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MANAGING HUMAN RESOURCE
DEVELOPMENT
A STRATEGIC LEARNING APPROACH
Fifth Edition
MANAGING HUMAN RESOURCE
DEVELOPMENT
A STRATEGIC LEARNING APPROACH
Fifth Edition
Editor
Marius Meyer
Members of the LexisNexis Group worldwide
South Africa LexisNexis (Pty) Ltd
www.lexisnexis.co.za
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United States LexisNexis, DAYTON, Ohio
© 2016
First Edition 1999
Reprinted 2001, 2002
Second Edition 2002
Reprinted 2003, 2005
Third Edition 2007
Fourth Edition 2012
Reprinted 2016
Fifth Edition 2016
ISBN 978 0 409 12568 9
E-book ISBN 978 0 409 12569 6
Copyright subsists in this work. No part of this work may be reproduced in any form or by any means without the
publisher’s written permission. Any unauthorised reproduction of this work will constitute a copyright infringement
and render the doer liable under both civil and criminal law.
Whilst every effort has been made to ensure that the information published in this work is accurate, the editors,
publishers and printers take no responsibility for any loss or damage suffered by any person as a result of the reliance
upon the information contained therein.
ABOUT THE EDITOR
Marius Meyer is CEO of the HR professional and quality assurance body, the SA Board
for People Practices (SABPP). He has a master’s degree in human resource management
and is a registered master human resource professional and mentor with the SABPP.
Marius facilitates training and organisation development interventions in the areas of
global and strategic HR/HRD, leadership development, mentoring, corporate governance,
ethics and quality improvement and is a regular speaker at corporate meetings and local
and international conferences. Before accepting a lecturing position, Marius was em-
ployed as a training practitioner. He has lectured at the University of South Africa and
University of Johannesburg and lectures at several other universities such as North-West
University. Marius developed the first bachelor’s and master’s degrees in human resource
development offered at a university of technology in South Africa. He is also a member
of the Talent Advisory Board of the University of South Africa, as well as Partners for
Possibility, an initiative to improve education in underperforming schools.
Marius has written numerous articles in the field of human resource management and
development and is author or co-author of the following books:
• Organisation Development and Transformation in South Africa
• ETD Practices in South Africa
• Occupationally-directed Education Training and Development Practices
• All About Human Capital Management
• Measuring Return on Investment in Training
• Effective Facilitation: Guidelines for Managers, Trainers and Consultants
• Organisation Development Nuts and Bolts Series
• Introduction to Human Resource Management
• Mentoring and Coaching: Tools and Techniques for Implementation
v
vi Managing Human Resource Development
• Measuring the ROI in Mentoring and Coaching Programmes

• Integrating Training Needs Analysis, Assessment and Evaluation
Marius has a passion for people development, change management, mentoring, business
ethics and world-class management and has facilitated interventions for more than a hun-
dred companies. He is also a managing member of ROI Online, the first South African
specialist company to measure the financial impact of HRD interventions, and Lemar
Consulting specialising in mentoring programmes.
Under his leadership, SABPP developed the first set of National HR Standards in the
world, as well as an audit framework to audit organisations against these standards.
Moreover, the Minister of Justice approved SABPP registered HR professionals as Ex-
Officio Commissioners of Oaths in 2015.
In addition, Marius is an advisory editor of two HR magazines, HR Voice as well as
South Africa’s first Talent Management publication, Talent Talks.
He is happily married to his lovely wife, Hanlie, and has one daughter, Nadia.
THE AUTHORS
Melanie Bushney Associate Professor in Human Resource Development, University of

