HR VOICE LEARNING DEVELOPMENT - SABPP
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THE OFFICIAL COMMUNICATION FOR ALL HR PROFESSIONALS
HR VOICE APRIL 2019 · ISSN 2304-8573
LEARNING
DEVELOPMENT
SABPP IS NOW REGISTERED AS AN NPO 117218
INSIDE
HR VOICE APRIL 2019
BOARD DESK PAGE 3 CONTACT US
• Perennial students: From Ethics & HR governance
conference to Learning & Development Conference LEARNING & QUALITY ASSURANCE
• Competently Speaking Naren Vassan: HRA
naren@sabpp.co.za
RESEARCH & INNOVATION
COO’s DESK PAGE 6 Kgomotso Mopalami: HRP
research@sabpp.co.za
• Provincial Committees
• CPD 2019 MARKETING & STAKEHOLDER
RELATIONS
Siphiwe Mashoene
ADVERTORIAL PAGE 10 siphiwe@sabpp.co.za or events@sabpp.co.za
• Criminal Record and Identity Verification Newcomer is HR AUDIT
Changing the Industry. Annetjie Moore: MHRP
annetjie@sabpp.co.za
HR STANDARDS
FEATURED PAGE 11 Maphutha Diaz: MHRP
hrstandards@sabpp.co.za
• Benefit of Effective Learning and Development in
Organisation PROFESSIONAL SERVICES &
• Why learn? - I learn, I develop, I grow. PROFESSIONAL REGISTRATIONS
• Measuring Return on Investment is an Age-Old HR Zanele Ndiweni
registrations@sabpp.co.za
Challenge: Lessons from HR Audits or Tebogo Mahesu
• The art of facilitating a group professional@sabpp.co.za
• Challenges and Opportunities inHR Professional
Development ADDRESS Willowbrook House, 1st floor
• Shaping dreams Constantia Office Park 14th Avenue & Hendrik
Potgieter Street Weltevredenpark
Roodepoort 1715
ETHICS PAGE 28 T: 011 045 5400 / F: 011 482 4830
010 007 5906
• It is not too late for organisations to manage their ethics www.sabpp.co.za
and they cannot do it without HR. ADVERTISING HR Consultants and providers
• Leadership in the L&D environment who want to advertise their products and
services in the HR Voice, should please
contact Ceanne Schultz from SABPP.
LQA PAGE 31 T: 011 045 5413
events@sabpp.co.za
• What is SABPP Learning and Quality Assurance’s com-
ments on L&D? EDITORIAL SUBMISSIONS Please send
• Significance of accreditation for learning editorial submissions to Ceanne Schultz
• Why should one evaluate training? ceanne@sabpp.co.za
• SABPP Quality Assurance Team visit
CONTRIBUTORS
Xolani Mawande: MHRP
HR AUDIT PAGE 41 Cherralle Alexander: CHRP
Naren Vassan: HRA
Patrick V Mugumo: MHRP
• DTCB HR Professionalism through continuous improve- Dustin Hogg: CHRP
ment Kgomotso Mopalami: HRP
Prof Leon van Vuuren
STUDENT CHAPTER PAGE 42 Annetjie Moore: MHRP
Patience Mazet Buthelezi
Maphutha Diaz: MHRP
• Why is it important for organisations to constantly pro- Danny Tuckwood
mote Learning and Development? Services SETA
INSIDE · PAGE 2
HR VOICE APRIL 2019
BOARD DESK
Perennial students: From Ethics & HR
governance conference to Learning &
Development Conference
Last month we had our first of four conferences for 2019.
Over 100 delegates converged at the Wanderers Club for the
Ethics and HR governance conference. The conference was
a great success. Key speakers included Dr Makhosi Khoza,
Jaco de Jager, Prof Leon van Vuuren, Prof Geoff Goldman
Yael Dall, Cynthia Schoeman, Dr Wynand Schoeman and Max
Moyo. Ethics forms part of the core of our profession. HR
professionals cannot absolve themselves from the rot in the
country. Everyone, especially HR professionals as gatekeepers,
has a role to play in curbing corruption and unethical conduct.
We cannot continue employing fraudsters considering that
over 64% of fraud occurs internally. We cannot stand and look
as CEOs and executives collude to make unethical decisions
on our watch. We need to stand for what is right in the interest
of our nation. We need to open channels for staff to be able
to speak up against any unethical behavior they witness. We Kerry de Jonge, Dr Makhosi Khoza, Xolani Mawande,
need to be champions and not spectators of ethical behavior. Elizabeth Dhlamini-Kumalo
Delegates attending the Ethics and HR Governance
SABPP Board Member: Busisiwe Mashiane
Seminar
BOARD DESK · PAGE 3
HR VOICE APRIL 2019
A special thanks to the Ethics committee for organizing Our theme this month relates to learning and development.
this event. Thank you to our marketing team Siphiwe and Learning in the workplace has evolved over time. The question
Ceanne for taking the event to the next level. We thank the remains whether it adds value to employee performance and
sponsors who helped us bring the event at an affordable rate efficiency. What will be the role of training now in the age of
to members. technology and 4th Industrial Revolution? More than ever now
will be the appropriate time for the HR fraternity to show its
value to the business. In order to add value to others it is often
preferred that one would have walked the journey before.
Hence, we need to be proactive in our quest for knowledge so
we can make a difference.
One good way of doing that is to remember the quote
‘Students soon become professors, but professors are
perennial students. We cannot remain relevant when we still
celebrate successes of over five years ago. This month SABPP
will launch the revamped CPD policy, a tool that will assist all
our members to remain perennial students. Please make sure
that you keep on learning, keep on discovering so that you can
keep on making a difference out there.
Be sure to book yourself a spot on our second conference for the
year i.e. Learning and Development Conference taking place
on 29 May 2019 at the Birchwood conference center. Discover
the new methodologies that make organisations a learning
company. Meet great speakers, meet the SABPP team and
meet and network with hundreds of L&D practitioners from
across the country and keep on learning and stay relevant.
Until next month, keep on doing the right things first time and
all the time.
