PORTFOLIO ACTIVITY INSTRUCTIONS:
NOTE:
- Attach your finds and reports examples for this activity directly after this document.
- Start each answer/response on a new page.
- Start by mentioning the activity number and the instruction/question at the top of the page.
- Remember to record you name and ID number on each page.
- Confirm the work is your own, by signing each page in blue pen.
- Include acknowledgement to the resources (like internet sites) if used other that Trainyoucan Forum.
ACTIVITY 1
1.1. What would you say must be included in an organisations skills analysis?[Your response should be at least half a page long]
[AC2,3,4,5]
1.2. List the different methods of analysis that can be used to ensure effective and efficient analysis.
[Your response should be at least 1 full page long]
[AC6,9]
1.3. Draw up a plan to explain how you will gather the relevant sources of information. This may include the following: business plan, equity plan, unions, management, training and equity committees and other employees. (Doing a Large Organisation = 5000 employees or more)
[Your response should be at least 1 full page long]
[AC1,7]
1.4. "The range of sources utilised is sufficient to confirm the accuracy and validity of the information." How will you confirm that the following information received from the organisation is accurate/valid?
[Your response should be at least half a page long]
[AC10,11]
1.5. Explain the following statement in your own words: "An "outcome" represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement."
[Your response should be at least half a page long]
[AC7,9,10]
Organisations skills analysis
Different methods of analysis
1 Needs Analysis Techniques
There are various sources to gather information and data concerning organisational needs. Whatever type of data gathering technique is chosen for the identification of determining the organisation needs it must be reiterated that the information needs to be accurate and relevant.
The most common techniques for collecting information for organisation needs analysis is:
-to search current and active records and analysing the information from sources such as performance appraisals or training records;
-to interview individual's concerning their skills;
-to utilise group interviewing techniques;
-observing candidates in their workplace and determining their skills by observing them;
-or using specific information gathering tools such as the Delphi Technique or the Nominal group technique;
-using questionnaires;
-analysing competency assessments; and
-Document reviews. (Erasmus, B, Loedolff, PvZ; Mda, TI; and Nel, PS 2007: 319-320)
2 Searching Current and Active Records: Performance Appraisals
When conducting an ONA audit in the workplace one of the best places to obtain the necessary information for assessing the skills of learners is reviewing performance appraisals — it is a good instrument for determining individual needs particularly with regard to training and development. Obviously the performance appraisals need to be accurate to utilise this data gathering source.
3 Interviews
One-on-one interviews are a very effective way of gathering information on employee needs and issues. Interviews are one of the easiest tools to use and are quick for gathering the relevant data that one needs. Interviews can either be done face-to-face or telephonically. Interview questions should be prepared prior to the interview and structured in a way to correspond to a list of questions predetermined. Interviews allow information to be gathered directly but if information needs to be gathered from numerous people it could be very time consuming and not as effective of other manners in time utilisation.
Interviews are not just useful for gathering information from employees but also from various stakeholders. Stakeholder interviews can also be conducted, with senior managers, executives and outside clients. These interviews can complement the employee interviews, and provide authentic and realistic input into the data gathering process.
The interviews for an ONA should therefore be designed to build up a picture of employee's activities and working environments, which can then be used to determine how the ONA can provide greater assistance and support to the organisation.
Workplace observation is a very holistic technique that will identify patterns of work and environment issues that are impossible to gather using techniques such as surveys or focus groups. Workplace observation will also identify the resources that employees use to support their work. In general, workplace observation is a good way to provide a broader context for more detailed research, such as one-on-one interviews.
4 Observation
Observation incorporates both quantitative (quantitative research focuses on gathering large amounts of data in terms of percentages, averages and statistics — it focuses on short focused questions that can be answered simply usually by a grading system of 1-5 or similar technique) and qualitative (qualitative research is a searching type of research — trying to find out much as possible. The questions are in-depth and require responses that require in-depth thoughts on a particular subject)
In a workplace scenario observation is a good way to gather information for the ONA because the employee is able to be observed in their working environment and observing the employee is a good way to gather data.
In observation, it should be done in a manner that should be done in an inconspicuous manner where the person being observed does not see the observer directly observing them for more accurate analysis.
If used correctly this method is a direct method of obtaining facts, especially if a checklist or table observing the results is used. The disadvantage with this time of data gathering method is that the person being observed can change their behaviour when being observed.
5 Contextual Inquiry
Contextual inquiry combines interviews with observation. This is a combination of employee interviews and workplace observation that involves exploring issues with an employee member, while situated within their normal working environment.
By conducting the interview 'in context', it becomes possible to see the resources used by employees when conducting work activities. The interviewer can also ask the employees member to show them how they complete specific activities within their work environment.
This technique is very effective at identifying issues with currently-available information sources and tools. Due to its focus on systems and information sources, however, it often provides less insight into broader cultural and business-process issues.
