GUIDELINES FOR THE DEVELOPMENT OF AN EDUCATION & TRAINING POLICY

The guideline document is divided into the following sections:

5. OTHER EDUCATION AND TRAINING POLICY DOCUMENTS

Education and training is a prerequisite for improved employee performance, for career development and for organizational growth. An Education and Training Policy should be seen as part of good governance. Such a policy will ensure that quality education and training is offered, and that the benefits that accrue from such education and training is always recorded.

A policy statement ensures that all education and training is relevant, appropriate, delivered at the appropriate time, and in the most effective way. The policy should be accessible to all employees and managers. It should inform staff of Education and Training policy and priorities, in line with organisational goals.

The purpose of this document is to assist employers within the Fasset sector to develop an Education and Training Policy for their own organisation. It serves as a guideline only. Recommendations should be adopted in line with an organization’s own needs.

It is beneficial to both employees and employer, to ensure that employees have the necessary skills and expertise to meet current and future challenges within the sector. In addition to offering employees Education and Training Programmes within the workplace, Fasset encourages employees to strive to enhance both their academic and professional qualifications through studies at approved academic institutions.

An organisation’s Education and Training Policy should support training initiatives that are not only relevant to the workplace, but to the sector as a whole. Education and Training initiatives should support organisational aims and objectives.

The following should be borne in mind when compiling an Education and Training Policy document:

• Input should be obtained from interested and appropriate stakeholders e.g. staff members from the Training Department. Senior Management should endorse the final policy statement.
• The document should be reviewed periodically to ensure that it continues to provide the organisation with a relevant framework for Education and Training.
• Once the policy has been written, it should be introduced to all staff. Employees should understand why the policy was written, and how it will assist them.
• The policy should be realistic and it should relate to the training needs that have been identified within the organisation.
• The document should be written in such a way that it is accessible to everyone within the organization.

• It provides the management team with guidelines
• It provides a framework for consistency.
• It clarifies the link between organisational objectives and Education and Training.
• Overall all members of an organisation will hold responsibility for Education and Training.

The following points should be considered for inclusion in an Education and Training Policy. Guidelines for important issues relating to each point have been provided. Since this document serves as a guideline only, sections may be excluded or added at the organisation’s discretion.

This section introduces the policy document to the reader. Its purpose is to explain the employer’s approach to Education and Training within the organisation and the sector as a whole. It also explains the importance of an Education and Training Policy, and the importance of implementing Education and Training within the organisation. The employer’s commitment to education should also be discussed.

• This section could include the preamble, approach, and scope of the policy.
• It states the purpose, the reasons and benefits of having an Education and Training Policy.
• The National Qualifications Framework (NQF) and related topics e.g. South African Qualifications Authority (SAQA) could be discussed and explained as background to the reasons for having an Education and Training Policy, illustrating the organisation’s own commitment to national initiatives.

Relevant legislation, regulations and quality standards may be introduced for the specific purpose of establishing parameters for the conduct of the labour relationship and to provide the minimum standards applicable to conditions of employment. When developing an Education and Training Policy, it is important to consider relevant legislation and other documents and practices that may have a bearing on internal practices. Any policy and procedure must comply with the minimum standards of the relevant legislation.

This section should explain the legislation, regulations, quality standards or any other sector standards that were consulted and which may have an impact on policy implementation.

The following should be considered:

