Presented by Shamira Huluman PSETA: CEO Outline Introduction - - PowerPoint PPT Presentation

Presented by Shamira Huluman PSETA: CEO

Outline

Introduction What questions are we trying to answer here? How do we know what skills we need? Proposed Sector Skills Strategy What is the current and future state of demand for skills? What is the current supply of skills? Priority Skills Interventions Conclusion

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Introduction: PSETA Scope and Profile

• PSETA scope and mandate for ‘transversal skills’ across national and

provincial governments, as well as national and provincial public entities (not classified in scopes of other SETAs) and parliament/ legislatures

• Any function that is exclusively ‘business’ of government (e.g. DIRCO,

Home Affairs, Presidency, DTI)

• Overarching strategic imperative is building the skills for a “more

developmental” state

• Central to this is building the HRD function as integral and strategic

focus of top management

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• If we want to make “the Public Service a Training Space”, what training

should happen in this space?

• These questions are addressed in the PSETA Sector Skills Plan
• The “policy drivers” (what the state needs to deliver) are the starting point
• The analysis culminates in the priority skills interventions until 2017/2020
• Who needs to do what to “professionalise” the public service?
• These questions are addressed in the draft PSETA Sector Skills Strategy
• PSETA needs to do this with you, not for you. Our role is to support your

efforts.

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What questions are we here to answer?

• Critical Skills (“top up needs of existing employees) established through HR

Connect skills audit

• Labour market “signals” used PERSAL funded vacancy rates/turnover rates

to “point” to possible scarcities

• Labour market forecasts combined PERSAL/Stats SA/other data to project

future scarcities

• Growth demand forecasts regressed macroeconomic variables to

establish reliable growth coefficients

• Replacement demand forecasts combined PERSAL data (such as age

profile of employees) with other information

The above quantitative findings now need to be taken through stakeholder processes. PSETA proposes to establish “task teams” of employers experiencing each shortage/ providers who deliver these skills. Task teams will aim to understand why we have each shortage and what should be done about it.

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How do we know what skills we need?

• “In relation to the transversal skills, DPSA statistics suggest that roughly

a third of the 6 266 people appointed to Senior Management Service positions in the past three years fell short of the competency requirements for their positions”

• “Some 77% of Public Service employees hold at best a school-leavers

qualification and a high percentage hold less than this. Less than 13% hold a post-graduate qualification”.

• “High vacancy rates in many cases directly linked to departmental

performance gaps”

• Looming scarcities due to growth demand (new jobs opening up) and

replacement demand (existing employees leaving)

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Current State of Skills in the Public Service

OFO Major Group Name Total number

• f people

surveyed Total number

• f people

falling into the 25% quartile Total number

• f people

falling into the 50% quartile Total number

• f people

falling into the 75% quartile Total number

• f people

falling into the 100% quartile Managers 19 123 4 393 2 328 2 857 6 022 Professionals 62 700 12 970 10 015 12 164 15 440 Technicians & associate professionals 34 283 7 925 4 512 4 480 8 732 Clerical support workers 32 684 8 475 6 988 7 907 9 316 Service & sales workers 49 462 9 261 6 348 7 202 19 141 Skilled agricultural workers 3 722 1 203 608 484 1 454 Plant and machine

• perators

3 379 736 349 562 1 814 Elementary

• ccupations

32 361 8 021 3 354 4 261 16 106

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Some Specifics (HR Connect Data)

Task Proficiency of Existing Employees

OFO Major Group Name Total number

• f people

surveyed Total number

• f people

falling into the 25% quartile Total number

• f people

falling into the 50% quartile Total number

• f people

falling into the 75% quartile Total number

• f people

falling into the 100% quartile Managers 18 458 5 533 3 092 3 158 6 669 Professionals 59 991 14 551 16 148 11 183 18 078 Technicians & associate professionals 34 209 9 625 7 523 9 593 7 454 Clerical support workers 33 710 7 526 7 206 8 039 10 926 Service & sales workers 41 734 15 296 9 021 7 816 9 600 Skilled agricultural workers 6 025 1 603 1 058 1 256 2 108 Plant and machine

• perators

3 202 503 591 791 1 317 Elementary

• ccupations

30 948 6 785 4 219 4 470 15 474

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Some Specifics (HR Connect Data) Knowledge Proficiency of Existing Employees

