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Scarce Skills in the Public Services Sector – A Career Guide for the Employed. PSETA 2012

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Scarce Skills

in the Public Services Sector

A Career Guide for People Already Employed in

the Public Services Sector

February 2012


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CONTENTS

1. WHO IS THIS CAREER GUIDE AIMED AT? __________________________ 4

2. WHAT IS THE PURPOSE OF THIS CAREER GUIDE? ____________________ 4

3. AN INTRODUCTION TO THE SOUTH AFRICAN PUBLIC SERVICES SECTOR __ 4

3.1 A Brief Profile of the Public Services Sector ____________________________________4

3.2 Top Reasons to Work in the Public Services Sector _____________________________5

4. SCARCE SKILLS IN THE SOUTH AFRICAN PUBLIC SERVICES SECTOR _____ 6

4.1 How to use the information in this section _____________________________________6

4.2 Scarce Skills ___________________________________________________________________6

4.2.1. Scarce Skills (Managers) ____________________________________________________7

4.2.2. Scarce Skills (Professionals)_________________________________________________8

4.2.3. Scarce Skills (Technicians and Trade Workers) _____________________________11

4.2.4. Scarce Skills (Clerical and Administrative Workers) _________________________12

4.2.5. Scarce Skills (Elementary Workers) ________________________________________12

4.3 Artisan Skills _________________________________________________________________12

4.4 Critical Skills _________________________________________________________________13

4.4.1. Critical Skills for the Senior Management Service ___________________________13

4.4.2. Critical Skills – Continuous Professional Development (CPD) ________________14

4.4.3. Critical Skills – Improving Levels of General Education______________________15

4.4.4. Critical Skills – New Policies and Strategies _________________________________15

5. PLANNING YOUR CAREER IN THE PUBLIC SERVICES SECTOR __________ 16

5.1 How skills development is planned in the Public Services Sector _______ 16

5.2 How to use your organisation’s skills planning processes ____________ 18

5.2.1. Step One: Review your career options ________________________ 18

5.2.2. Step Two: Review the qualification requirements ________________ 18

5.2.3. Step Three: Audit your existing skills _________________________ 18

5.2.4. Step Four: Develop your Personal Development Plan _____________ 18

6. FORMAL VERSUS NON-FORMAL LEARNING ________________________ 20

6.1 The nature of skills that most public servants lack ____________________________20

6.2 Coaching and mentoring (with individual performance management) _________20

6.3 Job Shadowing _______________________________________________________________20


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Twenty years from now you will be more

disappointed by the things you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.

Mark Twain

“Education is the most powerful weapon which you can use to change the world.”

“There is no passion to be found playing small - in settling for a life that is less than the one you

are capable of living.”

Nelson Mandela


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1. WHO IS THIS CAREER GUIDE AIMED AT? This career guide is aimed at people who are already employed in the public services

sector. For example, you may be:

• a security guard or administrator

• a handyman or electrician • a director, deputy director or chief director • a finance or supply chain manager

• a marketing and communications specialist or translator • a social worker, nurse or teacher.

2. WHAT IS THE PURPOSE OF THIS CAREER GUIDE? The purpose of this career guide is to:

• inform you about the skills that are “scarce” in the public services sector;

• help you understand the processes through which your employer plans what skills development they need each year;

• assist you in planning and managing your own learning and career path

development.

3. AN INTRODUCTION TO THE SOUTH AFRICAN PUBLIC SERVICES SECTOR

3.1 A Brief Profile of the Public Services Sector

The government of the Republic of South Africa is divided into spheres. These are

the national, provincial and local spheres of government. It is the national and provincial departments, as well as national and provincial statutory bodies, that are known as the public services sector.

National government is responsible for policy formulation and developing national standards and norms, and rules and regulations. Exclusive functional areas for provincial governments include:

• abattoirs; • ambulance services; • archives other than national archives;

• libraries other than national libraries; • liquor licences; • museums other than national museums;

• provincial planning; • provincial cultural matters; • provincial recreation and amenities;

• provincial roads and traffic; • provincial sport; and • veterinary services, excluding regulation of the profession.


