CONTENTS. Page. About the editor... The authors... Foreword... Preface...

CONTENTS About the editor... The authors... Foreword... Preface... v vii ix xi Chapter 1 INTRODUCTION TO HUMAN RESOURCE DEVELOPMENT... 1 1.1 Introduction... 1 1.2 International trends in HRD... 2 1.2.1 Globalisation... 3 1.2.2 Strategic HRD and talent management... 3 1.2.3 Electronic, mobile and social learning... 3 1.2.4 Management and leadership development... 3 1.2.5 Performance consulting... 4 1.2.6 Career and performance management... 4 1.2.7 Proactive needs identification... 4 1.2.8 Training design... 4 1.2.9 Evaluation of training... 5 1.2.10 Employment equity and diversity training... 5 1.2.11 Learning organisation... 5 1.3 Local trends in HRD... 5 1.3.1 Training legislation... 6 1.3.2 ETD practices... 6 1.3.3 HR and L&D standards... 8 1.4 Integrating ETD, L&D and HRD... 8 1.5 Principles underlying the development of L&D practitioners... 10 1.6 Outcomes-based education (OBE)... 11 1.7 Company example... 13 1.8 An integrated framework for HRD... 19 1.9 Conclusion... 20 xv

xvi Managing Human Resource Development 1.10 Case study... 20 1.11 Self-assessment questions... 21 1.12 References... 22 1.13 Suggested reading... 22 1.14 Internet sites... 23 1.15 Acknowledgements... 23 Chapter 2 HUMAN RESOURCE DEVELOPMENT LEGISLATION... 25 2.1 Introduction... 25 2.2 Origin of the Skills Development Strategy and the NQF... 26 2.3 The strategic intent of the Skills Development Strategy... 26 2.4 Relationship to other skills and labour policy initiatives... 27 2.5 The National Qualifications Framework Act (2008)... 27 2.5.1 The strategy underpinning the NQF... 28 2.5.2 Intended transformation through the NQF... 29 2.6 Establishment and composition of the SAQA... 29 2.7 SAQA s functions in terms of the NQF Act... 29 2.7.1 Quality councils... 30 2.7.2 Professional bodies... 30 2.8 Principles of the NQF... 30 2.9 The NQF as a transformation mechanism... 31 2.10 The description of competence... 31 2.10.1 Expanding descriptions of competence... 31 2.10.2 Different kinds of competence... 32 2.10.3 Competence... 33 2.11 Standardising concepts and terms... 33 2.11.1 A standard format for describing competence... 33 2.11.2 Generic abilities ( critical cross-field outcomes )... 33 2.11.3 Credits assigned to unit standards... 34 2.11.4 Standardised levels... 34 2.11.5 Level descriptors... 35 2.12 The relationship between standards and qualifications... 38 2.13 Rules of combination... 38 2.14 Qualifications... 39 2.15 NQF Implementation Framework... 40 2.15.1 Priority 1: Completion of the Transition from the SAQA Act to the NQF Act... 40 2.15.2 Priority 2: Development of a system of collaboration between SAQA and the QCs... 40 2.15.3 Priority 3: Co-ordination of the three sub-frameworks of the NQF... 40 2.15.4 Priority 4: Establishment of standard-setting and quality-assurance mechanisms within each of the three sub-frameworks... 41

