fo
ster
the
inte
grat
ion
of N
EPA
D, A
U a
nd g
loba
l pro
gram
mes
and
initi
ativ
es in
Pu
blic
Ser
vice
del
iver
y to
ben
efit
the
econ
omic
sec
tor
4.4.
1 A
war
enes
s br
ochu
res
on re
gion
al p
riorit
ies
to
be d
evel
oped
and
di
strib
uted
.
0
x
4.4.
2 Th
e as
sess
men
t of
stra
tegi
c pl
ans
to
dete
rmin
e th
e ex
tent
to
whi
ch s
ome
of th
e cr
itica
l reg
iona
l pr
iorit
ies
are
addr
esse
d.
Ther
e ar
e th
ree
leve
ls o
f res
pons
iven
ess:
aw
aren
ess;
in
ter-s
ecto
ral e
ngag
emen
ts; a
nd d
elib
erat
e an
d co
ncer
ted
actio
n. C
apac
ity d
evel
opm
ent m
ust b
e an
as
pect
whi
ch fa
cilit
ates
eac
h of
thes
e. T
he D
PS
A w
ill
prom
ote
awar
enes
s an
d ad
voca
cy w
orks
hops
so
that
the
resp
ectiv
e de
partm
ents
cou
ld a
sses
s th
e m
anne
r in
whi
ch re
gion
al in
itiat
ives
rela
te to
thei
r cor
e bu
sine
ss.
The
DP
SA
will
also
faci
litat
e in
ter-s
ecto
ral a
nd in
ter-
depa
rtmen
tal e
ngag
emen
ts to
col
labo
rativ
ely
addr
ess
key
prio
ritie
s. M
onito
ring
and
eval
uatio
n of
per
form
ance
w
ill in
crea
sing
ly e
xplo
re th
e ex
tent
to w
hich
thes
e pr
iorit
ies
are
addr
esse
d.
X 0
HR
D Re
sour
ce P
ack:
Par
t 4
Pag
e 22
8
TAR
GET
BY
YEA
R A
ND
BY
QU
AR
TER
20
07
2008
20
09
2010
ITEM
ST
RA
TEG
IC
OB
JEC
TIVE
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HR
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Par
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Pag
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9
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Page 231
APPEN
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Page 232
HRD Resource Pack: Part 4 Page 233
STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: E-learning can improve access, promote uniformity in standards and significantly reduce the cost of capacity development. This must be initiated so that Public Servants could be empowered to develop themselves and to maintain currency with their respective field. POLICY & LEGAL FRAMEWORK: Many departments have developed policy frameworks related to ICT, but not many have developed policies and legal frameworks to govern E-Learning. The Department of Education has an E-Education strategy which may be useful, and recent developments regarding the Government’s telecommunications strategy and policy will be useful
STATUS ASSESSMENT: Are you ready to apply E-learning in your department? Please answer the following questions. If your answer to most of them is “no”, then you may want to reflect again on your reactions. 1. All staff in the department have access to up to
date computer facilities 2. Most staff are computer literate 3. Some use is already made of E-Learning 4. There are facilities and systems in place for
tracking educational activities 5. Some learning materials are available currently 6. Technical assistance and support is available in
ICT to all staff 7. All managers are computer literate 8. There is staff available who can provide leadership
to E-Learning activities 9. There currently a culture of learning where staff are
willing to take responsibilities for their learning 10. ICT systems and software in the department are
compatible and up to date 11. Is ICT infrastructure dependable 12. Is there a quick response time for repairs and
maintenance
INITIATIVES TO BE UNDERTAKEN Promote E-Learning in the Public Service
Considerations for Rationale Statement This rationale for E-Learning is general. The rationale you may apply in promoting your E-Learning interventions may be different. Please note what your reasons and justifications are for embarking upon the process. Your rationale will be peculiar to you and will make more sense to your stakeholders and departmental staff. Craft a rationale that you can sell
Considerations for Policy Framework E-Learning HRD must be framed within an overall strategy for training and development. It must be institutionalized in a manner so that it is not an appendage to the HRD system, but an integral part of IT. In this respect, a policy framework must be developed to determine how the E-Learning system will operate
Risks & Responses
In Self-Assessment
1. E-learning efforts may over-shadow other training and development efforts.
2. Some staff may be marginalized
because they do not have access to equipment and facilities.
3. May not be sufficient equipment and
facilities to allow broad accessibility.
