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NCV 4 Management Practice Hands-On Support Slide Show - Module 3


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This slide show complements NCV 4 Management Practice Hands-On Training by Bert Eksteen & Anthony Hill, published by Future Managers Pty Ltd. For more information visit our website

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NCV 4 Management Practice Hands-On Support Slide Show - Module 3

  1. 1. Management Practice 4
  2. 2. Module 3: Human resource development
  3. 3. Module 3: Human resource development <ul><li>After completing this module, you will be able to: </li></ul><ul><ul><li>identify the training needs of a business unit to support the proposed business strategy </li></ul></ul>
  4. 4. The training development process Needs analysis phase Planning phase Implementation phase Evaluation phase Identify training needs Determine training objectives and develop criteria to evaluate success Design an appropriate training programme to meet the required training need Select training methods, learning material, venues and times needed for implementation Develop a schedule of training costs and incorporate into training budget Conduct training Evaluate training effectiveness against criteria and investment
  5. 5. This process ensures that the organisation correctly identifies <ul><li>What type of training will support the implementation of their business strategies </li></ul><ul><li>What is the most appropriate training method to suit these needs and, </li></ul><ul><li>Who are the people requiring training </li></ul>
  6. 6. No Yes No No Yes Yes Yes Yes Yes No No Poor performance Important Ignore Skill Deficiency Used to do it Performance punished Arrange formal training Used often Remove punishment Arrange practice Arrange practice Performance punished Arrange consequences Performance punished Arrange positive consequences Performance punished Remove obstacles
  7. 7. 1. IDENTIFY THE TRAINING NEEDS OF A BUSINESS UNIT TO SUPPORT THE PROPOSED BUSINESS STRATEGY <ul><li>After completing this outcome, you will be able to : </li></ul><ul><ul><li>analyse the skills and expertise needed to implement a business strategy for a specific business unit </li></ul></ul><ul><ul><li>conduct a skills audit to identify the gaps in a business unit </li></ul></ul><ul><ul><li>research training providers, training programmes and the cost of training programmes necessary to address the skills gap in a business unit </li></ul></ul><ul><ul><li>present the research findings in an electronic presentation </li></ul></ul><ul><ul><li>propose a training programme that will empower employees in a business unit to meet the knowledge and skill requirements implied by the business strategy </li></ul></ul><ul><ul><li>arrange a training and development intervention in accordance with training and development needs of individuals, teams and the organisation as a whole. </li></ul></ul>
  8. 8. 1.1.1 What is meant by the terms skills and ‘expertise’ <ul><li>The restaurant will want competent employees </li></ul><ul><li>Individual competencies are made up of: </li></ul><ul><ul><li>Abilities </li></ul></ul><ul><ul><li>Knowledge </li></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Personality </li></ul></ul>
  9. 9. Activity 1 <ul><li>Review the list below and then, on a separate piece of A4 paper, write down which of these you see as: </li></ul><ul><ul><li>an ability </li></ul></ul><ul><ul><li>knowledge </li></ul></ul><ul><ul><li>a skill </li></ul></ul><ul><ul><li>a personality trait </li></ul></ul>
  10. 11. 1.1.2 What are the skills and expertise needed to implement the ‘Plan to Win’ strategy for a specific McDonald’s restaurant? <ul><li>What do you ask? </li></ul><ul><li>Who do you ask? </li></ul><ul><li>How do you ask? </li></ul>
  11. 12. Competencies required for McDonald’s customer service crew members
  12. 13. Who to ask <ul><li>It is logical to ask an expert panel. These people could include: </li></ul><ul><ul><li>the Manager who directly supervises employees in the specific job </li></ul></ul><ul><ul><li>the HR Manager for the region </li></ul></ul><ul><ul><li>experienced employees who have performed the actual job in the past. </li></ul></ul>
  13. 14. How to ask <ul><li>The expert panel must be requested to attend a formal meeting to rank the competencies in priority order to arrive at the key job competencies </li></ul>
  14. 15. Conduct a skills audit to identify gaps in a business unit
  15. 16. What is a skills audit? <ul><li>Process for identifying the skills and expertise required by an organisation and comparing them to the current skills and expertise available in the organisation’s workforce </li></ul><ul><li>A proper skills audit should assist an organisation to: </li></ul><ul><ul><li>determine the gaps between current and required skills </li></ul></ul><ul><ul><li>obtain an accurate analysis of training & development needs </li></ul></ul><ul><ul><li>clarify which individuals require training and then, </li></ul></ul><ul><ul><li>focus on appropriate training, if there is a real skills deficiency or other interventions if the problem is not due to a lack of skills and expertise. </li></ul></ul>