Contents xvii 2.15.5 Priority 5: Completion and operationalisation of the progression and articulation apparatus of the NQF... 41 2.15.6 Priority 6: Further development and improvement of the information apparatus of the NQF... 41 2.15.7 Role of the Quality Council for Trades and Occupations (QCTO).. 41 2.16 Vision and strategic approach of the Skills Development Act... 43 2.16.1 Principles underpinning the proposed new system... 43 2.16.2 Purposes of the Skills Development Act... 44 2.17 Core components of the Skills Development Strategy... 44 2.17.1 National co-ordination... 45 2.17.1.1 Functions... 45 2.17.1.2 Composition... 46 2.17.2 Sector Education and Training Authorities (SETAs)... 46 2.17.2.1 Criteria for establishment... 46 2.17.2.2 Functions... 47 2.17.2.3 Composition... 48 2.17.2.4 Chambers... 48 2.17.2.5 Financing SETAs and their chambers... 49 2.17.3 Learnership system and skills programmes... 49 2.17.4 Funding of skills development... 51 2.17.4.1 Skills development levies... 52 2.17.4.2 Collection of the levy... 53 2.17.4.3 National Skills Fund... 53 2.18 Grants and tax deductions available to employers and providers... 54 2.19 Sector skills plans... 54 2.20 National Skills Development Strategy... 54 2.21 Case studies: Sector and workplace skills plans and learnership implementation... 55 2.21.1 Transport Education and Training Authority... 55 2.21.2 Transnet Rail Engineering... 55 2.22 Practical implications for HRD practitioners... 56 2.23 Conclusion... 56 2.24 Self-assessment questions... 57 2.25 References... 57 2.26 Suggested reading... 60 2.27 Internet sites... 60 2.28 Acknowledgement... 60 Chapter 3 STRATEGIC HUMAN RESOURCE DEVELOPMENT... 61 3.1 Introduction... 62 3.2 The emergence of a new competitive landscape... 62 3.3 Reconceptualising and repositioning HRD as a strategic partner... 64 3.4 Strategy formulation versus implementation... 65 3.5 Strategy options and choice... 67

xviii Managing Human Resource Development 3.6 Implementation design criteria... 70 3.6.1 Alignment... 71 3.6.2 Implementability... 71 3.6.3 Coherence and governance... 71 3.7 Company example: Managing the Wesbank Way... 72 3.8 Outsourcing as a strategic HRD implementation option... 74 3.8.1 Planning outsourcing strategy and selecting an appropriate vendor or training partner... 75 3.8.2 Managing the risks and pitfalls of outsourcing... 76 3.9 Conclusion... 76 3.10 Case study: The Key Talent Programme of Syngenta... 76 3.11 Self-assessment questions... 86 3.12 References... 86 3.13 Suggested reading... 88 3.14 Internet sites... 89 3.15 Acknowledgement... 89 Chapter 4 THE LEARNING ORGANISATION... 91 4.1 Introduction... 91 4.2 Workplace learning to support a learning culture standard (SABPP)... 92 4.3 Problems with training programmes... 94 4.3.1 Training does not meet business needs... 94 4.3.2 In training, one size does not fit all... 94 4.3.3 Managers do not support training... 94 4.3.4 Employee workload... 94 4.3.5 A lack of measurement... 94 4.3.6 Incorrect time allocation... 94 4.4 The shift to the learning organisation... 95 4.5 Types of learning... 97 4.5.1 New learning... 97 4.5.2 Incremental learning... 97 4.5.3 Unlearning... 98 4.5.4 Transformational learning... 98 4.6 Types of learner... 98 4.6.1 Reluctant learners... 98 4.6.2 Leisurely learners... 98 4.6.3 Life-long learners... 99 4.7 Characteristics of learning organisations... 99 4.7.1 Flat organisational structure... 99 4.7.2 Open communication... 99 4.7.3 Teamwork... 99 4.7.4 Empowerment... 100 4.7.5 Inspired leadership... 100 4.7.6 Innovation and change... 100

Contents xix 4.7.7 Shared vision of quality... 100 4.7.8 Systems approach... 100 4.7.9 Job satisfaction and commitment... 100 4.7.10 People-orientated and talent focus... 100 4.7.11 External focus... 101 4.7.12 Technology-driven... 101 4.7.13 Learning opportunities... 102 4.7.14 Action and results focus... 102 4.7.15 Customer-orientated... 102 4.8 Barriers to organisational learning... 102 4.9 Learning organisation implementation plan... 103 4.9.1 Assess learning culture... 104 4.9.2 Analyse results... 106 4.9.3 Communicate and disseminate results... 106 4.9.4 Present results to top management... 107 4.9.5 Create a knowledge management system... 107 4.9.6 Develop learning strategies... 108 4.9.7 Market and communicate learning... 108 4.9.8 Implementation... 109 4.9.9 Evaluation... 109 4.10 Company examples... 109 4.11 Conclusion... 112 4.12 Case study... 113 4.13 Self-assessment questions... 113 4.14 References... 114 4.15 Suggested reading... 115 4.16 Internet sites... 116 4.17 Acknowledgements... 116 Chapter 5 PERFORMANCE CONSULTING... 117 5.1 Introduction... 117 5.2 The contextualisation of performance consulting... 119 5.2.1 The need to partner with management... 119 5.2.2 The link with business needs... 119 5.2.3 The link with Human Resource Development (HRD)... 120 5.2.4 The link with Organisation Development (OD)... 120 5.2.5 The link with the NQF critical outcomes... 121 5.3 Emerging roles and competencies within the HRD framework... 122 5.4 Performance consultant framework... 124 5.4.1 The researcher role... 125 5.4.2 The professional role... 125 5.4.3 The change facilitator role... 126 5.4.4 The communicator role... 126 5.5 Additional competencies for performance consultants... 127