South Africa
Moira Katz Managing Director, Kavan Africa Consultants
Georg Knoke Education and Communications Expert
John Ludike Independent Talent Management Specialist
Marius Meyer Chief Executive Officer, SA Board for People Practices
Marjon Meyer Managing Director, Marjon Meyer & Associates
Belia Nel Managing Director, ImprovID
Heinz Schenk Associate Professor: Human Resource Management, University of South
Africa
Stan Smith Human Resource Manager, Transnet
Robyn Wolfson People Development Consultant, This Way Up
vii
FOREWORD
In this day and age, in a world where chaos and uncertainty reign, the ability to learn from
experienced human resource and business experts has never been more prevalent. People
that have attempted to work it out in the midst of constant change and in a workplace that
demands critical thinking skills at its best, is certainly the order of the day. Therefore the
sharing of people’s experiences, through journeys of both success and challenges, is why
this book is so appropriate for human resource experts that need to function in a 21st
century workplace.
The authors of Managing Human Resource Development have attempted to scan the
horizon of international best practices in the field of human resource development.
Many of the concepts emanate from work initiated through research by the leading
international institution in the field of workplace learning, the Association for Talent
Development (ATD) and, in the local context, the African Society for Talent Devel-
opment (ASTD). Now with the fifth edition, the content of the book has already been
tested as relevant to the training industry in subsequent annual ASTD State of the
South African Training Industry Benchmarking Reports. The authors have attempted
to portray new scenarios and applications of these international best practices for
forward-looking local companies aspiring to become global players.
These scenarios deal with coping mechanisms pertaining to employment equity,
transparency, intellectual capital, electronic learning, mentoring and coaching and a
diversity of elements, which exceed challenges that no other country on the globe
could envisage. Even our education paradigms are switching from knowledge-based
to outcomes-based learning, which is a more focused and pragmatic solution for
education, training and development today. The authors have identified international
best practices and integrated them into the principles of the National Qualifications
Framework and South African Qualifications Authority requirements, and also
aligned with the National Skills Development Strategy. Furthermore, the incorpora-
tion of HR and learning and development standards have been included in this edition
of the book; the first HR standards in the world, adding significantly to the quality
and cadre of this learning resource.
Managing Human Resource Development proves that the phenomenal growth in the
science and practice of talent management has opened new opportunities for the
authors in providing a unique African perspective to talent development – uniqueness
coupled with a complexity like no other, infused with lessons that all organisations
around the globe can learn from.
ix
x Managing Human Resource Development
In conclusion, this book is a definite enabler and a practical tool that will aid any per-
son dealing with people in a modern working environment. The specific nuances that talk
to a South African context are very relevant and fit for purpose, with the book enlighten-
ing one through the case studies, reflective questions, useful websites and suggested
reading resources. This is proof that we all need to be continuous learners in this modern
day with vibrant learning resources such as this, enabling and developing any audience.
I love the African proverb that says: “If a child washes his hands, he can eat with
kings”. If we all do our part, we can make a significant difference to this country and the
continent at large. Yes, South Africa can be a great nation because we have the greatest
people!
URSULA FEAR
Director: Talent Talks
PREFACE
It is widely acknowledged that human resource development in South Africa has been
seriously neglected. However, legislation aimed at human resource development, such as
the Skills Development Act, Employment Equity Act, Broad-Based Black Economic Em-
powerment Act and the National Qualifications Framework Act will ensure that profound
changes take place.
The education, training and development system in South Africa embraces a national
skills development approach to human resource development. When new strategic learn-
ing approaches and the NQF were introduced across all industries, an attempt was made
to address the need for practical guidelines to assist human resource development profes-
sionals in adapting to this new education and training paradigm.
Equally focused on the learner and training professional, Managing Human Resource
Development examines the essential aspects of the theory and practice of managing
human resource development from a strategic learning approach. This means that the
reader will be able to implement certain human resource development interventions after
each chapter. In the light of the fast-changing business environment, a comprehensive list
of internet and other sources is provided, to assist readers in accessing a particular area of
interest to them.
Everyone responsible for the development of people needs to acquire a far higher level
of analytical, problem-solving and creative skills – precisely the skills that this book seeks
to stimulate and develop. Human resource development practitioners should first become
learners before they can begin the important process of developing the nation’s human
resources.
To enhance competence in the field of human resource development, international best
practices have been identified, primarily by considering the international trends identified
by the Association for Talent Development (ATD) in the USA and the Chartered Institute
of Personnel and Development in the UK. These trends have been integrated with the local
requirements of the NQF from a strategic learning perspective.
xi
xii Managing Human Resource Development
I thank all those companies and managers who were willing to share their experiences
with us and allowed us to include this information in the book. Thank you, too, to all the
HRD academics, consultants and practitioners for their wonderful support, ideas and
encouragement. You have clearly shown your commitment to the development of the
people of South Africa. In particular, I would like to acknowledge the following individu-
als for their support:
• Amanda Werner, Nelson Mandela Metropolitan University
• Andrew Zondi, Training Force
• Angela Donnelly, RMB Private Bank
• Annette Bredenkamp, Compliance Institute
• Anthea Saffy, Anglo Platinum
• Anton Pelser, Central University of Technology, Free State
• Barney Erasmus, University of South Africa
• Braam Rust, Cape Peninsula University of Technology
• Buyani Zwane, Talent Talks
• Charlotte Mokoena, Tongaat Hulett
• Chris Andrews, Bond University (Australia)
• Chris Botha, Tshwane University of Technology
• Christopher Tshilongamulenzhe, University of South Africa
• Christine Fritz, BANKSETA
• Dean Retief, Nedbank
• Diederick Stoel, Profitwise, The Netherlands
• Dirk Lotriet, Haldron Marketing
• Elizabeth Dhlamini-Kumalo, HR Governance Working Group
• Esther Palmer, Central University of Technology, Free State
• Fathima Mahomed, Vaal University of Technology
• Firoza Patel, University of South Africa
• Fortunate Seketso, Institute of People Management (Zimbabwe)
• Gert Kriel, First National Bank
• Guy Blackbeard, Emergence Growth
• Hanneli Diedericks, University of South Africa
• Heinz Schenk, University of South Africa
• Irene James, Dionysus Skills Development Initiative
• Jan Nel, University of Free State
• Jean Grundling, University of the Free State
• Johan Möller, University of South Africa
• Karel Stanz, University of Pretoria
• Karin Jonck, Cape Peninsula University of Technology
• Kate Tucker, Syngenta
• Lathasha Subban, SA Board for People Practices
• Lazarus Nenungwi, University of South Africa
• Leon Fourie, South African Navy
Preface xiii
• Leonie van der Vaart, North-West University

• Liiza Gie, Cape Peninsula University of Technology
• Lyal Markham, University of Free State
• Lydia Cilliers-Schmidt, Talent Hub
• Lynette Naidoo, University of South Africa
• Marica Richter, Braxton Group
• Marius Stander, Northwest University
• Mark Orpen, Institute of People Development
• Melanie Bushney, University of South Africa
• Michael Glensor, Liviero Civils
• Michelle Ally, University of Johannesburg
• Michelle Mey, Nelson Mandela Metropolitan University
• Miemsie de Jager, Sereni-T
• Mike Stuart, The Skills Handbook
• Naren Vassan, SA Board for People Practices
• Nico Schutte, North-West University
• Nicolene Barkhuizen, North-West University
• Paul Poisat, Nelson Mandela Metropolitan University
• Penny Abbott, SA Board for People Practices
• Peter Cheese, Chartered Institute of Personnel and Development (UK)
• Petrus Nel, University of Free State
• Philip Marsh, Mentoring4Success
• Pierre Joubert, Vaal University of Technology
• Renjini Joseph, University of Johannesburg
• Rina Opperman, ROI Online
• Roy Braxton, Braxton Group
• Sakkie van Greunen, University of Pretoria
• Sam Setati, University of Venda
• Shamila Singh, SA Board for People Practices
• Shirley Zinn, Woolworths
• Siegie Brownlee, Regenesys Business School
• Sindiswa Majova, Walter Sisulu University
• Siphiwe Moyo, SA Board for People Practices
• Spuds Horne, Walter Sisulu University
• Stan Smith, Transnet
• Sue de Waal, Talent Talks
• Suzanne Hattingh, Learning for Performance
• Terry Meyer, Leadership SA
• Theo Veldsman, University of Johannesburg
• Tobie Engelbrecht, independent ETD consultant
• Ursula Fear, Talent Talks
• Yvonne Poolman, Cape Peninsula University of Technology
xiv Managing Human Resource Development
• Wilhelm Crous, Knowledge Resources

