Verfügbarkeit: Practising training and development in South African organisations

Practising training and development in South African organisations:

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Bibliographische Detailangaben
1. Verfasser:	Coetzee, Melinde (VerfasserIn, HerausgeberIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Cape Town Juta 2013
Ausgabe:	Second edition
Schlagworte:	Personalentwicklung Mitarbeiterschulung Organisation Südafrika (Staat) Südafrika Employees / Training of / South Africa Employees / Training of South Africa
Online-Zugang:	Inhaltsverzeichnis Klappentext
Beschreibung:	Previous edition issued under title: Practising education, training and development in South African organisations Hier auch später erschienene, unveränderte Nachdrucke
Beschreibung:	xix, 652 pages 25 cm
ISBN:	9780702197840 070219784X 9780702173875 0702173878

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Datensatz im Suchindex

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adam_text	CONTENTS fi About the authors.................................................. xiii Preface........................................................ xv List of acronyms............................................ xviii Section 1 THE SOUTH AFRICAN TRAINING AND DEVELOPMENT LANDSCAPE.............................. 1 Chapter 1 Training and development in the South African context............................................ 2 Moelekanyo Christopher Tshilongamulenzhe Melinde Coetzee Global models shaping the South African training and development system 4 The market approach or Anglo-Saxon model................. 6 The social partnership approach or the Asian Tigers model... 8 The Germanic model...................................... 10 The South African skills development system.................... 13 The evolution of the South African skills development system. ... 14 The training and development challenge in South Africa............. 17 Raising the skills profile of the labour market............. 18 The importance of uplifting people s skills............. 19 Overview of the South African skills development statutory framework . . 20 The Green Paper on Skills Development Strategy for Economic and Employment Growth in South Africa................... 21 The Skills Development Act 97 of 1998 ...................... 22 Skills Development Levies Act 9 of 1999 and related regulations . . 23 Skills Development Amendment Act 31 of 2003 ................ 28 Skills Development Amendment Act 37 of 2008 ................ 29 The Skills Development Amendment Bill of 2011......... . 30 The National Qualifications Framework Act 67 of 2008........ 31 The National Skills Development Strategy....................... 33 Milestones achieved during the NSDS I and NSDS II........... 37 Challenges experienced during the NSDS I and NSDS II........ 38 The NSDS III (April 2011-March 2016)........................ 41 Statutory structures created by the skills development legislation. 38 The National Skills Authority (NSA)......................... 59 South African Qualifications Authority (SAQA)............... 59 National Skills Fund (NSF).............................. 62 Sector Education and Training Authorities (SETAs)........... 63 Sector skills plans (SSPs).............................. 70 Workplace skills plans (WSPs) and PIVOTAL Plans (PPs)....... 70 Development projects skills plans....................... 72 Skills development committees (SDC)..................... 72 Practising Training and Development in South African Organisations Skills development facilitator (SDF).......................... 75 Quality Council for Trades and Occupations (QCTO)........... 79 Communities of expert practice (CEP)........................ 80 National Artisan Moderating Body (NAMB)..................... 82 National Qualifications Framework (NQF)....................... 87 Outcomes-based training and development in South Africa............ 103 Qualification, unit standard and credits.................... 103 Recognition of prior learning (RPL)......................... 110 Education and training quality assurance bodies (ETQAs) .... Ill Accreditation of skills development providers............... Ill Addressing employment equity................................. 112 Review and discussion questions................................... 113 Summary............................................................. 113 Suggested reading............................................»... 114 Chapter 2 The South African occupational learning system 115 Maelekanyo Christopher Tshilongamulenzhe The development of occupational learning in South Africa........... 116 Components of the OLS............................................... 118 The labour market............................................ 118 Reporting system and framework............................... 119 Planning and management systems.............................. 122 Learning systems............................................. 123 The development of occupational qualifications and curricula........ 129 Occupational curriculum framing concepts................... 132 Occupational curricula....................................... 133 Assessment against curriculum components ........................... 136 Internal assessment or assessment against curriculum components 136 External summative assessment of occupational qualifications or part qualifications.......................................... 136 Assessment of foundational learning.......................... 137 The role of quality partners in occupational learning.............. 137 Development quality partners (DQP)........................... 137 Assessment quality partners (AQP).......................... , . 140 Occupational learning programmes................................... 144 Categories of occupational learning programmes.............. 146 Types of occupational learning programmes.................... 146 Principles for establishing and designing learnerships...... 150 The building blocks of a learnership........................ 151 The role of the SETA with respect to a learnership.......... 151 Overview of the learnership implementation process.......... 152 Overview of the stages of the registration process.......... 153 Proposing a learnership to a SETA............................ 153 Contents Completing a learning programme agreement.................. 153 Costs and benefits of learnerships............................... 155 Benefits of implementing learnerships............................ 157 Apprenticeship.......................................................... 159 The South African apprenticeship context......................... 