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National government's role is foremost one of policy making, with provincial governments performing major roles in the provision of social and basic services. Provincial governments are responsible for the implementation of major social

services including school education, health (including academic and regional hospitals, as well as primary health care), social grants and welfare services, housing and provincial roads.

With its broad roles and responsibilities, the public services sector impacts on all

other economic sectors and industries; and public servants need to be responsive to the needs of other sectors. Moreover, the varied roles and responsibilities in the public services sector give rise to a wide range of skills needs in the sector.

3.2 Top Reasons to Work in the Public Services Sector

Many people who are already employed in the public services sector may feel they would ideally like a job in the private sector. There are in fact excellent reasons to plan instead for a future within the public services sector:

• The public services sector in SA’s largest employer. This means the sector has more different types of jobs available than any other employer, and that opportunities to apply for these jobs open up more often than with other employers. The longer you work in the sector, the better you understand it

and the better your chances of career progression are.

• Government work is public service. A job in government allows you to play a role in changing the world, and making a difference to the lives of other South Africans. It allows you to play a role in making history, and creating a better future for your children.

• Public services jobs pay better than you think. Low public service pay is a myth. Public services jobs are usually competitive with the private sector, and sometimes better. In addition, there are great benefits, job stability and good opportunities for advancement.

• There are jobs for every interest. There are public service jobs for every

interest and skill, from art history through to zoology.

• You can develop a unique skill set. The public service offers cutting-edge training and professional development, from information technology to diplomatic services.

• There are public services jobs around the country. Nearly 70% of public services jobs are in the provinces. So if you need to be near your family, or don’t want to raise your children in a big city, there are plenty of jobs in

government that will allow you to do so.


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4. SCARCE SKILLS IN THE SOUTH AFRICAN PUBLIC SERVICES SECTOR

4.1 How to use the information in this section

This section of the career guide contains information on the “scarce” and “critical” skills in the public services sector. Please note that the lists of scarce and critical skills are not job advertisements – you should not ask PSETA where to apply for the posts! Instead, you should use the information to explore possible learning and career paths for yourself. An example of how to use the information is in the text-box immediately below.

Using Information on Scarce Skills to Plan Your Career

Lets say you are currently employed as a “handyman” in a government department; and you want to make progress in your career. The lists below show that government is only looking for 2 handymen. This is therefore not a scarce skill. But

a handyman usually has some of the skills of qualified artisans: you may be able to do basic repairs to plumbing and electrical work; you may be able to fix chairs or desks; maybe you even know how to weld, or lay bricks. If you are want to make progress in your career – and are prepared to put some

effort into studying – check out the information on scarce skills that are related to your own skill. For example, the lists show:

1. There is a shortage of 6 metal-workers and machinists. 2. There is a shortage of 10 bricklayers and stonemasons. 3. There is a shortage of 234 plumbers.

4. There is a shortage of 434 electricians if you really want to become a metal-worker, of course you can pursue it. But if you are concerned about getting into a new job, it makes more sense to study toward becoming an electrician or plumber – because there are more jobs available in these occupations.

When planning your learning and career path, you should use the lists below to identify occupations where there are large numbers of people

needed.

4.2 Scarce Skills

There are several sources of information about scarce skills (skills that provincial or national government departments, or statutory bodies, are looking to employ) in the public services sector. The information in this section is drawn from workplace skills plans (WSPs). Each organisation submits a WSP to PSETA every year, which indicates what training the organisation plans to conduct for existing employees within the next year.


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4.2.1. Scarce Skills (Managers)

The list below shows the scarce skills for managers.

