About the newsletter/e-Zine
Equity-Skills News & Views is a monthly newsletter/e-Zine
for line managers, and Human Resource Practitioners (who
support line managers) with the implementation of fair and
developmental people management systems and practices.
The style of the e-Zine fits between the traditional email
newsletters and news groups, and printed professional
journals. Subscribers will be kept up to date with the latest
developments, receive handy tips, and feedback about labour
court rulings that relate to the key Labour Acts.
‘A MUST TO PRINT & READ’
In this newsletter/e-Zine
1. There’s no question about it: it pays to manage people
right!
2. Is standards-based training and a unit standards-based
credit system the most effective option for certification of
learners in South Africa?
3. 360-Degree Feedback: how to avoid a disaster
4. Eskom book reviews
5. Line managers and supervisors heading
for Labour Relations Act (LRA) train smash
6. Gender equality - the forgotten component in employment
equity initiatives (part 1)
7. Labour Law Guidelines: All you ever needed to know about
the recent amendments to the labour laws
8. Human Resource salary survey 2002 update
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1. There’s no question about it: it
pays to manage people right!
By Jeff Sacht who can be contacted at: mailto:jeffs@worldonline.co.za
+27 (0) 82 4561049
1. Introduction
This month’s book reviews (see 4 below) features a very
timely publication, which states a well-known truism/truth:
‘There’s no question about it - it pays to manage people
right’.
The book, ‘The human capital edge: 21 people management
practices to maximise shareholder value’ proves what every
Human Resource professional, and line manager worth her/his
salt has always known, but could never prove.
This article presents a summary of the key
findings of the research presented in the book. The book
details the 21 people management practices that top management
needs to avoid, or implement in order to create shareholder
value.
Two years ago a Watson Wyatt study delivered groundbreaking
results: Where there are superior HR practices, there is
higher shareholder value. Yet a crucial question remained: Do
better people management strategies actually create higher
market value? Or do financially successful companies simply
have more resources to allocate to human capital initiatives?
Their second Human Capital Index study allowed them to
compare one set of companies at two points in time to analyse
this correlation. The results show the following:
>> Superior human capital practices correlate
strongly with financial returns.
>> Superior people management is in fact, a leading
indicator of increased shareholder value.
>> Superior HR management leads financial performance
to a much greater extent than financial outcomes lead good HR.
>> Specific HR practices as value drivers were
identified, and throw a cautionary flag in front of some
conventional practices actually associated with a decrease in
financial performance.
The results of this study are more meaningful now than ever
before (even for South Africa). While the state of any economy
is largely uncertain, demographic trends are not. There is no
doubt that the skill and talent shortage will continue well
into the next decade and that superior HR practices are a key
to attaining business outcomes.
More and more, executives will look to HR to justify
expenditures on pet programmes assumed (through conventional
wisdom and/or government intervention in the economy) to add
shareholder value without a shred of hard evidence being
offered by HR that these practices actually deliver value.
2. About the survey
In the first study, conducted in 1999, Watson Wyatt
surveyed more than 400 U.S. and Canada-based companies that
were publicly traded, had at least three years of shareholder
returns, and a minimum of $100 million in revenue or market
value. A wide range of questions about how the organizations
carried out their human resources practices, including pay,
people development, communications and staffing were asked.
Responses were matched to objective financial measures,
including market value, three- and five-year total returns to
shareholders (TRS), and Tobin’s Q, an economist’s ratio
that measures an organisation’s ability to create value
beyond its physical assets. Publicly available data from
Standard and Poor’s Compustat database were used to access
the financial information needed.
To investigate the relationship between human capital
practices and value creation, a series of multiple regression
analyses were conducted, identifying a clear relationship
between the effectiveness of a company’s human capital
practices and shareholder value creation. Thirty key HR
practices were associated with a 30 percent increase in market
value. Summary Human Capital Index (HCI) scores were created
for individual organisations so that results could be
expressed on a scale of 0 to 100. An HCI score of 0 represents
the poorest human capital management, while a score of 100 is
ideal.
In 2000, a European HCI survey was conducted to gain a more
global perspective on these issues. More than 250 responses
from 16 countries were received. The survey included 200
questions in six languages and covered companies of all sizes
and from all sectors of the economy — more than a third of
participants were in the Euro 500 and more than a quarter were
in the Global 500. The findings from the European study were
similar to the North American results, with improvements in 19
key HR practices associated with a 26 percent increase in
market value.
In early 2001, the HCI research was conducted again, this
time including responses from more than 500 North American
companies. In this most recent research, the participants
reflected a broader view of business and included some larger,
more prominent firms — with average annual sales of $4.68
billion, $8.45 billion in market value and 18,697 employees on
average. Fifty-one of these companies participated in both the
1999 and 2001 surveys.
The European and new North American data were then merged.
The result is a complete respondent base of more than 750
companies in the United States, Canada and Europe with at
least three years of shareholder returns, 1,000 or more
employees and a minimum of $100 million in revenues or market
value.
3. Hold on to your hats HR when you read the following!
The first HCI study confirmed that there was a positive
relationship between the quality of a company’s HR practices
and its economic results. So far so good. But, it did not
resolve the debate that has raged for years: Do effective HR
practices drive positive financial results, or do positive
financial results lead to better HR practices through better
funding of HR programmes.?
>> Two years ago, Watson Wyatt noted that the best
performing companies did not simply have better-funded
programmes, they had entirely different programmes compared to
the poorly performing companies!
>> The high performers employed certain programmes
(e.g., provided broad-based stock options) that low performers
did not.
>> They stayed away from certain programmes (e.g.,
training employees for future jobs) that low performers
embraced.
If it were true that good financial performance simply
afforded rich companies the ability to implement elaborate HR
programmes, one would expect to see the same types of
programmes across the board. This was not found to be. Yet it
was still not proof that superior HR management was causing
high market value. The best that Watson Wyatt could offer at
the time was that the relationship probably moved both ways.