4. There may not currently be capacity among staff to participate fully.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
APPENDIX E
HRD Resource Pack: Part 4 Page 234
STRUCTURES AND FRAMEWORKS: E-Learning may be a collaborative effort between the HRD Directorate and the Directorate responsible for ICT. A common E-Learning framework and strategy must be developed, and this strategy must govern all E-Learning activities. The strategy must plan for at least 4 core components of the E-Learning infrastructure: policy framework; technical equipment and facilities; learning materials; assessment and reporting; course programming; and, among others, maximizing and monitoring utilization IMPLEMENTATION ACTIVITIES: Among the implementation activities to consider are the following: • Conduct an E-Learning readiness assessment • Examine what is currently available in the department • Design an appropriate structure and framework for
implementation • Build the right culture through advocacy • Design policy framework for implementation • Secure technical infrastructure or make ready what is
available • Offer programmes on a pilot basis with a view for
expansion RESOURCE SUPPORT & NETWORKS:
1. General learning sites and sources of E-Learning materials
2. National support structures – DPSA,
SAMDI/PSA, National Department of Education, ISETT
3. Provincial support structures – OTP
4. Departmental support structures
5. Local or district support structures
Risks & Responses in Structures &
Frameworks
1. Structures in departments may be different depending on current facilities available
2. Structures must be integrated and not
appended
3. One person must be responsible for E-Learning programme
4. E-Learning must be properly controlled
so that it is used appropriately
Risks & Responses in Implementation
Activities
1. Start from where you are. Steps that are too
advanced may lead to failure. 2. If activities and tasks are not formulated in a
participative manner, there will be little support.
3. If the culture of learning is not appropriate, E-
Learning will be the prerogative of a few and may not be properly utilized.
Risks & Responses 1. Although there may be a long list of support
options, find a few that you will access and depend on.
2. The appropriate support must be used for the
right reason. Support must not be used in areas where there is no competence
3. There must be a support structure so that all
will have access to support 4. Each Department will have a different
structure of support
HRD Resource Pack: Part 4 Page 235
STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: HEIs and FETs must play a more direct role in the education of public servants. This must be done collectively and in partnership to ensure currency and relevance and it must be supported through MOUs and incentive funding. POLICY & LEGAL FRAMEWORK: While there are no policies or legal provisions in government which govern partnership arrangements within HEIs and FETs, it is critical to examine and conform to the legal framework which governs higher education and the variety of provisions which govern how the Public Service operates. For instance, partnerships cannot violate the provisions of the Higher Education Act and the HEQC requirements regarding the standards of progress. It is also necessary to observe the PFMA guidelines, regulations related to supply chain management and other legal provisions which govern the Public Service.
STATUS ASSESSMENT: 1. Are there currently agreements in place with HEIs
and FETs? 2. Are current relationships with FETs or HEIs
beneficial and value enhancing? 3. Is there a unit already existing in the department
that can conveniently handle such relationships? 4. At this time the department does not have too
many partnership agreements to manage? 5. FETs and HEIs are geographically convenient? 6. FETs and HEIs currently have programmes or
services from which the department can benefit 7. There is already a contract or joint projects with
FETs or HEIs? 8. The department already hires graduates from
prospective FETs and HEIs. 9. Staff generally have a positive disposition to FET
or HEI targeted for prospective partnerships. 10. FET and HEIs targeted have a practice orientation
in their programmes and courses.
INITIATIVES TO BE UNDERTAKEN To foster collaborative partnerships with HEIs and FETs in order to enhance the quality, standard and relevance of Public Sector training
Considerations for Rationale Statement Many have embarked on such partnerships for different reasons, and many departments may already have strong ties in this regard. Your rationale must first of all be consistent with the basis upon which the department embarked on such partnerships. The rationale is the basis upon which the partnership arrangements will be sold. Caution must be exercised to ensure that all legal provisions of the partnership conform with the original content.
Considerations for Policy Framework 1. Must establish an MOU which addresses all
requirements and legal provisions 2. Each partner must be familiar with the legal
frameworks which govern the activities of the other 3. DPSA and SAMDI/PSA will provide a framework for
such partnerships. Must ensure that all agreements fit within their framework
4. Policies and agreements must not be too restrictive so as to constrain operations and limit potential effectiveness.
Risks & Responses
In Self-Assessment
1. There may be differences in views on many of these items. Please respond to what is generally true.
2. Staff may have biases for reasons that
are unrelated to prospective partnership performance.
3. If status does not indicate a potential
advantage, the department may wish to enter as a third party in an existing partnership.