• Wilson Wong, Chartered Institute of Personnel and Development (UK)
• Xolani Mawande, SA Board for People Practices
The fifth edition of Managing Human Resource Development represents an update on
NQF and QCTO developments according to the latest international trends and HRD
developments. An exciting development since the publication of the fourth edition of this
book is SAQA’s registration of professional bodies and professional designations in
accordance with the NQF Act. In practice this means that all qualifying professional
readers and students of this book may be formally registered as HR professionals accord-
ing to the NQF Act and thus be uploaded by SABPP on the National Learners’ Records
Database at SAQA. Furthermore, now that HR professionals registered with SABPP has
been approved as Ex-officio Commissioners of Oaths by the Minister of Justice, the
significance of HR work has been accepted by another government department and
further paves the way for the statutory recognition of HR as a profession. Moreover, since
the previous edition of this book, South Africa became the first country in the world with
National HR standards. These HR standards, and the learning and development standards
in particular, are now covered in this new edition to ensure that HR students and practi-
tioners are updated with the context and application of the HR standards. I want to thank
the more than 500 HR Managers who contributed to the development of these standards.
Their input have now been incorporated into this book which, in essence, means that this
edition has more than 500 authors! As world leaders in HR standards development, we
now need to build on this great achievement by improving our professional practice by
eliminating the biggest gap in both the private and public sectors, that is to say the strategy-
execution gap.
I wish to thank my co-authors for their excellent contributions. The staff of LexisNexis
also deserve a special word of thanks for their diligent assistance, support and service.
I hope that you find this book useful and that you also experience a sense of achieve-
ment when you are contributing to the growth and development of people. We have to
accelerate the process of learning and human resource development if we, as South Afri-
cans, Namibians, Zimbabweans and citizens of other developing nations, want to improve
our competitiveness in the global business environment.
I invite readers to send me their comments about the book, case studies and suggestions
for improvement for the sixth edition in 2020 by e-mail at marius@sabpp.co.za or by
connecting with me on Twitter, @MariusSABPP or @SABPP1 or Instagram on
@sabpp_1. In this way you are not only passive readers or students of the field of HRD,
you are extending your learning network and impact by being connected on a daily basis
via our smart phones. I look forward to be engaged and connected with you as we practice
our HRD work with the highest level of professionalism as life-long HRD students and
practitioners.
MARIUS MEYER
CEO: SA Board for People Practices (SABPP)
CONTENTS
Page
About the editor ........................................................................................................... v
The authors ................................................................................................................... vii
Foreword ...................................................................................................................... ix
Preface .......................................................................................................................... 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
Page
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
Page
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
2.25 References ......................................................................................................... 57
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
Page
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
3.12 References ......................................................................................................... 86
3.14 Internet sites ...................................................................................................... 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
Page
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
4.14 References ......................................................................................................... 114
4.16 Internet sites ...................................................................................................... 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
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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
5.16 References ......................................................................................................... 152
5.18 Internet sites ...................................................................................................... 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
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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
Appendix 6.1 Training-needs analysis questionnaire for first line supervisors ........ 188
Appendix 6.2 Management style diagnostic instrument............................................ 189
6.14 References ......................................................................................................... 191
6.16 Internet sites ...................................................................................................... 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
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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
7.9 References ......................................................................................................... 220
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
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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
8.8 References ......................................................................................................... 249
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
9.17 References ......................................................................................................... 283
9.19 Internet sites ...................................................................................................... 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
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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
10.9.1 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
10.14 References ......................................................................................................... 307
10.16 Internet sites ...................................................................................................... 308
Chapter 11 ELECTRONIC, MOBILE AND SOCIAL LEARNING .................. 309

11.1 Introduction ....................................................................................................... 309
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
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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
11.13 References ......................................................................................................... 329
11.15 Internet sites ...................................................................................................... 331
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
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12.7.3.4 Checklist ........................................................................... 344
12.7.3.5 Accountability for orientation .......................................... 345
12.8 Conclusion......................................................................................................... 346
12.9 Case study ......................................................................................................... 346
12.11 References ......................................................................................................... 347
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
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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
13.11 References ......................................................................................................... 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
14.11 References ......................................................................................................... 387
14.13 Internet sites ...................................................................................................... 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
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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
15.17 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
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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
16.11 Conclusion......................................................................................................... 433
16.12 Case study ......................................................................................................... 434
16.13 Learning points.................................................................................................. 435
16.15 References ......................................................................................................... 436
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
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17.11 References ......................................................................................................... 465
17.13 Internet sites ...................................................................................................... 466
Chapter 18 ASSESSMENT AND EVALUATION ................................................ 469

18.1 Introduction ....................................................................................................... 470
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
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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
18.15 Case study ......................................................................................................... 506
18.16 References ......................................................................................................... 507
18.18 Internet sites ...................................................................................................... 508
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
19.11 References ......................................................................................................... 523
19.13 Internet sites ...................................................................................................... 525
Chapter 20 CONTINUING PROFESSIONAL DEVELOPMENT ..................... 527

20.1 Introduction ....................................................................................................... 528
20.2 Historic development of CPD ........................................................................... 528
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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
20.19 Conclusion......................................................................................................... 547
20.21 References ......................................................................................................... 549
20.23 Internet sites ...................................................................................................... 550
Assignment, portfolio and examination questions ....................................................... 551