Elsabé Bell MHRP
Acting COO
One individual who is very ethical as far as we know is our new
Acting COO Mrs. Elsabé Bell who joined SABPP from the 1st
of March 2019. Elsabé is an experienced, people-orientated
HR Business Consultant with a master’s degree. She was
one of the HR professionals who contributed materially to the
drafting of the first National HR Standards Model for South
Africa. Extensive knowledge of these standards and a proven
track record in the HR environment have positioned her to
successfully provide professional services and guidance in
their application. Elsabé is an MHRP, HR Standards Facilitator
and HR Auditor who can oversee the attraction, induction,
development and retention of a company’s employees. I know
Xolani Mawande
she will immensely add value to the future direction of SABPP.
Please join me in welcoming her to the best Organisation MHRP
south of the equator.
BOARD DESK · PAGE 4
HR VOICE APRIL 2019
COMPETENTLY
SPEAKING
As I meet professionals around the country as well as students I am often chuffed to hear and celebrate good stories. Sometimes
I don’t not know who to share with yet I know out there someone is bound to be moved and motivated by someone else story.
This corner starting this month will seek to celebrate good news happening out here within the profession.
This month I want to celebrate the following:
Dr Mochabo Moerane (Castro)
Mochabo has just graduated with a PhD in Consulting psychology jointly offered by We are proud of you
Department of Psychology and Industrial and Organisational Psychology at UNISA. Dr Moerane.
Dr Fathima Mohammed
We are proud of you
Fathima has just completed her PhD in Industrial Psychology from North West University
Dr Mohammed.
in Vaal.
Prof Amanda Werner
Dr Amanda was recently promoted to Associate Professor by the Nelson Mandela We are proud of your
University. research Prof Werner.
Prof Pierre Joubert
We are proud of your
Dr Pierre Joubert was recently promoted to Associate Professor by Vaal University of
growth Prof Joubert.
Technology
Patience Zanele Buthelezi We are proud of you
Patience our HR Intern recently last month graduated with a BA Human Resources Patience and wait for
Management degree from University of Johannesburg. more graduations in the
future.
Indeed, students soon become professors, but professors are perennial students. Therefore, These are they, competently speaking!
I know there is a lot happening out there and please share with me so we can motivate others.
Competently saying
Xolani Mawande: MHRP
BOARD DESK · PAGE 5
HR VOICE APRIL 2019
COO’s DESK
Provincial Committees Board Exams
Free State networking conference
On the 13th of March 2019, the Free State committee held a
networking conference and we are pleased to announce the
success of the event.
We would like to thank all the speakers who came through,
participants and the committee for organising such a fruitful
event.
We hope to see such creative and fruitful events in all provinces
in the near future.
Western Cape
On the 8th and 9th of March SABPP embarked on a Journey to
Cape Town for the accreditation of the University of Cape Town
(UCT) and a student presentation at Stellenbosch as well as a
meet and greet at the University of Western Cape.
Cherralle Alexander: CHRP
“I wrote the board exams in January 2019. It was daunting;
however, I was excited as I appreciate the credibility that board
exams add to the process.
The exam itself was challenging, however it also gave me an
opportunity to pull from my experience. I would encourage
any person in whatever field you are, to seek professional
INSTAGRAM/SABPP accreditation as it is a good way to demonstrate your experience
JOIN THE DISCUSSION from an independent perspective. I commend SABPP for all the
work they have done to bring this level of accreditation to the HR
profession.”
COO’s DESK· PAGE 6
HR VOICE APRIL 2019
CPD 2019
Continuing Professional Development (CPD) in 2019 SABPP Professional registration Minimum but not limit-
level ed to hours per annum
Our members have requested a more simple and practical
approach to professional development. They did not
recommend continuing the 3-year cycle with CPD Points that MASTER HR PROFESSIONAL 20 HOURS
may/may not be achievable. Members also say that we can be MHRP
trusted with our personal development as we promote learning
to staff, employees, employers and self to be relevant, current CHARTERED HR PROFESSIONAL
and competent whilst it safeguards the public, the employer, CHRP
the professional and the professional’s career.
HR PROFESSIONAL 15 HOURS
Having mentioned the above, SABPP would like to adopt
HRP
learning with minimum financial constraints within a fair
amount of time and activities that members will easily attain
required professional development. HR ASSOCIATE
HRA
The Table indicates the minimum hours the members per
designations per annum need to achieve by just attending HR TECHNICIAN 10 HOURS
events, publishing articles and engaging with their own HRT
personal development.
Basic principles:
• CPD is based on the SABPP HR Competency Model.
HR COMPETENCY MODEL
Strategy
Talent Management
HR HR Governance, Risk, Compliance
Capabilities
Analytics & Measurement
HR Service Delivery
Professionalism
Leadership & Personal Credibility
HR & Business Knowledge
Organisational Capability
Ethics
Solution Creation & Implementation
Core
Competencies
Interpersonal Communication
Citizenship for Future:
Innovation, Technology, Sustainability
4 Pillars
Duty To Society
• Your CPD point is based on 1 CPD Point for every 1 hour TWITTER/SABPP
accomplished learning. JOIN THE DISCUSSION
• Ethics (mandatory): 4 points for all new members and
thereafter 3 points for refresher p.a.
COO’s DESK· PAGE 8
HR VOICE APRIL 2019
No. Activity Points per annum Benefit of CPD
1. Completing CPD helps their confidence and credibility,
allows them to showcase their achievements and equips
them with tools to cope positively with change.
1 Participating in committees – 1 point per meet- 2. CPD is beneficial for employees’ career progression and
National, Regional, Board ing – max 8 pts advancement.
3. Increase Retention - In an era where more and more em-
ployers are cutting costs for opportunities like training,
2 Submit publishable articles 2 points – max your organisation can stand out from the rest by offering
for – HR Voice, weekly articles, 8 pts and promoting some professional development options.
journals Offering professional development shows your workers
Submit content for Monthly Fact 3 points – max that you care about their career progression and are in-
Sheet 6 pts terested in keeping them at your organisation long-term.
4. Build confidence and credibility - No one likes to feel like
3 Assessment/Moderation / HR 1 point per event they are missing important skills in their job. Providing
Audits – max 4 pts professional development training opportunities allows
your staff to build confidence in the work they do. It also
helps them to build credibility as they continue to gain
4 SABPP Events (AGM, Summits, Points per events.
new skill sets and certificates.