4. The missing link found - there’s no question about
it that it pays to manage people right
The latest Watson Wyatt study yields the missing crucial
data that conclusively demonstrates that HR practices are not
only associated with business outcomes, but also create them.
Moreover, a careful inspection of all the data shows that
for every available correlation calculated over time, the
relationship between past HR practices and future financial
performance is stronger than the relationship between past
financial outcomes and future HR practices. For now the weight
of the evidence clearly favours human capital practices as a
leading — rather than a lagging — indicator of business
success.
Organisations have long focused resources on other aspects
of their companies, including infrastructure, R&D, sales
and advertising, just to name a few. These things can increase
shareholder value creation in measurable ways. Some — but
certainly not all — tried to use their human capital to
increase returns to shareholders. But even these companies
were taking a shot in the dark, because no one could quantify
which human capital programmes were linked to good outcomes.
The link between superior human capital management and
superior shareholder returns has been proven. Moreover, proof
that superior HR practices drive financial results more than
superior financial results drive HR practices supports the
theory: If you hire the right people, create an environment
that supports creative thinking and increased productivity,
leveraged by technology, you will reap the rewards.
The 21 practices are:
- Create a Total Reward and Accountability orientation
- Link pay to performance
- Demand that CEO’s hold a considerable stake in the
company
- Offer significant stock-based incentives across the
board
- Synchronise pay
- Do not treat benefits as ‘fringe’
- Establish a collegial flexible workplace
- Understand that employment satisfaction is critical to
any business goal
- Minimise status distinctions
- Make work arrangements flexible
- Do not underestimate the crucial importance of senior
leadership
- Learn how to manage change
- Do not assume that workers no longer care about work
(security)
- Be (very) cautious about development training
- Make communication open and candid
- Achieve recruiting and retention excellence
- Approach recruitment and retention as mission critical
- Hire people who will hit the ground running
- It’s not enough to be a great place to work; you have
to be known to be a great place to work
- Involve employees in the hiring process
- Focus on the basics; people are more alike than
different
So, where does that leave South Africa’s publicly traded
companies?
Millions are spent on pet people management projects that
line management are ‘told’ (by HR professionals) will add
value to the bottom line without a shred of proof being put on
the table as to whether or not they actually do!
Ask yourself, how many of the 21 practices have you staked
your reputation on as a competent and professional Human
Resource professional?
REQUEST FROM THE EDITOR: Comments, criticisms and feedback
about the applicability of these findings to South African
(publicly traded) companies are welcome, and will be published
in the October 2002 edition of Equity-Skills News & Views
Newsletter/e-Zine.
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2. Is standards-based training and a unit
standards-based credit system the most effective option for
certification of learners in South Africa?
By: DR Denise Meyerson who can be contacted on dmeyerson@global.co.za
1. Introduction
The NQF (National Qualifications Framework) assumes the
following basic concepts and key success ingredients:
>> The awarding of nationally recognized and recorded
credits to candidates is based on proof of competence within a
real working environment.
>> From a quality assurance perspective candidates
are required to compile a portfolio of evidence that
accurately and precisely cross references to the evidence
requirements stipulated in the unit standard.
>> The unit standards themselves are usable and
directly linked not only to industry requirements as a whole,
but to all businesses – even small and medium enterprises (SME’s).
>> An absolute insistence on consistency and
standardization in terms of assessment and moderation as well
as trained and highly experienced national verifiers.
There are, however, several factors that work strongly
against the total fulfilment of these requirements.
These negative influences collude to the detriment of the
successful implementation of a learning and development system
that is based solely on the meeting of specific outcomes and
ALL the assessment criteria of the unit standard.
The following areas of concern collaborate to undermine the
possible effectiveness and value of the standards-based
qualification route:
A. The portfolio of evidence
Candidates who have come through the formal education
system are more familiar with theory-based exams and with
writing assignments that might or might not be based on
practical experience. Candidates are not used to compiling a
detailed portfolio based on real-life practical implementation
of the knowledge and theoretical component of the standard.
The portfolio requires evidence that is sufficient: a
single piece of evidence such as a photo or only an
observation checklist would not be enough to prove competence.
This evidence also needs to be current, valid (it has to
relate directly to the requirements of the standard) and has
to be authentic (the candidate’s own work).
A well-constructed portfolio that contains all the required
evidence is cross-referenced to the exact unit standard’s
specific outcomes.
B. Workplace assessment
Although in the past trainers and line managers have been
involved in measuring performance, formal workplace assessment
for the purposes of obtaining NQF credits is new to this
country.
It calls for a team of trained, qualified and registered
assessors who have a list a mile long of personal competencies
such as patience, empathy for the candidate, strong
administrative skills, focus on quality and so on. The
question of how much time needs to be set aside for one-on-one
assessment can also not be ignored.
C. Quality assurance
Quality issues in a standards-based system are devolved to
the site of assessment and many questions are raised with
regard to the ability to maintain consistency across the
sector. In other words, how can we be assured that the
certificate awarded in Pofadder is at the same standard as the
one received in Potchefstroom?
Add to this the skills levy rebates and tax incentives at
stake and you have enormous opportunity for collusion, bribery
and money changing hands.
The dream of the NQF that encompasses redress of past
educational injustices, delivery of qualifications that are
relevant, of high quality and transportable across fields of
learning, is without question an ideal worth striving towards.
My question, however, remains: is the standards-based route
the best way of achieving this goal? Are there perhaps other
options available that are more practical, flexible and
learner- and organisation-friendly?
We need to look at the changes currently underway in the UK
with regard to a new option for qualifications known as
"vocationally related qualifications" (VRQ’s).
These qualifications are linked to unit standards but have
the following features:
>> They are unitised: in other words, "mini
awards" or part qualifications are available without the
need to complete the entire 120 credits.