MANAGERS

Job Title Total Needed

Advertising, Marketing and Sales Managers (Skill Level 5) 4

Chief Executives and Managing Directors (Enterprises / Organisations) (Skill Level 5)

9

Construction Managers (Skill Level 5) 231

Contract, Programme and Project Managers 2321

Contract, Programme and Project Managers (Skill Level 4) 276

Corporate (Administration & Business) Services Managers (Skill Level 5)

5890

Engineering Managers (Skill Level 5) 508

Finance Managers (Skill Level 5) 178

General Managers (Skill Level 5) 8

Health and Social Services Managers (Skill Level 5) 209

Human Resource Managers (Skill Level 5) 5

Information and Communication Technology (ICT) Managers (Skill Level 5)

35

Manufacturers (Skill Level 5) 2

Miscellaneous Specialist Managers (Skill Level 4 and 5) 27

Policy and Planning Managers (Skill Level 5) 8

Production / Operations Managers (Skill Level 5) 4

Research and Development Managers (Skill Level 5) 24

Senior Government and Local Government Officials (Skill Level 5) 113

Supply and Distribution Managers (Skill Level 5) 157

Transport Services Managers (Skill Level 4) 21

Source: PSETA WSPs 2011


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4.2.2. Scarce Skills (Professionals) The list below shows the scarce skills for professional workers.

PROFESSIONALS

Job Title Total

Needed

Accountants (Skill Level 5) 72

Actors, Dancers and Other Entertainers (Skill Level 5) 7

Actuaries, Mathematicians and Statisticians (Skill Level 5) 14

Agricultural and Forestry Scientists (Skill Level 5) 36

Anaesthetists (Skill Level 5) 59

Architects and Landscape Architects (Skill Level 5) 64

Archivists, Curators and Records Managers (Skill Level 5) 107

Artistic Directors, and Media Producers and Presenters (Skill Level 5) 1

Auditors, Company Secretaries and Corporate Treasurers (Skill Level 5) 105

Authors, and Book and Script Editors (Skill Level 5) 2

Cartographers and Surveyors (Skill Level 5) 21

Chemical, Materials and Metallurgical Engineers and Technologists (Skill

Level 5)

5

Chemists and Food and Wine Scientists (Skill Level 5) 5

Civil Engineers and Technologists and Quantity Surveyors (Skill Level 5) 1177

Computer Network Professionals (Skill Level 5) 39

Conveyancers and Legal Executives (Skill Level 5) 50

Database and Systems Administrators, and ICT Security Specialists (Skill

Level 5)

8

Dental Practitioners (Skill Level 5) 307

Dieticians (Skill Level 5) 559

Early Childhood Development Practitioners (Skill Level 5) 236

Economists (Skill Level 5) 208


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Electrical Engineers and Technologists (Skill Level 5) 54

Environmental Scientists (Skill Level 5) 208

Film, Television, Radio and Stage Directors (Skill Level 5) 4

Financial Investment Advisors and Managers (Skill Level 5) 2

Foundational Phase School Teachers (Grade R – 3) (Skill Level 5) 236

Further Education and Training Teachers and Lecturers (Grade 4 - 9) (Skill Level 5)

2503

Generalist Medical Practitioners (Skill Level 5) 5657

Geologists, Geophysicists and Earth Science Technologists (Skill Level 5) 74

Graphic and Web Designers, and Illustrators (Skill Level 5) 24

Human Resource Professionals (Skill Level 5) 154

ICT Business and Systems Analysts (Skill Level 5) 20

ICT Support and Test Engineers (Skill Level 5) 1

ICT Trainers (Skill Level 5) 1

Industrial and Mechanical Engineers and Technologists (Skill Level 5) 89

Intelligence and Policy Analysts (Skill Level 5) 29

Intermediate and Senior Phase Teachers (Skill Level 5) 874

Internal Medicine Specialists (Skill Level 5) 1212

Journalists, Other Writers and Editors (Skill Level 5) 7

Land, Property and Assets Economists and Valuers (Skill Level 5) 18

Librarians (Skill Level 5) 245

Life Scientists (Skill Level 5) 22

Management and Organisation Analysts (Skill Level 5) 1

Medical Imaging Professionals (Skill Level 5) 1708

Midwives (Skill Level 5) 973


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Mining Engineers and Technologists (Skill Level 5) 102