• Research and any relevant legislation, regulations, quality standards or related documents that pertain to employee rights with regards to education and training within the particular sector, or within the particular organisation.
• Legislation that could have an impact on the policy includes:
• The Basic Conditions of Employment Act (BCEA), 1999. This influences:
• Working hours;
• Overtime;
• Meal intervals;
• Annual/study leave.
• The Labour Relations Act (LRA), 1995. This influences:
• The relationship between the employer and employee regarding the structures and procedures to be in place to regulate the relationship.
• The Occupational Health and Safety (OHS) Act, 1993. This influences:
• The type of learning regarding Occupational Health and Safety to be provided to employees.
• The Skills Development Act (SDA), 1998. This influences:
• The employer’s intent with regards to the provision of learning to employees and to encourage employers to create the opportunity for learning in and outside of the workplace;
• The development of skills within the workplace;
• Obligations of the employers in terms of levy payments in respect of the SDA and the Skills Development Levies Act (1999) and claiming this levy back in the form of a grant for education and training planned, and education and training implemented;
• The learner’s willingness to participate in learning in the workplace.
• The South African Qualifications Authority (SAQA) Act, 1995. This Act provides for:
• The development and implementation of the National Qualifications Framework (NQF).
• Industry regulations, for example:
• The Financial Services Charter, 2003;
• Employment Equity (EE) Act, 1998;
• Black Economic Empowerment (BEE) Act, 2003;
• Debt Collectors Act, 1998.
• Quality standards, for example:
• International Standards Organisation (ISO) standards;
• South African Bureau of Standards (SABS) standards;
• Investors in People.
• Seta requirements, for example:
• Seta polices for the registration of education and training providers;
• Assessment policies in terms of specific qualifications or learnerships;
• The needs expressed in the Seta Sector Skills Plan;
• Memoranda of Understanding across Setas.

The Organisational Strategy states the organisation’s long and short-term goals, objectives, polices and procedures that will inform the strategies of various departments and divisions within the organisation. Informed by the Organisational Strategy, the Education and Training Strategy includes the goals, objectives, policies and procedures for the training function.

In addition to taking cognizance of factors in the external environment that may impact upon Education and Training, it is also important to take cognizance of factors within the internal environment that may impact on Education and Training. In this regard, cognizance should be taken of Organisational, Human Resources and Education and Training strategy/ies within the organization.

The Education and Training Policy should not be developed in isolation.

The Education and Training Policy should be aligned with the Education and Training strategy and the Organisational Strategy. The interdependence of the relevant strategy and policy documents should be shown. This section could cover:

• The organisation’s business strategy or Balanced Scorecard. The business strategy will provide the high-level scope of learning and interventions to be implemented
• The type of learning and learning programmes to be implemented within the organisation.

If the employer uses a specific process or tool to determine training needs, this should be explained in the policy. This explanation will provide the assurance that training needs are determined by means of a focused methodology. The process or tool that is used, should be explained.

There are various ways of determining training needs, including:

• The traditional skills needs/gap analysis. Using this approach, training needs and requirements are compared with the actual skills. Training and Education is provided to address this gap. If a needs analysis will be conducted, the roles and responsibilities of the people involved, and also the process of conducting the needs analysis, should be explained fully.
• Training needs can also be identified by completing the Workplace Skills Plan (WSP) as part of the organisational strategy. The process of collecting data, compiling and submitting the WSP, and reporting on the WSP, should be stated.
• Training needs could also be identified through the performance management system. The procedure for sourcing the information should be stipulated.

Core educational training may be defined as approved education and training that an organisation will fund on the basis set out in a policy. Education and Training should be related directly to the service line, the current area of specialisation, or the employee’s current or future responsibilities that have been identified. It should take cognizance of both the employee’s and the organisation’s needs.

Non-core educational training may be defined as not directly relevant to the service line, current area of specialisation, or the employee’s current or future responsibilities that have been identified. Cognisance should be taken of the organistation’s, and the employee’s interests.

This section should state what the organisation regards as core Education and Training, and whether it is willing to fund or support non-core educational training by way of employee loans, financial assistance or bursaries.

This section outlines the resources required to implement the Education and Training Policy. It explains who is involved in Education and Training within the organisation, and stipulates each role player’s responsibilities.