>> They are more flexible: employers and candidates
are able to re-structure and adjust the units to suit business
requirements.
>> They contain some form of external assessment: a
nationally set and moderated examination is included to ensure
consistency and standardisation.
An example of the assessment requirements of a VRQ for a
Team Leader qualification would be as follows:
>> A knowledge test set from a national bank of short
answer questions.
>> A mini project that is related to workplace
experience and demonstrates that change has taken place in the
working environment as a result of skills and knowledge
acquired.
>> A panel presentation or team briefing that is
based on specific criteria to demonstrate communication and
other critical skills.
>> A logbook or personal development record that
tracks the candidates’ ability to learn and apply skills as
well as constantly review progress, successes and obstacles
overcome.
Bear in mind: it is far easier to assess and measure skills
that are readily observed such as in a technical environment.
It is far more challenging to assess personal competencies and
the intangibles as reflected in higher level and management
qualifications.
In the VRQ system the daunting portfolio of evidence is
replaced by a more open and flexible assessment methodology
that still meets quality assurance requirements but provides
motivation to candidates in terms of personal growth and the
possibility of earning NQF credits.
Added to this is the enormous advantage to companies of a
modular approach that is adaptable to business needs.
2. Points for future debate
Do SETA’s and ETQA’s need to re-visit the concept of
traditional standards-based training as a result of the UK
experience?
Does a more flexible system of assessment seem more
appropriate in the South African context?
Is a fully integrated education and training system still a
viable option given the enormous challenges created by the
pursuance of this approach?
3. New contributor: 360-degree feedback: how to avoid a
disaster
By Curtiss S. Peck who can be contacted at: cpeck@asiintl.com;cspeck@execpc.com;
www.asi-intl.com
1. Introduction
Multi-rater assessments and 360-degree feedback are
popular. They can be very effective for coaching, performance
improvement, career development, identifying training needs,
and determining the effectiveness of training.
However, many people continue to look for quick fixes and
silver bullets. Some have looked at 360-degree assessments as
another way to solve all their leadership and organizational
problems with the stroke of a pen and feedback from employees—who
will surely be open. 360-degree feedback will give people the
information they need to make intelligent decisions. Some
believe that once people get the open and honest feedback, the
information will be embraced and everything will be better.
The saddest part of how absurd this may sound is that many
people do not even give this much thought to their initiatives
prior to implementing a 360-degree assessment process. The
results, in many cases, are disasters, which occur for a
multitude of reasons. Let me tell you about three examples.
The first occurred in a health care organization. The Vice
President of Human Resources was rated by his staff as being a
strong, positive, and effective leader. He rated himself
similarly. However, his boss, the Corporate Senior Vice
President, did not rate him as being effective. At a scheduled
meeting with the SVP, the VP HR asked to discuss the
differences in perceptions. He sincerely wanted constructive
feedback and wanted to meet the expectations of his boss. Most
of all, he wanted to have a meaningful discussion that would
contribute to his development.
The issue of different perceptions was raised early in the
meeting. The SVP promptly said, "Obviously, everyone else
is right and I am wrong. So, we’ll just go along with what
others have said."
The utility of the process was quickly destroyed. The VP HR
never received constructive feedback or coaching from the SVP.
Tension between the two people remained until the VP HR
resigned four years later.
The second failure occurred when surveys, that included
written comments, were returned to the target manager. The
manager confronted specific employees about their comments.
Needless to say, the integrity of the process was compromised.
It did not take long for word to spread throughout the company
about this incident. Trust became a serious issue and the
process was never repeated again.
The third example involved the assessment of an entire
sales organization, from vice president to the field sales
force. The company executed the assessment and feedback
processes very well. However, there was no accountability for
development plans, there was no follow up after the initial
feedback meetings, and no training was offered or provided for
clearly identified weaknesses in a majority of the sales
people. To the amazement of senior management when they
suggested a reassessment two years later, the regional
managers refused to participate and the field sales people
thought the whole thing was a joke and a waste of time and
money.
Did these situations really occur? Absolutely! Could these
problems been avoided? Of course they could have.
2. Don’t become the next contributor to a 360-degree
feedback disaster.
This paper offers useful ideas on how to ensure that you
get the maximum value from your multi-rater assessment
process. This is a process rather than a program. When
implemented properly, it is a long-term process that
emphasizes development, capitalizing on strengths and
accountability.
The terms target manager, ratee, and appraisee are used in
this paper. They all refer to the person being assessed. Also
included in this paper are references to 360-degree feedback
for sales people, teams, peers, and others.
360-degree assessment and feedback can work, it can be
successful, and all employees can embrace it—if it is done
properly.
3. The process in action
This paper addresses the ideas around planning and
implementing a 360-degree feedback process that focuses on
development, communication, trust, openness, and a long-term
commitment. The issues covered include:
>> Forming a process committee
>> Clarifying the purpose of the process
>> Ensuring support at the top
>> Being prepared to follow up after the assessments
>> Identification of core competencies
>> Selecting assessment instrument(s)
>> Training managers, raters, ratees, and coaches
>> Selecting raters
>> Implementing the process
>> Providing feedback
>> Action planning
>> Follow through
>> Tracking change over time.
------------------------------
>> Form process committee
------------------------------
The first step in developing a multi-rater assessment
process is to form a process committee. The name of the
committee is not as important as its membership. However, it
is important to think of the message being communicated when
selecting a name or stating the initial purpose of the
committee. Ideally, the committee should include at least one
credible and respected person from the senior management level
who is willing to be the sponsor and champion for this
process. If no one is willing to do so, you might want to
reconsider whether your company is ready for a 360-degree
feedback process.
Embarking on instituting a multi-rater assessment process
requires the commitment of resources that must be approved by
the senior management team. This is not a program or a quick
fix. If that is what people want, do not go any further.