Workshops, Conferences)
5. Make succession planning easier. Professional develop-
ment programs are great tools for training future lead-
ers at your organisation. Rather than hiring outside the
5 Non- SABPP Events: Points as per
business, promoting from within is a great way to show
a. Accredited CPD Provider accreditation.
your staff that they can have a long career with your or-
b. Accredited Skills Programme Points as per
ganisation.
c. MOU / Alliances Partners notional Hours of
6. Improved efficiency - Not only does professional develop-
events Learning.
ment offer new skill sets, but it also allows your staff op-
d. Any Others Number of hours
portunities to learn from others in the training. As other
per event minus
professionals share their experiences, your staff can pick
ONE HOUR.
up new ideas and perspectives. This can lead to greater
Maximum 4 pts.
productivity and efficiency for your organisation.
7. CPD benefits both you as an individual in helping you to
6 Long-term qualifications – on Member will be achieve your career aspirations, employers as a whole by
completion EXEMPTED from ensuring it has competent professionals performing the
a. Undergraduate qualification the required CPD work.
b. Post Grade qualification Points per desig- 8. Enhances customer confidence and loyalty.
(Honours/Advance Certificate/ nation, for year in
Diploma) which graduation Concession: This CPD Policy shall take effect from 2019.
c. Post-Post (Master/Doctorate) takes place. Those members who have submitted their claims for the 2017
qualification and 2018 cycle( January – December) will automatically be
given a maximum of 5 points for the 2019 annual cycle, de-
pending on designation.
RENEWALS
SABPP would like to thank all members who have paid 2019 renewal fees.
A call to all members who have not paid for 2019 membership fees.
Please pay your outstanding fees to keep your membership active and avoid penalties.
Contact retention@sabpp.co.za or log on to your profile for more information.
COO’s DESK· PAGE 9
HR VOICE APRIL 2019
Criminal Record and Identity Verification
Newcomer is Changing the Industry.
Through their strategic partnerships with Jetline and Lula-
way they have created the largest, most accessible network of
capture locations in South Africa. Candidates are able to walk
into their nearest capture location and have their fingerprints
captured by trained staff, free of charge. Within minutes, their
fingerprints are available for you to request a verification. As
a recruitment and HR professional, you can also request a
trained specialist to come to you and capture applicant fin-
gerprints at a time and place that is convenient to you. This
mobile capture solution will save you time and resources al-
lowing you to be more productive. The third option for industry
professionals is to use your own capture device to capture fin-
gerprints yourself. Our advanced software integrates seam-
lessly making it the simplest, smartest way to capture finger-
prints, and verify criminal records and identities.
One of the core principles of HURU is providing exceptional
service. By building strong partnerships with businesses, they
are able to offer volume based pricing and tailored packages
to suit each partner’s needs. Their professional service and
advanced technology means fingerprints can be captured in
minutes and their identities verified in as little as 5 hours.
Truly making it the simplest, smartest, and affordable way to
Formerly MyImprint Verifications, HURU Technologies is capture candidate fingerprints and run criminal record and
making the hiring process smoother and quicker for recruit- identity verifications.
ers and HR professionals. With multiple fingerprint capturing
solutions, and a fast turnaround time, HURU is making waves Visit HURU’s website to read more about the services they of-
among screening providers in the industry. fer www.huru.co.za
One of the largest and growing challenges HR and recruit-
ment specialists are encountering are time constraints and
limited resources. As we’re all aware, finding the right can-
didate to fill the role involves sifting through mounds of CVs,
finding suitable applicants, vetting those applicants and then
verifying their background and criminal history. That process
alone can take weeks. Not anymore. With HURU, you have
three different options for having candidates fingerprints cap-
tured so you can choose the solution that suits your needs and
your time frame best.
ADVERTORIAL· PAGE 10HR VOICE APRIL 2019
FEATURED
Benefit of Effective
Learning and Development in Organisations
Patrick V Mugumo MHRP
solutions to ongoing work-related problems are available
inside every one of us. All we must do is tap into the knowledge
and skills base, which gives us the “ability to think critically
and creatively, the ability to communicate ideas and concepts,
and the ability to cooperate with other human beings in the
process of inquiry and action. Training isn’t just important to
any organisation, it is vital, (Johnson,1993).”
A learning organisation is one that seeks to create its own
future; that assumes learning is an ongoing and creative
process for its members; and one that develops, adapts, and
Vuledzani Patrick Mugumo – MHRP (SABPP)- is a skilled, transforms itself in response to the needs and aspirations of
knowledgeable management consulting Professional, with people, both inside and outside itself (Johnson,1993).
international reach, that draws on deep experience in strategy,
transformation, and business improvement projects. One of The only thing worse than training your employees and having
group director of IRG (Infomage Rims Group). them leave is not training them and having them stay. — Henry
Ford, Founder, Ford Motor Company.
Introduction
“An organisation’s ability to learn and translate that learning What does training and development mean to
into action rapidly is the ultimate competitive advantage”. — your organisation?
Jack Welch, former General Electric CEO. Training presents a prime opportunity to expand the knowledge
base of all employees, but many employers in the current
What is Learning and Development? climate find development opportunities expensive. Employees
Learning and development, a subset of HR, aims to improve attending training sessions also miss out on work time which
group and individual performance by increasing and honing may delay the completion of projects. However, despite these
skills and knowledge. Learning and development, often called potential drawbacks, training and development provides both
training and development, forms part of an organisation’s the individual and organisations with benefits that make
talent management strategy and is designed to align group the cost and time a worthwhile investment. The return on
and individual goals and performance with the organisation’s investment from training and development of employees is
overall vision and goals. really a no brainer.
Learning organisations are not fashionable or current What learning organisations do is set employees free.
management trend, they can provide work environments that Employees no longer have to be passive players in the equation;
are open to creative thought and embrace the concept that they learn to express ideas and challenge themselves to
FEATURED· PAGE 11HR VOICE APRIL 2019
contribute to an improved work environment by participating in Enhances company reputation and profile – Having a strong
a paradigm shift from the traditional authoritarian workplace and successful training strategy helps to develop your
philosophy to one where the hierarchy is broken down and employer brand and make your company a prime consideration
human potential is heralded. Learning organisations foster an for graduates and mid-career changes.
environment wherein people can “create the results they truly
desire,” and where they can learn to learn together for the Improved employee performance – the employee who
betterment of the whole (Rheem 1995,10). receives the necessary training is more able to perform in
their job.