The following should be stipulated:

• Resources, including finances, people, facilities, learning materials and aids available or to be acquired to deliver learning.
• Availability, acquisition of goods and services, roles and responsibilities, type of learning material and aids appropriate for the particular learning intervention.
• The Human Resources function should be responsible for the creation and maintenance of the policy. However, various roles and responsibilities could also be assigned to Senior Management, Skills Development Facilitators, Line Management, Learners, and the Training Department. Senior Management will need to resource the agreed policy and also provide visible and positive support. Line Management could contribute to the creation, implementation and monitoring of the policy. Individual learners need to assume responsibility for their own self-development, for the benefit of both the organisation, and themselves.
• Requirements for providing learning could also be discussed. (E.g. accreditation as a provider and the accreditation of external providers.)
• Indicate how the budget will be disbursed.
• Training budget (training days to achieve/ratio of training to payroll) could be shown. (E.g. a department must allocate 5% of its salary and wage bill to education and training each year.)

This section explains what learning interventions, or programmes are offered by the organization. It also discusses other routes of learning that are available, e.g. formal education and training or professional development such as seminars and conferences. The following areas should also be covered:

• What is the focus of the learning?
• What type of learning interventions may be offered at the organisation, based on the needs analysis conducted? (e.g. induction, product knowledge, on-the-job-training, software training.)
• Which programmes are compulsory, and which are optional?
• The processes of programme design, facilitation, bookings, authorisation and cancellation of learning could also be discussed.

This stipulates the processes, procedures or tools, to be in place prior to learning taking place. (e.g. the implementation of a needs analysis, ensuring the programme facilitators are formally skilled according to relevant requirements, ensuring external providers adhere to the required criteria.) Other prerequisites include:

• What are the prerequisites for participating in a learning intervention? Should an assessment/Recognition of Prior Learning session or a certain type of learning programme be undertaken before the particular learning intervention? This point is discretionary and could go into a separate policy dedicated to this topic.
• Are there any prerequisites for the Education, Training and Development Practitioners (ETDPs)?
• Are there any prerequisites for external providers?
• How are learners selected for training and what procedure are followed to enroll learners on a learning programme?
• What are the requirements for selection of learning materials?

This section explains the financial assistance offered to employees for self-development, and for external learning programmes, such as degrees or diplomas. It outlines the organisation’s approach to self-development, and explains the requirements for study and the process for application. This section also focuses on:

• What are the rules and procedures for participating in any of the schemes?
• What are the obligations of the employer and employee in terms of the fee structure with regards to payment of the study in respect of the employer and the employee?
• What are the penalties for non-achievement?
• Forms to be completed by the learners. The actual application form for study assistance or a bursary could be included or how to access the relevant documentation should be indicated.
• The number of days available for study-leave and examinations. The amount of leave that is available should be specified. It is important to note that the legislation does not specify the number of days that should be granted: this allocation is at the organisation’s discretion.
• The procedure for applying for study leave should be discussed. The documentation that needs to be completed and submitted, the application dates, and the procedures to be followed for authorization, should also be discussed.
• Will the organisation fund both core and non-core educational training?
• Which costs will be covered? What are the liabilities of the employer and the employee respectively? The employer could cover:
• Registration fees;
• Tuition fees;
• Examination fees;
• Membership to an institution;
• Prescribed books.

The employee could be liable for:

• Expenses relating to dictionaries, calculators, and stationery;
• Late registration fees;
• Late examination fees;
• Fees for missing exams or any other penalties imposed;
• Attendance of non-mandatory courses/seminars;
• Travel expenses to and from lectures and examinations;
• Accommodation costs;
• Library fees;
• Courier fees.

The policy on the assessment of learning and competence could be included in the Education and Training Policy; alternatively, it could be covered by a separate policy. The process of assessing employees in the workplace must be explained to the reader. Factors that could be highlighted include:

• The approach to assessment within the workplace.
• How is assessment conducted? The purpose of assessment, the development of assessment guides, the implementation of assessment, and the moderation of assessment should be explained.
• What are the requirements for assessors? The person responsible for conducting the assessment should be identified; the role and purpose of assessors should be explained; and the learning required to be an assessor, should be stipulated.
• How many opportunities are available to a learner for reassessment? A learner must be provided the opportunity to be re-assessed, if declared "Not yet competent". The policy should state how many opportunities a learner will be given for reassessment before being compelled to repeat a learning programme.
• Data capturing. What systems need to be in place for accurate data capturing and on how will data be captured and updated as assessments are conducted?
• Moderation. The assessments must be moderated to ensure both quality and validity. This process of moderation should be explained in terms of roles, responsibilities and process.