Senior management needs to commit to a minimum of five years.
Some companies, like Weyerhaeuser, have been fine-tuning their
processes for over ten years. They are committed to a quality
process.
In addition, the committee should include representatives
from human resources, training or organization development,
and representatives from employee bargaining units if the
process will affect their members directly or indirectly. It
is better to invite them in the beginning and decide that
their involvement is not critical, than to find that they
create barriers later because they misunderstand your
intentions.
--------------------------------
>> Clarify the purpose
-------------------------------
The Process Committee needs to develop a clear statement
describing the purpose of the multi-rater process. This
information should be communicated to all employees. It is
important that the main purpose includes a commitment to
develop employees.
Some companies wish to use multi-rater appraisals for their
performance reviews, along with aiding decision about wages
and promotions. You are encouraged not to do that—at least
not for the first couple of years. Fear and anxiety levels
will elevate once you announce this process. Trust may become
an issued. These feelings may last as long as one year or more
for some people. Even outstanding performers will become
somewhat anxious, despite what they say. This is something new
and there is always a fear associated with sailing uncharted
waters. Nonetheless, some people are justified in their
feelings. It is difficult to hide poor performance with a
valid and reliable process.
Be aware of activities going on behind the scene that are
intended to undermine this process. Address the behaviour
immediately, however, do so in positive ways. Try to identify
people’s perceptions and concerns. Clarify misperceptions or
misunderstandings. Use these situations as opportunities to
promote the value and benefits of the process. Ensure people
that this is not going to be a witch-hunt.
There is another important issue to consider as you develop
your statement of purpose. Do not use your multi-rater
assessment and feedback process to identify reasons to
terminate an employee or for downsizing. Actually, if you are
anticipating any downsizing, do not initiate this process
until after the changes have been made. If you have employees
who should be terminated because they are not responding to
coaching and/or training, make those decisions based on the
information you have about his/her performance (or lack of).
The integrity of your multi-rater process will be damaged if
there is any perception that employment decisions are
resulting from that assessment data.
------------------------------------------
>> Ensure support at the top
-----------------------------------------
If you have one or more senior managers who are sponsors
and champions, you are more likely to have a process that will
be successful. Egos can be very fragile, even at the top. If
someone feels threatened by the process, for whatever reason,
he or she can undermine the process and have profound effects
on future efforts to develop employees. The size of the
company, and age, gender, and experience of the managers do
not seem to make a difference. You need to plan for the
unexpected. The more support you have at the top of the
organization, the less likely the process will falter.
As you gain the support of top management, make sure that
there is a commitment to following through with training,
coaching, and other development efforts. As part of your plan,
ensure that there is support for a reassessment one to two
years after the first assessment. Despite what some people
might say, there is little to no value in conducting
reassessments in less time. Ideally, the process is most
manageable and has the most utility if you conduct
reassessments every eighteen to twenty-four months.
-----------------------------------------
>> Be prepared to follow up
----------------------------------------
One of the biggest mistakes that companies make when
initiating a multi-rater assessment process is failing to
prepare to follow up after the assessments and support the
training needs of the employees. Training is not the only
solution to identified areas of weakness, yet it is one that
needs to be thought through and budgeted for.
Depending on the number of competencies measured, you may
need to prioritise the greatest needs after the data is
analysed. Depending on the availability of resources,
including money, time, staff, and facilities, you may be able
to respond to a portion of the needs during the first year. It
is more important to do an excellent job of facilitating the
learning and development of employees in a few areas than to
be moderately effective in all areas.
It is important that your plan includes opportunities for
employees to receive performance coaching and training, that
there is accountability throughout the organization, and that
there will be a reassessment one to two years later.
Reassessments allow you to measure changes in behavior, as
well as the effectiveness of training. Reassessments also
allow you to identify and track organizational issues that
impact change in both positive and negative ways.
-------------------------------------------
>> Identify Core Competencies
-------------------------------------------
Having a clear purpose and support for this process are
important. Now you need to build the process that best meets
your needs. You need to identify the competencies that are
necessary for success in specific areas. You need to consider
each appraisal group separately. Examples are managers (top,
middle, first level), peers, teams, and field sales people.
The Process Committee may wish to identify the core
competencies or you may wish to form employee focus groups to
assist with this process. Employee focus groups are a
wonderful way to increase the involvement of more employees.
As more and more employees become active participants, they
generally become ambassadors for the process.
Ask for volunteers for the focus groups. Ensure that you
have multiple representatives from each level of the
organization (executive, middle, and first level) and that
each major functional area is represented. You will want to
include more people if you choose to develop the assessment
instrument internally rather than purchase a standard
instrument. More is shared below about designing survey(s)
internally.
After you identify the core competencies, see if they
cluster in a model that will be easy for people remember, that
the interrelationships are apparent and logical, and that the
results will be useable. When it comes to the assessment of
competencies, most people want and need the measurement of
behaviors that can be operationalised. Many inventories
contain great categories and interesting questions,
nevertheless, they severely lack the clarity needed to be
operationalised. The utility of the assessment process
increases when people can make direct transitions from the
questions to decisions about their behavior, i.e., what is
meeting the expectations of others and what needs to change.
--------------------------------------------------
>> Select An Assessment Instrument
--------------------------------------------------
There are basically two options available for selecting an
assessment instrument, 1) a commercially produced standard
inventory, or 2) develop a custom inventory. Having clearly
defined competencies helps when looking for a standard
inventory.
Some of the benefits of selecting a standard inventory
include:
# Availability
# Validity and reliability
# A proven track record with other users
# Training for users
# Scoring software that is already developed
# Scoring software that can be licensed so reports can be
produced in house, thus reducing costs.