“All scarce skills manifest as vacancies; but not all vacancies are scarce skills”

– Persistent and pervasive vacancy rates of 40 – 100% in key professional and artisan occupations point to “absolute” scarcities – Persistent and pervasive vacancies in IT point more to IT professionals choosing to be service providers rather than as state employees (“relative scarcity”) – Persistent and pervasive vacancy rates in HRM/HRD probably do not reflect scarce skills, rather top management not taking HRD seriously – OPSC reports that “more than half of the national and provincial departments at the SMS/professional level have a vacancy rate of above 10 %

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Labour Market Signals: Current Vacancy Rates

• Growth demand refers to likely

new jobs that will emerge in the Public Service

• PSETA Skills Forecasting Model

established a growth demand of 41 187 in 2012, increasing each year to 46 707 by 2015

• If all vacancies are filled, these

numbers increase to 51 760 for 2012 and 58 695 for 2015

• PSETA developed the National

model and 9 provincial models, which forecast all occupations in all provinces from now to 2017

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Future Skills Needs: Growth Demand Calculations

“Replacement demand” refers to jobs that will need to be filled because people are getting old (retirement demand), sick (mortality and morbidity), leaving the country (emigration), changing jobs (mobility), etc.

• Currently, 35 129 employees are scheduled to retire by 2015; and a further 84 149 by 2020.

This represents a total of 119 678 people – almost 10% of public service employees.

• The ASSA statistics for HIV prevalence, overlaid on the demographics of public sector

employment, suggest that more than 100 000 public sector employees are likely to be infected, hence vulnerable

• When combined with (horizontal and vertical) mobility and emigration rates, the total

public sector replacement demand over the coming decade may be in excess of 20%, or more than 200 000 employees

• Turnover rates often highest in scarce skill occupations, may point to morale, job

satisfaction, competition for these skills with private sector

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Future Skills Needs: Replacement Demand

• Top management still trying to send the skills problem away to providers/SETAs rather than

playing their part; high HRM/HRD vacancy rates suggest the problem isn’t “owned”

• Serious skills gaps amongst existing HRM/HRD staff

– More than half of current training and development employees have less than 50% task proficiency; almost none have all the knowledge they need (HR Connect)

• Systemic weaknesses include:

– High submission rates of WSPs (69% - 2012) however content poor; poor/no alignment between Departmental Strategic Plans and WSPs/ HR Plans – Misalignment between WSPs and HR Connect data, Quarterly Monitoring Reports and Annual Training Reports; lack of an integrated information system; lack of standardised OFOs – Over-emphasis on HRD (delivery of training) and less on HRP (planning and identification of needs), hence training is not demand-led and responding to departments’ strategic imperatives

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Demand-Side Capacity to address the problems

• Enrolment in priority occupations lower than required (e.g. total of 1500

engineers per annum vs demand for 3000 in water sector alone)

• But retention and achievement rates (return on investment) can often

be improved (many public service employees not completing training)

• But large pool of unemployed graduates points to serious “supply-

demand mismatches” and need to build the pipeline into the sector

• PSETA has made substantial progress the past year within its limited

budget:-

• Streamlining the qualifications (41 000 jobs reduced to 250 OFOs)
• Identifying priority qualifications required in the sector and developing these

(currently developing 6 occupational qualifications through QCTO),

• accrediting providers, approving programs, registering assessors

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Supply of skills in the sector

Priority Skills interventions to systemically address needs – arising from the SSP data include:

• The Compulsory Induction Programs (CIPs)
• RPL (including Artisan development)
• Improving retirement and success planning
• Raising the base level of learning in the sector
• Exploring and formalising “unaccredited’ training
• More equitable distributions of resources (beneficiaries of funding)
• Training unemployed people (opening PS as training space)
• Building supply-side capacity (PALAMA as School of Government, provincial

academies, sector academies, public schools, FETs and HEI provision)

• Improving the return on investment in training
• Capacitating the state to lead skills development across sectors.