4. Favourable or unfavourable status
may show over time.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
HRD Resource Pack: Part 4 Page 236
STRUCTURES AND FRAMEWORKS: The basis of the partnership should be an MOU that is negotiated between institutions. This MOU will serve as the legal instrument which governs the partnership. It must accommodate for all requirements and issues which may arise. Because it cannot be all encompassing, there must be flexibility and a willingness to renegotiate. The guidelines provided by DPSA will address the most critical considerations to be included in the MOU. While there may be one staff member who takes responsibility for the operational details, there must be a joint task team or board which meets on policy and organizational matters. IMPLEMENTATION ACTIVITIES: 1. Assess needs and requirements of partnerships to
be established. 2. Assess whether a partnership is necessary or
feasible. 3. Make contact with institutions to assess interest,
potential for adding value in terms of programmes and services, general terms upon which partnership is possible.
4. Assess partnership terms within one’s own
organization. 5. Develop draft MOU. 6. Revise and endorse within department and
negotiate with relevant institution. 7. Adopt MOU and establish organizational structures
and staffing arrangements to operationalize. 8. Plan programme and implement activities within
the partnership. 9. Monitor and evaluate operations on an ongoing
basis. 10. Restructure and renegotiate as necessary. RESOURCE SUPPORT & NETWORKS: Resources will be available from DPSA on the establishment of partnership. As part of this, individuals who will be able to assist with the establishment of appropriate structures and protocols will be available to assist on an ongoing basis. Sample MOUs will also be available. Contact numbers and details will be noted.
Risks & Responses in Structures & Frameworks
1. The provisions of an existing MOU may not
work for you. Negotiate your own, or modify one that is in existence.
2. Must use existing structures and positions as much as possible.
3. There must be balance in representation, power and within
4. All MOUs must have a fixed term with provision for renegotiation and extension.
5. The anticipated outcomes of the partnership must be clear.
Risks & Responses in Implementation
Activities
1. Proceed incrementally. Start with
relationships with which there is ease of operation. Do not work without the established policy guidelines for such partnerships.
2. Do not operate without MOUs and formal
policy agreements. 3. Be ready to make adjustments along the way.
Risks & Responses
1. Learn from the efforts and mistakes of others.
Review what others have done. 2. Seek consultative assistance from those that
have been successful. 3. Conduct collaborative review sessions with
other departments on a periodic basis through HEI partnership review and conferences.
HRD Resource Pack: Part 4 Page 237
STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: It is necessary to maintain a national approach and standard for Public Service education. A geographically dispersed Academy will improve access to quality education for all in the Public Service. POLICY & LEGAL FRAMEWORK: The policy framework for this initiative will include systems and processes and structures for the quality assurance of courses as framed within the SAQA legislation and organizational structure. It will also include the legal mandate for the establishment of SAMDI/Public Service Academy and the roles and responsibilities envisioned therein. While both these frameworks are already established, additional guidelines associated with this initiative may be necessary and will be collaboratively developed. Consideration must also be given to the policy frameworks which govern Provincial Public Service Academies which are already established. These academies are envisioned to function as part of the collaborative network of Provincial Academies.
STATUS ASSESSMENT: Self assessment here will focus on the extent to which the organization is in a state of readiness to properly use the services of the academy. Please reflect on the questions which follow. 1. Does your province or your department currently
have an academy? 2. Does the academy meet all your needs for high
quality training? 3. Is quality training accessible in all geographic
regions of your jurisdiction? 4. Is quality in service delivery uniformity high ? 5. Are all courses offered responsive to the practical
realities of the Public Service? 6. Is there currently a high level of participation in
SAMDI/PSA courses? 7. Do you currently have access to quality training in
all areas relevant to your departmentally mandated responsibilities?
8. Do you currently have policies to manage and
control access to and participation in training? 9. Do you currently have MOUs with training
organizations to provide training? 10. Will participation in the Public Service Academy
affect associations and agreements already established?
INITIATIVES TO BE UNDERTAKEN To establish a multi-campus Public Service Academy (PSA) which will facilitate and coordinate nationally education programmes for the Public Service that are of a high standard, relevant and responsive with developments in the Public Sector.
Considerations for Rationale Statement Each department must develop its own rationale for forging collaborative bonds with the academy. From a policy perspective, it should be clear how the PSA will add value to the department’s training operations.
Considerations for Policy Framework 1. The legal framework which governs all parties in the
collaborative relationship as part of the academy must be considered.
2. In time, it will be necessary for new legislation to be developed to govern the academy. This will result from collaborative engagements.
3. Each entity must establish its own guidelines in respect to its association with the academy. A guiding framework will be established.
4. If efforts are not made to promote the academy through legal provisions, its operation will be constrained.
5. All legal provisions must be articulated and be consistent to avoid duplication and conflict.
Risks & Responses
In Self-Assessment
1. Some Departments may not be ready to engage and, as a result, a state of readiness must be fostered.
2. There may be significant need for the
services of the academy but lack of capacity to fully and consistently engage. In such cases, short term assistance may be provided.