A good Education and Training Policy, one that is "owned" by everyone in the organisation, is a powerful tool for establishing standards and possibilities for Education and Training interventions. The policy belongs to the organisation and could be of value in:

• Planning education and training activities;
• Delivering education and training;
• Evaluating and assessing the learning achieved by employees;
• Ensuring that education and training activities meet and match business requirements.

The policy document should include a concluding statement which emphasises the organisation’s commitment to Education and Training.

There are various forms and appendices which could be included in the policy document to enable employees to, for example, apply for study assistance/bursaries, or register on an internal learning programme.

These application forms and/or appendices are discretionary, and the developers of the policy should develop their own, to suit the needs and requirements of their own organisation.

• Training and development policy: Ernst and Young
• Training and development policy: Fasset
• Training and development policy: Mondi Ltd.
• Training and development policy: Sea Harvest
• Training and development policy: University of Newfoundland

Following are examples of three training and development policies, which should help to provide insight into the process of development of a policy document and to give practical examples to support the guideline document. The policies are examples of policies followed by a district council in Chichester and two corporates represented in South Africa.

These policies have been sourced from various employers’ websites and the copyright laws of the use of information downloaded from the internet apply.

To contextualise the policies, bear in mind the following comments:

• Policy 1:
• A very detailed document including a policy statement, scope of the policy, relevant legislation, the strategic process and the practical implementation of education and training.
• Attention is given to the objectives of education and training, who is included in the Education and Training Policy and the relevant legislation considered in the determination of educational programmes to be provided.
• It is shown how the review and update of the strategy of the organisation influences the Education and Training Policy, together with the offering of learning to new and existing employees. The policy focuses on the learning programmes offered to employees and members to the council as well as the review mechanisms in place to ensure continuous improvement to the policy.
• An explanation of the practical implementation of education and training is provided focusing on e.g. course registration, funding of qualifications training, fees, leave, and progress made by the learner.

• Policy 2:
• A more high level discussion regarding the core values of the organisation and the Group training and development policy is included in this policy as to contextualise the Education and Training Policy.
• The role of the training department is explained and the focus areas regarding training are shown.
• No information is given around role responsibilities or process.
• The intention is to commit to an integrated approach of education and training and to provide the reader with a concise explanation of the role of the training department and the learning interventions provided.

• Policy 3:
• This is a more detailed document committing to train employees in line with organisational objectives and not to train for the sake of training.
• It provides a section on "clarifying concepts" which serves as a glossary of terms to explain certain concepts used in the document.
• It further focuses on the determination of training needs, the objectives of training and the policy surrounding training.
• Detailed explanations of the roles and responsibilities of various role players e.g. Senior Management, Human Resources, the learner etc. and the strategy of the Human Resources Development (HRD) Strategy is provided. The strategy focuses on the specific areas covered by the HRD function e.g. induction, performance management, succession planning.
• The policy on the attendance of external courses is provided.
• The application form for education assistance is also provided.

2. Examples

Please see examples on following pages.

Policy Number: 1/8

Date: 9th September 2003

Revision: Third Issue

Approved: Executive Board

Chichester District Council will:

a) provide all staff with training and development that is relevant and appropriate, and meets the needs of the Council’s current and future objectives and key tasks.

2. provide the opportunity for all staff to improve their job performance, raise productivity, quality and customer service in pursuit of continuous improvement.
3. develop staff potential to meet their personal aspirations for career development and job satisfaction where these can reasonably be accommodated in terms of cost and time.
4. promote equality of access to training and development for all staff.

Scope

This policy relates to all staff employed by the District Council, and the Council will ensure that training and development is offered in accordance both with the Council’s Corporate Plan and the Council’s Equalities Policy.

This training and development policy statement will be brought to the attention of all employees of Chichester District Council.