6 The Delphi Technique
The Delphi technique is a group decision-making technique designed to provide group members with each other's ideas and feedback, while avoiding some of the problems associated with interacting groups. The members of the group do not have to be face-to-face but are asked to respond to a questionnaire and send their responses to a coordinator. Once all the questionnaires have been received from the members the coordinator then sends them to every member for review. Each member is allowed to comment and analyse the others comments and then participants either vote for the best solution or the coordinator comes up with a consensus of opinion based on all comments received from the participants. This technique is not that easy to administrator and it can be time consuming trying to gather and then resend all the information for review but it is a good qualitative data gathering information which can be used to make relevant decisions with regard to training needed in an organisation.
7 Nominal groups
Nominal groups are a group of individuals who are well versed about a particular subject and with an assistance of a convenor are asked to respond to various questions on a subject. The participants are asked to prioritise the ideas and suggestions by the group — in a ranking order. The convenor gathers the information and it allows all answers to represent the group's preferences and the group is also allowed to vote to rank or rate the responses.
Nominal groups can be asked to give their perspective on problems in an organisation, solutions to a given problem, job requirements or tasks, key competencies for a job, or issues facing the target population or organisation.
The questions asked of the nominal group should be clear and open to diverse views. Narrow questions will limit the value of the answers and compromise the results of the session. It is best to test the question on a few members of the target population to gauge their reaction and ensure that it will provide the desired type of response.
The usual format for nominal groups follows the following four steps:
Step 1: Silent generation of ideas: For a few minutes, participants work quietly and independently to answer the question in writing, generating as many ideas as possible.
Step 2: Round-robin reporting of ideas: A list of ideas is generated, as each person in the group provides in turn one idea from his or her own list.
Step 3: Discussion and clarification: In this step the participants discuss the ideas put forward, clarify their meaning and explain why they agree or disagree with them. No judgements are made at this point.
Step 4: Importance rating and prioritising: Members of the group prioritise the ideas.
8 Questionnaires
The questionnaire is a popular way to gather information with regard to training needs. The questionnaire uses a predetermined set of questions to be asked to the participants to determine their views on knowledge requirements. Questionnaires use open-ended or closed question. The advantage of questionnaires is that the questioner can determine the size of the sample, as well as determining how that data will be analysed and participants can answer the questionnaire in their time. It is also a way to confidentially discover what participants are thinking and feeling with regard to their training needs.
Most questionnaires use a combination of questions such as:
-Alternative choice questions
-Multiple choice questions
-Ranking questions
-Fill in the blanks
-Open-ended questions
It needs to be remembered should questions be asked in an improper way the desired answers will not be given and it can make the questionnaire irrelevant.
But when the questionnaire is used properly with well phrased questions, a questionnaire will provide reliable information with regards to participants needs specifically with regard to training skills, problem areas, perceptions and attitudes as well as opinions.
9 Surveys
Surveys are commonly used throughout an organisation to gather the input of employees. The advantage of surveys is that they can be quickly and widely distributed. But the disadvantage of surveys is that they are often not the most effective way of gathering meaningful results. Surveys are useful and are effective in determining current satisfaction levels but they are often not very useful in giving good concrete ideas on how to improve various aspects of the organisation.
It is important There Care must be taken when constructing survey questions. As much as possible, the questions should be specific, focusing on the recent experiences of the survey respondent, rather than on collecting broader opinions or perceptions about the site.
It is also important to communicate the results of the survey back to participants (and the organisation as a whole), and to be seen to act on the findings.
Surveys should never be used as the sole mechanism to gather employees input, and should always be complemented with other techniques. Where surveys can be of greatest use is in demonstrating the problems with the current site, if more support for an intranet redesign needs to be mustered.
10 Document Review
A document review of analysis is used to determine problems that might be linked to training and development in an organisation. This method is usually used in conjunction with other data gathering methods to clearly find out where the problems exist. The focus can be narrow because of the information needed.
11 Focus Groups
Focus groups are used to focus discussion on a particular topic in a group setting. The advantage of focus groups is that there is the ability to gather input from larger numbers of stakeholders. It is important however, that focus groups are handled carefully in order for them to truly glean meaningful results.
In focus groups, the group dynamic needs to be closely managed, to ensure that a small number of individuals do not try and take over the sessions. Wherever possible, employees at the same level should be involved in the focus groups because having a more senior employees involved can discourage more open discussions, and can reduce the amount of useful data that is gathered. An advantage of focus groups is that they are able to explore current issues and problems.
PLAN: Obtaining relevant sources of information
Step 1: Develop an occupation classification matrix
….explain….
Step 2: Populate the occupation classification matrix
….explain….
Step 3: Establish the company’s skills development priorities
….explain….
