HUMAN RESOURCE POLICY & PROCEDURES

1.
1.1

BACKGROUND AND CONTENT

Introduction

This document is one of a series of guideline documents that have been developed by the CHIETA to support workplaces which offer education and training, in the development of policies and procedures required in the design, delivery, assessment and evaluation of quality learning and teaching. The guideline policies and procedures provided here are developed on the basis of the requirements set out by SAQA and the CHIETA ETQA. They cover these requirements only and do not address all workplace requirements of other labour legislation, or legislation that may relate to a specific sector within chemical and related industries. These documents are intended to assist you as a workplace provider to meet the accreditation criteria of the CHIETA, as well as to enhance the quality of your learning programmes. It is anticipated that workplaces that are offering education and training will use these documents in different ways in a manner that is suitable to the needs of the organisation: If you are a workplace seeking accreditation, and the provision of learning is only a small part of your business, you may have existing policies and procedures for your workplace as a whole, and you will need to adapt these policies so that they are in line with broader education- and training-related policies. If you are a provider located within a workplace, you may already have policies and procedures in place that relate to the provision of quality learning and teaching. You may also choose to use these documents as a checklist to determine if there are any changes that you may wish to make to your existing policies and procedures to further enhance the quality of your learning programmes. If you are a workplace provider that does not yet have policies and procedures in place, you may use these documents as a basis for developing these. You will, of course, need to adapt them to ensure that they are suitable for your context. If you are a provider that is not a chemical industry workplace, but that provides programmes to learners within the chemical sectors, or to learners that wish to enter these sectors, then these can be used as a guide. There are notes throughout this document that explore what additional procedures you may need to put in place.

Each document in this series is structured as follows: Section 1 Section 2 Section 3 introduces the documents and provides a context to the examples of policies and procedures provided; provides an example of an organisational policy; and provides an example of an organisational set of procedures.

Sections 2 and 3 provide notes, tips and tools. These serve to clarify the policies and procedures and highlight areas in which providers may need to make specific decisions that may result in adaptations to policies and procedures and their implementation.

1.2

SAQA Policy 1

A providers human resource policy should be guided by SAQA acreditation policies and guidlines, which state that: The organisation will have to provide details of its staffing policies and procedures, including recruitment, selection, appointment, promotion and termination. Sufficient staff (full-time or contractual) suitably qualified in the subject or sector and assessment will have to be shown to be available to ensure the quality of the learning experience and achievement of the specified standards and qualifications. Evidence of policies and procedures for staff development and staff development opportunities will be required. These policies and procedures should allow both for the needs of the organisation as well as individual and professional development requirements to be met.

1.3 CHIETA ETQA Human Resource Requirements

As outlined in the Provider Accreditation and Programme Approval Guidelines, the CHIETA requirements for human resources are the following:

Assessment criteria

Evidence requirements

Human resources, staff selection, appraisal and development (applicable to education and training staff) 1 As part of the QMS, there is a set of ETD staffing policies and procedures that outline ETD staff selection, appraisal and development requirements, where relevant (more than 5 employees). 2 As part of the QMS, there is an ETD staff recruitment and selection policy and procedures that complies with applicable legislation e.g. employment equity and labour relations requirements, where relevant (more than 5 employees). 3 ETD staff have access to staff development opportunities that are planned, resourced and equitable, where relevant (more than 5 employees). 4 ETD practitioners are subject matter experts and are competent (as a minimum) in the facilitate learning programmes using a variety of methodologies unit standard. 5 For provisional 2 and assessors/assessor teams 3 are trained and declared competent in the relevant unit standards and are registered with the CHIETA as constituent assessors or moderators.

1 Extracted 2 Providers

from SAQA, Criteria and Guidelines for Providers, October 2001 should note that you can outsource your assessments to external registered constituent assessors

until such time as your own assessors are registered with the CHIETA, and so this criterion should not hold you back in terms of getting accredited. The CHIETA also has support mechanisms in place to facilitate the training and registration of assessors and you should check the CHIETA ETDQA Division or website for updates of these.
3 Assessor

and moderator teams refer to teams composed of a person with subject matter expertise in any of the

qualifications and/or standards that fall within the CHIETAs primary focus and a generic assessor or moderator is a person who is declared competent in assessment or moderation and does not necessarily have subject matter expertise that falls within the CHIETAs primary focus. These teams allow for assessment or moderation to take place in instances where the assessor or moderator does not have the required subject matter expertise.