It’s Not Just About Learning, But Learning Improved employee satisfaction and morale – the investment
in training that a company makes shows employees that they
the Right Skills are valued.
Businesses need to get better about building and developing
existing employees, while reducing their reliance on Increased productivity and adherence to quality standards –
the external labour market and associated recruitment Productivity usually increases when a company implements
costs. In the age of increased automation and smart tools training courses. Increased efficiency in processes will ensure
performing job-related tasks, what’s important now is soft project success which in turn will improve the company
skills. We’re talking about highly-transferable skills like turnover and potential market share.
leadership, communication and collaboration that are key to
driving businesses forward and leveraging the opportunities Increased innovation in new strategies and products
presented by new technologies. – Ongoing training and upskilling of the workforce can
encourage creativity. New ideas can be formed as a direct
To summarise, a learning organisation does away with the result of training and development.
mindset that it is only senior management who can and do all
the thinking for an entire corporation. Learning organisations Reduced employee turnover – staff are more likely to feel
challenge all employees to tap into their inner resources and valued if they are invested in and therefore, less likely to
potential, in hopes that they can build their own community change employers. Training and development is seen as an
based on principles of liberty, humanity, and a collective will additional company benefit. Recruitment costs therefore go
to learn. down due to staff retention.
Reasons for Employee Training and Develop- The importance of training your employees – both new and
ment experienced – really cannot be overemphasized.
Training and development can be initiated for a variety of
reasons for an employee or group of employees, e.g., Bibliography
• When a performance appraisal indicates performance, Johnson, Kenneth W. 1993. The Learning Organisation: What
improvement is needed is It? Why Become One? Navran Associates’ Newsletter.
• To “benchmark” the status of improvement so far in a Rheem, Helen. Mar./Apr. 1995. The Learning Organisation.
performance improvement effort Harvard Business Review, Vol. 73, No. 2, p. 10.
• As part of an overall professional development program
• As part of succession planning to help an employee be Other Source for further reading
eligible for a planned change in role in the organisation Gephart, Martha A., Victoria J. Marsick, Mark E. van Buren,
• To “pilot”, or test, the operation of a new performance and Michelle S. Spiro. Dec. 1996. Learning Organizations Come
management system Alive. Training & Development, Vol. 50, No. 12, pp. 35-45.
• To train about a specific topic Karash, Richard. 1995. Why a Learning Organization?
• Support succession planning Senge, Peter. 1990. The Fifth Discipline: The Art and Practice
• Increase employee value. of the Learning Organization. New York: Doubleday.
• Enhance operational efficiency. Argyris, Chris. May/June 1991. Teaching Smart People How
• Exceed industry standards. to Learn. Harvard Business Review, Vol. 69, No. 3, pp. 99-109.
Garvin, David. Jan. 1994. Building a Learning Organization.
What are the benefits of learning and Devel- Business Credit, Vol. 96, No. 1, pp. 19-28.
opment? Kaplan, Robert S., and David P. Norton. Sept./Oct. 1996.
Addressing weaknesses – Most employees will have some Strategic Planning and the Balanced Scorecard. Strategy &
weaknesses in their workplace skills. A training program Leadership, Vol. 24, No. 5, pp. 18-24.
allows you to strengthen those skills that each employee Senge, Peter. Dec. 1996. Leading Learning Organizations.
needs to improve. Training & Development, Vol. 50, No. 12, pp. 36-4.
Consistency – A robust training and development program
ensures that employees have a consistent experience and
background knowledge
FEATURED· PAGE 12HR VOICE APRIL 2019
WHY LEARN? - I LEARN, I DEVELOP, I GROW.
Dustin Hogg (CHRP)
future learning’s. (iii)Adults readiness to learn. You align your
development goals as your readiness to learn increases. (iv)
Adults orientation to learning. Your learning helps you solve
problems and as this increases your focus towards learning
becomes more of how this is going to help me? i.e. you learn
for a purpose and with intent. (v)Adults motivation to learn.
From an Adult learning perspective, we will focus on the
internal and intrinsic motivators for learning, yes you will
encourage yourself and push through the pain, because let’s
be honest (effective) learning takes effort and is not easy, thus
motivation, inspiration and perspiration are key ingredients.
Over and above the principles, learning styles and learning
preferences also play a crucial role to learning and
development of adults.
The 70/20/10 learning model 4 shows how adults learn
effectively and that the majority of one’s learning is through
learning experiences, the lesser is through our engagement
with others and peer learning (mimicked behaviour) and the
very least through formal learning.
The fundamental difference between training, learning and
development is that training is short term and focus’ on
behavioural changes whereas learning and development is
longer term and is a process of accumulating knowledge and
building on it which it results in growth. 5
Understanding the background discussed one needs to ask:
what then is industry’s role in supporting, nurturing and
Dustin Hogg (SABPP Learning and Development Chairperson) promoting employee development?
So, the question may be asked, why should I learn, what’s in it Most organisations will have a structured approach to this
for me? Much has been said about readers becoming leaders (supported by policy and procedures) guiding the entry to
1 and the more you learn, the more you earn. 2 No! – It’s the development opportunities for its employees and staff.
application of learning that provides opportunities to grow
(wisdom = application of knowledge). The more you know, the The Employment Equity Act (EEA) governs the use of
better equipped you are to select and choose an appropriate psychometric assessment and ability assessment for
approach or methodology to solve problem(s), innovate and selection and development purposes (Section 8). Through fair
create. This is what business and the economy wants and discrimination processes the EEA prohibits bias and promotes
needs. One who is able to take their learning (academic or certified measurement instrument(s) that meet the validity
practical, life lessons, workplace know-how) and apply it in and reliability requirements. 6
their immediate environment. That it can be a better place,
because of your input. As L&D Practitioners and HR Professionals we have a
responsibility and obligation to oversee staff development and
This article will look at traditional adult learning principles to ensure that it is done in a coordinated manner that supports
and how in today’s technological advanced times learning has the organisational objectives as well as the National Skills
evolved to suit the global needs of business and individuals. Development Plan (NSDP).