Health and Safety at Work Etc Act 1974 imposes a general duty on employers to provide training to ensure the safety of employees or people who may be affected by the work that is undertaken. This is supplemented by the Management of Health and Safety Regulations and specific health and safety laws relating to key hazards and the training that is needed to manage these risks.

The Race Relations Act 1976, Sex Discrimination Act 1975, make it unlawful for an employer to discriminate on grounds of sex, marital status, or on racial grounds in accessing training opportunities.

The Race Relation Amendment Act 2000 places a general duty on public authorities to promote racial equality.

The Disability Discrimination Act 1995 make it unlawful to discriminate against disabled people in accessing employment opportunities and reasonable adjustments must also be made to enable training to take place.

Discrimination Acts allows for positive action training for under-represented groups.

The Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000 make it unlawful for an employer to treat a part time worker less favourably than full time workers engaged in broadly similar work.

The Fixed-Term Workers (Prevention of Less Favourable Treatment) Regulations 2002 make it unlawful for an employer to treat a fixed term worker less favourably than permanent workers engaged in broadly similar work.

1 Corporate Training Needs

1. The Community Strategy is a high-level multi agency document that sets out the medium to long-term strategic vision and priorities of the District. The Council’s Corporate Plan defines the Council’s strategic and operational planning processes over a five-year period within the strategic context of the Community Strategy. The policies and strategies embraced by the Corporate Plan will be reviewed regularly.

1. In line with the Council’s equal opportunities recruitment and selection procedures an employee specification will be prepared for all vacancies identifying the essential qualifications and skills required of the post holder.
2. Success in job and employee effectiveness can be influenced by the impression given to a new employee during the first few weeks of employment. Therefore all office staff will take part in the corporate induction training programme within three months of joining the Council. The content of the induction programme will be reviewed annually and any recommendations for change will be agreed by the SMT. In addition to the Corporate Induction programme all employees will receive a health and safety induction and will undertake basic computer skills training within one month of joining. Further computer and health and safety training will be completed, unless a specialised course, within three months of the training need being identified. The current induction programme is detailed in appendix 1.
3. Westgate and Chichester Contract Services have a separate induction programme for their staff.
4. Within the first week, a briefing from Personnel staff will be organised. The new employee’s line manager is responsible for ensuring that he or she has a comprehensive departmental induction and both the employee and manager may be asked for details of this by the Personnel Section and therefore records should be kept. It is advised that a comprehensive work programme detailing all tasks to be undertaken and identifying who will be responsible for the training is drawn up by the line manager. The manager should normally hold at least monthly meetings during the employee’s probation period to discuss progress. Notes of these meetings and the work programme will be placed on the employee’s personal file.

2.5 A probationary review will be held in line with the Council’s probationary scheme towards the end of the first five months’ employment and managers will identify any additional training required at this stage.

6. Once the probationary period is completed a preliminary appraisal will be held setting personal key tasks linked to the Service Action Plan. The exact timing of the preliminary appraisal will depend on its proximity to the normal annual appraisals. Any identified training and development needs will be recorded in the Training & Development Plan section of the staff appraisal form.

2.7 It shall be the responsibility of line managers to provide all new and promoted staff with such on-the-job training as is appropriate to enable them to perform safely, efficiently and effectively.

3.1 Corporate aims and annual key tasks will be cascaded down through the organisation through its communication and corporate planning mechanisms, supplemented by the appraisal process. The appraisal process will provide feedback on past performance and will set out work objectives, targets and training and support needs for the following year. It will also provide the employee with the opportunity to identify his/her training needs and career aspirations. The resulting development needs will be recorded in priority order and thought given as to how these needs can best be met. Managers will be required to adhere to the Council’s Appraisal Scheme guidelines.

3.2 Line managers and Personnel must consider all types of learning experience, including both internal and external course attendance, open learning, National Vocational Qualifications, mentoring and secondment.

3.3 Liaison between Managers and the Training & Development Officer will take place to allow the most cost-effective training to be provided for common training needs.

3.4 It is important that Managers are aware of current Continuous Professional Development (CPD) requirements for their staff, as often most of these can be met by activities other than course attendance.