3. Engagement without pre-assessment
or reflection may create problems in the long term.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
HRD Resource Pack: Part 4 Page 238
STRUCTURES AND FRAMEWORKS: The Public Service Academy will be a geographically dispersed collaborative network of training institutions which will be coordinated through a central body to promote uniformity in quality, relevance and responsiveness. Each department’s relationship with the academy will be governed through MOUs in respect to training and mutual commitments in respect to development, sustainability and promotion of an effective and efficient Public Service. Each department will benefit from the appointment of a Public Service Academy Liaison. IMPLEMENTATION ACTIVITIES: 1. Conduct self assessment. 2. Review policies, needs and skills development
offerings. 3. Assess offerings of the academy and possibilities
for assistance. 4. Re-negotiate standing agreement in respect to
training. 5. Programme PSA offerings and advocate. 6. Evaluate PSA offerings course by course and
provide input for modification. Offer course materials where available.
7. Collaboratively develop programme plan and
workplace support initiatives. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/PSA can be used as a point of reference
for developments in respect to the establishment of the academy.
2. The network of institutions in the academy will be
published and available course offerings will be circulated.
3. There will be a register of accredited trainers for
the PSA. Note will be provided on their geographic service areas and their areas of specialty.
4. An electronic workplace support structure will be
established for use by all participants in PSA courses.
Risks & Responses in Structures & Frameworks
1. Already established associations for
training. These may be renegotiated. 2. Fragmentation of training activities
promoting conflict in delivery. Must promote uniformity through policies and MOUs.
3. Existing academies will work to maintain their existing structures and focus. Lack of willingness to modify courses. Prior arrangements must be established in respect to working relationships.
4. PSA Liaison may be overloaded with other responsibilities and may not be effective. Roles and responsibilities of PSA Liaison must be properly defined and adjustments must be made in other assigned responsibilities.
Risks & Responses in Implementation
Activities 1. Must create the foundation for working with
the PSA in an effective manner or run the risk of short term and unsustainable engagement.
2. To avoid the risk of excessive fragmentation in training, it will be useful to incrementally more toward a system of training through the PSA network.
Risks & Responses
1. There must be a critical mass of supportive
institutions for the PSA to function effectively. Each department must endeavour to be part of this critical mass.
2. Support must be continuous, consistent
and sustainable. It must be readily accessible. If this is not centrally and effectively governed, there is a risk of failure, inconsistency and inefficiencies.
HRD Resource Pack: Part 4 Page 239
STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: Potential bodies establish criteria and processes to build and manage the capacity of members of their profession. The Public Service must use this capacity where possible to ensure that staff are able to remain at the top of their profession POLICY & LEGAL FRAMEWORK: The legal framework for the association with professional bodies will be developed by DPSA. This framework will embody the role to be played by the respective departments, and it will provide guidelines on the manner in which collaborative engagements will be made operational. It must be kept in mind, however, that each professional body will have its own constitution, governance structures and legal provisions. The Public Service institutions will generally have to work within these established frameworks. The multiplicity of operational frameworks must be properly managed. Each department must have its own policy structures for working with professional associations. In many cases MOUs must be negotiated. But DPSA will provide assistance in this respect.
STATUS ASSESSMENT: Self assessment must be conducted to ensure that the use of professional bodies will add value, and to ensure that the organization is ready to use the services of professional bodies. 1. Are there established professional bodies for
various occupations in your department? 2. Are these professional bodies perceived to add
value to practice in the various occupations? 3. Do employees currently have membership in these
bodies? 4. Are employees generally positive about the
professional associations for their occupation ? 5. Have you established formal association with any
of these professional bodies? 6. Will current policies allow relationships with these
bodies? 7. Are there structures in place to ensure that
association with these professional bodies will not promote further fragmentation?
8. Could the practice in the department meet the
standards of professional bodies without significant tension and disruption in operations?
INITIATIVES TO BE UNDERTAKEN To use more productively the educational capacity and role of professional bodies
Considerations for Rationale Statement While a National framework will be established to promote the services of professional bodies, each department must formulate its own rationale for using particular professional bodies in order to advocate the role to be played by professional associations. In this respect, a departmentally specific statement of rationale will be useful
Considerations for Policy Framework
Each department must establish its own policy structure for dealing with professional bodies and associations. This will generally be handled through MOUs; but even beyond these an overall set of legal provisions must be put in place. Care must be exercised to ensure that legal provisions do not constrain operations.
Risks & Responses
In Self-Assessment
1. Establishing engagement with professional bodies without prior self assessment will lead to shortfalls and unsustainability.