ORGANISATIONS HUMAN RESOURCE POLICY

As an organisation we have a human resource policy that addresses the following: Recruitment, selection and appointment of education and training staff Competence of staff Staff development and performance reviews Promotion of staff Termination of staff contracts

2.1

Recruitment, Selection and Appointment

As an organisation we are committed to recruitment, selection and appointments that are in line with the following principles: Fairness, transparency and openness through developing job descriptions linked to competency statements. This ensures that applicants have the opportunity to apply for posts based on either qualification or equivalents. Transparency in terms of information: internal candidates are informed of all posts that become available, and are given an opportunity to apply for these posts so as to support their career development. This is done in a manner that takes into account the Workplace Skills Plan and the Employment Equity Plan of the organisation. Fairness in terms of equity. Our position against unfair discrimination is specifically included in all our HR policies. We define unfair discrimination as the exclusion of any candidates based on race, gender, sex, ethnic or social origin, colour, age, disability, religion, conscience, belief, political opinion, culture, language, marital status or family responsibility. Promotion of equity within the organisation with regard to gender, previously disadvantaged individuals and people with disabilities. This ensures that as part of the recruitment, selection and appointment processes the organisation promotes redress and access.

2.2

Competence of Staff

We will ensure that there is a sufficient number of competent staff to enable the organisation to achieve its vision and mission. This will be achieved on the basis of the employment of full-time staff, and, when required, the employment of part-time staff and/or contract staff. Our organisation will identify competent people who will serve as back-up staff in order to render appropriate education and training service (on a part-time basis or short-term contract), when a need arises, for instance when a designated staff member is promoted, resigns, passes on, etc. It should be noted that, when we use the term competence in the context of ETD staff, we are referring to demonstrated expertise, abilities and/or experience and not necessarily to formal qualifications only. The organisation has the following specific criteria with regard to the competence of ETD staff: They are qualified in their own field (subject matter expertise) and in addition have the necessary ETD unit standard or qualifications so that they can demonstrate this competence. They are familiar with the work across their sector (contextual expertise - not narrowly in only one workplace). They have ETD expertise (that is have the ability to facilitate learning in their field of expertise in a manner that is contextualised to the needs of the sector and the workplace). The unit standards on the NQF that relate to the facilitation of learning are used to guide the organisation with regard to the requisite competencies. They are able to communicate effectively in the language of learning and teaching within the organisation. They are able to undertake diagnostic and formative assessment activities as part of the teaching and learning process. Where the ETD practitioner is conducting summative assessment as well as moderation work, then the organisation will ensure that in addition to subject matter expertise, the practitioner has achieved competence against the relevant assessor standard, and is registered with the CHIETA as a constituent assessor.

In addition, we consider the personal attributes of the individual and expect practitioners to possess qualities such as caring about the learners, dedication to the job and the ability to work hard.

We are also committed to ensuring that over time all full-time ETD practitioners will have a full ETD qualification, such as an Occupationally-Directed ETD qualification, and that other individuals who play ETD roles acquire the relevant unit standards. This is outlined in the staff development section of this policy. Management in our organisation will have relevant competence in terms of their different roles, such as financial expertise, human resource expertise and the ability to ensure that the organisation is managed in accordance with its policies and procedures. These roles are outlined in more detail in our procedures.

2.3

Staff Development and Performance Reviews

We have a plan in place to develop education and training staff in accordance with our mission and objectives. The plan details the qualifications of employees and indicates what standards they need to achieve both for their own personal development and for the effectiveness of the organisation. This is based on an assessment of their existing qualifications and the roles that they play in the organisation. The plan is outlined in our organisations Workplace Skills Plan and is line with our Employment Equity Plan.

In addition to the process that is followed to develop the WSP, we are committed to conducting performance reviews which also assist in identifying any training needs of staff members. This is fed into the WSP so as to determine when the individual will be able to undertake the relevant training. This ensures that performance reviews are conducted in a manner that builds individuals and focuses on continual improvement.

Where an individual is working as a full-time ETD practitioner, such as a trainer, it is anticipated that, as part of the accreditation process, the individual will acquire a full ETD qualification. Individuals who undertake certain ETD roles, but whose work is not that of a full-time ETD practitioner (for example, a supervisor), will identify the most appropriate standard and be supported to attain this standard to improve their competence.

Staff may select to attain this standard by undergoing an RPL process, which might result in the award of the standard in question, or it might identify a gap which requires some top-up training before applied competence can be fully demonstrated. Alternatively, staff will have the option of entering a training programme to develop the skills that are required to attain competence against the relevant standards.