xx Managing Human Resource Development 5.6 Performance consulting approach and process... 128 5.7 The performance consulting approach... 130 5.8 Facilitation and the performance improvement consultant... 132 5.9 Networking and communication and the performance improvement consultant... 134 5.10 International standards for performance consultants... 135 5.10.1 Focus on outcomes... 135 5.10.2 Take a systemic view... 136 5.10.3 Add value... 136 5.10.4 Work in partnership with clients and other specialists... 136 5.10.5 Determine need or opportunity... 136 5.10.6 Determine cause... 136 5.10.7 Design solutions, including implementation and evaluation... 136 5.10.8 Ensure solutions conformity and feasibility... 136 5.10.9 Implement solutions... 137 5.10.10 Evaluate results and impact... 137 5.11 Introducing a performance improvement strategy... 137 5.12 Assessment of performance consultant competencies... 139 5.13 Conclusion... 143 5.14 Case study... 143 5.15 Self-assessment questions... 151 5.16 References... 152 5.17 Suggested reading... 153 5.18 Internet sites... 154 5.19 Acknowledgements... 154 Chapter 6 LEARNING NEEDS ANALYSIS... 155 6.1 Introduction... 155 6.2 Terminology definition... 157 6.3 Rationale for learning needs analysis... 158 6.4 National standard on learning needs analysis (SABPP)... 161 6.5 The stakeholders in learning needs analysis... 162 6.6 The learning needs analysis phases... 165 6.6.1 Collect information on an ongoing basis to identify potential issues or problems... 165 6.6.2 If an issue or performance problem is identified, consult with management... 166 6.6.3 If training-related, identify relevant criteria... 166 6.6.4 Select a data-collection method and procedures appropriate to the problem being analysed... 167 6.6.4.1 Written surveys or questionnaires... 167 6.6.4.2 Diagnostic instruments... 168 6.6.4.3 Interviews... 168

Contents xxi 6.6.4.4 Focus groups... 168 6.6.4.5 Training committees... 169 6.6.4.6 Observation... 169 6.6.4.7 Examining work samples... 169 6.6.4.8 Critical incident analysis... 169 6.6.4.9 Assessment centres... 170 6.6.4.10 Performance appraisals... 170 6.6.4.11 Exit interviews... 171 6.6.4.12 Comparing the needs analysis methods... 171 6.6.5 Collect data and analyse results; compare information with relevant criteria to determine gaps; draw conclusions... 171 6.6.6 Report results and recommendations to client... 172 6.7 Other types of analyses... 172 6.7.1 Organisation or situation analysis... 173 6.7.2 Target population analysis... 174 6.7.3 Task analysis... 175 6.7.4 Skills and competency analysis... 175 6.7.5 Attitude analysis... 176 6.8 Skills audits... 177 6.8.1 What is a skills audit?... 177 6.8.2 The skills audit process... 177 6.8.3 Skills audit application... 179 6.9 Company example... 180 6.10 Key learning points... 182 6.11 Conclusion... 182 6.12 Case studies... 183 6.13 Self-assessment questions... 187 Appendix 6.1 Training-needs analysis questionnaire for first line supervisors... 188 Appendix 6.2 Management style diagnostic instrument... 189 6.14 References... 191 6.15 Suggested reading... 192 6.16 Internet sites... 192 6.17 Acknowledgements... 192 Chapter 7 DESIGNING HUMAN RESOURCE DEVELOPMENT INTERVENTIONS... 193 7.1 Introduction... 194 7.2 National Learning Design Standard (SABPP)... 194 7.3 Selection of HRD interventions... 197 7.4 Implementation of interventions... 198 7.5 HRD interventions... 198 7.5.1 Conferences... 199 7.5.2 On-the-job training... 200