Malcolm Knowles, the father Adult learning principles puts
forward the following assumptions, 3 to which most have This does not imply that employees and individuals can negate
been proven true, and if one takes a minute to reflect upon their learning and development responsibilities and wait for a
their own lives and learning, would mostly agree. (i)Adults department or team to drive it, but rather to understand the
drive their own learning. You focus on what’s important to you organisations processes and in collaboration with business
and pursue it. (ii)Adults use their experience. You take into drive their own learning and development.
account and tap into past learning, mistakes and or successes
and this influences how you approach both current and Since the advent of Industry 4.0, employees and individuals
FEATURED· PAGE 13HR VOICE APRIL 2019
have had the indulgence of using technology and the benefits
thereof to enhance the learning process and experience.
Examples of such include but are not limited to the following.
(a)Just in time (JIT) is where learning is available on-demand
and can be accessed when the learner needs it. As learning
technology improves, so does our access to training. (b)Fit
for purpose learning can be customised and focussed for the
individual (thus bypassing the sometimes “cumbersome”
curricula and accreditation requirements) and may be informal
as well as formal, dependant on the learner’s requirements.
(c)Massive Open Online Courses (MOOCs) are free online
courses available for anyone to enrol. MOOCs provide an
affordable and flexible way to learn new skills
Industry 4.0’s link to Learning and Development therefore may
be summed up as connecting for the intent of communication
rather than the use of technology. Technology certainly
provides the platform; however, the role technology plays is
in connecting multiple streams of information and data for
better decision making and learning experiences.
In conclusion I close with a few questions and provide my
opinion and observation.
1. Has learning changed in the last decade? – Most definitely,
in more ways than one. (Structure / framework / legal /
methodologies).
2. Has our purpose and intent for learning and development
changed from the traditional methodologies to the current
opportunities? – No, not at all. Adult learning principles
put forward as early as in the 1800’s is still relevant today.
3. Can I drive my own learning and development to ensure
growth and realise my potential? – Yes, the ball is in your
hands, play it well.
Dustin Hogg (CHRP)
B. Com Hons (Org Psychology), B. Com Hons (Business
Management), BTD, BTech HRD
FEATURED· PAGE 14HR VOICE APRIL 2019
MEASURING RETURN ON
INVESTMENT IS AN AGE-OLD
HR CHALLENGE: LESSONS
FROM HR AUDITS
Maphutha Diaz: MHRP
1. Introduction
As organisations grapple with global competition, they have
to inter alia utilise their human resources as a competitive
differentiator. Global competition brings with its productivity
and efficiency challenges and to cope with this, businesses
resort to their human resources as a source of sustainable
competitive advantage (Jason & Govender, 2017). In this
regard learning and development plays a critical role in
achieving a competitive edge. Therefore HR practitioners have Learning and Development
to prove to executives that there is return on investment (ROI)
on the training interventions we implement and to prove this, 5.2.1 To create an occupationally competent and engaged
we have to evaluate and measure the impact of our efforts and workforce which builds organisational capability,
present this in the language our executives understand best: providing employees with opportunities to develop
return on investment. Available evidence from the HR audits new knowledge and skills.
conducted by the SA Board for People Practices against the 5.2.2 To focus learning and development plans on im-
National HR Standard on Learning and Development shows proving people’s ability to perform to achieve or-
that the evaluation of training from an ROI point of view is ganisational objectives and provide the means for
almost non-existent. measuring the impact of learning and development
interventions.
In this article, we share the elements of the Learning and
Development Standard, with specific reference to evaluating 5.2.3 To support and accelerate skills development and
the impact of training. In addition, we give an overview of the achievement of employment equity and organisa-
various methods of evaluating training. tional transformation and limit the impact of skills
shortages.
2. The Learning and Development Standard 5.2.4 To create a learning culture and environment that
In accordance with the South African National HR Standards enables optimal individual, team and organisation
Model, learning and development is defined as the practice learning and growth in both competencies and be-
of providing occupationally directed and related learning haviour.
activities that enable and enhance the acquisition of
5.2.5 To capture and replicate and enhance critical
knowledge, practical skills and workplace experience based
knowledge within the organisation.
upon current and future business requirements.
5.2.6 To ensure learning and development is a catalyst for
continuous improvement, change and innovation.
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Element 5.2.2 highlighted above states that the objective of with the views of that organisations (HR Departments) usually
learning and development is to focus such plans on improving pay little attention to assess the effectiveness of the training
people’s ability to perform to achieve organisational objectives programmes (Sahoo & Mishra, 2017). It is concerning,
and provide the means for measuring the impact of learning especially if one considers that available evidence advises that
and development interventions. Stated differently, for us to less than 10% of what is learned on training courses is applied
prove the impact of our learning and development, we must effectively on the job for purposes of improving performance
measure the return on investment. and business results (Jason & Govender, 2017).
At the time of preparing this article, the SABPP has conducted Given that in any business there are other forms of investment
approximately 45 HR audits in various South African, Botswana other than training, surely businesses will want to compare
and Swaziland in various organisations in financial; high-tech; the return from investment in training with returns from other
and mining processing sectors; regulatory; Section 9; public forms of investment, and then prioritise those investments
enterprise companies; and government departments. While with the best overall rate of return (De Alwis & Rajaratne,
the national average score is 60% (the minimum percentage 2011).
requirement for success in an audited Standard), a high
majority of audited organisations do not evaluate the ROI of 3. Different Models of Evaluating Training
their training investments. We find that these organisations For purposes of this article, five evaluation models will
measure the impact of their learning interventions only on one be discussed, namely the CAIPO Model by Easter- Smith;
level, namely, the learning level, which requires no more than Kirkpatrick’s Training Evaluation Model; Phillip’s ROI Model;
the completion of questionnaires by learners immediately Warr, Bird, & Rackham’s CIRO Model ; and Kaufman’s
after the training, to indicate how they experienced the training Evaluation Model (Sahoo & Mishra, 2017).
from the trainer, learning materials, and refreshments point of
view-this has nothing to do with proving to the executives that The Table below is a summary of each of these evaluation
there has been a return on their investment. This is consistent models; their characteristics; and comments on their use.