Glossary ....................................................................................................................... 567
HRD Internet index ...................................................................................................... 575
Index............................................................................................................................. 579
CHAPTER
1
INTRODUCTION TO HUMAN
RESOURCE DEVELOPMENT
Marius Meyer
People want skills and knowledge. Learning is the ticket to lifetime employability.
(Kathryn Heath)
LEARNING OUTCOMES
• Identify international trends in human resource development and indicate their relevance to the
South African situation
• Provide a critical analysis of the readiness of South African organisations to adapt to inter-
national trends in HRD
• Identify local trends in HRD with specific reference to ETD practices and legislation
• Design a learning programme to help HRD managers apply the principles underlying the develop-
ment of ETD practitioners
• Formulate an implementation strategy to conform to national ETD standards and practices
• Integrate ETD within the broader framework of HRD
1.1 Introduction
People play a crucial role in a company’s ability to produce products and services and,
moreover, in a country’s ability to improve productivity and economic growth. The role
of human resource development is therefore essential, especially in a country like South
Africa in which its human resources are underdeveloped and the potential of its people is
not fully realised. Subsequent World Competitiveness Reports have identified the lack of
people development as one of the major stumbling blocks in regard to the South African
1
2 Managing Human Resource Development
economy’s ability to compete in the global marketplace. No country can sustain economic
development and international competitiveness if its human resources are not developed
to contribute significantly to the economy. Likewise, while the highest level of future
economic growth is expected from African countries, these initial anticipated high levels
of economic growth (albeit from a low base) may not be sustainable. The need for strong
national systems of human capital development can therefore not be over-emphasised.
The field of human resource development (HRD) in South Africa and abroad has evolved
so rapidly over the past ten years that traditional training is under threat. Traditionally,
training has been seen as a tool to give employees knowledge and skills to perform their
work more effectively. Today this view is changing. An increasing number of companies
view HRD as an important business imperative to enhance competitiveness and overall
business performance. South African companies that use HRD as a strategic business
strategy are likely to outperform their competitors who fail to do so.
HRD can be defined as all the processes, systems, methods, procedures and programmes
an organisation employs to develop its human resources in order to equip its employees to
be able to contribute to organisational performance. From this definition it is evident that
HRD encompasses both training and non-training interventions. People must be continu-
ously developed, whether this process occurs as part of a training intervention or as a
component of people development that occurs on a daily basis.
The role of HRD has broadened beyond training programme design. Effective instruc-
tional design remains important, but HRD practitioners are increasingly asked to create
innovative systems and mechanisms to ensure performance improvement in the workplace.
Moreover, the speed of technolocial and other changes, both in the workplace and the
broader business and social envrionment, requires more dynamic and flexible appraoches
to learning. The HRD practitioner is no longer only a trainer, but becomes a consultant to
the rest of the organisation in providing the support that enables the achievement of
business objectives.
From a South African perspective, HRD is increasingly influenced by the new skills de-
velopment system based on skills development within occupations, which is to be driven
by the quality councils and in particular the Quality Council for Trades and Occupations
(QCTO). In this new paradigm, the emphasis is on what the learner must be able to apply
in the workplace as a result of learning. HRD practitioners should align their HRD pro-
grammes and systems to support the implementation of a QCTO system. HRD is also a
key element of the National Skills Development Strategy and other supporting government
initiatives aimed at alleviating poverty and inequality, and improving our competitiveness
as a nation.
1.2 International trends in HRD

A global revolution is taking place in the field of workplace learning. It is driven by the
requirements of the information explosion, increased globalisation, the changing nature of
work and business, as well as changing learner needs and aspirations. The following inter-
national trends and developments in the field of HRD have evolved from the international
conferences hosted by the world’s largest training and development institutions: the
Association for Talent Development (www.atd.org) in the USA and the Chartered
Institute of Personnel and Development in the UK (www.cipd.co.uk). These trends should
be internalised by South African organisations if they want to become competitive in the
global world.
Chapter 1: Introduction to Human Resource Development 3
1.2.1 Globalisation
In the modern business environment, companies are forced to approach the way they con-
duct business activities with a more external focus. Not only are business partnerships ex-
tending across regional, national and continental borders, but international standards are
also increasingly becoming the norm. While production and other business standards have
been the norm for decades, in recent times the International Standards Organization (ISO)
has started to develop international Human Resource (HR) standards. This new trend has
major implications for HRD in the workplace. Human resources need to be developed to
acquire knowledge and skills to function effectively in a global business environment.
Thus, today a focus on global HR is key to business success (Haynes, 2016).
1.2.2 Strategic HRD and talent management

The importance of managing HRD from a strategic point of view has evolved very rapidly
over the past five years. However, it is now more difficult than ever to strategically plan
HRD over the long term. The changes in the business environment are so rapid and
unpredictable that strategic HRD must be aligned on a more regular basis, with the typical
time span of a strategic plan being reducced from 10 years to three years. This means that
strategic HRD plans must be flexible enough to accommodate changes in the en-
vironment. In addition, major strategic decisions, such as whether to outsource the organ-
isation’s training activities wholly or partially, have to take costs savings and business
improvements into consideration. Moreover, the worldwide skills gaps have forced com-
panies to institute aggressive talent management strategies to attract, develop and opti-
mise the available talent in both the broader marketplace and specific industries.
1.2.3 Electronic, mobile and social learning

An increasing number of organisations worldwide are making use of electronic learning
(e-learning) to facilitate the learning process. The latest technology, such as multi-media,
computer-based training, virtual classrooms, Internet training and video-conferencing, is
being used. In fact, the rapid advancement in technology has resulted in e-learning being
transferred from computers to laptops to smaller devices, such as ipads and smart phones.
The explosion of social media platforms has now precipitated the emergence of a new
mobile form of social learning – essentially, the availability of learning at any time and
anywhere the learner finds themself.
1.2.4 Management and leadership development

It is evident that the role of managers and leaders is changing dramatically. Managers
were previously expected to plan, direct, staff and control. Now, however, they must learn
to govern, coach, empower and lead. This necessary paradigm shift requires new skills and
behaviours on the part of management. If managers are not trained and developed to em-
brace and internalise the new managerial requirements, they will find it difficult to adapt
in a fast-changing business environment. World-class companies need highly talented
leaders and managers. It is therefore not surprising that the emerging field of mentoring
and coaching is popular among leading companies worldwide.
While the 1990’s were dominated by management development, the early 2000s were
charactertised by the shift to leadership development. Now, moving towards the 2020
workplace, management and leadership development are converging. This has resulted
in the need for both dynamic and innovative leaders driving change and business
transformation, while simultaneously creating systems, governance mechanisms,

processes and controls to maintain some order amidst the chaotic change, uncertainty and
complexity around us. Thus, the elusive paradigm is still to create the optimum balance
between management and leadership. Signficant investment in management and
leadership development will be required in the years to come.
1.2.5 Performance consulting