xxii Managing Human Resource Development 7.5.3 Industrial theatre sessions... 202 7.5.3.1 Applications and usage of industrial theatre sessions... 203 7.5.3.2 Company examples... 204 7.5.3.3 Ambush training... 207 7.5.4 Action learning... 207 7.5.5 Adventure learning... 209 7.5.6 Team-building... 209 7.5.7 Learning programmes... 211 7.5.7.1 Introduction... 211 7.5.7.2 Planning of learning programmes... 212 7.5.7.3 Programme strategy... 212 7.5.7.4 Curriculum development in terms of the QCTO... 213 7.5.7.5 Checklist... 214 7.5.7.6 Learning aids... 216 7.5.8 Games and simulations... 216 7.5.9 Design thinking... 218 7.6 Conclusion... 218 7.7 Case study... 219 7.8 Self-assessment questions... 219 7.9 References... 220 7.10 Suggested reading... 221 7.11 Internet sites... 221 Chapter 8 PLANNING AND ORGANISING TRAINING... 223 8.1 Introduction... 223 8.2 Compiling a training plan... 224 8.2.1 Alignment with NQF and QC requirements... 226 8.2.2 Consultation with stakeholders... 226 8.2.3 Planning the method of training and development... 228 8.2.4 Managing ETD staff... 230 8.2.5 Budgets... 230 8.2.6 Marketing and selling training... 232 8.2.6.1 Selling to management... 233 8.2.6.2 Motivating learners... 233 8.2.6.3 Steps in marketing... 234 8.2.7 Training aids... 234 8.2.8 Planning the venue... 236 8.2.8.1 Selecting the right venue... 237 8.2.8.2 Venue checklist... 238 8.2.8.3 Doing homework about the chosen venue... 239 8.2.9 Administration... 240 8.2.9.1 Pre-course administration... 240 8.2.9.2 Post-course administration... 242 8.2.10 Planning for training evaluation... 243

Contents xxiii 8.3 A project management approach... 243 8.3.1 Handling a successful project... 244 8.3.2 Key principles for training project management success... 246 8.4 Conclusion... 248 8.5 Case study... 248 8.6 Learning points... 249 8.7 Self-assessment questions... 249 8.8 References... 249 8.9 Suggested reading... 250 8.10 Internet sites... 250 Chapter 9 MANAGEMENT AND LEADERSHIP DEVELOPMENT... 253 9.1 Introduction... 254 9.2 Changing role of management... 256 9.3 International best practices... 258 9.4 Learning opportunities for management development... 261 9.5 Management concerns... 263 9.6 Managerial learning... 264 9.7 Leadership development standard for South Africa (SABPP)... 265 9.8 Managing resources... 266 9.9 Transfer partnerships... 266 9.10 South African Qualifications Authority (SAQA) requirements... 269 9.11 Performance management... 269 9.12 A process approach to management development... 270 9.12.1 Why some management development programmes fail... 270 9.12.2 A process for individual management development... 271 9.12.3 When does the need for individual development arise?... 271 9.13 Conclusion... 272 9.14 Company example: Telkom... 272 9.15 Case studies... 281 9.16 Self-assessment questions... 282 9.17 References... 283 9.18 Suggested reading... 284 9.19 Internet sites... 285 9.20 Acknowledgement... 285 Chapter 10 MENTORING AND COACHING... 287 10.1 Introduction... 287 10.2 Benefits of mentoring and coaching... 290 10.3 Pitfalls of mentoring and coaching... 290 10.4 Types of mentoring and coaching interventions... 292

