Senior Management Services Competency Work; Implementation of White Paper on Education & Training in Public Service

Meeting report

PUBLIC SERVICE AND ADMINISTRATION PORTFOLIO COMMITTEE
30 May 2001
SENIOR MANAGEMENT SERVICES (SMS) COMPETENCY WORK; IMPLEMENTATION OF WHITE PAPER ON EDUCATION & TRAINING IN THE PUBLIC SERVICE

Chairperson: Mr Nhleko

Documents Handed Out:
Progress report on the Senior Management Services Competency Based Modelling
Progress Report on the Implementation of the White Paper on Education & Training in the Public Service

SUMMARY
The Department of Public Service and Administration presented two progress reports; the Senior Management Services Competency Based Modelling and the Implementation of the White Paper on Education and Training in the Public Service.

MINUTES
Senior Management Services (SMS) Competency Based Modelling (CBP)
Mr Geness informed the members of the Committee that the purpose of the presentation was three-fold :
1. To provide the members with an update on the progress of the Competency Based Modelling (CBM) project
2. To present the draft SMS Competency Framework
3. To obtain an input of the Committee on the Framework and its applications.

The presentation focussed on the following issues:
-The objectives of the Senior Management Services Competency Based Modelling Project
-The deliverables produced
-The competency based modelling methodology
-An overview of the stakeholder involvement in the project
-Competency based modelling terminology
-The validation questionnaire exercise results
-The focus group session results
-The draft SMS Competency Framework
-The Competency Assessment Battery,
-The way forward.

The objectives of the CBM Project can be summed up as follows:
-To develop a competency framework which will underpin all human resource processes for the Senior Management Services, for example recruitment and selection, performance management, training and so forth and
-To develop a competency assessment battery which can be utilised to improve the quality of selection for the SMS.

The following deliverables have been produced for the SMS CBM Project:
-Best Practice Research Document
-Key Requirements for the SMS Competency Framework
-SMS Competency Validation Questionnaire
-Validation Questionnaire Data Analysis Report
-Focus Group Session Reports
-Draft SMS Competency Framework
-Methodology Position Paper
-Draft Competency Based Recruitment and Selection Guide
-Competency Assessment Tender Document
-Competency Assessment Service Provider Manual
-Final Competency Assessment Report

On the 1 December a team was set up in the Department of Public Service and Administration with the advice of Winsborough to look at best practice research and Legislative and Regulatory Frameworks. 300 senior managers were targeted who identified the top fifteen critical competencies.

Stakeholders played a pivotal role in the development of the SMS Competency Framework. Examples of stakeholder involvement included the SMS Competency Framework Key Requirement Workshop, the Validation Questionnaire exercise, Focus Group session, Subject Matter Expert consultations, interviews with selected Senior Managers, Key Stakeholder Competency Review workshop and Piloting of competency assessment battery.

The terms used in the Competency Based Modelling can be defined as follows: Competency - the blend of knowledge, skills, behaviour and aptitude (attributes) that a person can apply in the work environment which indicates a person's ability to meet the requirements of a specific post.

Behavioural indicators - are specific descriptions of bahaviour which must be performed by and/or observed from Senior Managers within the Public Service

Proficiency scales - describe the degree to which a person has mastered the criteria for a particular competency. They list observable/measurable behaviours for a particular competency and are built sequentially.

The Validation Questionnaire was targeted at around 300 members of the Senior Management cadre of the Public Service. A total of 320 Senior Managers responded.

The SMS Competency Model validation Focus Groups were conducted with the following National Departments; Foreign Affairs,Health,Land Affairs, and Provinces;Western Cape,Northern Province and KwaZulu-Natal

A total of 51 Senior Mangers formed part of the Focus Group Validation Exercise.