3.5 All staff with at least five years’ service upon retirement will be invited to attend a pre-retirement course within two to three years of their known retirement date.

6. All training and development provision must be planned, delivered and monitored on the basis of equity of access for all, including part time staff and shift workers. Time-off and day release for a part-time employee undertaking training will normally be given pro rata to his or her working hours. When a part-time employee is required to attend a training course on their day off consideration will be given to payment based on their hours of attendance.

3.7 In addition to the induction programme all non-managerial staff will participate in the Council’s corporate training programme. The current programme is detailed in appendix 1.

4 Management Development Requirements

1. This Council has committed itself to a process of management development for staff at supervisory and management levels. Managers have been classified into three categories in assessing competencies and needs, namely Senior Managers (Heads of Service or equivalent), Operational Managers and First Line Managers/Supervisors.
2. Standards have been produced for each of these levels with a view to ensuring that Managers are equipped to perform at the competency level necessary to meet the Council’s strategic objectives. The current content for each of these categories is detailed in appendix 2.
3. In addition to the management development programmes staff nominated by their Head of Service may participate in the Council’s in-house accredited Certificate / Diploma in Management Studies (CMS /DMS). The development activities of the course will be customised to take into account issues relevant to Chichester District Council. The current programme is detailed in appendix 3.
4. All managers will be required to attend one of the management development programmes. Staff wishing to partake in the Council’s CMS /DMS course must be nominated by their head of service. In addition staff who do not currently have any management responsibilities may be considered for the first line managers programme.

4.5 The management development programmes shall ensure managers have the necessary skills and competencies to meet the Council’s stated targets and pledges, and to manage and empower supporting staff. Management Development will give Managers at all levels the confidence and necessary skills to follow through their part of the Council’s overall planning environment but it is vital that the competency requirements continue to reflect the priorities associated with the Corporate Plan. To this end, the management development programme shall be reviewed against the Council’s corporate objectives on an annual basis.

5.1 The Management of Health and Safety Regulations require risk assessment of work activities to identify training requirements. Provision has to take account of the capability of those undertaking the training. It must also include information on the hazards of the work, the safety arrangements and limits and emergency procedures. Training is also required when there are changes to the work or changes in responsibility.

5.2 There is also a requirement to ensure that such training takes place during work hours and is repeated periodically where appropriate. The requirements for health and safety training or qualification standards include temporary workers.

5.3 Specific hazard health and safety legislation may prescribe additional factors that should be included in safety training on issues such as manual handling, asbestos, hazardous substances, display screen equipment etc.

5.4 It is not only necessary to train new entrants in the use of computer systems and health and safety, but ensure that existing employees’ skills and knowledge are kept up-to-date. The Council has committed itself to providing in-house support for IT and health and safety training and has developed a comprehensive training programme for these areas. Line Managers, in conjunction with the IT Training Officer and the Health and Safety team, shall assess the training needs of their staff. The Council shall ensure that a comprehensive training programme is included in all new e-government projects or when a new system of work is introduced.

6.1 Equality training will form an essential element of induction and management training and all staff will be required to undertake equality awareness training. It is the Council’s objective that all interview panels will always include one manager who has completed the formal interview training leading to accreditation and including knowledge of the equal opportunity legislation and related Council policies. Where a manager is awaiting accreditation then a member of the Personnel Section must attend the interview. Relevant managers and staff will also be trained in the requirements of the Race Relations Amendment Act.

 

7 Member Training Requirements

 

7.1 The Council recognises that the demands for training are not confined to staff and that councillors too have development needs to enable them to properly fulfil their role. The Council will therefore organise a programme of induction training for all new councillors and refresher training for re-elected members following the Council elections. A number of factors will determine the extent and manner of future training such as new legislation, but on-going development shall be based on the approved councillors’ profiles. Each Councillor will be provided with an individual yearly training log to record their development activities.

 

8 Strategic Training Plan

 

8.1 It will be the responsibility of each Head of Service to prioritise, with his/her section heads, the overall training needs of the group and to document them in a group Training Plan. By prioritising training needs according to the importance of the business objectives they relate to, the Council can target the funds available for training, so the effect on business performance and the performance of senior managers is maximised.