xxiv Managing Human Resource Development 10.5 Role of HRD... 293 10.6 The coaching and mentoring standard (SABPP)... 294 10.7 The mentoring and coaching implementation process... 296 10.7.1 Introducing the intervention... 296 10.7.2 Training of steering committee... 297 10.7.3 Identifying mentors/coaches and mentees/coachees... 297 10.7.4 Capacity-building for all role-players... 298 10.7.5 Matching of mentors/coaches and mentees/coachees... 298 10.7.6 Relationship goal-setting... 298 10.7.7 Implementation... 298 10.7.8 Evaluation... 299 10.7.9 Improvement... 300 10.8 Guidelines for effective mentoring and coaching... 300 10.9 Company examples... 301 10.9.1 Study Sample and Data Collection and Analysis Method... 301 10.9.2 Methodology and Approach... 302 10.9.3 Findings... 303 10.10 Conclusion... 305 10.11 Case study... 305 10.12 Key learning points... 306 10.13 Self-assessment questions... 307 10.14 References... 307 10.15 Suggested reading... 307 10.16 Internet sites... 308 10.17 Acknowledgements... 308 Chapter 11 ELECTRONIC, MOBILE AND SOCIAL LEARNING... 309 11.1 Introduction... 309 11.2 Terminology definition... 311 11.3 Benefits of e-learning... 315 11.3.1 Course administration... 315 11.3.2 Financial management... 315 11.3.3 Management reports... 315 11.3.4 Resource management... 316 11.3.5 Cost savings... 316 11.3.6 Learner needs... 316 11.3.7 Effective learning... 317 11.3.8 Evaluation... 317 11.4 Disadvantages of e-learning... 319 11.5 Different types of e-learning methodologies... 319 11.6 E-learning implementation... 320 11.6.1 Training-needs analysis... 320 11.6.2 E-learning platform and design... 321 11.6.3 Implementation of e-learning delivery... 323

Contents xxv 11.6.4 Evaluation... 324 11.6.5 E-learning improvements... 325 11.7 Electronic performance support systems (EPSS)... 325 11.8 Company example: ABSA... 326 11.9 Conclusion... 327 11.10 Case study... 327 11.11 Key learning points... 328 11.12 Self-assessment questions... 328 11.13 References... 329 11.14 Suggested reading... 330 11.15 Internet sites... 331 11.16 Acknowledgements... 332 Chapter 12 EMPLOYEE ORIENTATION... 333 12.1 Introduction... 333 12.2 Objectives of a formal orientation process... 335 12.3 National standard on on-boarding (SABPP)... 336 12.4 Phases of planning orientation... 337 12.4.1 Interview phase... 337 12.4.2 Pre-employment... 337 12.4.3 The first day... 338 12.4.4 The first month and beyond... 338 12.4.5 Monitoring of process... 339 12.4.6 Exit interviews... 339 12.5 Elements of successful orientation programmes... 339 12.5.1 Give new employees what they need... 339 12.5.2 Allow enough time for orientation... 339 12.5.3 Provide a bonding experience... 340 12.5.4 Make orientation universal... 340 12.5.5 Immediate implementation... 340 12.5.6 Announcing the appointment... 340 12.5.7 Simplicity... 340 12.5.8 Emotional element... 340 12.5.9 Management involvement... 340 12.5.10 Human resource involvement... 341 12.6 Pitfalls in orientation programmes... 341 12.7 The ABSA case study... 341 12.7.1 Background... 341 12.7.2 Orientation within ABSA... 342 12.7.3 Further details pertaining to phases one to four... 343 12.7.3.1 Pre-employment activities... 343 12.7.3.2 Functional and role orientation... 344 12.7.3.3 Monitoring, evaluation and refinement... 344