The ongoing shift from traditional training to workplace performance is another inter-
national trend. Key features are: linking organisational culture and bottom-line business
results, benchmarking performance, as well as satisfying client needs. The HRD profes-
sional is no longer a trainer, but becomes a performance consultant by virtue of their new
role of assisting the rest of the organisation in improving their performance. Developing
people at the centre of efforts to improve performance remains an ongoing challengee, in
particular getting people to perform better in a fast-changing envrionment.
1.2.6 Career and performance management

The traditional system of career management is no longer applicable in the modern busi-
ness environment. The time has gone when an individual would join a company and work
for that organisation for more than ten years. Rather, moving from one organisation to
another more frequently, is becoming the norm rather than the exception. In addition, an
individual is also more likely to move into different positions that are not necessarily
related to one another. Flexible work practices are also contributing to the erosion of full-
time employment. More part-time staff are being employed, which will have a significant
effect on HRD. Different skills will be needed such as flexibility, versatility, information
technology and processing skills.
A significant trend in the area of performance management has been the shift from trad-
itional single-rater performance appraisal to 360-degree or multi-rater feedback systems
as the modern approach to performance management. Multi-rater performance feedback is
used when a person receives performance ratings from a range of parties, such as super-
visors, peers and subordinates and, in some cases, even customers, using some type of
standardised instrument which is computerised in many companies. All the Fortune 500
companies use 360-degree performance systems.
1.2.7 Proactive needs identification

The demands of the modern business environment, globalisation and the speed of change
require a different approach to the assessment of training needs. Organisations will no
longer be in a position to sit back and wait for problems to occur before training interven-
tions are decided upon. Rather, a more futuristic approach is needed, one that anticipates
future problems and takes proactive action by means of training and development interven-
tions. For example, it is more appropriate to provide safety training to prevent accidents,
than to present the training after a number of accidents have already occurred. Hence,
business drivers will play a key role in driving a more proactive approach to learning
needs analysis.
1.2.8 Training design

As a result of new developments such as electronic learning, the design of training will
focus increasingly on the human-computer interface. Classroom training is still a popular
training method but is more frequently supplemented with new training techniques such
as industrial theatre and outdoor training, self-directed learning and electronic learning.
Many companies outsource design completely.
1.2.9 Evaluation of training

Although organisations worldwide neglect the measurement of their education and train-
ing efforts, there is an increasing awareness of the importance of evaluating training pro-
grammes. Particular emphasis is placed on feasibility analysis, cost and benefit analysis of
training, as well as evaluating the return on investment from training. HRD practitioners
are increasingly being called upon to make sure that training will have an impact on per-
formance in the workplace and produce the required return on the training investment.
Companies are focusing more on performance and business problems when imple-
menting training interventions. In addition, training managers must devote considerable
resources and effort to indicate how an intervention contributes to the bottom-line.
Measurement and evaluation form an integral part of all training interventions.
1.2.10 Employment equity and diversity training

With the increasing importance of aligning training to international business practices
comes the realisation that training across cultures has some potential pitfalls. If training is
conducted without prior consideration to cultural differences, the outcomes can be dis-
astrous. Various organisations in the United States of America, United Kingdom, China,
Singapore and South Africa have embarked on major diversity management initiatives in
order to address these issues. A holistic approach to diversity management is advocated,
one that recognises a diversity initiative as a process of organisational change that is
associated with the acknowledgement of diversity as an important business strategy. The
importance of diversity training as an important tool in supporting a diversity initiative
and the ultimate goal of employment equity is increasingly emphasised.
1.2.11 Learning organisation

A major shift in the area of HRD is the creation of the learning organisation as an alterna-
tive to traditional classroom training. Traditional training is based on the notion that train-
ing occurs in a classroom or instructor-controlled setting. A reactive model is followed,
which is based on a training needs analysis prior to the design and presentation of training
programmes. Whilst this approach has reaped multiple benefits for organisations world-
wide, the complexity, speed and reality of change and development in the business en-
vironment necessitates a more proactive and dynamic approach to training. The latter
approach requires a fundamental shift from training to organisational learning in order to
improve productivity. The most important challenge is to create a learning organisation,
i.e. a learning culture enabling learning to take place quicker and continuously (with or
without formalised learning interventions).
1.3 Local trends in HRD

Local trends in HRD are driven by skills development legislation and national HRD
needs. For the first time in history we have a national HRD strategy driven by the
government. Although South African organisations should implement the international
HRD trends as discussed above, the underdeveloped nature of our human resources
requires additional interventions. Most of these interventions, such as the Skills

Development Act, necessitate a broader approach to HRD. From an HRD perspective,
three important phases have emerged. First, the current training legislation; second, the
outcome of the Education, Training and Development (ETD) Practices Project, namely
the ETD unit standards; and third, the development of National HR standards, including
Learning and Development (L&D) standards providing a clear framework for sound HRD
practice.
1.3.1 Training legislation

Training legislation in South Africa regulates the training that takes place in organisations.
The three main laws are the National Qualifications Authority Act 67 of 2008, which
regulates the National Qualifications Framework (NQF), the Skills Development Act 97
of 1998 and the Skills Development Levies Act 9 of 1999 (see chapter 2). Companies and
providers can no longer do what they want to do. They have to be involved in the process
of NQF alignment if they want their learning programmes to be recognised by the QCTO.
1.3.2 ETD practices