2.4

Promotion

We are committed to ensuring that the process with regards to promotion is fair and transparent. Posts will be advertised and will be open to all staff members who want to take forward their career within the organisation. Furthermore, the WSP is designed in a manner that will support individuals to have the requisite skills so that when posts become available they are in a position to apply for them. This helps us to achieve our Employment Equity Plan and ensures that the organisation has the requisite skills to grow productively.

2.5

Termination

Where contracts with staff have to be terminated, this will be done in accordance with the relevant legislation including the Basic Conditions of Employment Act and the Labour Relations Act and in accordance with the process and procedures of the organisation.

ORGANISATIONS HUMAN RESOURC PROCEDURES

The following procedures have been developed in accordance with the policies of our organisation.

3.1

Recruitment, Selection and Appointment

1. On the basis of the strategic and business plan, we have developed (and will constantly review) an organogram that outlines the education and training roles that are required by the organisation.

Note

As indicated previously, these procedures focus only on those required for the effective provision of quality learning and teaching/facilitation. If your organisation is a workplace, then these roles should be incorporated into the organisations over-arching organogram.

SOME TIPS
Possible ETD roles that may be required in an organisation The kinds of roles that are typically required to ensure the successful planning and implementation of skills programmes include the following: The Skills Development Facilitator is the most appropriate person to coordinate a skills audit. The SDF is expected to work in consultation with all employees, management and organised labour (in a large organisation this will be through a Workplace Skills Planning Committee) to facilitate the organisation development of Workplace Skills Plans (WSPs). These competitive in line with plans are both an instrument through which grants can the needs of the sector and be accessed in the context of the levy-grant system, the country as a whole. So the and a vital planning tool for the organisation making first step in improving skills in your the plan. This process will help to define the organisation should be to ensure the SDF needs of the whole workforce in terms of is competent and is empowered to carry out his the training and RPL, which must or her job effectively. take place to make the A key role is of course the trainer, the individual that will facilitate the training programme. This person will need to have both subject matter expertise as well as the skills required to facilitate learning and teaching. As suggested in the policy, it is advised that individuals that are working as full-time trainers be trained against the OD ETDP qualification. The organisation may use any combination of internal and external trainers depending on the nature of the training programme, and the capacity of the organisation. The coaching role provides structured and targeted skills development opportunities in the workplace. It is focused mainly on being able to demonstrate good practice in relation to specific skills, create opportunities for learners to attempt to practise these skills, and assess their progress, giving constructive feedback. If a coach is to take on the full responsibility for assessment, s/he should also achieve the generic assessor standard. The mentor role is seen as complementing other ETD competences and enables the individual to further develop a broader range of guidance and support skills. It includes direct advice, for example, on information, resources, learning pathways and so on. The mentor role seems to be the coach role at a higher level and with a greater level of subject matter input, as well as advice on self-management in relation to the learning programme, assessment and barriers to learning. Neither of these roles includes that of counselling, which requires specific training, but both these role-players are expected to know when to refer learners for specialist help and to whom they might be referred.

If your organisation is the workplace for any learners in learnerships or skills programmes, you should ensure that each such learner has a designated mentor or coach. Qualifications and standards higher than NQF Level 2 generally require the mentor role, but this is not always the case, and you should discuss the learners needs with all the people concerned. Once suitable people have been identified, coach/mentor training should become a priority. Many ETD training providers offer these unit standards in a course which includes the assessor standard, and such courses are often the most effective in terms of saving time and money. The organisation may wish to have internal or external assessors. These could be the full-time ETD practitioner (a trainer), if you have one, or the assessor can sometimes be a line manager, supervisor or mentor, for example. All assessments leading to the award of unit standards or qualifications registered on the NQF must be conducted by registered assessors. You must also provide a moderator unless you are working in cooperation with a lead provider who agrees to moderate your assessments. If you are a training provider as your main business, all your facilitators should be trained as assessors and registered with the CHIETA. You should also train and register at least one moderator for each learning programme. There are two major steps towards becoming a registered assessor. Firstly, an individual must be awarded the generic assessor standard from the ETQA of the Education, Training and Development Practices (ETDP) SETA, or ETDQA as it is referred to hereafter. Secondly, the individual must meet the requirements of the One of your first priorities should be to ensure SETA responsible for his/her own areas training and registration of assessors. Training of expertise, and register with should be conducted by a provider accredited that SETA. by the ETDQA, and the standard will be awarded by the ETDQA. There was a demand, particularly from industry, to provide an assessor standard at a lower level for people who assisted in assessments without taking on the level of responsibility of a full assessor. This created a role referred to as Evidence Facilitators, and this individual can undertake many of the simpler activities that take up a lot of time, but do not require the attention of registered assessors. In particular, this revolves around helping candidates to produce, organise and present evidence in a manner that makes it possible for registered assessors to evaluate without endless requests for further evidence. It may be that your organisation is small and so you do not wish to have this role, or that you decide to have an internal person play this role in support or an external assessor. As an organisation you will need to establish what works for you.