160 The development of artisans in South Africa................ 162 Apprenticeship learning programmes............................... 164 Distinction between a learnership, an apprenticeship and a learning programme.................................................. 168 Managing occupational learning programmes: A project management approach................................................................ 170 Quality management in the South African occupational learning system . . 174 Elements of the QCTO model for quality management.......... 177 Quality control mechanisms in the development of occupational curricula and qualifications..................................... 179 A holistic and integrated model for the effective management and evaluation of occupational learning programmes.......................... 181 Initiation....................................................... 182 Execution........................................................ 186 Progress monitoring.............................................. 188 Evaluation and review............................................ 190 Contextualising the management and evaluation of occupational learning in South Africa................................................ 193 Review and. discussion questions........................................ 195 Summary............................................................... 195 Suggested reading....................................................... 196 Section 2 LEARN ING TH EORY............................................. 197 Chapter 3 The psychology of learning, employee motivation and performance........................................... 198 )o-Anne Botha Melinde Coetzee Education, training, development, learning and performance.............. 200 Education.................................................. 201 Training......................................................... 202 Development...................................................... 202 Attitudes and beliefs............................................ 203 Knowledge........................................................ 203 Skills........................................................... 204 Learning and performance......................................... 204 The nature of learning.................................................. 204 Implicit learning................................................ 205 Explicit learning................................................ 205 Practising Training and Development in South African Organisations Learner characteristics................................................. 209 Theories of learning.................................................. 213 Behaviouristic perspective on the learning process............... 213 Cognitive approach to learning................................. 214 Social learning.................................................. 216 Humanist perspectives on learning................................ 217 Other approaches to learning ........................................... 218 Experiential learning............................................ 218 Learning styles.................................................. 219 Mentoring and coaching........................................... 222 Action learning.................................................. 222 Principles of learning.................................................. 222 Practice and overlearning........................................ 223 Identical elements (physical and psychological fidelity)......... 223 Whole versus part learning....................................... 223 Massed versus distributed practice............................... 224 The brain and learning.................................................. 224 Accelerated learning............................................. 224 Split-brain theory .............................................. 224 Regenerative brain theory........................................ 225 Triune brain theory.............................................. 225 Human intelligence...................................................... 226 Multiple intelligences........................................... 226 Sternbergs three intelligences................................... 227 Emotional intelligence........................................... 227 Review and discussion questions....................................... 230 Summary................................................................. 231 Suggested reading....................................................... 231 Section 3 THE SYSTEMATIC TRAINING CYCLE................................. 233 Chapter 4 Conducting a training and development needs analysis.................................................. 234 jo-Anne Botho Melinde Coetzee Purposes ofT D needs analysis........................................... 238 Proactive and reactive needs analysis............................ 239 Identifying causes of performance problems....................... 239 Providing information for T :D interventions..................... 243 Levels ofT cD needs analysis............................................ 244 Sectoral analysis................................................ 245 Organisational analysis.......................................... 247 Task analysis.................................................... 255 Person analysis.................................................. 259 Gathering data for T8cE needs analysis................................. 264 Contents Questionnaires............................................. 264 Observation................................................ 265 Individual interviews...................................... 265 Skill and knowledge tests.................................. 265 Personal development plans.................................. 266 Performance appraisal data.................................. 266 Critical incidents.......................................... 267 The T D needs analysis process..................................... 267 T D needs analysis and the annual skills planning process.......... 269 Review and. discussion questions......................«........... 278 Summary........................................................ 279 Suggested reading................................................ 279 Chapter 5 Outcomes-based workplace learning design. . . . 280 Melinde Coetzee Jo-Anne Botha Work-based learning design......................................... 285 Clarifying stakeholder expectations......................... 288 Defining the occupational/job purpose....................... 288 Unpacking occupational/job tasks............................ 