The education, training and development (ETD) system in South Africa seeks to achieve a
better integration between these three concepts. It is essential to describe these three
concepts as they have a major impact on human resource development in organisations.
Development
Education HRD Training
Education
Erasmus and Van Dyk (1999:2) define education as the activities directed at providing the
knowledge, skills, moral values and understanding required in the normal course of life.
Education therefore encompasses a wide range of activities rather than merely equipping
an individual with specific skills to perform a particular job or function. In most cases
education is long-term orientated in the sense that an individual is prepared for life. This
process starts in childhood when parents and teachers educate a child for the future. The
education system in South Africa seeks to achieve exactly this goal in the sense that learn-
ers are prepared for the challenges that lie ahead in adulthood.
Education is, however, not restricted to learning that takes place at school. It can also
take place in the work situation, when a company provides education opportunities to its
employees to prepare them for the challenges of life as manifest in the work situation, for
example, educating employees on the implications of AIDS in the workplace or making
employees aware of the changing customer and market profile by means of diversity edu-
cation sessions.
Training
The second component of the new ETD system in South Africa is training. Although there
is a direct relationship between education and training, the latter is narrower in its focus.
Training entails the transfer of specific skills to an employee so that they can perform a
very specific job or task. Training is therefore more task orientated in the sense that it is
concerned with skills acquisition and work performance. Training is conducted when a
particular training need has been identified such as a gap in performance or the introduc-
tion of new technology which requires new skills. If we take the example of AIDS again,
training would mean providing an employee or manager with specific skills to deal with
an AIDS employee in their department. Other types of training interventions include
technical training and computer training.
Development
The third component of ETD is development. Erasmus and Van Dyk (1999:3) context-
ualise development in a broader perspective in which emphasis is placed on employee
development rather than the development of a particular individual. Development occurs
when ongoing learning opportunities are created so that employees can improve and main-
tain high levels of performance. Examples of development interventions are mentorship
programmes, career development and ongoing seminars in which employees are given
opportunities to keep abreast of changes and trends in the business environment or in a
particular field. The end result is a better developed workforce, which contributes directly
to the achievement of business goals.
The mandate of the Education, Training and Development Practices Project was to
develop a model of the progression paths, standards and qualifications in the field of
ETD. “ETD” is the term used to describe the practices which directly or indirectly pro-
mote or support learning. Presenting training, designing learning materials and managing
training programmes are all examples of such practices (ETD Practices Project, 1998).
The ETD Practices Project aimed to establish national standards for ETD practitioners
in South Africa in order to professionalise ETD. In organisations in which ETD takes
place, ETD supports the main activity or purpose of the organisation. For example, the
purpose of a company may be to produce products for customers, and ETD is undertaken
in this context for the purpose of supporting this broad goal. The company may decide to
introduce courses on customer satisfaction in order to ensure that employees are equipped
with the necessary knowledge, skills and values to provide products that meet the needs of
its customers. Several unit standards in the field of ETD have subsequently been regis-
tered, but further qualification development will occur under the banner of the QCTO.
A central issue in the transformation of ETD is to improve the quality of ETD practices
in organisations. This means that ETD practitioners must have competence in promoting
quality in all aspects of the ETD process. In addition, environmental and technological
changes are likely to require new competencies on the part of ETD practitioners. They will
be required to adapt to the external environment in an appropriate manner according to
the needs of the situation. They should therefore be equipped with the competence to solve
problems and find solutions in a fast-changing world.
ETD practitioners should not only involve themselves in projects like these, but should
continuously study the latest developments in their field by making use of networking and
development opportunities. An ETD practitioner must be able to generate options and
possibilities for skills and personal development strategies at enterprise and sector level
(see chapter 20 for some options on continuous professional development).
1.3.3 HR and L&D standards

One of the most exciting milestones in the HR and HRD field has been the development
in 2013 of National HR standards for South Africa by the HR professional and quality
assurance body of South Africa, namely, the SA Board for People Practices (SABPP).
The purpose of the National HR standards initiative was to create a coherent framework
for HR practice in driving a consistent standard and reducing inconsistencies in HR
practice. This was the first set of national HR standards developed in the world. The first
part of the project consisted of developing a set of 13 national HR standards aimed at
ensuring the effective implementation of an HR system standard within an organisation.
L&D is one of these 13 standard elements, comprising the overarching HR system
standard. The second part of the initiative was the expansion of the HR system standard
by developing specific HR professional practice standards. The aim hereof was
strengthening the overal system by guiding HR practitioners in the daily application of
standards, such as learning needs analysis, on-boarding of staff and learning evaluation.
These L&D standards will be covered in different chapters in this book where they are
relevant, but a full chapter (chapter 14) is dedicated to explaining the overall L&D system
standard elements as well as the link to the different L&D professional practice standards.
1.4 Integrating ETD, L&D and HRD

The question now arises: what is the difference between ETD, L&D and HRD? ETD
forms part of the broader strategy of HRD. ETD provides short and medium-term
interventions in order to ensure that the long-term goals of HRD are achieved. HRD is
therefore broader than the ETD process which entails the phases of needs analysis, design,
delivery and the evaluation of ETD. The HRD function manages the total system and
environment in which ETD takes place. In HRD the emphasis is on the continuous
management of the learning environment and the support of the necessary transfer and
follow-up strategies to make ETD work. Unfortunately, many South African organi-
sations have not reached the stage where training programmes are integrated in an ETD
system, let alone incorporating them in a well-managed HRD system.
While many governments prefer the term ETD to refer to their HRD practitioners,
consistent with international trends, the South African private sector has embraced the
term L&D to denote the work of their training staff. In some companies this has become
so successful that the highest level of employment in the L&D field is referred to as a
Chief Learning Officer (CLO). This is a fully-fledged executive position operating at a
comparable level of seniority to a Chief HR Officer (CHRO) or Chief Financial Officer
(CFO). Typically, the CLO runs all the learning academies of the organisation and is
responsible for executive decisions pertaining to L&D. However, the CLO role is rather
the exception than the norm and a lot still needs to happen before this trend becomes the
norm. Having said that, most companies have started making the paradigm shift to L&D
by renaming their training managers or ETD managers – the new common job title today
is L&D Manager. Large companies typically have a Group L&D Manager at its head
office and several L&D managers in regions or provinces, or functional L&D managers
heading up specific areas of expertise, such as leadership development and technical
training.
In its broadest sense, all ETD, L&D and HRD work should align to the overall HRD
strategy of the country, which is why the government created the Human Resource
Development (HRD) Council to oversee HRD nationally. There are simply too many
different components of HRD not working in a coherent manner that need to be aligned
and integrated to ensure that the country’s overal HRD framework is optimised. Current
weaknesses in the system, such as an inadequate primary and secondary education
system, poor tehnical and vocational training, and an ineffective and fragmented skills
development system driven by Sector Education and Training Authorities (SETAs) need
to be reviewed and improved for greater relevance and impact.
Notwitstanding the specific focus areas of HRD, it is evident that L&D practitioners
require a wide range of skills in order to play a proactive role in HRD. While the roles of
L&D practitioners were developed by the National Training Board several years ago, they
are still very relevant as we consider the development of L&D practice towards the 2020
workplace. They are summarised in Table 1.1 below.
Table 1.1 Roles in an L&D model
Roles Description
Administrator Providing support and logistical backup for the enablement of
training
Assessor Assessing the competency status of individuals against agreed quality
standards, using outputs and outcomes as the basis for evidence
Evaluator Evaluating the impact of L&D on the effectiveness of individuals or
organisations
Group learning facilitator Guiding interventions that enable individuals or groups to learn in a
group context
Individual learning Guiding interventions that enable individual learning needs to be
facilitator satisfied
Learning experience Designing interventions in terms of outputs and outcomes, learning
designer opportunities and delivery to enable learning
Learning materials Developing learning materials that will assist practitioners and
developer learners in achieving learning objectives
Manager Ensuring that the structured learning process is effective through
co-ordination of L&D-related activities
Needs analyst Identifying L&D needs of both individuals and groups or
organisations
Strategist Formulating plans for training and development, organisation,
policies and practices to accommodate their vision and mission
Source: Adapted from National Training Board (1994).
If one considers the roles of the L&D practitioners, it appears that most L&D practitioners
fulfil a combination of these roles, depending on their level of responsibility and the size
of the organisation. These roles are therefore interrelated and interdependent in order to
constitute effective L&D practices. Also, while certain aspects of L&D are outsourced,
the L&D practitioner still needs to play a key role in managing all relevant L&D
processes, practices and methodologies relevant to the different L&D interventions. Thus,
the different L&D roles outlined in Table 1.1 are directly aligned to the L&D professional
practice standards developed by the SABPP (see chapter 14).
According to Van Dyk et al (1997:544) the L&D roles should be expressed through
outcomes, quality standards and competence. Each role should be described in terms of
required outcomes. Each outcome, in turn, is based on quality standards that indicate com-
petence and provide a framework for assessment. Competencies are the skills, attitudes
and knowledge L&D practitioners require in order to produce the expected outcomes.
1.5 Principles underlying the development of L&D practitioners

