Career Development for HRD Practitioners: Integration of Personal Development Plans w ith Workplace Skills Plans Public Sector Trainers Forum Breakaway Session Leon Pretorius 29 Sep tember 2009 1
Overview of Presentation Strategic Focus of HRM HR Competency Framework Career Management and Development Integration of Training and Development needs of the Public Service as employer and that of Employees/Practitioners Guiding Questions 2
Strategic Focus of HRM DPSA introduced a number of interventions to re-position the human resource management function The following are of specific relevance: Functional model for HRM&D Competency Framework for HRM&D Self assessment tool to enable departments to assess the capability of HR components to strategically assist in the achievement of their strategic and operational goals 3
Strategic Focus of HRM Functional areas for HRM&D HR Practices and Administration HR Organisational Strategy and Planning Employee Health and Wellness Employee Relations and People Management HR Utilisation and Capacity Development 4
Human Resource Utilisation and Capacity Development Function Purpose: To provide optimal development of departmental human resources Functions: The management and monitoring of the implementation of Skill s Development Legislation The management of learnership and internship programmes The management of the training and development of employees The management and implementation of a performance management system 5
Competency Framework The framework is aligned with the functional organisational structure for HR The framework contains descriptors for behavioral and functional HR competencies It guides the review of the HRM training courses The framework can be used by departments to inform the recruitment, development and performance management of HR practitioners 6
Competency Framew ork (Continued) 1. Behavioural Competencies Category Emotional Competencies Professional Conduct Competency Self Awareness Self Management Social and Cultural Awareness Relationship Management People Skills Professional ethics 7
Competency Framework (Continued) 2. Functional/Technical Human Resource Competencies Category HR Organisational Strategy Competency Organisational Architecture HR Information Management Diversity Management 8
Competency Framework (Continued) 2. Functional/Technical Human Resource Competencies Category HR Practices Competency Recruitment and Employee Life Cycle Management Compensation Management and Conditions of Service 9
Competency Framework (Continued) 2. Functional/Technical Human Resource Competencies Category HR Utilisation and Development Competency Human Resource Development Performance Management 10
Competency Framework (Continued) 2. Functional/Technical Human Resource Competencies Category Employee Health and Wellness Labour Relations Competency Quality of Work Life Management and Environment Management Occupational Health and Safety Collective Bargaining Employee Relations 11
Career Management Lifelong process whereby the employee matches current and foreseeable career needs and re-evaluates his/her plans accordingly For the employer career management entails a process of career planning and succession management The aim with career management is mainly to- Ensure management succession 12
Career Management (Continued) Provide training and experience to employees with potential Guide and encourage individuals with potential towards a successful career with the organisation Generally career management programmes provides for: Career planning Career pathing Career development 13
Career Planning An ongoing process through which individual sets career goals and identifies means to achieve them The individual gathers information about him/herself and develops own career goals Career planning remains the responsibility of the individual and the employer can provide information that the individual lacks (PDP, supervisor, career paths, remuneration etc.) 14
Career Pathing Career path is a succession of different jobs through which an employee may move within an organisation People move through their careers either upwards through promotion or by enriching their roles to utilise more skills Career expectations of employees may differ significantly and therefore career paths should identify realistic options available within an organisation 15
Career Pathing (Continued) A career path provides guidance on the steps individuals can take as they progress through their career in a job family (scientists, engineers, accountants, etc.) Traditional view of defining careers in terms of remuneration, status and upward mobility is being questioned Career management policies and procedures generally aim to- Help employees identify skills required 16
Career Pathing (Continued) Align and integrate personal aspirations with organisational objectives Identify career paths that points in all directions, not only upwards Provide employees with the opportunity to develop themselves and their career Provide mutual benefits for both the organisation and individual 17
Career Pathing (Continued) Career paths should: Represent real progression possibilities Be responsive to changes in job content, priorities and organisational needs Specify the competencies to perform the work on each position along the career path 18
Career Development The formal approach taken by the organisation to ensure that employees with required competencies are available when needed All available information on the individual is translated into a form of an individual career development programme and general arrangements for management development, mentoring and training 19