288 Developing additional occupational/job tasks................ 290 Defining the required knowledge, skills and work experience . . . . 290 Analysing T D needs in relation to the occupational/job tasks . . 293 Analysing the learners’ profile............................. 294 Determining the learning programme objective................ 296 Formulating the learning outcomes........................... 298 Determining, sourcing and sequencing learning content....... 307 Developing a learning delivery and assessment strategy...... 310 Sequencing the content of a learning programme.............. 319 Designing learning activities...................................... 321 Accommodating the needs of various generations.............. 322 Choosing training methods.......................................... 324 Designing learning support materials............................... 326 Self-study materials........................................ 326 Modules..................................................... 326 Handouts ................................................... 327 Workbooks................................................... 327 Evaluation forms............................................ 327 Checklists for course planning.............................. 327 The facilitator/trainer guide...................................... 328 The learning facilitation and assessment process guide...... 329 General quality assurance documentation .................... 335 Review and discussion questions.................................... 347 Summary............................................................ 348 Suggested reading.................................................. 348 Practising Training and Development in South African Organisations Chapter 6 Delivering training........................................... 349 Jerome Kiley Melinde Coetzee Training delivery methods................................................ 351 Classroom training............................................... 352 Selecting appropriate classroom training methods................. 353 Learning support materials in classroom training................. 356 Blended learning methods................................................. 359 Programmed instruction........................................... 359 Technology-based training........................................ 360 Internet-based programmed instruction or e-learning............. 360 Workplace training methods....................................... 361 Team training................................................... 362 The trainer as learning facilitator..................................... 362 Learning facilitation skills.................................... 364 Characteristics of effective learning facilitation.............. 366 Delivering classroom training........................................... 368 Pre-class intervention.......................................... 368 Learning facilitation........................................... 370 Post-class intervention......................................... 376 The learning facilitation process....................................... 376 Group dynamics in the learning process.......................... 377 Increasing learners’ participation by asking questions.......... 379 Giving and receiving feedback................................... 379 Reading the body language of learners........................... 380 Dealing with problem behaviour in the classroom................. 383 Creating an environment conducive to learning........................... 385 Creating an accepting and safe atmosphere....................... 386 Arranging the physical learning environment..................... 388 Principles of classroom training........................................ 392 Meaningfulness.................................................. 392 Assumed learning................................................ 392 Open communication.............................................. 392 Essential content............................................... 393 Provision of learning support material.......................... 393 Novelty......................................................... 393 Modelling....................................................... 393 Active and appropriate practice................................. 394 Goal setting.................................................... 395 Pleasant conditions............................................. 395 Pleasant consequences........................................... 395 Knowledge of results (feedback)................................. 396 Transfer of learning.................................................... 396 Self-management to maintain changes in behaviour................ 397 Contents Adaptive guidance....................................... 398 Managing classroom training.................................. 398 Review and discussion questions.................................. 400 Summary........................................................ 401 Suggested reading................................................ 401 Chapter 7 Assessment and moderation in training and development......................................... 402 Kiru Truman Melinde Coetzee Purposes of assessment........................................... 404 Role players in assessment....................................... 406 Assessor competence....................................... 407 The rights and special needs of learners.................. 408 Types of assessment.............................................. 409 Diagnostic assessment..................................... 410 Formative assessment...................................... 410 Summative assessment...................................... 411 Impact assessment......................................... 413 Integrated assessment..................................... 414 Assessment methods and instruments............................... 413 Portfolio assessment...................................... 419 Recognition of prior learning............................. 420 The assessment process........................................... 421 Planning the assessment................................... 421 Preparing the learner for assessment...................... 426 Conducting assessment..................................... 428 Gathering and documenting evidence........................ 430 Evaluating evidence and making assessment judgements...... 432 Providing feedback to the relevant parties................ 433 Reviewing the assessment process.......................... 434 Moderation of assessment......................................... 435 Management structure...................................... 