8.2 At the same time, the Personnel & Training Manager shall liase with the Corporate Planning & Policy Manager and the Strategic Management Team (SMT) to identify those changes in the high level corporate objectives which will impact on the strategic training requirements

8.3 On an annual basis, the Personnel & Training Manager will prepare a Strategic Training Plan for approval by SMT - incorporating the various requirements emerging from the corporate planning process, the planned corporate training courses for the year ahead, the Training Plans for each service provided by the heads of service, computer training, health & safety training, Member needs and the impact of new legislation. This report will also include a review of the previous year’s activities.

8.4 Once the Strategic Training Plan is approved, heads of service will have the authority to vary any planned training expenditure within their budget to meet previously unforeseen needs. Whilst it is the responsibility of each head of service to monitor the training expenditure within their own service, the Personnel & Training Manager will monitor corporate training expenditure throughout the Council.

 

9 Review Mechanisms

 

1. Managers will be expected to discuss the objectives of each designated training event with the employee prior to attendance and to conduct a debriefing session following the event. Attendees on short courses and qualification training events, both internal and external, will be required to complete course evaluation forms indicating their assessment of the effectiveness of the training event.
2. The contribution of training and development on performance, productivity etc will be reviewed at the employee’s annual appraisal. In respect of those staff that participates in the management development programme, the prospective participant’s line manager must discuss their participation with the Training & Development Officer prior to the commencement of the programme. They must also provide written feedback to the Training & Development Officer after its completion assessing the difference in their staff member’s performance and attitude. In addition to the above the outcome of training events should be discussed at Team Briefings.

17.1 Each Manager is required to ensure that full staff appraisals are carried out annually with an optional interim appraisal being conducted after six months to establish progress towards completion of agreed objectives, including training requirements. The Personnel Section will record details of appraisal dates and will supply regular reports to the Management Team to enable them to monitor compliance with the appraisal process.

 

 

Appendix 1

• To ensure all new staff are welcomed properly to CDC and introduced to senior officers/members
• To ensure all new staff learn about CDC as an organisation and how their job fits in.
• To provide relevant corporate information
• To introduce staff to CDC’s philosophy on equalities
• To understand significant health and safety issues
• To provide an introduction to CDC’s corporate IT systems and assess IT training needs.

Appendix 2

• To ensure managers can operate more efficiently and have the opportunity to develop a range of skills
• To ensure managers’ confidence is enhanced with a greater consciousness of their own competence and self-satisfaction in their achievements.
• To provide confidence that managers have developed managerial skills that focus on the activities of Chichester District Council to deliver effective and efficient services.

All staff who are new to management or holds a supervisory position. This course is also open to non-managers wishes to pursue a management career.

All managers to undertake training in the following modules. Managers who have already attended some or all these modules will be required to undertake refresher training every four years, where appropriate.

All managers to partake training in the following modules

All heads of service or equivalent to partake in the following modules

Appendix 3

• 1 Day Manager and Participant Briefing
• 2 Days Managing Teams: Life cycles, structures, performance, cultural issues
• 3 Days Leadership: Leading vs. Managing, Styles of Leadership, Leading from the Middle
• 2 Days Quality and Customers: Procedures, Criteria, QA, TQM, Business Excellence Model, And Best Value
• 2 Days Relationship Management: Residents, Members, Partnerships, Clients, Contractors, Agencies
• 2 Days Human Resources Workshop: HR Strategies, Systems, Performance and Behaviour Management
• 2 Days Financial Management: Funding, Budget Preparation and Management, Ratio Analysis
• 2 Days Managing Physical Resources: Procurement Strategies, Operational Management, Byatt Report
• 2 Days Marketing Management: Principles, concepts, analysis, strategies for the Public Sector
• 2 Days Business Transformation: Strategic Changes, E-Government, Succession Planning, Culture Change
• 2 Days Personal Development Planning: Individual and team action plans