The results of the Focus Groups and Validation Questionnaire Exercises were reviewed with a number of stakeholders. The following Departments were represented in the Review Workshop:Department of Public Service and Administration,Department of Health,South African Management Development Institute,Office of the Public Service Commission,Department of Land Affairs,Department of Foreign Affairs,National Treasury,Gauteng Public Works Department,Department of Environmental Affairs and Tourism and Department of Transport

The SMS Competency Framework consists of a mix of foundations and emerging competencies namely, people management and empowerment, problem solving and analysis, financial management, programme and project management, change management, knowledge management, service delivery innovation, strategic capability and leadership, honesty and integrity, communication and client orientation and customer focus.

These competencies have the following particular meanings with regard to SMS framework:
-People Management and Empowerment - The ability to manage and encourage people, optimise their outputs and effectively manage relationships in order to achieve organisational goals.
- Problem solving and Analysis - The ability to systematically identify, analyse and resolve existing and anticipated problems in order to reach optimum solutions in a timely manner.
-Financial Management - The ability to compile and manage budgets, control cash flow, institute risk management and administer tender procurement processes in accordance with generally recognised financial practices in order to ensure the achievement of strategic organisational objectives.
-Service Delivery Innovation - The ability to explore new ways of delivering services that contribute to the improvement of organisational processes in order to achieve organisational goals.
-Strategic Capability and Leadership -The ability to provide vision, set the direction for the organisation and inspire others in order to deliver on the organisation's mandate.
-Honesty and Integrity - The ability to display and build the highest standards of ethical and moral conduct in order to promote confidence and trust in the Public Service.
-Communication - The ability to exchange information and ideas in a clear and concise manner appropriate for the audience in order to convince others to achieve the desired outcomes.
-Programme and Project Management - The ability to plan, manage, monitor and evaluate specific activities in order to deliver the desired outputs.
-Change Management - The ability to initiate and support organisational transformation and change in order to successfully implement new initiatives and deliver on service delivery commitments.
-Client Orientation and Customer Focus -The willingness and the ability to deliver services effectively and efficiently in order to put the spirit of customer service (Batho Pele) into practice.
The Competency Assessment exercises are not psychometric or psychological tests, meaning that they do not measure "psychological constructs." The use of the assessment battery minimises the chances of bias because work-related exercises and role plays are used. The competency framework is used as a basis in developing the exercises/role plays. The interviews were conducted by a team of a sample of job incumbents to obtain a deeper understanding of the nature of a manager's job in the Public Service. A number of focus groups was also held to test assumptions and methodology.

The battery consists of five exercises all based on a common theme, that is - managerial skills exercise in basket - managerial skills role play - project exercise - strategic skills exercise - strategic skills role play. The battery does not measure honesty and integrity. It has to be complemented by two personality questionnaires to provide information on a candidate's character traits and behaviour style. Strict requirements on types of questionnaires have to be utilised.

A Recruitment and Selection Guide has also been rewritten in order to simplify it and ensure that the competency focus is maintained throughout recruitment and selection process. The product was circulated for stakeholder comments and refinement. At this stage comments are being received from politicians and Departments.

The way forward is to educate stakeholders who will use the competency framework on how to make decisions (selection, training, performance etc.) The Departments will be given assistance in developing functional competencies. The competency framework will be linked to other Human Resource processes. The Competency Framework will be continuously reviewed in order to ensure that it meets changing needs of the Public Service.
Refer to powerpoint presentation for full details.

Discussion
Mr Moss asked what would be the developmental role of the proposed competency framework.

Mr Geness stated that development is very high on their agenda. He stated that in due course all managers will undergo competency assessment.

Mr Smit said that the Department is developing self-assessment too.

Ms Mbulawa asked what is the position with regard to the Local Government because it does not appear in the framework as one of the stakeholders.

Mr Smit said that at this stage they are dealing with the National and the Provincial Departments but there is a debate on local Government and it might be included.

Ms September suggested that the term "battery" be changed because it is a technical term which may not be understood by everybody.