436 Functions of the moderation system........................ 436 Components of the moderation system....................... 436 Methods................................................... 437 Moderation tools.......................................... 437 Review and discussion questions.................................. 439 Summary.......................................................... 439 Suggested reading............................................. 440 Practising Training and Development in South African Organisations Chapter 8 Evaluating training effectiveness..................... 441 Jerome Kiley Melinde Coetzee Training evaluation.............................................. 444 Diagnostic evaluation....................................... 445 Formative evaluation...................................... 445 Summative and longitudinal evaluation....................... 446 Stakeholders in training evaluation............................... 448 Compliance evaluation............................................. 451 Value-added evaluation........................................... 456 Evaluation criteria........................................ 456 Measuring value added in T D................................ 460 Measuring return on stakeholder expectations............... 464 Levels of value-added evaluation............................ 465 Evaluation models................................................. 465 Kirkpatrick’s taxonomy of training evaluation criteria...... 465 Phillips’ return on investment model........................ 468 Nadler s model of evaluation................................ 468 Guba and Lincolns fourth generation evaluation............. 469 The training evaluation process.................................. 470 Step 1: Identifying stakeholders........................... 471 Step 2: Collecting background information................... 471 Step 3: Formulating research questions..................... 472 Step 4: Identifying the evaluation dimensions and criteria. 472 Step 5: Selecting and applying data collection tools....... 472 Step 6: Drawing up an evaluation plan...................... 476 Step 7: Analysing and interpreting the data................ 477 Step 8: Making recommendations............................. 478 Step 9: Communicating the evaluation results............... 478 Factors that discourage evaluation............................... 481 Review and discussion questions.................................. 483 Summary........................................................ 483 Suggested reading................................................ 484 Section 4 SUSTAINING TRAINING AND DEVELOPMENT CAPABILITY.............................. 485 Chapter 9 Managing training and development in the workplace........................................... 486 Melinde Coetzee jo-Anne Botha Human resource management and human resource development......... 488 Purpose of human resource development...................... 488 Human resource development activities....................... 489 Contents T D management in the twenty-first century workplace.............. 492 The learning organisation........................................... 494 Knowledge management......................................... 495 Improving organisational flexibility and capability.......... 497 The T D value proposition........................................... 499 Implications of a value proposition........................ 500 Strategic human resource development.............................. 502 The TôdD management process....................................... 5 07 Developing a holistic HRD strategy......................... 507 Considering external and internal forces................... 507 Defining theT D value proposition............................ 508 Conducting a strategic skills gap analysis................. 508 Conducting an organisational T D needs analysis............ 508 Compiling the Workplace skills plan, PIVOTAL Plan (PP) and TôcD plan.................................................... 508 Specifying the execution strategy.......................... 509 Implementing the T D plan.................................... 510 Evaluating the effectiveness of the T D plan ................ 510 Evaluating value added by TScD interventions................. 510 The T D management functions...................................... 511 Defining the TôcD value proposition.......................... 512 Strategising................................................. 512 Organising................................................... 513 Leading...................................................... 514 Assuring quality............................................. 514 Evaluating................................................... 515 Managing quality in T8cD............................................ 518 Review and discussion questions..................................... 526 Summary............................................................. 526 Suggested reading............................................... 527 Chapter 10 Profession and practice of training and development................................. 528 Melinde Coetzee Roles of the T6cD professional.............................................. 530 Characteristics of theT cD professional..................................... 533 Results driven...................................................... 533 Investigative....................................................... 534 Able to set and comply with quality standards..................... 534 Co-operative and collaborative...................................... 534 Willing and able to add value for stakeholders...................... 534 Flexible while maintaining important principles..................... 534 Responsible for continuous professional development................. 535 Ethical and responsible............................................. 535 Practising Training and Development in South African Organisations A competency profile of effective T D professionals............... 536 Education and training ofT D professionals........................ 539 Continuous professional and personal development.................. 545 Ethical issues in T D............................................. 549 Challenges for the TôÆ profession................................ 556 Review and discussion questions . ............................. 557 Summary........................................................... 558 Suggested reading................................................. 558 Conclusion........................................................ 559 Appendices, glossary of terms, references and index............. 