xxvi Managing Human Resource Development 12.7.3.4 Checklist... 344 12.7.3.5 Accountability for orientation... 345 12.8 Conclusion... 346 12.9 Case study... 346 12.10 Self-assessment questions... 347 12.11 References... 347 12.12 Suggested reading... 348 12.13 Internet sites... 348 Chapter 13 EMPLOYMENT EQUITY AND DIVERSITY TRAINING... 349 13.1 Introduction... 349 13.2 Broad-Based Black Economic Empowerment Act... 352 13.3 Employment Equity Act... 353 13.4 Implications of employment equity and diversity for HRD... 355 13.5 Employment equity training... 355 13.6 Diversity training... 357 13.6.1 Pitfalls of diversity training... 357 13.6.1.1 Lack of management commitment... 358 13.6.1.2 Improper needs identification... 358 13.6.1.3 Political orientation... 358 13.6.1.4 Reactive approach... 358 13.6.1.5 Unbalanced content... 359 13.6.1.6 Facilitators profile... 359 13.6.1.7 Participant profile... 359 13.6.1.8 Project approach... 359 13.6.1.9 Inadequate transfer of learning... 359 13.6.1.10 Superficial evaluation... 360 13.6.1.11 Lack of change management... 360 13.6.1.12 Consultant liabilities... 360 13.6.2 Guidelines for effective diversity training... 360 13.6.2.1 Obtain visible management support... 360 13.6.2.2 Diversity-needs identification... 360 13.6.2.3 Integrate into business strategy... 361 13.6.2.4 Balanced and objective approach... 361 13.6.2.5 Diverse facilitators... 361 13.6.2.6 Diverse participants... 361 13.6.2.7 Change management... 361 13.6.2.8 Consultant co-ordination... 361 13.6.2.9 Compile action plans... 362 13.6.2.10 Provide support structures... 362 13.6.2.11 Monitoring and evaluation... 362 13.6.3 Diversity training process... 362 13.6.3.1 Diversity-needs assessment... 362 13.6.3.2 Diversity training design... 364 13.6.3.3 Facilitation... 367

Contents xxvii 13.6.3.4 Support and reinforcement... 368 13.6.3.5 Programme evaluation... 368 13.7 Company example... 369 13.8 Conclusion... 370 13.9 Case study... 370 13.10 Self-assessment questions... 371 13.11 References... 372 13.12 Suggested reading... 372 13.13 Internet sites... 373 Chapter 14 LEARNING & DEVELOPMENT STANDARDS... 375 14.1 Introduction... 375 14.2 Benefits of HR Standards... 376 14.3 L&D within the National HR Standards Model... 377 14.4 The L&D Application Standard... 379 14.5 Company example... 382 14.6 L&D standard implementation plan... 384 14.7 Conclusion... 384 14.8 Case study... 385 14.9 Key learning points... 386 14.10 Self-assessment questions... 386 14.11 References... 387 14.12 Suggested reading... 387 14.13 Internet sites... 387 14.14 Acknowledgement... 387 Chapter 15 MULTISKILLING... 389 15.1 Introduction... 389 15.2 Concept and nature of multiskilling... 390 15.3 Factors that support multiskilling... 391 15.3.1 Factors that support multiskilling from the organisation s perspective... 391 15.3.2 Factors that support multiskilling from the learner s perspective... 392 15.4 Value of multiskilling... 392 15.5 Generic skills of a multiskilling programme... 393 15.6 Strategies to promote multiskilling... 394 15.6.1 Job design... 394 15.6.2 Job rotation... 394 15.6.3 Job enlargement... 395 15.6.4 Job enrichment... 395