# Support material already developed
# External support by experienced and reputable company
There are also disadvantages to choosing a commercially
produced assessment. Some people make the mistake of choosing
an inventory based on the slickness of the packaging or the
size of the company and fail to closely evaluate the utility
of the instrument and reports prior to making a buying
decision.
Some companies provide inventories that measure fairly
narrow competencies, and of course, only those competencies
that they also provide training modules for. This is not bad;
you just need to be aware of these possible limitations. Many
training companies are not effective assessment companies and
vice versa.
A standard inventory may not be an exact match to your
needs. In other words, the inventory may not measure the
competencies you have identified as being important. Some
companies, however, are willing to work with you to develop a
modified version of their standard inventory. This can often
be done for a nominal fee. On the other hand, some companies
are unwilling to adjust their surveys or allow you to license
their scoring software.
In addition, costs vary significantly between service
providers. Expensive does not mean better. Generally speaking,
the average cost for complete multi-rater surveys and reports
ranges from $125 to $175 per target manager, team or sales
person. Costs can be reduced if you administer and score the
inventories in house, or if you use your intranet for
administration of the assessments.
If you choose to develop a multi-rater inventory
internally, you can use or expand the focus groups that
already exist. When choosing this route, you may initiate this
part of the process prior to identifying categories of
competencies. Instead, each focus group brainstorms a list of
behaviors that they believe are important to success as part
of each appraisal group—for example, managers, teams, field
sales people, and peers mentioned above.
Cluster the behaviors according to common themes, e.g.,
Communication, Planning, Teamwork, etc. The Process Committee,
possibly with the assistance of an outside consultant, should
develop seven to ten questions for each theme or category.
Each question should describe a single behavior. Compound
questions lead to unreliable results.
This process is not easy, nor is it quick. Nevertheless,
the time you spend in the beginning may prevent a major
problem later.
Present the list of questions to the focus groups for
review, clarification, and modification. Ask the focus group
members to individually select the top three questions for
each category. Identify the five or six questions that receive
the highest ratings for each category. These should be the
questions you include in your survey.
Choose a rating scale. Five- to seven-point scales are
usually effective. Generally, a scale exceeding seven points
does not add value and less than five points fails to offer
adequate differentiation between values.
Field test the survey and perform statistical analysis on
the results. Remove any questions that are shown to be
unreliable. During general use, continue to monitor and
evaluate the reliability and validity of the survey until you
are certain the data are robust.
You also need to decide whether or not written comments
will be solicited. The research by Dr. David Antonioni,
University of Wisconsin-Madison, suggests that appraisees want
written descriptive feedback from appraisers. Our research and
experience shows that including written comments can lead to
the demise of the survey process. Appraisers are often fearful
of being identified by their written comments. There is also a
greater tendency for appraisers to inflate their ratings, a
conclusion supported by Dr. Antonioni’s research.
Experience has shown that appraisers may use offensive
language when describing behavior or their feelings about the
appraisee. If the statements are edited as they are entered in
the scoring program, employees may lose respect for the
integrity of the process. If the comments are not edited,
people may be hurt emotionally.
Therefore, the author recommends, as a general rule, that
written comments should not be included. If you have the right
questions and the proper rating scales, there is more than
sufficient information in the report from which to make
decisions and formulate development plans.
An effective survey clarifies expectations of raters. The
author’s research and Dr. Antonioni’s research found that
simply measuring present behaviour does not provide appraisees
with clear information about people’s expectations. Dr.
Antonioni writes, "Without a clear understanding of the
expectations, they (appraisees) are less able to take
constructive action to change unsatisfactory behaviour."
An approach that the author has found to be effective is to
have raters answer each question twice. If the rating scale is
based on the frequency of behaviour, e.g., never to always, it
is convenient for raters to respond to the frequency of both
present and expected (desired) behavior. The larger the gap,
the greater the need for change.
Interestingly, this approach occasionally reveals behavior
that occurs too frequently. In those cases, the individual
needs to reduce the emphasis or frequency of some behavior and
redirect his or her energy toward increasing other behavior.
The benefits of developing survey instruments internally
include the possibility of achieving greater employee
acceptance and commitment to the 360-degree feedback process.
You can contract for external support as needed.
The downsides of developing assessments internally include
the time and costs involved, which initially are high. The
process requires additional time to ensure that the assessment
inventory is reliable and valid. Support material and scoring
software also need to be developed.
-----------------------------------------------------------------
>> Train managers, raters, ratees, and coaches
-----------------------------------------------------------------
Each of the steps above contributes to educating all
employees about the purpose, content, and process of a
360-degree feedback process. You also need to ensure that
people are properly trained. The more prepared people are to
fulfill their roles, the more successful this process will be.
The training of managers, at all levels, includes an
understanding of their role in this process. They need to be
supportive. They need to be prepared to meet with their direct
reports to discuss the results of the assessments. They need
to become actively involved in providing mentoring and
coaching, resources and time needed for training,
opportunities to capitalize on identified strengths, and
eliminate or reduce organizational barriers that hinder top
performance.
Raters need to know why they are completing the feedback
instruments, how to properly complete the inventory, and why
their honest feedback is needed. They also need to be assured
that their individual responses (identity) will remain
confidential. Of course, the responses of the ratee’s boss
will not be confidential because there generally is only one
person in this category.
The individuals receiving the feedback need to understand
that they will be held accountable to developing an action
plan and for following through on the plan. They should be
informed that the assessments will identify both strengths and
soft spots. Training and coaching will be available as needed.
They will also be responsible for meeting with their
respective manager to discuss their reports and to reach
agreement on their development plans. Those plans must then be
discussed with their direct reports and others who may have
completed inventories.
Coaches are often people from human resources, training, or
organization development. Some organizations also train peers
and others to be coaches. It is important that those selected
to be coaches are competent themselves. They need to be taught
good coaching skills. They must be active listeners.
Above all else, coaches must respect each person’s
privacy and the confidentiality of the reports and information
discussed during coaching sessions.