  16. 17. Activity 2 <ul><li>Place yourself in the position of Casey Ayanda, a customer service employee at the McDonald’s in Eastgate Mall. You are just about to complete your shift when customer comes in and orders today’s special – which is a Chicken Deluxe Hamburger Meal. </li></ul><ul><li>After receiving his meal, the customer calls you over and asks you “what’s this?” – pointing to the chicken – “I didn’t order chicken!” It is clear that you have not made a mistake but the customer is starting to raise his voice. In a role play try and solve this problem without upsetting the customer any further. </li></ul>
  17. 18. Activity 3 <ul><li>Review the list below and then, on a piece of A4 paper, write down: </li></ul><ul><ul><li>which of the competencies can be assessed in this simulation and </li></ul></ul><ul><ul><li>how you think they can be assessed in the role play. </li></ul></ul>
  18. 19. Assessment of simulation <ul><li>The simplest way to observe whether or not Casey (in activity 2) could is able to handle the situation with the difficult customer is to: </li></ul><ul><ul><li>Observe how he handles the problem </li></ul></ul><ul><ul><li>Record these observations </li></ul></ul><ul><ul><li>Evaluate whether or not he is competent </li></ul></ul>
  19. 20. Competency assessment checklist
  20. 21. Competency assessment checklist <ul><li>From this checklist it is fairly easy to identify: </li></ul><ul><ul><li>the ‘gaps’ between ideal performance levels and individual employee skills </li></ul></ul><ul><ul><li>the size of the gap and thus where training priorities lie. </li></ul></ul><ul><li>In the case where a simulation is not possible (due to constraints), employees and their managers can be given a simple questionnaire </li></ul>
  21. 22. Employee skills questionnaire
  22. 23. The skills audit process
  23. 24. Analysis of the skills gap
  24. 25. Analysis of the skills gap <ul><li>From this analysis it is clear that: </li></ul><ul><ul><li>crew members of McDonald’s have excellent product knowledge, work well as a team and are customer-orientated </li></ul></ul><ul><ul><li>they need coaching and support with both their interpersonal skills and communication abilities </li></ul></ul><ul><ul><li>time management is a training need </li></ul></ul><ul><ul><li>the ability to solve problems and to work with figures are urgent training priorities </li></ul></ul>
  25. 26. Employee competency for problem-solving
  26. 27. Employee competency for problem solving <ul><li>In this example, it is obvious that Peter Cloete, Henry Richards, Anele Sobethwa and Malcolm Ruiters are in urgent need of training in how to solve problems. </li></ul><ul><li>Equally this profile indicates that it is not necessary for employees such as Ashley Jansen and Brian du Plooy to be sent for this training. </li></ul><ul><li>Obviously this report is for management and should remain confidential. It does provide the basis for them to: </li></ul><ul><ul><li>prioritise who should be trained first </li></ul></ul><ul><ul><li>give feedback to individual employees. </li></ul></ul>
  27. 28. 1.3 Research training providers, training programmes and the cost of training programmes necessary to address the skills gap in a business unit <ul><li>Researching training providers, what they offer and the related costs can be done by: </li></ul><ul><ul><li>contacting the local Chamber of Business </li></ul></ul><ul><ul><li>consulting relevant publications such as ‘Human Capital Management’ and “People Dynamics’ </li></ul></ul><ul><ul><li>going on-line to visit websites from </li></ul></ul><ul><ul><ul><li>the Department of Labour at to </li></ul></ul></ul><ul><ul><ul><li>the Skills Portal at to </li></ul></ul></ul><ul><ul><ul><li>a general search using Google </li></ul></ul></ul><ul><ul><li>contacting employers in a similar sector to find out who they have successfully used in the past </li></ul></ul>
  28. 29. 1.4 Present research in an electronic presentation
  29. 36. Propose a training programme that will empower employees in a business unit to meet knowledge and skills requirements implied by the business strategy <ul><li>Some of the reasons for choosing Optimum Learning Technologies as the preferred training provider to help the McDonald’s business unit develop required competencies (i.e. skills and expertise) are: </li></ul><ul><ul><li>All their training programmes are SAQA accredited </li></ul></ul><ul><ul><li>They have a B-BBEE rating </li></ul></ul><ul><ul><li>Their programmes satisfy required ETQA standards </li></ul></ul><ul><ul><li>They offer training from NQF levels 2 to 6 </li></ul></ul><ul><ul><li>AND PARTICULARLY; </li></ul></ul><ul><ul><li>Because of the above, employee achievement is formally recognised </li></ul></ul><ul><ul><li>They also provide relevant assessment in the context of the specific business unit </li></ul></ul><ul><ul><li>They offer a long-term development ladder with their programmes that genuinely empower employees </li></ul></ul>
  30. 37. Accelerated development programme <ul><li>An Accelerated Development Programme (ADP) is t he training and development intervention proposed to meet the needs of individuals, teams and the organisation as a whole. </li></ul><ul><li>An ADP is an intervention aimed at: </li></ul><ul><ul><li>developing inherent individual potential, knowledge, skills and attitudes </li></ul></ul><ul><ul><li>in the shortest possible time </li></ul></ul><ul><ul><li>in order to ensure a competent corps of future business leaders. </li></ul></ul>