Training evaluation model Levels of evaluation Comments on the Model’s use
Kirkpatrick’s Evaluation Model Regarded as the “father” of training evaluation, Kirkpatrick This is the widely used model of
invented the four-stage criteria and levels of evaluating evaluating training
training interventions, namely:
• Reaction
• Learning
• Behaviour
• Results
The reaction level of evaluation provides data from which
conclusions can be made about the reaction of the par-
ticipants towards the training, in terms of training venue,
training materials, and other administrative-related mat-
ters.
At the learning level, the trainer or evaluator’s wishes to
determine the knowledge, concepts and principles learned
during the training
At the behaviour level, the measures determine whether
there has been any the application of learning back to job
as a result of the training
The results level of the evaluation provides an indication of
whether the training has improved individual and organisa-
tional performance. It is this evaluation level that is associ-
ated with measuring ROI.
Kaufman’s Evaluation Model Kaufman & Keller (in Sahoo & Mishra, 2017) added the fifth Given that organisations lately
level of evaluation to Kirkpatrick’s four-level model, name- invest heavily in social respon-
ly, societal issues. The rationale for the fifth level is that sibility projects as part of their
companies are no longer interested in the effectiveness business sustainability objec-
of internal training, but also other developmental events tives, it therefore makes sense
external to the scope of the organisation and became in- to evaluate the effect of societal
terested in determining how the evaluation process affects investments the organisation is
the society and the surrounding areas of the organisation. involved with.
FEATURED· PAGE 16HR VOICE APRIL 2019
Training evaluation model Levels of evaluation Comments on the Model’s use
Warr, Bird, & Rackham’s con- This model has 4 phases: context, input, reaction, and This model has some similari-
text, input, reaction, and out- outcome. The aim of context evaluation is comprehensive ties with the other methods.
come (CIRO) Model training needs analysis; input evaluation is concerned with
effective planning, design, delivery and management of
the intervention in order to achieve the effectiveness of the
training programme. Reaction evaluation deals with the
satisfaction or otherwise, of the trainees about the pro-
gramme.
The outcome evaluation measures the results achieved as
a result of the training programme.
Phillips’ Return on investment This model stems from the notion that training interven- This model adds the fifth level
(ROI) Model tions should be evaluated to justify ROI. There are similari- on the Kirkpatrick model and
ties between this model and that of Kirkpatrick: ROI as the is thus the closest to the latter
fifth level is a new addition in Phillips, model. The different evaluation level
levels of Phillips’s evaluation model, with the correspond-
ing level of the Kirkpatrick model in brackets, are the fol-
lowing: reaction and planned action (level-1), Learning
(level-2), Job application (level3); business results (level-4)
and return on Investment (level-5).
For purposes of this article, it is the last two levels of this
model that matter most, namely, the business results level
which measures whether the training has resulted in any
tangible results ; and the ROI level which is concerned with
the cost benefit analysis: i.e. whether the monetary values
exceed the cost of the training programme.
The context, administration, This model takes into account the following variables: con- There are similarities between
inputs, process and outcomes text, administration, inputs, process and outcomes: Context the CIRO model and the CAIPO
(CAIPO) Model by Easter- Smith evaluation considers different aspects outside the training evaluation model.
intervention, such the work place supporting environment
of the training participants. to the trainees. The evaluation
of training is mainly concerned with pre and post training
activities such as course nomination, selection, briefing re-
garding the training programme; follow-up activities and
post-course evaluation. Inputs training focuses on training
methodology and the subject-matter
Process evaluation deals with the participants’ experience
and the actual methods applied throughout a training pro-
gramme and how the participants experienced this.
Finally, the outcome evaluation is concerned with any
change in knowledge, skills, behaviour and attitudes of the
trainee; and his/her overall performance; and that of the
organisation.
Adapted from Sahoo & Mishra (2017).
FEATURED· PAGE 17HR VOICE APRIL 2019
4. Conclusion
It’s difficult to find an organisation today that would open-
Given that there is now even more competition for resources in
organisations, HR departments should no longer be satisfied
with measuring learning and development interventions only
How different would
ly reject innovation. This buzzword has become the mantra
of every company seeking to provide the latest and greatest
at easy-to-measure Learning and Reaction levels: we have to
prove to executives that when investment decisions are made,
your life be if someone
solutions to its industry’s problems. But if a company hopes to
produce a steady flow of new and creative ideas, it must first
didn’t tell you about
realize that innovation is more complex than forging ahead
staff training compares favourably, if not better than other
with the first decent suggestion that comes along.
investments, so that staff training is among the investment
SABPP?
priorities of business.
“Innovation requires continual evolution,” said Scott Jewett,
CEO and founder of research and development solutions pro-
Bibliography
vider Element-Y. “An innovative company can have an advan-
De Alwis, A. C; & Rajaratne, WDHM, 2011. A study on measur-
tage in the marketplace, but it must also balance the invest-
ing return on investment of a key account management train-
ment and cost with the potential outcome. The problem is that
?
ing program. Scientific Papers of the University of Pardubice.
most companies focus on building an innovative infrastruc-
Series D, Faculty of Economics & Administration. Vol. 16 Issue
ture rather than on teaching their team a structured way of
21, p19-30. 12p.
thinking that delivers great results.”
Jasson, C.C. & Govender, C.M., 2017. Measuring return on in-
An innovative workplace requires a leader who can provide the
vestment and risk in training – A business training evaluation
right combination of people, processes and focus. Leadership
model for managers and leaders. Acta Commercii 17(1), a401.
experts offered their tips for finding and harnessing innova-
https://doi.org/10.4102/ ac. v17i1.401
tion in any company or industry. [How to Cultivate Innovation
in Real Time]
SA Board for People Practices, 2013. The National HR Stan-
dard on Learning and Development. Johannesburg.
Hire the right people
Sahoo, M; & Mishra, S. 2017. Training evaluation and moti-
All leaders strive to bring the best talent into their organisa-
vation to transfer training - a review of literature. Institute
tions, but hiring employees for their innovative abilities can
of Industrial Technology (KIIT) Bhubaneswar, Odisha, In-
be a particularly challenging task. The key is to recognize
dia-751024;
personality traits in candidates that correlate with innova-
tion, said Rod Pyle, author of “Innovation the NASA Way” (Mc-
Graw-Hill, 2014).