--------------------
>> Select raters
-------------------
Selecting those who will complete the assessments is a
process not to be taken lightly. In the case of a management
survey, it is ideal to offer all direct reports the
opportunity to complete the assessment. In some cases where a
person’s span of control includes 20, 30, or more direct
reports, the cost of including all people becomes prohibitive.
In these cases, the recommendation is to include a minimum of
four people or twenty-five percent of the possible
contributors, whichever is greater. The larger the percentage,
the more likely the data will reflect an accurate picture of
the appraisee.
A few years ago 54 people, who were members of 13 different
employment groups, completed assessments on a manager. The
manager said, "I influence all of those people and I want
and need feedback from all of them."
Interestingly, all 54 people returned their inventories
without any prodding. Were the results glowing in all cases?
No. However, they did help identify areas where the manager
needed to place more emphasis.
There are different methods for selecting contributors.
First, a word of advice. Do not include someone who was
recently disciplined or who is about to be dismissed. Their
responses are likely to skew the data and may dilute the
utility of the report.
When there are a number of possible contributors and you
want feedback from six to eight people, have the target
manager submit the names of ten people to his/her manager. The
manager reviews the list, removes the names of people believed
to be biased, and distributes surveys to the remaining people.
The same holds true for surveys of sales people where
customers are selected. Because the responses rate from
outside contributors tends to be lower, distribute twice as
many inventories as you would like returned.
For example, at Skill Corporation, now S-B Power Tool
Company, surveys were mailed to fifteen customers, per sales
person, in each of two categories. The process was so well
managed that 64% of the customers returned the surveys,
despite the absence of any incentive.
Prior to the surveys being mailed, the sales people
contacted each customer, informed them of the nature of the
survey and asked them to complete the survey once received.
The surveys were mailed in company envelopes along with a
personalised letter to the customer from the Vice President of
Sales.
Customers were given a specific deadline for returning the
surveys. Also included was a postage-paid envelope addressed
to us (an outside processing centre). The Monday following the
cut-off date, each sales person was told how many surveys had
been returned. Because the surveys were anonymous, the sales
people contacted each customer and asked for their cooperation
in returning the completed surveys.
Another method is to ask for volunteers. A problem occurs
when few or no people volunteer. This method is not
recommended.
A third option involves the random selection of
participants. A division of Eaton Corporation used such a
process. We imported the names of all employees into a special
computer program. Imported data included departments,
reporting relationships, employee names, among other data for
sorting. The program randomly generated the names of raters,
printed cover letters, labels for surveys, and labels for
mailing envelopes. Each rater also received a pre-addressed,
postage-paid envelope to return the surveys to us for scoring.
----------------------------------
>> Implement the process
----------------------------------
There are logistical issues that have not been addressed,
but, generally speaking, you should now be ready to implement
the process. This includes ordering, labeling and distributing
the surveys. The returned surveys need to be organized and
scored. Follow up with people who have less than an acceptable
rate of return.
--------------------------
>> Provide feedback
--------------------------
There are many ways to provide feedback to the ratee. The
most ideal approach is to have a coach meet one-on-one with
each ratee to discuss their feedback and their responses to
the feedback. Coaches need to help each person avoid making
excuses or finding blame. Coaches should help individuals
develop an initial action plan, which will be discussed with
the individual’s manager. Sensitivity and confidentiality
are important issues.
Coaches may also need to work together with specific
individuals and their managers to finalize action plans and
prioritise developmental needs. Development plans and lists of
priorities should be given to Human Resources and/or Training
so training needs can be prioritised and initiated.
-----------------------------------
>> Track change over time
-----------------------------------
360-degree feedback is part of the process of developing
employees and improving the effectiveness of the organization.
It helps identify strengths that may be under-utilised, as
well as soft spots or weaknesses that need strengthening. It
also offers the opportunity to evaluate the effectiveness of
training and other change initiatives.
Conducting reassessments every one to two years allows you
to objectively measure change, both positive and negative. It
is a wonderful way to clearly communicate that the
organization is serious about developing people and that
employees will be held accountable for their development.
4. Eskom book reviews
# The human capital edge: 21 people
management practices your company must implement to maximise
shareholder value
Pfau Bruce N, Kay Iran T
New York: McGraw-Hill, 2002
Companies have long focused huge amounts of
resources on many other aspects of their companies, including
financial structure, product development, globalisation,
advertising, and outsourcing, just to name a few. All of this
was done to increase shareholder value creation in measurable
ways. Some - but certainly not all - tried to use their human
capital to increase returns to shareholders. But even these
companies were shooting in the dark because no one could
quantify which human capital programs were linked to the best
returns.
The business case for human capital
management has been building, and Watson Wyatt’s Human
Capital Index research has made it airtight. The linkage
between superior human capital management and superior
shareholder returns - a principal contention of leading
management thinkers such as Jeffrey Pfeffer, Dave Ulrich,
James Heskett, and Mark Huselid, just to name a few - has been
proven.
Our research ahs identified the specific
human resource practices that, when combined and implemented
in a superior way, are associated with a 47% jump in
shareholder value. Furthermore, our data show that superior HR
practices drive financial results more than superior financial
results drive HR practices.
The statements above are sure to inspire a
healthy skepticism - and the challenge presented should not be
underestimated.
In the chapters that follow, we look at 21
practices to avoid or implement in order to create more value
for your organisation.
# Psychological testing at work: how to
interpret, and get the most out of the newest test in
personality, learning style, aptitudes, interests, and more.