Miscellaneous Arts Professionals (Skill Level 5) 2

Miscellaneous Media Professionals (Skill Level 5) 4

Miscellaneous Air and Marine Transport Professionals (Skill Level 5) 10

Miscellaneous Engineering Professionals (Skill Level 5) 30

Miscellaneous Health Diagnostic and Promotion Professionals (Skill Level 5)

342

Miscellaneous Information and Organisation Professionals (Skill Level 5) 11

Miscellaneous Medical Practitioners (Skill Level 5) 529

Miscellaneous Natural and Physical Science Professionals (Skill Level 5) 4

Multimedia Specialists and Web Developers (Skill Level 5) 2

Music Professionals (Skill Level 5) 2

Occupational Therapists (Skill Level 5) 447

Occupational and Environmental Health Professionals (Skill Level 5) 17

Optometrists and Orthoptists (Skill Level 5) 189

Pharmacists (Skill Level 5) 2219

Photographers (Skill Level 5) 3

Physiotherapists (Skill Level 5) 795

Podiatrists (Skill Level 5) 15

Psychiatrists (Skill Level 5) 6

Psychologists (Skill Level 5) 472

Recreation and Community Arts Workers (Skill Level 5) 75

Registered Nurses (Skill Level 5) 25504

Social Professionals (Skill Level 5) 59

Social Services Professionals (Skill Level 5) 5939

Software and Applications Programmers (Skill Level 5) 9

Solicitors (Skill Level 5) 21

Special Education Teachers (Skill Level 5) 212


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Speech Professionals and Audiologists (Skill Level 5) 275

Surgeons (Skill Level 5) 29

Teachers of English to Speakers of Other Languages (Skill Level 5) 211

Technical Sales Representatives (Skill Level 5) 300

Training and Development Professionals (Skill Level 5) 18702

Urban and Regional Planners (Skill Level 5) 139

Veterinarians (Skill Level 5) 121


4.2.3. Scarce Skills (Technicians and Trade Workers)

The list below shows the scarce skills for technicians and trade workers.

TECHNICIANS AND TRADE WORKERS


Agricultural Produce Analysts (Skill Level 3) 15

Agricultural and Forestry Technicians (Skill Level 4) 133

Agricultural, Forestry and Primary Products Inspectors (Skill Level 4) 100

Air-conditioning and Refrigeration Mechanics (Skill Level 3) 5

Architectural, Building and Surveying Technicians (Skill Level 4) 309

Bricklayers and Stonemasons (Skill Level 3) 10

Carpenters and Joiners (Skill Level 3) 191

Civil Engineering Draftspersons and Technicians (Skill Level 4) 227

Electricians (Skill Level 3) 474

ICT Support Technicians (Skill Level 4) 248

Mechanical Engineering Draftspersons and Technicians (Skill Level 4) 29

Medical Technicians (Skill Level 4) 448

Metal Fitters and Machinists (Skill Level 3) 6


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Miscellaneous Building and Engineering Draftspersons and

Technicians (Skill Level 4)

36

Other Miscellaneous Science Technicians (Skill Level 4) 43

Other Miscellaneous Technicians and Trades Workers (Skill Level 3) 98

Performing Arts Technicians (Skill Level 3) 4

Plumbers (Skill Level 3) 234

Safety Inspectors (Skill Level 4) 2

Veterinary Nurses (Skill Level 3) 10


4.2.4. Scarce Skills (Clerical and Administrative Workers)

The list below shows the scarce skills for clerical and administrative workers.

CLERICAL AND ADMINISTRATIVE WORKERS

JobTitle Total Needed

Human Resource Clerks (Skill Level 2) 2

Inspectors and Regulatory Officers (Skill Level 2) 40

Office Administrators (Skill Level 3) 23

Payroll Clerks (Skill Level 2) 2

Secretaries (Skill Level 3) 30


4.2.5. Scarce Skills (Elementary Workers)

The list below shows the scarce skills for elementary workers.