“Finding individuals who embody the characteristics needed
for true innovation — imagination, inspiration, knowledge,
boldness, persistence and, occasionally, a contrarian mind-
set — has become essential,” Pyle told Business News Daily.
“Innovation is rarely easy, and these traits provide the tenacity
to excel.”
Seeking diverse candidates who are aligned with a common
mission is also extremely important in fostering an innovative
environment.
“An organisation’s mission, clearly defined and articulated,
supports the inspiration that precedes innovation and in-
vention,” Pyle said. “As NASA and other organisations have
learned, diversity in hiring provides different viewpoints that,
when combined with other cultural backgrounds, can provide
a rich basis for this innovative thinking.”
Have a structured thought process for innovation
A common misconception is that structure is the enemy of
creative thinking. Jewett disagreed, noting that only through a
structured thought process can you measure tangible results.
He outlined
SABPPfour concrete
A VOICE FORsteps to the
THE HR innovative process: De-
PROFESSION
fine the essence of the problem; embrace constraints; gener-
REFER HR PROFESSIONALS
ate, quick-test and select ideas; and execute.
TWITTER/SABPP FOR REGISTRATION!
JOIN THE DISCUSSION “You must do steps 1 and 2 before you start having idea fun
professional@sabpp.co.za
FEATURED· PAGE 18HR VOICE APRIL 2019
THE ART OF FACILITATING A GROUP
Naren Vassan: HRA
Facilitation is the art of sharing relevant knowledge and to share their experiences and learning from the experiences
skills in order to make the learner achieve competency at the of others.
task(s), so that judgement and decision made will be correct
which lead to effective outcome. So, a facilitator’s responsibil- Good facilitators understand their group and adopt a custom-
ity is to make a process easier for the learner with reference ised approach while working in the group. They plan, manage
to the application of relevant processes, procedures and legis- and guide a group event effectively ensuring that objectives
lation (where applicable) for the required job. are met. A good facilitator keeps away from the real content
and maintains a neutral stance.” ¹
“A facilitator acts like a guide to help people move through a
process. They guide the participants towards an exploratory ¹Quote- article from Akash Chander https://www.linke-
journey of learning by helping them to delve into their inner d i n . co m / p u l s e / 2 0 1 4 0 6 1 9 0 6 1 5 5 5 - 1 3 3 4 0 7 7 - 6 - e ss e n -
self to realise their strengths and weaknesses, helping them tial-skills-of-a-effective-facilitator/
FEATURED· PAGE 19HR VOICE APRIL 2019
Critical competencies that are “non-negotiable”. Of-course So let’s share some tips on “Facilitating Groups”2 Written by
there are many more. Note, every facilitator has a unique style Kim Larkins.
that corresponds to a unique competency:
Group facilitation is an important management skill that can
Communication Skills really help a team achieve their goals in the most effective and
A good facilitator encourages open communication. He/She constructive manner. Hence the role of the facilitator is to help
ensures inclusion whereby each member can participate and the group make progress and find their own solution in the
scans nonverbal cues through behavioural observations of the easiest and most effective way.
group. He/She ensures conclusion at the end of meetings and
paraphrases for clarification. He/She also ensures that the Here are ten tips to enhance your effectiveness at facilitating
group is focused and not deviating from the topic. groups:
Active Listening 1. Mentally and physically prepare yourself as the facilitator
Comprehension of the message that the speaker is conveying
requires active listening. Statistics reveal that most of us lis- Mental and physical preparation is essential to get the best
ten to just 25-50% of what we hear and forget almost 46% of out of any group facilitation you undertake. First of all, take
what we have heard. time to familiarise yourself with some useful group facilitation
techniques.
Rapport Building
A facilitator should be able to connect with the group. Trust Then, on the day, make sure you are well rested and focus on
and empathy are essential for building a relationship with creating a positive state of mind, for a successful outcome.
the group. Building a relationship with a new group requires
finding some common goals and interests, shared values and 2. Create the right environment
outlook.
We recommend plenty of space, informal seating, natural day
Structuring and recording facts and feelings light and tables at the side of the room for small group work-
A facilitator should be able to record precisely the informa- ing, where needed. Also ensure that sufficient time has been
tion gathered during the course of the discussion. He can do arranged with the participants to achieve their goals.
it himself or assign a note gatherer for it. He/She could do it
using a flip chart for this purpose. Noting key words and accu- 3. Ensure the expected outcome/s or objectives are clear
racy is extremely important.
Review objectives with the group at the beginning of the meet-
Developing Synergy ing, if these have been established in advance of the meeting.
Teamwork is an essential in any workshop or session. A skilled Alternatively, agree them with the group at the time.
facilitator knows how to bring the participants together based
on shared interests and goals. The facilitators should facili- 4. Establish expectations
tate synergy in the group by removing distractions, by mak-
ing them sit face to face, in arena type arrangement for open Ask about the expectations the participants have of you and
discussions. He/She should encourage sharing of views, re- each other. Then ask them to list their hopes and concerns of
specting each other’s views, reaching consensus and through the meeting. If necessary, help them to set their own ‘ground
brainstorming sessions. rules’ whilst working together i.e. acceptable behaviours.
Effective Techniques of Questioning 5. Energise the group throughout the workshop
The purpose of questioning is to seek clarification and to
check for comprehension. Facilitators ask questions primar- First of all, run through initial introductions and then consider
ily to probe the understanding of the participants and to help using an ice breaker to get the group engaged, as well as an
them in critical thinking and for evaluating information. Facil- energiser when energy levels get low. Another useful tip is to
itators should possess good probing skills through open end- regularly change the activity or change participant roles.
ed and closed ended questions. The manner of questioning in
terms of timing and accurate delivery is extremely important. Also consider moving participants around the room, where
The APPLE technique is often applied. The acronym for AP- physically able. In addition, focus their discussion with ques-
PLE is the following: tions, statements, summaries and reflections of what you have
heard or observed from the group, whilst remaining neutral.
A: Asking the question.
P: Pausing for allowing participants to comprehend the ques- 6. Manage participation
tion and think of an answer.