2. Where there is lack of readiness or
appropriateness, associations with these bodies should not be forced.
3. Association with, and operating within
the guidelines of too many professional associations may lead to fragmentation in the long term if not properly managed.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
HRD Resource Pack: Part 4 Page 240
STRUCTURES AND FRAMEWORKS: DPSA will establish the structure and protocols for working with professional bodies. It must be noted, however, that each professional body will have its own structure and processes for managing its profession. Each department will have to work with multiple structures and must have the policy provisions for doing so. It is expected that HRD units will manage relations with professional bodies, and will strategically use their services for the benefit of employees. IMPLEMENTATION ACTIVITIES: 1. Conduct assessment of status and readiness. 2. Assess number of occupations with professional
associations. 3. Assess potential for value to be added by
professional associations. 4. Review policy guidelines provided by DPSA. 5. Initiate association with key professional
associations. 6. Formulate MOUs and operational particulars. 7. Assign responsibilities to units and individuals to
manage relationship to benefit the organization. 8. Seek and use services. 9. Evaluate services accrued and benefits accrued. 10. Provide feedback and make adjustments as
necessary. RESOURCE SUPPORT & NETWORKS: 1. DPSA will provide policy frameworks and
guidelines. 2. Different departments should collaborate in dealing
with the same professional bodies. DPSA will enable this collaboration.
3. Training will be provided to enable the
establishment of effective relations.
Risks & Responses in Structures & Frameworks
1. Totally new management structures must
not be established to risk fragmentation of responsibilities.
2. Scope and alignment of HRD responsibilities must be reassessed in order to accommodate this.
3. It is necessary to operate within the overall policy and operational provisions of DPSA in respect to this. DPSA will take responsibility for overall negotiations in respect to engagements with professional bodies.
Risks & Responses in Implementation
Activities 1. Do not institute too many relationships at
one time to risk over extension and failure. Proceed incrementally.
2. Start with key associations that can add the
most value. 3. As responsibilities are transformed to
professional associations, ensure that they are not undertaken elsewhere.
4. Train staff to engage effectively. 5. Operate within established guidelines.
Risks & Responses
1. All efforts should be made to avoid
competitive relationships between Public Service organizations in working with professional associations.
2. Departments should not submit to or
tolerate exploitation. Pricing structures should be negotiated in line with the cost of alternative options.
HRD Resource Pack: Part 4 Page 241
STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: In order to improve the practicality and relevance of training to the job, more use must be made of training methods that are in-house as a means of enhancing the practical relevance of training and applicability of training. In this respect, efforts should be made to improve the delivery of induction, learnerships, internships, mentoring and coaching and job rotation among other methods. There are generally not well managed in the workplace POLICY & LEGAL FRAMEWORK: Workplace initiatives include learnerships, internships, mentoring and coaching, job rotation, training aftercare intervention, among others. Of these, the only initiative with a formal legal framework is that which is available for learnership interventions. While there is a policy framework and associated guidelines for learnerships, the management of implementation is still not well managed. Policy frameworks for the implementation of workplace learning must be established in each organization. Frameworks and guidelines will seek to embody all the requirements and particulars that are necessary for effective operations. The DPSA will provide leadership in this regard.
STATUS ASSESSMENT: The status assessment here seeks to determine the nature of workplace training and the level of readiness of the organization to change. 1. Workplace learning is a priority in the department? 2. Policies, plans and operations signal the priority
status of workplace learning? 3. A variety of workplace learning initiatives are
currently undertaken? 4. Overall most of the job related learning takes place
in the workplace? 5. Trainers accrue the intended benefits from existing
workplace initiatives? 6. There is significant application of workplace
learning to the requirements of the job? 7. Required staff are available to manage workplace
learning? 8. Staff are currently capacitated to manage
workplace learning? 9. The necessary facilities and resources have been
put in place for managing workplace learning? 10. Staff generally prefer to learn directly at the
workplace? 11. Managers support workplace learning? 12. Workplace learning is given preference over other
types of training?
INITIATIVES TO BE UNDERTAKEN To enhance the design, management and integration of capacity development interventions in the workplace
Considerations for Rationale Statement While there is a strong rationale for promoting workplace learning, practically, it is an area that is difficult to manage in reality. The rationale for workplace learning must be sufficiently strong so that managers will take more responsibility for its success. The rationale must seek to promote the establishment of a culture of learning in the workplace.
Considerations for Policy Framework
Policy frameworks and guidelines must be developed to ensure the effective implementation of all workplace learning within a set organizational culture and understanding.