ELEMENTARY OCCUPATIONS


Handypersons (Skill Level 1) 2


4.3 Artisan Skills

The National Skills Accord is a national agreement between government, the private sector and trade unions. In terms of the agreement, all employers (including government) will aim to train at least two apprentices to every artisan – effectively doubling the number of technical people in government.


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There are currently about 7 500 government employees who have the term “artisan” in their job title. Of these, there are only 1 665 posts filled by fully qualified artisans. This means government will take on about 3 330 apprentices during 2012, and this

number will expand in the following years. If you are currently a “handyman” working for government - but you believe you have at least some of the technical skills a qualified artisan has - you may wish to consider applying for Recognition of Prior Learning (RPL). The RPL process will recognise your current skills and identify what further training you need before you can be a fully qualified artisan.

Otherwise, you may wish to consider applying to be an apprentice.

4.4 Critical Skills

Critical skills refer to “top-up” training required. Critical skills development is important for various reasons:

• Someone may be appointed to a job without having all the skills needed. Top-up skills development is needed to address the gap.

• The world is constantly changing, and continuous learning may be needed to keep up with the latest developments. (This is commonly known as “continuous professional development” – for example, nurses may need to

keep up to date with the latest developments in medicine, or an artisan may need to learn about new equipment that comes out to help them in their job).

• The organisation or sector may introduce new policies or strategies that staff need to understand. For example, all government departments will need to

understand the impact of climate change legislation on their sector, as well as in their organisation.

Examples of some of critical skills development are given immediately below. However – for purposes of your own personal development plan – you should ask yourself: what skills do I need in my job that I don’t have? Are there any changes

taking place in how this job should happen? What do I need to learn to adapt?

4.4.1. Critical Skills for the Senior Management Service

The Senior Management Service occupations consist of directors, chief directors, deputy director-generals and director-generals. The Chief Directorate for SMS occupations in DPSA has identified the following strengths and weaknesses across

the four levels of jobs:


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If you are an SMS employee, you may wish to study the above table. Identify your main areas of strength and weakness, and develop a personal development plan that will allow you to build the skills that are necessary to progress.

4.4.2. Critical Skills – Continuous Professional Development (CPD)

If you are a professional (such as an accountant, an architect or a doctor), there are

probably professional continuous professional development (CPD) requirements set by your professional body. You should ensure that your employer includes your CPD skills development as part of the workplace skills plan.

However, even if you are not in a profession, there will, from time to time, probably be new equipment, techniques or materials that are required for your job. You


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should aim to identify these, and to ensure that your employer provides you with the training or support you need to learn them. For example, your computer may need new software and you may need to go on a training course to learn how to use the

new software.

4.4.3. Critical Skills – Improving Levels of General Education

A second important area for critical skills development is improving the levels of general education in the public services. The educational profile of the sector shows that 0.8% of employees have a masters degree or Ph.D.; and only 11.8% have any other post-graduate qualification. We know that almost 32% of government employees have at best a school leavers qualification. We do not know the general education level achieved for about 46%

of government employees, but many of these will probably also not have completed formal schooling. Poor general education levels are the main reason why many people get “stuck” in a job, and do not make progress in their careers. PSETA has therefore promoted ABET programs in the past to improve general levels of education, and will be continuing to do so. If you have not completed schooling and believe you are being held back from progressing further because of it, you may wish to consider enrolling in an ABET program. Alternatively, you could consider completing your schooling through other options.

4.4.4. Critical Skills – New Policies and Strategies

Every time government adopts a major new policy or strategy, people employed by

the state are mandated to implement it. It is not possible to do so unless you have a good understanding of the new policy or strategy. In such cases, you may need to update your understanding or develop a better understanding of the new framework.

Some recent frameworks that are relevant to the public service sector include:

• The concept of a “more developmental” state.