2.

Once we have developed an understanding of which ETD roles are required in the organisation there will be a review as to who will play these roles, and which of these roles will be played by each of the following: Full-time staff (and which of these will be full-time ETD posts, and which will require of existing staff that a percentage of their time is spent on an ETD role) Part-time staff who are brought in to play particular ETD roles (such as run a particular training programme) Contract staff who are brought in for particular areas of work (such as moderation). This discussion will take into account the requirements of the organisation, as well as questions of cost and affordability. We also develop job descriptions for each of the full-time and part-time posts. This includes a breakdown of the Key Performance Areas of each of the posts, competencies required for the role, and an analysis of what percentage of the job is represented by each KPA. In some cases where the role will be played by an individual in an existing post, this KPA will be added to the persons existing job description, and a plan will be made to ensure that the individual is freed from certain other responsibilities.

3.

SOME TIPS
How do we select ETD practitioners? The obvious people to identify for ETD training are those who are already performing ETD roles. However, there are several important reasons why this criterion is insufficient. Reasons to look more carefully at your needs before you identify candidates for training include the following: There may be ETD roles which are needed, but currently no-one is performing them (for example, RPL advice and support services, mentoring of learners in the workplace). Your current ETD roleplayers may not be representative in terms of race, gender, language, culture, etc, and this may disadvantage learners who cannot In terms of fair assessment, it is particularly identify with any of the ETD important to ensure there is a range of assessors practitioners. who speak the languages of your learners. If re-structuring is taking place you need to train people who are likely to remain in your organisation for some years. You should ensure that you do not train those who are about to retire. You should consider, as far as possible, personal qualities and values displayed by potential trainees. You should also consider a number of other factors when selecting people for training. Most of the unit standards are helpful in this regard. They have a section entitled Learning assumed to be in place or Learning assumptions. This is not intended by SAQA to be interpreted as entry requirements to a learning programme. Rather, it indicates to a provider what they can assume, and therefore not include in the programme. For example, in training an assessor to assess, in the context of programmes leading to qualifications in municipal finance, the trainer would assume the candidates already have the necessary competence around municipal finance, and would not include this in their learning programme. This learning is assumed to be in place already.

So when you look at this section of a unit standard, you can see, for example, that there is no point training a level I water operator to mentor a water laboratory biotechnician, or an operator to assess a welder. Other less obvious assumptions are sometimes also spelt out, such as that a moderator is expected to have already achieved the assessor standard, and a verifier is expected to have already achieved the moderator standard. You can also get some idea of the level of language competence expected by looking at the NQF level of the standard. However, because there are no strict language-level entry requirements, you may well be able to adapt your programmes and add in some bridging material if a group of learners seem likely to struggle to achieve the standard or qualification through the standard learning programme. Some qualities to consider Personal attributes are hard to define, and it is expensive and unnecessary in this context to conduct formal tests to assess them. However, it is important to bear in mind certain qualities which are an advantage in the various ETD roles. For example, an assessor, moderator, verifier or programme evaluator has to have sufficient credibility amongst those with whom s/he is working to ensure that his or her judgements are not constantly challenged. Thus, a certain level of knowledge and experience in the sector is advisable. Assessors and moderators should therefore have sufficient subject matter expertise in the area in which they are undertaking the assessor or moderator activities. Race, language and gender issues are important because those being assessed or evaluated may feel that prejudice or lack of sensitivity influences decisions and further unfairly disadvantages those who are already disadvantaged. Learning facilitators, coaches, evidence facilitators and mentors need to be culturally sensitive and able to empathise with others, and should have the ability to offer developmental support rather than to dictate direction or act in a judgemental manner. The critical cross-field outcomes are as important for OBET practitioners as they are to their learners. They must be able to (and be seen to) work in a collegiate manner with their peers and they must be able to organise and manage group and paired work assignments for their learners. Their own informationhandling and communication skills must be excellent and they must encourage these skills in their learners throughout the association. The same emphasis applies to the use of initiative and creative and critical thinking to define and solve problems. To summarise, people likely to be able to play ETD roles to successfully support learners should be good mediators, rather than traditional lecturers. It is important that self-reflection is built into all their practices and that they are able to learn from their own experiences, accept input from others and adapt where necessary.