Hoffman Edward
NEW York: McGraw Hill Book Com 2002
Essential reading for managers and
individual career builders alike After being out of favour for
nearly two decades, psychological testing is back with a
vengeance. Companies of all sizes now use tests for everything
form employee screening and selection to promotion, training,
and development. At the same time, individuals in increasing
numbers are turning to tests for help in planning and managing
their careers. In this one-of-a-kind guide, a psychologist
with more than 20 years of professional experience with
psychological tests explains the purpose, construction,
validity and usefulness of 42 of today’s most popular
assessment tools. In plain, jargon-free English, Dr Hoffman
tells managers and individuals what they need to know about
sing, interpreting, and getting the most out of tests of
personality, learning style, aptitudes, interests, and more.
Here are some of the critical questions answered in
Psychological Testing at work: Is the test reliable? Can it be
beaten? What re the legal ramifications of using it? What can
it tell me about myself, or my employees?
# Developing global executives: the
lessons of international experience
McCall Morgan W, Hollenbeck George P
Boston, Mass: Harvard Business school press, 2002
In our borderless global economy, companies
must ship their executives nearly as far and wide as their
products. Whether these far-flung executives soar or land with
a thud may make all the difference between a successful
international enterprise or a world-class failure - and it is
this crucial difference that developing global executives
defines.
Based on a wide-ranging study of veteran
global executives, leadership development experts Morgan W
McCall, Jr and Goerge P Hollenbeck real what it takes for
organisations to groom, and individuals to become, successful
international executives.
The answer sounds deceptively simple:
People learn to "be global" from doing global work.
But therein lies a tricky distinction-what specific types of
career experiences are the one that prepare global leaders for
their roles? To what extent can individuals seek out-and
companies help orchestrate-these experiences?
Through their candid, rich, and varied
stories, readers learn who global executives are, what
distinguishes them from domestic leaders, and which
experiences have been most critical to mastering their
extremely demanding careers. In addition, these "lessons
from the filed" underscore the key requirements and
challenges of effective leadership in a global environment:
from the importance of continuous learning and the crucial
role of mentors to the difficulties in overcoming
"culture shock" and the warning signs of potential
derailment.
5. Line managers and supervisors heading for Labour
Relations Act (LRA) train smash
By Ivan Isrealstam who is a senior consultant at The
Labour Law
Group, and can be contacted at mailto:labour@global.co.za.
1. Introduction
In previous articles we have stressed the importance of
training in general on the Labour Relations Act and for HR/IR
professionals in particular. lt is true that the number of HR/IR
professionals who are seeking such training is increasing
mainly because of the far reaching amendments to the LRA which
came into effect this month.
It is also true that these practitioners often experience
great difficulty in passing their learning on within the
organisation. The result of this is that the organisation as a
whole does not benefit from the knowledge gained. The reasons
for these difficulties in passing on the new skills and
knowledge include the following:
HR generalists and IR specialists are not necessarily
training experts. While they themselves may understand the
material and develop IR skills they do not always have the
expertise to put these across to line management. In such
cases corporate IR practitioners sometimes feel embarrassed to
call in outside training professionals to carry out the
training. While this is understandable it should not be
allowed to stand in the way of organisational skill
development, particularly in an area as vital as industrial
relations.
2. "Oh, not that old stuff again!"
lt should be kept in mind that, firstly, should the
in-house IR practitioner conduct the training badly he/she
will get the blame for it. Secondly, where an expert external
trainer is used then the internal IR practitioner will still
get the credit for high quality training provided that he/she
ensures that the initial training is properly followed up.
Train the trainer courses are also available.
Senior and line managers at whom the training is targeted
often have the attitude of, "Oh, not that old stuff
again!" Line managers "get tired" of hearing
the IR "granny" nagging on about good shop floor
relations and about the dangers of contravening the law. It is
therefore important that the training is offered in such a way
that the line managers see it as something of use, and that it
is presented in a fresh and stimulating way geared towards
facilitating the manager’s effectiveness and success.
Management is under "too much pressure to waste time
on training". The typical South African line manager and
supervisor is much more a doer than a manager. But to say that
a manager has no time to undergo training means that the
manager is not delegating tasks sufficiently. Too many
managers get caught in the vicious circle of being too busy
"doing" and therefore having no time to manage and
to develop management skills, and this itself is a problem
which may have to be addressed via management training.
When line managers do attend IR or labour law training they
forget what they learned after a week. The training programme
therefore needs to be designed professionally in order to
ensure long term retention and effective carry over on to the
job.
Line managers believe that labour matters are the
responsibility of the IR Manager. Supervisors and managers
with this old attitude require vigorous sensitisation training
in order to properly understand, once and for all, that labour
relations is the responsibility of the supervisor and manager.
ln many cases such sensitisation needs to reach top management
as well.
Some line managers believe that unless their employees
receive the same training as they do the exercise will be a
waste of time. These managers are perfectly correct because,
where employees are not trained on the LRA (for example) or
get their input from union meetings they will look at labour
relations from a very different perspective to that of the
manager.
Insufficient funds are budgeted for such training. lt is a
never ending source of wonderment to us that employers are not
prepared to spend a few hundred Rand on training a manager but
do not mind taking the risk of having to spend tens of
thousands of Rands on going to the Labour Courts.
We have represented countless employers taken to court
because a manager mishandled a shop floor grievance or
disciplinary matter and the employee was unfairly dismissed.
ln some cases, because the line manager mishandled the matter,
the line manager gets fired for incurring unnecessary legal
costs! The company then faces another unfair dismissal case!
Employers often lose potentially good managers this way at
great cost, whereas proper training could have avoided the
whole mess.
Another major mistake, which is commonly made, is that when
line managers and supervisors are trained only some of the
organisation’s managers/supervisors are included in the
training. Typically, it is the management/supervision in the
production department who are targeted. Thus, when the
financial manager or sales manager fails to handle employee
management properly their superiors are either surprised or
angry or both. The potential to manage people well may be
inborn to some extent. But the knowledge of the law must be
learned as must many skills related to conducting employee
management properly in line with the law and company policy.
lt could be said that in some instances in the past that it
was on the production shop floor that employee relations
required most attention. However, the days when only shop
floor employees belonging to unions challenged management
decisions are over forever. The main reason for this that the
new LRA makes statutory dispute resolution procedures far more
accessible to employees (whether unionised or not) than ever
before.