• The National Planning Commission’s Diagnostic Report and National Plan.

• The New Growth Path.

• New environmental legislation that is aimed at fulfilling South Africa’s commitments in terms of climate change.

If you are in a job that requires you to understand the wider policy framework of government, you may wish to consider developing and implementing a “reading program” for yourself and/or your staff.


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5. PLANNING YOUR CAREER IN THE PUBLIC SERVICES SECTOR 5.1 How skills development is planned in the Public Services Sector

How is skills development planned in the public services sector in South Africa? Diagram 1 below shows a flowchart of the process. Each step in the flowchart is

explained in words below the diagram.

Diagram 1: Skills Planning in the Public Services Sector

There are top-down and bottom-up planning processes shown in the above diagram. The process takes place through the following steps (although these may differ slightly from department to department):

a. Government has developed a broad framework for what skills development

should achieve. This is captured in documents such as the National Human

Resource Development Strategy, the National Skills Development Strategy and the National Skills Accord. It includes things like the need to train more artisans; the intention to offer ABET and Recognition of Prior Learning; the

importance of ensuring that poor people also benefit from skills development funding; etc.


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b. Each sector develops a sector skills plan, which describes what skills are needed to achieve the national objectives. For example, the PSETA sector skills plan says that artisan skills are needed to achieve the National Skills

Accord targets; Senior Management Services skills development is needed to upgrade the skills of senior management; ABET is needed to address the backlog of general education; etc.

c. Each government department plans their own organisational objectives. For

example:

a. the Department of Foreign Affairs may be planning to increase the

number of staff working in another country, and may need these people to learn the language of the country.

b. The Department of Home Affairs may introduce new electronic

passports, and may need staff to be trained in how to produce, issue and administer such passports.

c. The Department of Health may decide to offer new packages of

medicines to patients, and staff will need to be trained how to administer these medicines.

d. The Department of

d. The HRD divisions in each department then develop outcomes-based job

profiles to describe what staff in the department need to do. These are captured in job descriptions which may include a profile of the skills required to do the job.

e. Individual employees are assessed – in a “skills audit” process – to identify

the gap between their current skills and the skills required for the job.

f. The “skills gap” is then identified as the skills development need. A personal

development plan (PDP) becomes the focus of how you will address the skills

gap, i.e. how you will build the skills you need to do your job. However, a PDP should also take a long-term learning and career path perspective. It

should not only answer what skills you need to do your job now, but where you hope to go in future (and what skills development will help to get you there).

g. Each business unit or division may then compile a divisional skills plan.

h. The divisional skills plans are then summarised into a workplace skills plan.

i. The workplace skills plans are summarised in the sector skills plan (SSP),

although the SSP also includes other sources of information. Also, the WSP needs to be informed by the SSP to some extent, so departments should also

look at the previous year’s SSP when developing their WSP.

j. The SSP is integrated with other planning documents to form the sector-wide

integrated human resource development strategy and plan.


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5.2 How to use your organisation’s skills planning processes The process described under 5.1 above provides an opportunity for you to take ownership of, and participate actively in, your learning and career path development.

The steps outlined below may help you to do so better.

5.2.1. Step One: Review your career options

Look through the list of scarce skills needs and identify scarce skill areas that you believe you may realistically be able to achieve. Are these jobs you may want to do?

Interview someone who is already works in this job to understand it better.

5.2.2. Step Two: Review the qualification requirements

Once you have identified the next step you wish to pursue in your career path, you need to identify the qualification(s) and work experience that would equip you to pursue this path. This you can do by:

• checking the job profile and skills profile required for persons who hold the

job currently;

• reviewing the qualification you would need before you could apply for the job.