561 Appendix 1 : Example of a SAQA Unit Standard................ 562 Appendix 2: Minimum requirements for the Workplace skills plan/PIVOTAL Plan and annual training report/PIVOTAL Report (from April 2013).................................... 573 Appendix 3: National scarce skills by occupational category. 587 Appendix 4: Example of service level agreement (Development Quality Partner)............................................ 589 Glossary of terms............................................... 600 References...................................................... 613 Index........................................................... 626 Practising Training and Development in South African Organisations Second Edition This second edition addresses the evolving skills development landscape, which has profound implications for training and development (T D) in the workplace. It offers a sound theoretical and practical framework for both experienced professionals and those new to the outcomes- based, occupation-directed and work-based T D approach to workplace learning design. Practising Training and Development in South African Organisations (second edition): • explains the new skills development legislation and the implications for workplace learning design, delivery, assessment and evaluation in the South African occupational learning system context • offers insight into the psychology of adult learning, motivation and performance • guides students and T D professionals through the classical training cycle and offers practical guidelines for occupation-directed, work-based learning design, delivery, assessment and evaluation • explores T D management from a Human Resources Development (HRD) strategic and value-adding perspective • discusses quality assurance matters related to work-based learning design, delivery, assessment, evaluation and management • provides guidance to T D professionals regarding the profession, ethical standards and values, and their continued professional development. Integrating theoretical and practical perspectives, this book offers a comprehensive overview of the National Skills Development Framework, as well as the occupation-directed, work-based learning design approach to T D practices, tools and techniques as they apply to the South African workplace. As a result, this book will be invaluable to both undergraduate students and practising T D and HRD professionals. About the editor and authors: Melinde Coetzee (editor) is a professionally registered Industrial Psychologist, Master Human Resource Professional (HRD) and professor in the Department of Industrial and Organisational Psychology at the University of South Africa. She has written and co-authored a number of books. Jo-Anne Botha is a lecturer in the Department of Human Resource Management at the University of South Africa. Jerome Kiley is registered as a Master Personnel Practitioner (HRD) with the South African - Board for Personnel Practice. He is currently a lecturer in the Department of Human Resource Development at the Cape Peninsula University of Technology. Kiru Truman has over 20 years experience in education and training. Kiru is a qualified verifier, skills development facilitator, moderator, assessor and curriculum designer. She has written and co-authored a number of books. Maelekanyo Christopher Tshilongamulenzhe (DCom) is a senior lecturer of Human Resource Development in the Department of Human Resource Management at the University of South Africa. He is a member of the South African Board for People Practices (SABPP) at the level of a Master Human Resource Practitioner (MHRP). He is also an accredited assessor with the SABPP and the ETDPSETA. www.juta.co.za
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physical	xix, 652 pages 25 cm
publishDate	2013
publishDateSearch	2013
publishDateSort	2013
publisher	Juta
record_format	marc
spelling	Practising training and development in South African organisations Melinde Coetzee (editor) ; Jo-Anne Botha [und 3 weitere] Second edition Cape Town Juta 2013 xix, 652 pages 25 cm txt rdacontent n rdamedia nc rdacarrier Previous edition issued under title: Practising education, training and development in South African organisations Hier auch später erschienene, unveränderte Nachdrucke Personalentwicklung (DE-588)4121465-1 gnd rswk-swf Mitarbeiterschulung (DE-588)4248043-7 gnd rswk-swf Organisation (DE-588)4043774-7 gnd rswk-swf Südafrika (Staat) Südafrika (DE-588)4078012-0 gnd rswk-swf Employees / Training of / South Africa Employees / Training of South Africa Südafrika (DE-588)4078012-0 g Organisation (DE-588)4043774-7 s Personalentwicklung (DE-588)4121465-1 s Mitarbeiterschulung (DE-588)4248043-7 s DE-604 Coetzee, Melinde (DE-588)1171868049 edt aut Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029686578&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Bayreuth - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029686578&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext
spellingShingle	Coetzee, Melinde Practising training and development in South African organisations Personalentwicklung (DE-588)4121465-1 gnd Mitarbeiterschulung (DE-588)4248043-7 gnd Organisation (DE-588)4043774-7 gnd
subject_GND	(DE-588)4121465-1 (DE-588)4248043-7 (DE-588)4043774-7 (DE-588)4078012-0
title	Practising training and development in South African organisations
title_auth	Practising training and development in South African organisations
title_exact_search	Practising training and development in South African organisations
title_full	Practising training and development in South African organisations Melinde Coetzee (editor) ; Jo-Anne Botha [und 3 weitere]
title_fullStr	Practising training and development in South African organisations Melinde Coetzee (editor) ; Jo-Anne Botha [und 3 weitere]
title_full_unstemmed	Practising training and development in South African organisations Melinde Coetzee (editor) ; Jo-Anne Botha [und 3 weitere]
title_short	Practising training and development in South African organisations
title_sort	practising training and development in south african organisations
topic	Personalentwicklung (DE-588)4121465-1 gnd Mitarbeiterschulung (DE-588)4248043-7 gnd Organisation (DE-588)4043774-7 gnd
topic_facet	Personalentwicklung Mitarbeiterschulung Organisation Südafrika (Staat) Südafrika
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029686578&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029686578&sequence=000002&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT coetzeemelinde practisingtraininganddevelopmentinsouthafricanorganisations

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