When selecting ETD standards and/or qualifications against which to train people, think seriously about the following before you start: Have you considered all the ETD roles described in this Guide and can you justify your decisions about who should be trained for what roles in terms of your organisational goals and development plans? Have you thoroughly considered the needs and profiles of your current and potential learners?

When selecting people for ETD training programmes, consider these points about your organisations needs: Do you have ETD practitioners competent in a range

of languages that match the language profile of your learners and potential learners? Are your current ETD practitioners representative in terms of race, class, gender and ethnicity? Have you made provision for RPL and for the ABET and fundamental needs of your learners and potential learners? When selecting people for ETD training programmes, consider these points about potential trainees: Do they have the necessary contextual and subjectspecific expertise?

Do they have sufficient competence in the language of

learning? Are they likely to be re-deployed or to retire in the near future?

Do they meet the learning assumptions or will they need extra support?

Do they have the appropriate personal qualities to successfully carry out the ETD role/qualification identified?

4.

Where the post is new (rather than a role that is incorporated into an existing post) we will advertise those posts that are required through our internal communication channels, as well as by either placing an advertisement in a newspaper, or engaging a recruitment agency, which will ensure an open process. Every application received will be filed and the applicant will receive a note to either indicate that s/he has been shortlisted or that the application has been unsuccessful. We will then run a selection process which is in accordance with the policies of the organisation and the relevant legislation. This includes any assessment of health, as well as the need to ensure that the process is not biased and promotes equity and fairness. Depending on the nature of the posts, the selection process could take any of the following forms, or a combination of them: A selection based on a review of the applications which will be made against an agreed-upon template An interview that will also have structured questions to guide the panel A written assessment based on a set of standardised instruments A demonstration process that enables the applicant to show competence against the requirements of the post If psychometric tests are used, only those approved by the Department of Labour will be allowed, so as to ensure that the process is not culturally biased, and these will be administered by qualified people. Regardless of the process followed, there will be a clear format to ensure consistency, and panel members will record their responses to ensure a transparent process. Applicants will be informed of the decision in writing, and unsuccessful applicants will have the right to request reasons for their not being selected if they choose. Staff will have a written contract with a specified probation period, and a detailed job description.

5.

6.

6.

Where the roles will be played by individuals in existing posts, and the ETD role is being added to this existing job description, there will be a discussion with the incumbent to consider the implications of this new role and the manner in which this additional responsibility will be managed. Training requirements to fulfil this new role will also be explored with the individual. Where we are intending to outsource certain roles, terms of references for each of these will be developed. Service providers or individuals will be selected in accordance with the procurement policies and procedures of the organisation.

7.

3.2

Competence of Staff

As stated in the policy, we will ensure that there is a sufficient number of competent staff. This will be achieved on the basis of the employment of full-time staff, adding certain ETD roles onto existing full-time posts (such as the supervisor playing a coaching role) as well as the employment of part-time staff and contract staff, when required. The procedures for ensuring this are as follows: 1. A review will be made of each of the posts on the basis of the job descriptions, the KPAs, the competency profiles and any external requirements, such as assessor certification against the required standard. 2. On the basis of this review the requirements for competence for each post will be developed and fed into the WSP process. 3. The competence statement will define what qualification or equivalent level of knowledge and ability is required for the post.

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3.3

Staff Development and Performance Reviews

The following procedure is followed with regard to the development of staff in the organisation: 1. We will develop a WSP which outlines the organisations objectives, and spells out the implications of these objectives for training priorities in the organisation. 2. As part of the development of the WSP, we will conduct an assessment of the existing qualifications and experience of staff, and compare these to the requirements outlined in the job description, the related competency profile and qualification requirements.