xxviii Managing Human Resource Development 15.6.5 Alternative work arrangements... 395 15.6.6 Career development... 396 15.7 Practical implementation of multiskilling... 396 15.7.1 Strategy... 397 15.7.2 Consulted process... 397 15.7.3 Skills audit... 397 15.7.4 Implementation... 398 15.7.5 Monitoring the process... 398 15.8 Factors to consider during implementation... 398 15.9 Limitations of multiskilling... 399 15.10 Developing a competency model... 399 15.10.1 Consider the organisational context... 399 15.10.2 Link the model to organisational goals and objectives... 399 15.10.3 Use job-analysis methods to develop competencies... 399 15.10.4 Consider what is to be achieved through multiskilling... 400 15.10.5 Define the anatomy of a competency... 400 15.10.6 Include generic and job-specific competencies... 400 15.10.7 Example of a competency model... 400 15.11 Developing a structured learning programme... 401 15.12 Documentation of a multiskilling programme... 403 15.13 Maintaining skill levels... 403 15.14 Conclusion... 403 15.15 Case study... 404 15.16 Self-assessment questions... 404 15.17 References... 405 15.18 Internet sites... 406 Chapter 16 CAREER MANAGEMENT AND PERFORMANCE... 407 16.1 Introduction... 408 16.2 Career development in a changing world of work... 410 16.2.1 The meaning of work and the new psychological contract... 410 16.2.2 Defining the new career... 413 16.2.3 Talent management: the strategic context for career development... 414 16.2.4 The new meaning of career development... 416 16.2.5 Responsibilities in career development... 418 16.3 Career stages... 419 16.4 Linking career stages to development interventions... 421 16.5 Organisation entry... 423 16.5.1 Career choice... 423 16.5.2 Organisational socialisation... 424 16.6 Development or mastery... 425 16.6.1 Performance management and 360-degree feedback... 425 16.6.2 Mentoring and coaching... 426 16.6.3 Succession planning... 427

Contents xxix 16.6.4 Career-planning workshops... 428 16.6.5 Interventions dealing with plateauing and stress... 428 16.7 Organisation exit... 428 16.8 Dealing with flexible work practices... 429 16.9 Designing and aligning a comprehensive career development system... 431 16.10 Company examples... 431 16.11 Conclusion... 433 16.12 Case study... 434 16.13 Learning points... 435 16.14 Self-assessment questions... 436 16.15 References... 436 16.16 Suggested reading... 439 16.17 Internet sites... 439 Chapter 17 HUMAN RESOURCE DEVELOPMENT QUALITY MANAGEMENT... 441 17.1 Introduction... 441 17.2 Principles of quality management... 442 17.3 Implementation strategy... 444 17.3.1 Phase one: management meeting... 446 17.3.2 Phase two: management training... 446 17.3.3 Phase three: strategic planning... 447 17.3.4 Phase four: form quality council... 448 17.3.5 Phase five: culture assessment... 449 17.3.6 Phase six: communications strategy... 449 17.3.7 Phase seven: organisation-wide training... 450 17.3.8 Phase eight: form quality teams... 452 17.3.9 Phase nine: training of teams... 453 17.3.10 Phase ten: problem identification and improvement techniques... 453 17.3.11 Phase eleven: change management... 455 17.3.12 Phase twelve: audit and reviews... 455 17.4 Aligning HRD with quality management... 455 17.4.1 Customer focus... 456 17.4.2 Problem-solving and quality techniques... 457 17.4.3 Process improvement... 457 17.4.4 Benchmarking... 458 17.4.5 Quality management system... 458 17.5 Quality assurance in terms of the QCTO... 460 17.5.1 Functions of an assessment quality partner... 460 17.5.2 Criteria for the approval of an assessment quality partner... 461 17.5.3 The QCTO s obligations in respect of assessment quality partners... 462 17.5.4 Practical guidelines for HRD practitioners... 462 17.6 Company example... 463 17.7 Conclusion... 463 17.8 Case study... 464 17.9 Key learning points... 465

xxx Managing Human Resource Development 17.10 Self-assessment questions... 465 17.11 References... 465 17.12 Suggested reading... 466 17.13 Internet sites... 466 Chapter 18 ASSESSMENT AND EVALUATION... 469 18.1 Introduction... 470 18.2 Terminology definition... 471 18.2.1 Definitions... 471 18.2.2 Formative and summative evaluation and assessment... 472 18.3 Why is evaluation necessary?... 473 18.3.1 Rationale for the evaluation of training in organisations... 473 18.3.2 Why people do not evaluate... 474 18.3.3 Consequences of not evaluating or assessing... 475 18.4 Why people should evaluate... 475 18.4.1 Focus on inputs... 476 18.4.2 Focus on outputs... 476 18.4.3 Focus on managing what is measured... 476 18.4.4 Focus on strategy... 477 18.4.5 Applications... 477 18.5 Results-based HRD... 477 18.5.1 What is results-based HRD?... 477 18.5.2 Activity-based HRD... 478 18.6 The role of evaluation in South Africa... 479 18.7 Evaluation and the individual... 479 18.8 Key role-players in evaluation... 480 18.9 Models of evaluation... 481 18.9.1 Kirkpatrick... 481 18.9.2 Warr, Bird and Rackham... 483 18.9.3 Phillips s five-level ROI framework... 484 18.9.4 South African ROI model... 486 18.9.5 Learning evaluation standard model (SABPP)... 490 18.10 Methods of evaluation... 492 18.10.1 Questionnaires... 494 18.10.2 Reactionnaires... 494 18.10.3 Interviews... 495 18.10.4 Critical incident review... 495 18.10.5 Written and computer-based tests... 495 18.10.6 Practical tests... 496 18.10.7 Focus groups... 496 18.10.8 Action planning... 496 18.10.9 Behavioural analysis... 497 18.10.10 Cost-benefit analysis and ROI... 498 18.11 Competence-based assessment according to QCTO requirements... 499