  31. 38. What does an ADP require? <ul><li>Clear Policy Guidelines - for example – “who is to be developed? What are the criteria for selection onto the ADP? How will the development practically lead to the achievement of organisational objectives?” </li></ul><ul><li>A well-structured Bridging Programme to equip the selected individuals with the relevant knowledge, leadership abilities and practical skills to enable them to survive and grow in a competitive business environment </li></ul><ul><li>Formal On-the-Job Development where coaches, mentors and development facilitators ensure that real development takes place </li></ul><ul><li>Formal Evaluation Mechanisms such as Personal Development Plans and the organisation’s Performance Management system </li></ul><ul><li>Specific Outcomes - communicated results and appointment to ‘real’ jobs </li></ul>
  32. 39. Components of the ADP A Bridging Programme On-the-job Development A Personal Development Programme
  33. 40. Bridging programme criteria <ul><li>A Bridging Programme must: </li></ul><ul><ul><li>develop potential on an accelerated basis </li></ul></ul><ul><ul><li>offer practical & sustainable learning </li></ul></ul><ul><ul><li>provide a foundation for personal growth </li></ul></ul><ul><ul><li>build capacity to add value to the organisation </li></ul></ul><ul><ul><li>prepare participants for leadership roles </li></ul></ul>
  34. 41. On-the-job development criteria <ul><li>On-the-job Development must: </li></ul><ul><ul><li>clearly define roles </li></ul></ul><ul><ul><li>offer practical work exercises </li></ul></ul><ul><ul><li>be linked to the company’s performance management system </li></ul></ul><ul><ul><li>focus on relevant competencies </li></ul></ul>
  35. 42. Personal Development Programme criteria <ul><li>A Personal Development Plan must: </li></ul><ul><ul><li>be developed jointly by the individual, his/her manager and HR </li></ul></ul><ul><ul><li>integrate job performance, potential and realistic career opportunities </li></ul></ul><ul><ul><li>identify development areas and map out alternate career paths </li></ul></ul><ul><ul><li>include an ‘Action Plan’ that a) looks at both short- and long-term actions and b) clearly identifies who is responsible for each action: </li></ul></ul><ul><ul><ul><li>the individual (responsible for self-development) </li></ul></ul></ul><ul><ul><ul><li>the coach (his/her manager responsible for day-to-day coaching) </li></ul></ul></ul><ul><ul><ul><li>the mentor (responsible for imparting knowledge/advice /counselling ) </li></ul></ul></ul><ul><ul><ul><li>the facilitator (responsible for co- ordinating the formal process) </li></ul></ul></ul><ul><ul><li>stipulate review dates of actual progress vs. planned progress </li></ul></ul>
  36. 44. 1.6 Arrange a training and development intervention in accordance with training and development needs of individuals, teams and the organisation as a whole <ul><li>Well structured development in the workplace requires: </li></ul>
  37. 45. a. Clearly defined roles and responsibilities <ul><li>The ADP participant (the protégé) is responsible for learning and applying new skills, knowledge and value-adding behaviours </li></ul><ul><li>The HR Department is responsible for co-ordinating and administering the process </li></ul><ul><li>The relevant Line manager is responsible for coaching, mentoring and facilitating the process </li></ul><ul><li>The Mentor allocated to each protégé is responsible for empowering this individual to develop by ensuring understanding of the ‘real’ Organisational Culture and by gaining access to key information. </li></ul>
  38. 46. b. Practical on-the-job development activities <ul><li>Self-development e.g. giving the participant a managerial problem to solve on his/her own. </li></ul><ul><li>Decision-making e.g. asking the participant to write an analysis of a real problem that has not been solved and come up with a number of alternative solutions. </li></ul><ul><li>Planning, organising & controlling e.g. giving the participant Key Results Areas to formulate, and then set performance objectives and standards. Also to provide monthly reports on progress. </li></ul><ul><li>Leadership e.g. place the participant in a formal team leader role on a temporary basis with the brief to lead the team to resolve real work problems. </li></ul><ul><li>Communication e.g. providing the participant with the opportunity to make formal presentations at regular intervals. </li></ul>
  39. 47. c. Evaluating training effectiveness <ul><li>Evaluation of the ADP is a critical part of the process. If the McDonald’s franchise holder in question is Cyril Meyer and he wants to ensure training success then he has to have a mechanism to measure the ADP’s effectiveness. </li></ul><ul><li>More than 40 years ago Donald Kirkpatrick developed a ‘taxonomy’ which is widely used in business to evaluate the success of training programmes . </li></ul><ul><li>His four levels of evaluation progress from: </li></ul><ul><li>reaction : easiest to measure but the least valid for evaluating effectiveness </li></ul><ul><li>learning : not as easy to measure, but more valuable for evaluation </li></ul><ul><li>behaviour : difficult to measure but if measured, a great confirmation of a successful intervention </li></ul><ul><li>results : the most difficult to link directly to a particular training course but the most powerful in supporting the strategy in question. </li></ul>