SOME TIPS
Who does the skills analysis? The skills analysis may be undertaken by the Skills Development Facilitator within the organisation, or by a supervisor in consultation with the human resource manager, depending on the structure of the organisation. Ideally, the WSP should then be approved by the education and training committee, which includes representatives from management and labour. However, this is dependent on the size of the organisation. This section provides you with some ideas as to how to proceed with this process. You may already have established an inclusive consultative process in your organisation for drawing up the Workplace Skills Plan. In this employers are expected to consider the training needs of all their employees. As an education and training provider, you may be part of a bigger organisation, like a manufacturing company, or your main business may be education and training in the sector. In either case, it would be a good idea to set up a small team or sub-committee of the WSP Committee to look specifically at ETD roles and requirements to support your organisations development and improvement plans. In The purpose of consulting more broadly, the long term, the success of skills development initiatives possibly using focus groups, is to find out throughout your organisation will depend to a where various interest groups, especially learners, great extent on the ability of those playing feel that more support is needed, or feel that ETDP ETD roles to provide adequate skills require upgrading to meet the needs of current support. outcomes-based qualifications and the increasing variety of delivery modes (for example, distance education and learnerships). In micro-organisations your consultations may include all your staff (sometimes two or three people only), but where possible you should consult groups of current and/or past learners and other relevant clients. In smaller organisations, the ETD team can discuss the issues and agree on a set of priorities which can be recorded by an identified facilitator. The recommendations can be circulated or presented for further discussion to the whole organisation or to organised interest groups like trade unions, staff associations or management committees, and possibly a focus group of learners and/or other clients before final recommendations are fed into the WSP process. A similar process can also be followed in large organisations, but here fuller participation would be possible if several focus groups were set up to discuss their specific needs, and the recommendations from each of these were fed into the overall process. These focus groups should comprise about 610 people, and should be composed to represent not only different areas of work. It is also important to ensure that groups are set up to represent the views of different racial, cultural, gender, language and age groupings, for example, if these are significant components of the workforce.

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3.

The supervisor will have the responsibility for conducting the performance reviews with staff that s/he is responsible for. This will take into account the organisational objectives, and the activities that are required by each individual to meet these objectives. The performance review includes the following steps: Each staff member is given a copy of his or her job description, KPAs and responsibilities. A set of deliverables for the time period before the next review is agreed (this will need to be determined: it could be monthly or quarterly). The review should be conducted in an open manner and should focus on the agreed-upon deliverables; The incumbent should receive feedback on his or her performance, where there have been problems and where the incumbent has exceeded expectations. Any requisite actions should be agreed upon (this could be corrective action, disciplinary action or the identification of training needs). The performance review form has to be signed and filed, and the incumbent should receive a copy of this report.

4.

Where ETD staff lack the relevant qualifications in their field of expertise, they are requested to supply evidence of competence through experience. This evidence is then reviewed by an individual (internal or external person) who understands the requirements of the standards and can carry out this assessment in a non-threatening manner. Where it is possible to award the individual credits, then an assessor will be asked to provide a judgment to facilitate the awarding of credits. Where the practitioners knowledge is found to be outdated or if s/he has attended only informal training courses where there has not been an assessment, the following options could be made available to the practitioner: The individual could either select to upgrade his or her qualifications through a form of a refresher course, or a longer learning programme. Other individuals could request an RPL process, and the organisation will then refer them for this service.

5.

6.

7.

Where any full-time ETD practitioners do not have any ETD qualification, it will be a priority to train or RPLassess them so that they can achieve an appropriate full qualification, probably as Occupational-Directed ETD practitioners. It should be possible for them to achieve such a qualification through open learning or through part-time courses which help them to improve their practice and collect evidence of their competence which can be demonstrated through application of the learning programme in their daily work. The profile of the employees is reviewed on an annual basis against the achievements of the past year with regard to training carried out, the qualifications that the staff have attained (including relevant credits for assessors or moderators), and the objectives of the organisation.

8.

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SOME TIPS
This process can be illustrated with the following diagram that illustrates how the skills needs are determined for an individual, and how this information is ultimately translated into selecting the training programmes that will be appropriate for each learner.

Job Analysis Procedure

Phase 1 Analysis of job description Phase 2 Analysis of performance agreements Phase 3 Analysis of skills requirements Phase 4 Analysis of available skills,experience and potential Phase 5 Analysis of performance records Phase 6 Gaps analysis (Skills and performance) Phase 7 Idenification of potential training and development initiatives

3.4

Promotion

This will follow the same procedures as that of appointments to new posts and will be supported by staff development processes within the organisation. Promotion will be dependent on posts being available and will not be linked directly to the acquisition of new skills by individuals in the organisation.

3.5

Termination

This will be in accordance with the relevant labour legislation, and will be conducted in a manner that ensures that the policies of the organisation are adhered to with regard to fairness, transparency and openness.

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