To review the qualification, go to the SAQA website. Search for the qualification you need, download it and study the requirements. In particular check the section called

“Learning Assumed to be in Place”. This section will tell you whether you meet the entry-level requirements for the qualification. Most SAQA-registered qualifications also include the list of providers who are accredited to offer the program, and you

may be able to find out more about the program by contacting the provider. Should you decide this is what you want to go for, discuss it with the person helping

you to develop your personal development plan. It may not be possible for your employer to assist you this year – after all, if everyone went on study leave then government would stop functioning! But as long as you have a clear, realistic goal

for what you want to learn and why, at some point you should be given an opportunity.

5.2.3. Step Three: Audit your existing skills Instead of enrolling on a program to earn a new qualification, you may already hold

the qualification you need. In this case, you may wish to see how you need to improve your skills so that you are more likely to be appointed to a new position than other applicants.

If this is the case, audit your skills and experience against the job profile/skills profile simply by developing a checklist of the skills you need. Then ask your colleagues to

evaluate you against each skill, on a scale of 1 – 5. Those areas that they rate you lowest on can form the basis of your personal development plan (see below).

5.2.4. Step Four: Develop your Personal Development Plan A personal development plan (PDP) is “a structured and supported process

undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. A PDP aims to help you to:

• decide where you want to go in your life, your studies and your work;


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• take charge of your own learning and career path development; • understand how you are learning and how to relate your learning to a wider

context;

• improve your study skills • for study and career management; • maintain a positive attitude.

Your department will have a Personal Development Plan template. A personal development plan (PDP) usually includes at least the following:

• a description of your strengths and weaknesses; • a description of the learning/development goals (the knowledge, skills or

attitudes you want to work on improving) • a plan as to how you will get from where you are to where you want to be.

This could include

o through “observing” skilled people do what they do o through coaching – getting them to show you how they do it o through self-study – researching the area, or buying books and

reading them o through job-shadowing o through job rotation o through formal courses.

The point is that there are many ways to learn and make progress in your career. It is not necessary to wait until there is an opportunity to attend formal training. Most

learning – and the best learning – takes place in the workplace, on the job and with the help of those around you. Your future is, truly, in your own hands.


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6. FORMAL VERSUS NON-FORMAL LEARNING

6.1 The nature of skills that most public servants lack

HR Connect is the system that is being implemented across the whole of government to identify the skills shortages. HR Connect has already conducted skills audits across all government departments. They say that many of the skills required are “granular” in nature, and cannot be learned through formal training courses. They suggest instead that these skills need to be taught on-the-job through coaching and mentoring, integrated with individual performance management.

6.2 Coaching and mentoring (with individual performance management)

What does HR Connect mean when they argue that skills should be taught through

coaching and mentoring, integrated with individual performance management? Think for example of a manager who may already hold the qualification they need,

but they do not know a new regulation that has been introduced around supply chain management. It is probably not necessary for this manager to go on a full training course – it may be something that can be learned in an hour or two. Their superior

should instead consider sitting them down and explaining it to them; sending them to read the legislation; discussing it with them; and then asking them to explain it to check their understanding. This is an example of how coaching could take place.

Once their supervisor is confident that they understand the requirement, it will be

important to check that they are implementing it correctly. This is what is meant by integrating it with performance management. In the manager’s performance appraisal, they should be given feedback on whether or not they are implementing it

correctly.

6.3 Job Shadowing

Another way of building skills through non-formal learning is job shadowing. In job shadowing, a person who is trying to learn a job (or a specific part of a job) may be sent to “shadow” someone who already knows it. For example, if someone is particularly good at facilitating a meeting, you could attend a few meetings facilitated by them and note everything they do which makes the meetings work so well. Then try facilitating a meeting yourself, and ask them for feedback. It is through continuous, informal, on-the-job learning like this that many highly successful people have taught themselves to perform as well as they do. Try it!


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REFERENCES

APQC (American Productivity and Quality Centre) 1999. Measuring Institutional Performance Outcomes. Houston Texas.

Documents

Scarce Skills in the Public Services Sector - PSETA planning... · do basic repairs to plumbing and electrical work; ... Scarce Skills in the Public Services Sector – A Career Guide