The development of L&D practitioners cannot take place in a vacuum. It is therefore
essential that the managers of L&D systems ensure that the development of L&D
practitioners is guided by a set of principles. These 10 principles have been developed for
ETD practitioners by Van Dyk et al (1997:540–542) and are repositioned below from an
L&D perspective.
The development task of the L&D practitioner from an overall reference framework
All L&D interventions, like on-the-job training, are part of the larger L&D function and
HRD system of the organisation, its sector and the country. In this context, HRD is
integrated into the overall business plans. This brings about a change in the nature of
L&D, away from the traditional courseware orientation to a broader approach in which
HRD interventions are implemented to support organisational strategies. Therefore, L&D
interventions should also be supported and enabled by fit-for-purpose HRD interventions,
such as mentoring and coaching, career management and leadership development.
Approach development requirements proactively

Learners in an HRD system should be prepared to handle the HRD challenges of the
future. L&D practitioners should therefore develop L&D interventions that take
cognisance of the changes taking place in a fast-changing world. A more proactive
approach is therefore needed, one in which L&D practitioners identify learning
interventions that are of strategic importance to the organisation. During this process,
L&D will support HRD interventions by preparing learners for the demands made on
them by the environment.
Co-ownership for all concerned

The learner and the supervisor must be involved in the development of L&D interventions.
This will not only ensure buy-in, but will also contribute to the transfer of knowledge,
skills and values to the workplace. The ultimate goal is to create an environment in which
the learner accepts responsibility for their own learning and development.
The development model is also a role model for L&D practitioners

In L&D, learners can adapt the L&D model to their own learning behaviour. They will
then be better at developing people in the workplace when it is their turn to facilitate L&D
programmes.
Training of L&D practitioners is a development process

HRD interventions are often long-term orientated because of the development process
which forms part of career planning. The development of L&D learners should thus be
spread over a relatively long period so that new abilities can be fully internalised and
integrated into the learner’s frame of reference in order to broaden their perspective.
The L&D practitioner focuses on both the task and process behaviour of a group
L&D practitioners should focus on the outcomes that should be achieved as a result of a
learning intervention. This will ensure that learning remains relevant. Similarly, the L&D
practitioner should manage group processes which take place when L&D programmes are
presented. The integration of task and process behaviour is thus very important.
Incorporating the transfer of learning into the development model

Opportunities should be created for L&D learners to transfer their knowledge and skills to
the workplace. This will include the integration of the HRD system in other business sys-
tems in which provision is made for practice in a work situation.
Constant adaptation and innovation

An HRD system should be needs-driven in order to keep abreast of changes in a con-
stantly changing world. This means that the L&D system must be continuously updated
by incorporating the latest trends and developments.
Socialisation
The largest part of the L&D practitioner’s work takes place in a group setting, where they
are constantly being exposed to group dynamics and human behaviour. This ensures a
high level of socialisation for the L&D practitioner. With the growth in e-learning and
social learning by means of social media, the socialisation of L&D will be accelerated
(see chapter 11). L&D practitioners who do not use social media to interact with learners
will become irrelavant over the short term, and obsolete over the medium term.
Application of adult learning principles
The L&D model focuses mostly on the creation and maintenance of an environment in
which adults can learn effectively. The approach to learning is therefore very problem-
orientated and adults are stimulated to use their knowledge and life experience to solve
real problems.
1.6 Outcomes-based education (OBE)