P: Picking a member to provide the answer Participant’s communication styles may vary, along with their
L: Listening to the answer. quantity of verbal contributions. Draw out the quieter partici-
E: Elaborating on the answers obtained ((Exforsys Inc. 2014). pants through small group work. Try asking a ‘safe’ question
FEATURED· PAGE 20HR VOICE APRIL 2019
or establishing their opinion, once the topic has been initially lowed up with a review of how the group has progressed after
debated. an agreed period of time.
In addition, consider allocating different roles to the high To facilitate effectively, the facilitator needs to focus all of their
frequency or noisy contributors such as minute taker, time energy and commitment to the group. In addition, they need to
keeper, or writing on the flip-chart. Ensure group work has a help the group in the most appropriate and relevant way. This
balance of participants with different communication styles. could involve challenging some of the group thinking, or what
is not being said through supportive questioning.
7. Adjust your facilitation style
Above all, the most effective facilitator is one who quickly es-
The facilitation style needs to meet the needs of the group at tablishes and builds trust with the group, through their hon-
different development stages. For example, a directive style of esty and transparency in their communications. Importantly,
facilitation works well at the beginning of a meeting. This is they don’t necessarily have the answer for the group they are
because participants typically prefer someone to initially take facilitating, but they hold the belief that the answer lies with-
charge and take them in the right direction – particularly in in the group (or their network). Consequently, they use group
new group meetings. working methods to bring these answers and solutions out.
However, after time when the group has settled down working Reference:
effectively together, a more suggestive or consultative facilita- https://www.ksl-training.co.uk/free-resources/facilita-
tion style would be more appropriate. tion-techniques/tips-for-facilitating-groups/
8. Provide a variety of group working methods http://www.fao.org/3/i2134e/i2134e03.pdf
This helps to maintain the levels of engagement within the https://www.usmma.edu/sites/usmma.edu/files/docs/
group, and to support different learning and communication The%20Secret%20of%20Facilitators.pdf
styles. It also assists the group achieve the best results from
the meeting. Group working methods could include:
• Brainstorming
• Meta-planning (individual note pads on a flip-chart,
placed into similar categories by the participants) to gen-
erate ideas
• Decision making techniques (for example: explore op-
tions, select the best solutions and make decisions)
• Action planning
• Capturing information on the flip-chart or white board
• Small group activities
• Holding a group review to check progress
9. Recognise and reinforce supportive behaviours and re-
sponses
Recognition helps the group to build on each other’s ideas
and suggestions through your comments, questions and
reflections of the group dynamics. Hence, it’s important to
challenge any repetitive negative statements or behaviours
observed during the meeting. You can do this by using one or
more of these simple techniques:
• Move the focus away from the person
• Change activities (to change their mental ‘state’)
• Reflect their statement back to them as a question e.g. “it
always happens?”
• Ask the group for their view on the situation and then
move the group on.
10. Evaluate the group’s success
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Evaluate success either by using individual or group feedback, JOIN THE DISCUSSION
to review and draw out responsibility for the action points. Ini-
tial evaluation is always helpful at the end of the meeting, fol-
FEATURED· PAGE 21HR VOICE APRIL 2019
CHALLENGES AND
OPPORTUNITIES
IN HR
PROFESSIONAL
DEVELOPMENT
KGOMOTSO MOPALAMI (HRP)
Introduction
“Today, the field of Human Resource Management is experi- Learning and development is defined as a subset of HR that
encing numerous pressures for change. Shifts in the econo- aims to improve group and individual performance by in-
my, globalisation, domestic diversity and technology have cre- creasing and honing skills and knowledge (CIPD). This defi-
ated new demands for organisations and propelled the field nition gives an indication that L&D should be within the scope
in some completely new directions. However, we believe that of human resources department. However, a study by CIPD
these challenges also create numerous opportunities for HR (2015) revealed some inconsistencies in organisation as to
and organisation as a whole” (Human Resource Management where they place this function. The survey highlighted that
Review). Learning and development is usually incorporated within
the HR department, and in over two fifths of organisations,
It cannot be emphasised enough that Human Resources Man- it is a specialist function/role within the HR department and
agement is a core of each business. Nevertheless, this field in one-fifth it is part of generalist HR activities. In just under
is faced with challenges. Decision-making processes involves two-fifths L&D activities are split between HR and anoth-
a sound, committed and knowledgeable human resources. er area of the business or are completely separate from the
Human capital is thus an area that should be nurtured; and HR function. The aforementioned highlights a challenge of
every HR department needs to continuously develop its valu- non-consistency of how L&D is mandated to different organ-
able asset, human beings, in order to meet the competitive isations. There is no standard practice in this area and that
advantage. The organisation’s sustainability is influenced by might be a problem in dealing better with knowledge man-
competitive challenges and this implies that in this competi- agement. The above-mentioned survey report attests to this
tive environment, including quality and innovation. HR should in that though for some organisations L&D is aligned with
keep up with the world standards and be ahead in innovation the strategy, there are still barriers in achieving that; many
as well as accommodating the forever changing technology. were also struggling to evaluate the impact of L&D activity in
Although most of companies aims at making profit, its hu- the business. Also, some organisations were struggling with
man asset, the employees, should not be sacrificed. Contin- some capability gaps, such as analytical and technological
uous Professional Development thus plays a critical part in skills. Subsequently, Learning and Development is defined
the knowledge improvement of HR Professionals. It can be by SABPP (2013) as “the practice of providing occupationally
achieved through various means, including training, work- directed and other learning activities that enable and enhance
shops, knowledge dissemination and any kind of acceptable the knowledge, practical skills and work experience and be-
developmental platform. The study findings (Rowland et al., haviour of individuals and teams based on current and future
2017) indicates that training and development is not driven by occupational requirements for optimal organisational perfor-
human resource strategy and that it is reactive rather than mance and sustainability”. This definition provides guidance
proactive; it improves skills, knowledge, attitudes and be- to important elements of L&D: knowledge, skills, experienced
haviours. However, the challenge that remains is a lack of individuals, employee behaviour, planning, performance and
integration in organisational HR systems and the measurable work balance. To achieve organisational success based on the
contribution of training and development to competitive ad- aforementioned elements, the below process flow assists or-
vantage is minimal. gansations to implement the L&D strategy:
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