Contents xxxi 18.12 Methods of assessment... 504 18.12.1 Oral assessments... 504 18.12.2 Case studies... 504 18.12.3 Examinations and written tests... 504 18.12.4 Portfolios... 504 18.12.5 Role plays... 504 18.12.6 Simulations... 504 18.13 Conclusion... 505 18.14 Self-assessment questions... 505 18.15 Case study... 506 18.16 References... 507 18.17 Suggested reading... 508 18.18 Internet sites... 508 18.19 Acknowledgements... 509 Chapter 19 INTERNATIONAL HUMAN RESOURCE DEVELOPMENT... 511 19.1 Introduction... 511 19.2 Globalisation and HRD... 512 19.2.1 International HRD practices... 514 19.2.2 Global competencies... 514 19.3 Regional and country diversity... 516 19.3.1 Asia... 517 19.3.2 Middle East... 517 19.3.3 South America... 518 19.3.4 United States... 518 19.4 Problems experienced by expatriate employees... 518 19.5 Guidelines for international HRD... 519 19.6 International HRD strategy... 519 19.6.1 Review globalisation strategy... 520 19.6.2 Develop HRD strategy... 520 19.6.3 Expatriate training... 520 19.6.4 Repatriate training... 521 19.6.5 HRD global alignment... 521 19.7 Company example: IBM... 521 19.8 Conclusion... 521 19.9 Case study... 522 19.10 Self-assessment questions... 522 19.11 References... 523 19.12 Suggested reading... 524 19.13 Internet sites... 525 Chapter 20 CONTINUING PROFESSIONAL DEVELOPMENT... 527 20.1 Introduction... 528 20.2 Historic development of CPD... 528

xxxii Managing Human Resource Development 20.3 What is CPD?... 529 20.4 What is CPD not?... 530 20.5 Why CPD?... 530 20.6 Comparability with other countries... 532 20.6.1 AHRI (Australia)... 532 20.6.2 CIPD (UK)... 533 20.7 What counts as CPD?... 535 20.8 Who does CPD affect?... 535 20.9 The variety of approaches to CPD... 536 20.9.1 Formal courses... 536 20.9.2 Workshops and seminars... 536 20.9.3 Conferences... 536 20.9.4 Tutorials... 536 20.9.5 Independent study and reading... 537 20.9.6 Presentations and publishing... 537 20.9.7 Mentoring and coaching... 537 20.10 Learning options for CPD... 537 20.10.1 Structured... 537 20.10.2 Semi-structured... 537 20.10.3 Unstructured... 537 20.11 Core competencies of the thinking performer... 537 20.12 Personal development plans... 541 20.13 Complete the necessary CPD work... 541 20.14 Building an organisational CPD strategy... 542 20.15 Practical guidelines for CPD... 543 20.16 CPD example: SA Board for People Practices (SABPP)... 544 20.17 Case study: Help! I m stuck in the mud!... 546 20.18 Key learning points... 547 20.19 Conclusion... 547 20.20 Self-assessment questions... 548 20.21 References... 549 20.22 Suggested reading... 550 20.23 Internet sites... 550 20.24 Acknowledgement... 550 Assignment, portfolio and examination questions... 551 Glossary... 567 HRD Internet index... 575 Index... 579