The NQF makes provision for an OBE system. One of the main objectives of the NQF is
to create an integrated framework for learning achievements and to facilitate access and
progression in HRD. It must enhance quality and accelerate redress of inequalities. It is
imperative that the system contributes to the personal development of learners,
irrespective of the place or level of learning. The NQF is based on the notion of OBE. In
essence, OBE focuses on what the learner is able to do – in other words, each learning
programme must have a particular outcome in terms of what the learner can do in the
workplace (Olivier, 1998; Van der Horst and McDonald, 1997). OBE is very different
from content-based education, in terms of which learning is dominated by theory. Hence,
the new occupational learning system driven by the QCTO makes provision for achieving
the correct balance between theory, application and practice in ensuring that learners
achieve competence in their occupational field of learning.
The important question to consider is: to what extent are HRD or L&D practitioners
ready to pursue an OBE system? An overview of the differences between content-based
education and OBE will clarify this issue:
Table 1.2 Differences between content-based education and OBE
Education
Content-based education OBE
dimension
Needs • Very few parties are consulted • All six stakeholders are consulted
analysis before the trainer develops the prior to curriculum development:
course him or herself. employers, employees, govern-
• Trainers decide how needs are ment, special interest groups,
determined and expressed. providers and learners.
• The end product of needs analysis
is reflected as unit standards.
Course • Instructional designers develop • Learning programmes are designed

design courses around the content. according to the needs of the above
• The outcomes of a course are six stakeholders.
written as objectives. • Outcomes clearly indicate what the
learner must be able to do.
Learning • The learning material is called • Learning material is called learning

material study manuals or textbooks and is guides and is outcomes-driven.
content-driven. • The content is determined by the
• The instructor determines the inputs of various role-players.
content.
Presentation • The instructor presents a • A facilitator presents a lesson based

predetermined lesson. on the unit standard in a flexible
• The instructor is in control of the manner.
learning event. • The facilitator guides learners to
achieve outcomes.
Assessment • Learners do assignments and write • A variety of assessment techniques

tests and examinations in order to are used, for example simulations,
indicate their level of competence. portfolios, self-assessment and
• Assessment criteria are non- workplace assessment.
existent or vague. • Assessment criteria are clearly
defined and indicated as part of the
unit standard.
From Table 1.2 it is clear that HRD practitioners involved in L&D practices in the OBE
framework will have to undergo a paradigm shift in order to adapt to the new education
system. A significant degree of learning and unlearning will be required to bridge the gap
between traditional content-driven training and outcomes-based learning. Thus, the ETDP
SETA plays a critical role in skills development in the education and training sector
(ETDP SETA, 2015).
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Her fingers tightened on the butt, and her eyes met mine just once
more before she turned her head.
She was a beauty to watch. Sprawled on the tunnel floor, not looking
at anything but targets over the notch of her sights, calm and skilled
while she covered my retreat as her heartbeats slowed. She
cauterized the tunnel, weaving a fan of death that marched down the
corridor, encompassing and moving beyond huddled and broken
men.
I clamped on my suit helmet and spun the airlock controls. I snapped
one quick look back at her. Then the airlock hatch thudded shut
behind me. In a moment, I was on the surface of the Asteroid and
running for the ship.
IX
Earth lies ahead of me, green and safe. The muted atomics behind
me have brought me back from beyond Venus, where the split-
second jump into hyperspace threw me.
Let Mort Weidmann have his farther stars—or anyone else who cares
to try. I've had all I want from the new drive.
I gave Pat a funeral pyre. And now the lonely Asteroids have a star of
their own.
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Managing Human Resource

Development 5th Edition Marius Meyer

Career Development A Human Resource Development

Foundations of Human Resource Development 3rd Edition

A Global Guide to Human Resource Management: Managing

Positive Ageing and Human Resource Development 1st

Strategy and Human Resource Management Management Work

Fundamentals of Human Resource Management: Functions,

Innovative Strategies in Higher Education for

Proceedings of the 5th International Symposium on Water

A STRATEGIC LEARNING APPROACH

A STRATEGIC LEARNING APPROACH

• Measuring the ROI in Mentoring and Coaching Programmes

Melanie Bushney Associate Professor in Human Resource Development, University of

• Leonie van der Vaart, North-West University

• Wilhelm Crous, Knowledge Resources

Chapter 1 INTRODUCTION TO HUMAN RESOURCE

Chapter 2 HUMAN RESOURCE DEVELOPMENT LEGISLATION ............ 25

Chapter 3 STRATEGIC HUMAN RESOURCE DEVELOPMENT ................. 61

Chapter 4 THE LEARNING ORGANISATION ................................................. 91

Chapter 5 PERFORMANCE CONSULTING ..................................................... 117

Chapter 6 LEARNING NEEDS ANALYSIS ........................................................ 155

Chapter 7 DESIGNING HUMAN RESOURCE DEVELOPMENT

Chapter 8 PLANNING AND ORGANISING TRAINING ................................. 223

Chapter 9 MANAGEMENT AND LEADERSHIP DEVELOPMENT ............. 253

Chapter 10 MENTORING AND COACHING ..................................................... 287

Chapter 11 ELECTRONIC, MOBILE AND SOCIAL LEARNING .................. 309

Chapter 12 EMPLOYEE ORIENTATION ........................................................... 333

Chapter 13 EMPLOYMENT EQUITY AND DIVERSITY TRAINING ........... 349

Chapter 14 LEARNING & DEVELOPMENT STANDARDS ............................ 375

Chapter 15 MULTISKILLING ............................................................................... 389

Chapter 16 CAREER MANAGEMENT AND PERFORMANCE ..................... 407

Chapter 18 ASSESSMENT AND EVALUATION ................................................ 469

Chapter 19 INTERNATIONAL HUMAN RESOURCE DEVELOPMENT ..... 511

Chapter 20 CONTINUING PROFESSIONAL DEVELOPMENT ..................... 527

Assignment, portfolio and examination questions ....................................................... 551

1.2 International trends in HRD

1.2.2 Strategic HRD and talent management

1.2.3 Electronic, mobile and social learning

1.2.4 Management and leadership development

transformation, while simultaneously creating systems, governance mechanisms,

1.2.5 Performance consulting

1.2.6 Career and performance management

1.2.7 Proactive needs identification

1.2.8 Training design

1.2.9 Evaluation of training

1.2.10 Employment equity and diversity training

1.2.11 Learning organisation

1.3 Local trends in HRD

requires additional interventions. Most of these interventions, such as the Skills

1.3.1 Training legislation

1.3.2 ETD practices

Education HRD Training

1.3.3 HR and L&D standards

1.4 Integrating ETD, L&D and HRD

1.5 Principles underlying the development of L&D practitioners

Approach development requirements proactively

Co-ownership for all concerned

The development model is also a role model for L&D practitioners

Training of L&D practitioners is a development process

Incorporating the transfer of learning into the development model

Constant adaptation and innovation

1.6 Outcomes-based education (OBE)