Career Management in the PS White Paper on HRM: Employees will be primarily responsible for seeking opportunities for development and promotion Promotions are achieved by those who can demonstrate, through open competition, that they are the most suitable candidat es Departments have a responsibility for career management and should develop career management procedures linked to performance management whilst recognising that: Employees are responsible f or their own career advancement 20
Career Management in the PS (Continued) Employee s manager or supervisor is responsible for career management by liaising with employee on career aspirations Managers should assist employees with training and development opportunities 21
Principles Underpinning Career Pathing in PS Defining career paths does not detract from the principle of open competition Does not imply automatic promotion Career paths aim to provide information on- the occupations that can be pursued mobility within occupations without specifically referring to remuneration 22
Principles Underpinning Career Pathing in PS (Continued) Career paths can only be developed for occupations that link naturally with the work environment of a department CORE contains minimum information on career paths OSD contains career path for relevant occupation The principle of equal pay for work of equal value is embraced 23
Principles Underpinning Career Pathing in PS (Continued) Grade progression is not necessarily career progression, although it may form part of it Upward mobility is generally based on- Successful application for higher post Upgrading of a post Recognition of specialised experience gained Grade progression where applicable 24
Example of Career Path Head: Training Services Manager: Curriculum Development Senior Manager: Executive Training Senior Manager Support Service Training Curriculum Developer Manager: Leadership Training Manager HR Training Senior Training Officer Training Officer 25
Example of Career Path (Continued) Occupation: Human resource and organizational development professionals Job Title: Salary levels: 8-10 Job weight range: Description of occupation: Human resource and organizational development professionals that develop and implement policies, practices and systems for the Public Service relating to the areas of human resource management and the macro organization of the Public Service. 26
Example of Career Path (Continued) Key responsibilities Develop Policies, Systems and Practices Advise the Minister Conduct research Provide advice and assistance to departments 27
Example of Career Path (Continued) Career path Progression up to supervisory position on level 10 Progression along this path will require a shift away from being an individual production unit towards providing guidance and assistance to colleagues in finalizing their work. Responsibilities and thinking demands will increase. New knowledge will be required and demands in terms of problem solving, responsibility and communication will also increase. As a supervisor it will be expected to plan work of subordinates, oversee quality and manage performance. 28
Example of Career Path (Continued) Competencies associated with higher levels Project Management Problem Solving Leading diverse groups Ability to- supervise staff solve problems independently communicate effectively 29
Example of Career Path (Continued) Career path Progression to Specialist Production level/middle management Progression along this path will require a shift towards co-ordination of a wider variety of work and providing more guidance and support to lower levels. The main tasks consist of developing policies, systems and practices as well as managing projects and interventions in departments. New knowledge will be required and demands in terms of problem solving, responsibility and communication will also increase as the scope of application will be wider. 30
Example of Career Path (Continued) As a supervisor it will be expected to plan work of subordinates, oversee quality and manage performance. Competencies associated with this occupation Strategic thinking Computer literacy Communication Developing others Planning and organizing Networking and building bonds Team leadership Technical compet encies in relevant discipline 31
Who Is Driving Your Bus? 32
Link with Workplace Skills Plans Main Focus areas of workplace skills plans: Classification of occupations linked to salary/grading Linking employees to the occupations Identifying specific skills development required Identifying incumbents of the different occupational categories to receive training Define quality assurance measures for monitoring and evaluation purposes 33
Guiding Questions Are we doing enough to assi st employees to understand career management in the context of the Public Service? Is there sufficient alignment between the WSPs and the competency requirements for the different career paths in the workplace? Are training and development programmes adequatel y aligned with competency requirements defined for the different career paths? Is there sufficient integration between individual development plans, organisational needs and WSPs? Do we have valid and consistent data collection methods? Do we report consistently? Do we analyse the information and use it strategically? 34
Thank you/siyabonga 35