Risks & Responses
In Self-Assessment
1. Proceeding upon this initiative without self assessment of readiness will affect the potential for sustainability.
2. Assessment must be a collective
process. One person alone cannot determine readiness.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
HRD Resource Pack: Part 4 Page 242
STRUCTURES AND FRAMEWORKS: Current workplace learning initiatives are managed through the HRD unit along with other types of training interventions though workplace learning is structured differently and generally requires more attention. Generally, one person should be assigned all workplace–based responsibilities to coordinate initiatives. The structure should allow for learning time away from the work station; support from external and internal entities and individuals; and, among others, it should allow for building strong inter-unit linkages and departmental learning cultures. IMPLEMENTATION ACTIVITIES: 1. Assess the number of workplace initiatives in
operation. 2. Note relative success and outcomes of initiatives. 3. Note gaps in performance of initiatives undertaken. 4. Review DPSA policy guidelines for workplace
learning. 5. Establish proper management structures for
initiatives. 6. Initiate workplace learning operations. 7. Evaluate workplace learning operations. 8. Modify operations and continue to implement. RESOURCE SUPPORT & NETWORKS: 1. DPSA will provide support in terms of frameworks
and guidelines for adoption. 2. Linkages must be established so that lessons can
be shared among organizations.
Risks & Responses in Structures &
Frameworks 1. The manner in which workplace learning is
structured will affect its performance. 2. It should not be subsumed too deeply to be
overshadowed and overlooked. It should be at the top of the organization’s priority.
3. The structure should also cater for inter-
unit collaboration within the department.
Risks & Responses in Implementation
Activities 1. Implement incrementally. 2. Start in areas where the current
arrangements will allow success. 3. Proceed incrementally as capacity and
resources will allow. 4. Seek to transfer some training options to a
workplace learning format 5. Train people to adopt practice and
implement responsibilities.
Risks & Responses
1. Individual and organizational networks can
be built over time. 2. Associated newsletters will be published. 3. Conferences will be held to facilitate
sharing.
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STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: Many of the courses that are offered by providers do not have content that is relevant to the practical requirements of the workplace. Most of these courses focus on the theory rather than the practice and practical requirements. As a result, performance does not significantly improve after participation in training. It is necessary, therefore, to ensure that more attention is given to the workplace relevance and currency of course content and course materials.
POLICY & LEGAL FRAMEWORK: In a more general sense, the content and design of course materials are governed through the legal provisions and structures of SAQA. But the relevance of content to the workplace is determined through the authority exercised by the respective department over the service provider. In this respect, each department should have policy guidelines and requirements in respect to the content of courses. This will ensure ongoing updating so that courses are continually responsive. These requirements must be well known to all service providers.
STATUS ASSESSMENT: The status assessment to be undertaken here is in respect to the determination of the relevance of courses and the assessment of the structures that are in place to ensure the relevance of course materials. 1. The content of courses is generally relevant to
workplace requirements? 2. Course materials are collaboratively developed
with service providers? 3. Courses are periodically updated to reflect
changes in Public Service requirements? 4. The department has policies which govern the
relevance of course materials to practice in the field?
5. The relevance of course content is assessed after
each training intervention? 6. Feedback of the relevance of course materials is
provided to service providers? 7. Workplace learning is given preference over other
types of training?
INITIATIVES TO BE UNDERTAKEN To enhance the quality and workplace relevance of course materials in Public Sector training
Considerations for Rationale Statement
All providers must be clearly aware of this initiative, and must be willing to ensure its success. As part of the advocacy strategy for this initiative a clear departmental rationale must be developed and promoted.
Considerations for Policy Framework
1. The relevance of course content is determined through
the department’s relationship with the service provider. 2. The department should have protocols which govern
training. Among these should be pre-course engagement with the department to ensure relevance and appropriateness.
Risks & Responses
In Self-Assessment
1. Proceeding on this initiative without self assessment will result in lack of sustainability.
2. Readiness must be collaboratively
determined; and the manner in which the department should proceed should be collaboratively undertaken.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
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STRUCTURES AND FRAMEWORKS: Each department should have an advisory group made up of pertinent staff to assess the quality and relevance of course material for training. This should be an ongoing task group. Among their responsibilities will be the preparation of a catalogue of approved course materials; establishing liaison with providers to develop and revise course materials; and, among others, undertake initiatives to provide service providers with feedback on the workplace relevance of their training. IMPLEMENTATION ACTIVITIES: 1. Review guidelines and provisions from DPSA and
from the Public Service Academy. 2. Note areas of training where relevance to practice
is most critical. 3. Assess relevance of course materials. 4. Develop instrument to assess relevance of course
materials on an ongoing basis. 5. Establish task team or advisory group on relevance
of course materials. 6. Assess relevance on an ongoing basis. 7. Work with service providers to ensure relevance. 8. Promote ongoing revision through evaluation and
feedback. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/Public Service Academy will provide
leadership in this area and will be the point of reference and information for quality and relevant course materials.