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Priority Skills Interventions

• MPSA Directive – 1 November 2012 – all new entrants to undergo

Compulsory Induction Program (CIP) – 1 year accredited program

• PALAMA to develop and roll-out program and PSETA to accredit
• New public servant has 6 months to enrol for the CIP and 24 months to

complete program

• Upon successful completion will qualify for notch progression
• The purpose of CIP is to provide new entrants with knowledge and skills to

live ‘Batho-pele’ principles, understanding the expectations and needs of citizens, the intents of our Constitution and the implementation of Government policies, legislation and regulations; the structure of Government and the application of the administrative apparatus of the State; basics of HR and financial management, diversity and inclusivity

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Priority Skill Intervention 1: Professionalising the Public Service

• HR Connect data provides numbers of people in each occupation who are

fully competent but unqualified. These will be the focus of RPL interventions.

• Artisans are one example:

– The National Skills Accord is a priority policy framework. Here, public service sector statistics show that there are roughly 7 500 artisan posts ("people with "artisan" in their job title"). However, of these only 2 900 posts are fully qualified artisans (as opposed to “handymen”). – Filled posts indicate that there are roughly 4600 artisans of which 1665 are fully

• qualified. Thus on a ratio of 1 artisan to 2 apprentices, the NSA target for

apprentices in the public service sector is in the region of 3 330; but the “handymen” may provide up to another 3 000 people who are eligible for RPL or fast-tracking toward full artisan status.

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Priority Skill Intervention 2: RPL (e.g. artisan development)

Draft Sector Skills Strategy

Defining the Impact

• Define impact indicators (including Return on Investment)
• Mainstream through processes, tools, networks
• Develop Skills Development Scorecards, pilot, implement
• Integrate Skills Development with wider policy objectives

Build Demand-Side Capacity

• Identifying needs

(WSP/HRP interface; task teams on priorities; training HRD staff)

• Plan, design and

implement interventions

• Manage, evaluate and

report (systems, policies, resources…)

Build Supply-Side Capacity

• Understand the needs
• Build the platforms
• Build the capacity
• Improve throughput

(enrolment, retention, achievement rates) Bridge Demand/Supply

Integrating Ministerial Outcomes 5 and 12 gives us the following impact statement for PSETA: “The skilled and capable workforce required to achieve a more professional, efficient, effective and development-oriented public services sector” Context and priorities:

• Opening up the Public Service as a Training Space
• Professionalizing the Public Service

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Impact Level Measurement

• All organs of state are constitutionally required to use state resources

economically, efficiently, effectively and equitably – these four criteria are ‘performance’ indicators and apply also to skills development

• In defining the impact of skills development, PSETA aims to define a set of

impact indicators and outcome statements for skills development across the sector, integrate these into core processes for skills development, and educating the sector to begin planning, implementing and reporting on skills efforts more systematically

• The next slide illustrates the value chain (inputs, activities, outputs,
• utcomes and impact) linked to the four performance criteria

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Strategic Focus One: Defining the Impact

Categories of Performance Information

IMPACTS

more efficient, effective and development state

OUTCOMES

reduced vacancy rates/ more professional public servants

OUTPUTS

competent learners

ACTIVITIES

training programmes

INPUTS

1% skills development budget Indicators Indicators Indicators Indicators Indicators Equity Effectiveness Efficiency Economy

Level Effectiveness Objective Level Sample Indicator

1

Are learners satisfied?

• Course evaluation forms completed

by learners

2

Are learners learning?

• Assessor and moderator reports

3

Are learners transferring what they learn to the workplace?

• Transfer of learning evaluation forms

completed by learners, supervisors and managers

4

Is the transfer improving productivity or service delivery?

• Multivariate analysis of performance

data using public service metrics

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Is the workplace performing better as a result?

• Analysis of skills against

departmental performance score

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Is the country or sector doing better as a result?