Mr Smit concurred with Ms September and promised that the matter will be looked at.

Mr Mthembu argued that there is a view that this model is so technical and that there are some political complexities, for example a person has to be politically competent.

The Chairperson asked how the model is intended to effect the management style that impacts on delivery.

Mr Geness contended that in terms of the framework it would be difficult to assess political competency but that could be incorporated during the selection process. The attributes which are required to manage effectively and efficiently are important.

Mr Bell expressed his disappointment at the view that political competency should be taken into consideration. If politics comes into it, the model cannot work.

Mr Mfundisi was in unison with him and pointed out that the Constitution does not allow that. People with the necessary skills are required.

Mr Mthembu maintained that this was a misconception of his argument. He maintained that he was speaking about politics broadly. Managers should understand global politics. A Director-General was required who will be able to comprehend political dynamics. When the ANC came into power there were a lot of conflicts between the DGs and the MECs and that such conflicts may affect delivery. He was of the opinion that a balance should be struck between the objective and the subjective elements.

Mr Geness said that the concept of political dimension is linked up to governance (how the government works). It has nothing to do with political affiliation. People do not have to belong to specific political parties.

Implementation of the White Paper on Education and Training in the Public Service
Mr Smit informed the Members that he was not going to give the details of the implementation of the White Paper because this will be done later on.

The White Paper on Education and Training is implemented within the Human Resource Development (HRD) and Skills Development policy framework - Skills Development Act (SDA), SDLA and the South African Qualifications Authority (SAQA) Act. The above policies have identified Sectorial Educational and Training Authorities' (SETA) as one of the strategic institutions for implementation. The Public Service Education and Training Authority (PSETA) is therefore a strategic implementation institution for HRD in the Public Service.

As part of the implementation of the White Paper on Education and Training in the Public Service, the main focus for the first year was on the following issues: - establishment and strengthening of PSETA - development of the HRD for the Public Service

The PSETA has been established on the 31st of March 2000. It is located within the Department of Public Service and Administration (DPSA) in the HRD unit. It is funded under the DPSA budget vote. The DPSA provides the secretariat for the PSETA. In the first year of its existence the PSETA has developed a Sector Skills Plan and its Business Plan. Five learnerships have been identified and are in a process of being developed namely: - Senior Managers - Middle Mangers - Senior Clerical - Frontline Workers and - General Workers

The five learnerships will be launched by the end of July at the PSETA launch. The PSETA has also applied for accreditation as an Education and Training Quality Assurance Body (ETQA) with SAQA. Provider accreditation and quality management have already been established. Service providers are in a position to apply for accreditation.

The process for developing an HRD Strategy is underway. The HRD strategy will cover the vision, the mission, objectives, success indicators, funding guidelines and HIV/AIDS. The HRD Strategy for the Public Service will be launched at the end of July with the PSETA.

Discussion
Mr Baloyi asked if there would be annual awards of excellency, if there is a budget allocated for training in terms of the White Paper, if there will be incentives in the form of subsidies.

Mr Smit replied that they are in the early stages of the skills development programme, but the issue of recognition is very important. The budget for training and development has been looked at.

Mr Bell wanted to know what qualifications were required in order to become a learner senior manager and what has been done, as far as HIV/AIDS is concerned.

Mr Smit said that inputs and outputs have to be considered. The Department needs to interact with the tertiary institutions such as the universities because they are important with regard to HRD.

Pertaining to AIDS, Mr Smit informed the Committee that a lot of work has been done in that area. Various stakeholders have been consulted. It is a critical area that needs a specific focus, he emphasised.

Mr Kgwele argued that in terms of the White Paper the Department has to develop a Unit to monitor the implementation of the White Paper and he inquired if Mr Smit and Mr Geness were from that Unit.

Mr Smit stated that they are not from that Unit but they are senior managers of the HRD and part of the same branch.
The meeting was adjourned.