2. The academy will also facilitate learning networks
and conferences for sharing progress and developments.
Risks & Responses in Structures &
Frameworks 1. Assessing the relevance of course
materials should not be an ad hoc job or a once in a period activity. It must be an ongoing activity.
2. There must be ongoing collaborative ties
with providers to ensure course materials are updated.
Risks & Responses in Implementation
Activities 1. Use competency-based and outcomes-
based materials. 2. Implement incrementally and avoid risk of
revising too many areas at one time. 3. Train staff to monitor and evaluate. 4. Do not risk becoming too self assured and
comfortable. Update courses on an ongoing basis as required.
5. Each department in each area should
understand its own uniqueness.
Risks & Responses
1. Use materials from a variety of service
providers. 2. Share materials and resources. 3. Create web sites for sharing creative ideas
on course development.
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STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: There are people at the lower levels of the occupational ladder in the Public Service who do not have access to a better life because of low literacy levels. ABET can be used as a means of starting these employees on the first rung of the ladder of qualifications. This is at the core of NSDS and the Development Agenda of Government. But this alone does not constitute an adequate framework for ABET. ABET should be more comprehensive and inclusive so that all staff at all levels can benefit. Benefit could either be secured for work or professional reasons or for personal development to manage the challenges and day to day requirements of one’s life.
POLICY & LEGAL FRAMEWORK: There is currently a legal framework for the promotion and adoption of ABET. The primary policy is the ABET Act and associated policy papers and guidelines. But in addition, the NSDS also highlights the importance of ABET; as well as the various Provincial Growth and Development strategies. Indeed, ABET is seen as a critical feature of the development strategy of government so that the necessary skills base can be created in the population. Yet ABET programmes have not generally had successful outcomes. More policies and guidelines are needed at an operational level to ensure the success of ABET.
STATUS ASSESSMENT: The status assessment here relates to the current quality and adequacy of ABET provision and to the readiness to pursue a transformed ABET programme. 1. ABET programmes are currently offered? 2. ABET learnerships are in place? 3. Participants successfully complete ABET
programmes? 4. ABET is programmed in a manner so that it is
relevant to the needs of all staff? 5. Resources are available to support ABET
programmes? 6. ABET learnerships are successfully implmented? 7. Well trained ABET tutors are available where and
when they are needed? 8. A structure is in place to monitor ABET provision?
INITIATIVES TO BE UNDERTAKEN To use ABET in providing educational opportunities for employees
Considerations for Rationale Statement
Efforts must be made to develop a departmental rationale which can be sold to employees and which can add value to the welfare and development of employees. The rationale should focus on a transformed and effective ABET where all can benefit and where lifelong learning can be truly promoted.
Considerations for Policy Framework
1. Each department should have operational guidelines
that should serve to strengthen ABET provision. For instance, an ABET plan for the department could be useful in programming ABET according to set guidelines and requirements.
2. Departments must work with SETAs and within the
DoE in respect to ABET provision.
Risks & Responses
In Self-Assessment
1. Ad hoc ABET courses do not constitute an ABET programme. Readiness to implement a structured programme of ABET requires certain fundamentals to be in place. If these are not in place then ABET will be unable to provide a programme of full service.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
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STRUCTURES AND FRAMEWORKS: There is no national structure and guidelines for ABET provision in the Public Service. The structure and policy framework will be put in place by DPSA. This structure will serve as the basic approach to establishing organizational arrangements and protocols for the operation of ABET in the respective departments. The ABET coordination role should be located within HRD. IMPLEMENTATION ACTIVITIES: 1. Assess the status of ABET provision in the
department. 2. Assess training needs for ABET and the core
requirements for essential provision. 3. Review policy guidelines and provisions by DPSA. 4. Allocate responsibilities within the department
assigned primarily to HRD unit. 5. Prepare an ABET plan for the department. 6. Prepare annual schedules for ABET programming. 7. Deliver ABET program in an equitable manner. 8. Monitor and evaluate ABET programming. RESOURCE SUPPORT & NETWORKS: 1. Support learning networks could be developed at
the individual and institutional levels. Guidelines will be provided by DPSA.
2. ABET learning networks are currently available, but
its adequacy for the Public Service must be assessed.
Risks & Responses in Structures &
Frameworks 1. In light of the provisions of the strategy,
there is a risk of establishing too many sub- structures for HRD functions and responsibilities.
2. It is necessary, however, to rationalize the
structures and arrangements for HRD so as to ensure that all responsibilities are properly accommodated and executed.