• Analysis and synthesis of data

collated at previous levels

Measuring effectiveness

• There are no consistent, clear framework of outcome statements for

skills development in the Public Service Sector

• During 2011 PSETA began using a “Return on Investment” framework

for measuring and reporting on skills development outcomes

• There are 6 levels of measurement for return on investment in skills
• At present PSETA only has data for level 2 (assessor and moderator

reports), however ETQA and LP departments have put in place level 1 and 3 measurements which need to be mainstreamed

• DPSA provides level 4 data
• Departmental performance audit reports at level 5

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Proposed outcomes for skills development

Education and training

• utcomes

% correlation of enrolment figures against scarce and critical needs of sector % rise in achievement rates, measured by the number of learners passing divided by those who enrolled % rise in retention rates, measured by the number of learners completing divided by those who enrolled Stakeholder Satisfaction Outcomes % learner satisfaction, measured against standardized course evaluation ratings % employer satisfaction, measured against standardized employer feedback ratings Employment Outcomes % attributable reduction in vacancies due to skills development efforts % transfer of learning to the workplace, measured against standardized transfer of learning ratings Social Outcomes % contribution to sector employment equity objectives (applicable to all providers for reporting, but only to SETA- funded provision as measurement)

Illustrative Framework of Effectiveness Indicators

• Impact statements to be defined and agreed in a process between

PSETA Stakeholders, DPSA and DHET

• Outcome statements should be aligned to impact statements; defined

and agreed to with sector stakeholders – linkages with NSDS III and Public Service HRD strategy, and integrating the outcomes with department specific policy objectives

• Framework – integration into systems, tools and processes for the core

business of skills development at all levels – piloting the system in a developmental way

• Departments and providers should begin using framework to improve

their efforts/reporting to PSETA against the above framework

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Proposed Strategies for defining and implementing performance-based skills development

• Co-ordination and improvement of current skills planning mechanisms:

PSETA and DPSA are working together to integrate or align the WSP/ATR and HR planning and reporting tools.

• Use of Quantitative data (such as vacancies, forecasts, skills audit reports)

to identify the top skills priorities cutting across the sector. Propose the establishment of task teams for each agreed priority skill to investigate causes and explore possible interventions.

• Better skills planning will give rise to appropriate interventions for

establishing the public as a training space, and professionalizing the public service.

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Strategic Focus Two: Proposed Strategies for building demand-side capacity

• PSETA has initiated the development of a Public Service Qualifications

Matrix in 2012. This included rationalizing 41000 public service job titles into about 250 OFOs. By focusing qualifications design on OFOs, PSETA will significantly improve the efficiency of supply-side training

• Priority occupational qualifications for 2013 are 3 Public Administration

(at NQF Levels 4/5/6 of which CIP will be a part-qualification), 1 for Legislatures and 2 for DIRCO

• Other priorities may arise from SIPs planning process
• Building the public provider system including PALAMA as a School of

Government , Sectoral and Provincial Academies as preferred delivery agents

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Strategic Focus Three: Building Supply- Side Capacity

• PSETA 2012 SSP demonstrates that the public FET system and the public

HEI system have reasonably good pass rates. Efficient but not effective due to demand/supply mismatches

• PSETA accredited private providers achieve much lower pass rates
• PSETA proposes focusing on improving the efficiency and effectiveness
• f the provider system, improving learner enrolment, retention and

achievement rates

• Project of professionalising the public service – central organising focus

for above efforts – work closely with PALAMA, Sectoral and Provincial Academies – improved capacity and throughput rates

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Building Supply Side

Before During After

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Strategic Focus Four: Bridging Supply-Demand Mismatches

Workplace

Training needs identified Employees prepared for learning

Provider

Training that is relevant to workplace

Workplace

Apply learning Transfer learning Professionalize workplace

Opening Public Service as a Training Space

• SANBI Presidential Jobs Fund Groen Sebenza project aims to recruit 500

unemployed people (ranging from school-leavers to graduates)

• Identify mismatches, provide training and workplace experience

through an incubator model to ensure participants are ‘work-ready’ and place into available workplaces with necessary support.

• PSETA will work with SANBI and DPSA to ensure project is a success and

mainstream the experience to other departments

• Need to identify with DPSA the barriers to absorption and placement of

unemployed graduates and develop appropriate policy frameworks

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Bridging the Supply-Demand mismatch…

• Aim today is to stimulate engagement and discussions on this proposed

sector strategy, propose a task team to refine strategy

• PSETA’s job is to support you in building the skilled and capable

workforce you need, not to do it for you!

• Urge stakeholders to:

– Commit to the conference declarations – Taking your commitment back to your organisation and ensuring plans, systems, staff and resources are in place to implement – Nominate yourself/your organisation to participate in the task teams that will be established to take forward the strategy

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Conclusion