Step 4: Define the education and training required for achieving the strategic skills development priorities
….explain….
Step 6: Define the quality assurance measures for each of the planned education and training activities
….explain….
How to confirm that the information received from the organisation is accurate/valid
"An "outcome" represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement."
ACTIVITY 2
2.1. Describe the meaning of a "skills profile"[Your response should be at least half a page long]
[AC4,5]
2.2. Give examples of any 3 methods of analysis and explain how the plan covers sources, analysis techniques, time frames and recording techniques.
[Your response should be at least 1 full page long]
[AC6,7,9,]
SKILLS PROFILE
3 METHODS OF ANALYSIS I WILL USE
…refer to the ones in question 1…
ACTIVITY 3
3. Develop a training and development plan that includes the following:a)Involving key stakeholders, decision-makers and strategists.
b)Plan allocate human, physical and financial resources effectively.
c)Plan are sufficient to address the identified training and development needs according to established priorities.
d)Motivations are provided to demonstrate how learning provision will address the needs appropriately and effectively.
e)The plan addresses specified categories and is presented in a format as per organisational and/or legislative requirements. (Categories include skill levels, jobs and occupations, race and gender)
f)The completed plan accurately reflects the analysis of present and required skills, training and development needs, agreed priorities and the means to address the needs. ("Means" refers to preferred providers, learning interventions and available courses.)
g)The plan is ready for submission within agreed time frames.
[AC16,17,18,19,20,21,22]
Name & Surname ID Number
PORTFOLIO ACTIVITY INSTRUCTIONS: / 1YEARLY TRAINING REPORT & PLANNER
Company Name: / Financial Year:Completed by: / Approved by:
Purpose of this plan:
Company Mission Statement:
COMMITMENT & ACCEPTACE BY THE DIFFERENT STAKEHOLDERS
Name: / Name: / Name:
Position: / Position: / Position:
Department: / Department: / Department:
Date: / Date: / Date:
Signature: / Signature: / Signature:
Name: / Name: / Name:
Position: / Position: / Position:
Department: / Department: / Department:
Date: / Date: / Date:
Signature: / Signature: / Signature:
Directors, department managers, training manager, SDF, employment equity committee, HR manager.
Inhouse or Outsource. / Resources required (workplace) / Skills Priority: Legislative, Urgent, medium, low. / Motivation for skill. / NQF / Duration / Type of Job category suggested. / Race / Gender / Below >35 / Below >55 / Over <55
Suggested Course / Number of Learners / Cost per learner. / Total value budget. / Yearly Planner
Marc / Apr / May / June / July / Aug / Sep / Oct / Nov / Dec / Jan / Feb
Name & Surname ID Number
PORTFOLIO ACTIVITY INSTRUCTIONS: / 1ACTIVITY 4
4. Case Study: International Computer Company (ICC)Read through the case study, and answer the following Questions:
Define training and development needs in outcome terms and establish priorities for ICC.
[Your response should be at least 5 full pages long]
Ensure that you include the following Assessment Criteria in your response:
a)Show the methods and scope used in the plan. (Entire process that include How, What, Where and When)
b)Show the list of resources used for information. Also indicate a clear list of outcomes covered.
c)Indicate how the sources are relevant to the plan.
d)Confirm that the skills requirements cover all the key performance areas of the jobs needed.
e)Stakeholders involved and the stakeholders objectives.
f)Methods used are cost effective, appropriate and in context with the plan.
g)Enough detail is required for interpretations and validation.
h)Completed plan reflects skills, training, development needs, agreed priorities and the means to address the needs.
i)Plan indicate time frames.
j)Skills profile is accurate in relation to the organisational needs
k)Current skills identified are sufficient
l)Plans indicate human, physical and financial resources available or required.
m)Plans are sufficient to address the needs of the organisation
n)Motivation is provided where needed
o)Plan address specified categories and legislative requirements
p)[AC12,13,14,16]
ACTIVITY 5
5. Refer to the role play of the SHOE BOX COMPANY and complete the attach WSP and ATR Report for this organisation on the following criteria:-1500 employees
-500 + employees for training scheduled
-Include a financial budget/forecast with motivation for each skills training required.
-Create your own information where required, such as address and SDL number.
NOTE: Learners can also submit previous WSP/ATR reports completed for this activity, as long as their names appear on the documents for completion.
Ensure that you include the following Assessment Criteria in your response:
a)Definition of needs are identified and mentioned.
b)Definition is consistent and appropriate.
c)Needs are defined in outcome terms for further analysis, planning and decision-making.
d)Skills Priorities are confirmed against organisational strategic objectives and equity plans.
e)Priorities are reported in terms of race and gender categories.
f)Implications for addressing needs mentioning human, financial and physical resources.
[AC16,17,18,19,20,21,22]
WSP / ATR REPORT