3. A serious programme of ABET for a
department is a significant undertaking.
Risks & Responses in Implementation
Activities 1. Build a comprehensive programme and
avoid the risk of ad hoc programming. Develop an ABET plan.
2. Develop incrementally. Work within the
framework of the resources available.
Risks & Responses
1. Support and learning networks must be
appropriate for the Public Service or poor guidance and sub-optimal practice will result.
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STRATEGIC FOCUS AREA: Capacity Development Initiatives RATIONALE: A review of the HRD strategy indicated that managers in general are unable to undertake their responsibilities in HRD. HRD delivery sometimes breaks down because line mangers are unable to manage the development of their staff. Some are unable to understand the importance of HRD for improving performance. In addition to a general programme in leadership and management development, managers should be coached in HRD. One of the key areas of effort for the effective performance of the Public Service is the promotion of effective leadership and management. This as a result, is one of the key areas of emphasis of the strategy.
POLICY & LEGAL FRAMEWORK: The HRDS promotes leadership and management development as a key area of effort on the transformation agenda of Government. While there is no formal legal framework for management development, the DPSA and SAMDI/PSA currently provide guidelines and support for management development interventions. This, however, cannot be fully effective unless the respective departments have plans and strategies for management development.
STATUS ASSESSMENT: Status assessment here focuses on both the capacity of managers and the systems and processes that are in place for promoting effective programmes of leadership and management development. 1. The department has an established plan and
system on management development? 2. Management development is linked to PMDS? 3. DPSA’s competency framework for managers is
utilized as a frame of reference? 4. All managers are effective leaders? 5. Managers are consistently effective in managing
the development of their staff? 6. Performance outcomes are evident in managerial
effectiveness? 7. All managers have succession plans for their
positions? 8. Management training is oriented to practice and
practical realities?
INITIATIVES TO BE UNDERTAKEN To promote leadership and management development programmes in general, and programmes that are targeted to the HRD competence of line managers
Considerations for Rationale Statement
The department’s rationale should promote an understanding that management development is intended to enhance performance and service delivery. Leadership is a key component of organizational performance and a critical area of weakness. More proficient managers must be developed on an ongoing basis.
Considerations for Policy Framework
Management development programming must be comprehensive and properly articulated. It must be linked to PMDS, and it must embody the HRD responsibilities of managers. Development of human capital in the organization is more essential than the development of any other capital asset. It is a critical responsibility of all managers and should be taken seriously.
Risks & Responses
In Self-Assessment
1. When managers evaluate their own effectiveness, their assessment may have a positive bias.
2. Ensure that management
effectiveness is evaluated on a “360º basis” where all staff and clients have input.
3. There is a risk of providing
management training without positive performance outcomes. PMDS is a key here to focus management development.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
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STRUCTURES AND FRAMEWORKS: DPSA and SAMDI/PSA provide structures and frameworks for management development and there are unit standards for management development programmes under SAQA. Yet, such programmes are not complete without the unique content related to particular areas of performance in the Public Service and are not fully effective unless addressed in an articulated and comprehensive manner. Management development is not the courses, per se, but the profile of management talent in the Public Service. Structures must be in place so that there are not gaps when there is attrition. IMPLEMENTATION ACTIVITIES: 1. Assess the adequacy of management development
programming in the department. 2. Assess the capacity of managers and their
developmental needs. 3. Prepare a management development plan for the
department. 4. Link management development planning and
programming to PMDS. 5. Establish programmes and schedules for
management development which includes mentoring and coaching.
6. Offer programmes and monitor and evaluate. 7. Assess impact of training on performance of
department and respective units. RESOURCE SUPPORT & NETWORKS: 1. SAMDI/Public Service Academy will provide
leadership in order to ensure a strong base of supportive programmes, institutions and networks.
2. A support guide will be made available so that
comprehensive programmes can be developed. Professional associations may assist in this regard.
Risks & Responses in Structures &
Frameworks 1. The key risk here is ad hoc management
training that is not developmental and not related to PMDS.
2. Each department should have a
comprehensive management development plan which seeks to assure effective and performance targeted management and which seeks to ensure continuity in the availability of management talent.
Risks & Responses in Implementation
Activities 1. The risk here is being ad hoc. 2. It is necessary to implement in a systematic
manner. The plan is essential for promoting relevance and for ensuring effectiveness, responsiveness and efficiency.
3. It will be necessary to follow DPSA
guidelines in this regard.
Risks & Responses
1. The risk here, again, is the potential for
fragmentation and ad hoc delivery. 2. Leadership is needed to focus support on
the correct areas where value can be added.
3. The support guide will assist.