We are not recommending that every little employment
problem be referred to the CCMA. On the contrary, the CCMA
should be allowed by employers, unions and employees to deal
only with the more serious labour disputes so that they may
put their resources to the best use. Employees will not
improve industrial relations by taking the employer to the
CCMA for every little issue. On the other hand, if the
financial manager or sales manager is properly trained in
labour law and industrial relations he/she is not going to
land up every few weeks at the CCMA because the switch board
operator was offended by an impatient remark. The CCMA will
then be utilised in the way that it should be, that is, only
as a last resort.
The full text of this article can be found at: www.workinfo.com/newsletter
3. A suggested curriculum
ln what, specifically, must line managers and supervisors
be trained? The most urgent areas of need are:
>> The background to the implementation of the new
LRA
>> The purpose and scope of the Act
>> The huge scale of the changes in the law and the
significance of these changes for the company/organisation in
general
>> The significance of these changes for the specific
manager’s area of responsibility and for the effectiveness
of the manager/supervisor
>> How managers/supervisors can detect and correct
the misconceptions of employees as regards the new LRA’s
provisions concerning employee rights and employer
responsibilities
>> The changes in company/organisational policy,
procedures and practices necessitated by the new laws. For
example, the employer’s policies and practices with regard
to recruitment and selection, discipline, grievance handling,
promotion, training and cut backs will have to be radically
altered, and managers and supervisors must understand these
changes in order to have a chance of implementing them
effectively.
>> How to go about implementing all the necessary
changes in such a way that stable industrial relations are
maintained with all categories of employee and in such a way
that they do not involve the employer in unnecessary legal
costs.
As mentioned earlier employees are receiving a great deal
of input on the new LRA and how it advantages them. This input
is received via union meetings, rumour, union training
programmes, political rallies and reading matter. Some of this
information may be incorrect but employees are nevertheless
being empowered through knowledge acquisition. Managers who do
not likewise keep up with the necessary IR knowledge and
skills could be seriously jeopardising the organisation’s
future.
Line managers and supervisors must train or face a major
train smash.
6. Gender equality - the forgotten component in
employment equity initiatives (part 1)
By Gary Watkins who can be contacted at radwat@global.co.za
and www.workinfo.com
1. Introduction
The increased participation of women in the labour market
and economy in general is essential in developing a strong and
broad skills base for the economy. The challenge is to ensure
this leads to women's economic empowerment and does not
further exacerbate inequalities between women and men.
Ensuring gender equality is a social and constitutional
imperative for individuals and business entities alike. The
purpose of a gender policy and code of practice is to:
>> Advance the goals of equality, development and
peace for all women.
>> Acknowledge the voices of all women everywhere,
taking note of the diversity of women and their roles and
circumstances.
>> Recognise that the status of women has advanced in
some important respects in the past decade but that progress
has been uneven, inequalities between women and men have
persisted and major obstacles remain.
>> Reaffirm our commitment to the equal rights and
inherent human dignity of women and men and other purposes and
principles enshrined in the Bill of Rights, employment laws
and international conventions and recommendations;
The legal case for implementing gender equality policies
and practices is clear by reference to numerous Acts, Codes of
Good Practice and ILO Conventions and Recommendations. These
are listed in Appendix 1.
A list of legal and technical terms used in this article
can be found in Appendix 2.
2. Discrimination
A gender sensitive approach to workforce management is not
a goal in itself, but a means to achieve equal rights between
women and men, and to promote women’s rights in particular
through appropriate workplace interventions.
Section 9(3) of The Constitution sets out rights to
equality. In doing so, it lists prohibited grounds of
discrimination (race, gender, sex, pregnancy, marital status,
ethnic or social origin, colour, sexual orientation, age,
disability, religion, conscience, belief, culture, language,
and birth). Differentiation based on any of these listed
grounds by individuals or the State will be presumed to be
unfair.
The Constitutional Court has held that differentiation on
grounds analogous to those listed in s 9(3) will also
constitute discrimination. The Promotion of equality and
prevention of unfair discrimination Act, 4 of 2000 has
reinforced this Constitutional Court principle by providing
that prohibited grounds of discrimination includes any grounds
where discrimination based on that other ground:
>> Causes or perpetuates systemic disadvantage;
>> Undermines human dignity
>> Adversely affects the equal enjoyment of a person’s
rights and freedoms in a serious manner that is comparable to
the listed grounds of discrimination. [Definitions:
"prohibited grounds", Promotion of Equality and
Prevention of Unfair Discrimination Act]
Analogous (or comparable) grounds of differentiation, which
may give rise to a claim of discrimination, could include
physical characteristics such as weight, height, or even
"looks".
3. Types of Discrimination
Discrimination is differentiation based on illegitimate
grounds. Not all types of discrimination are necessarily
unfair. The Constitution, as well as, for example, the
Employment Equity Act provides for legitimate grounds for
differentiation, namely, to promote the achievement of
equality, legislative and other measures designed to protect
or advance persons, or categories of persons, disadvantaged by
unfair discrimination may be taken [s 9(2), The Constitution].
Section 15 of The Employment Equity Act exhorts employers
in general and compels designated employers in particular to
adopt affirmative action measures, which must include:
>> Measures to identify and eliminate employment
barriers, including unfair discrimination, which adversely
affect people from designated groups (which includes women)
>> Measures designed to further diversity in the
workplace based on equal dignity and respect of all people
>> Discrimination based on an inherent requirement of
the job does not constitute unfair discrimination.
At the outset it is important to realise that employee
behaviours are equally important in ensuring a fair and
equitable workplace. No matter how fair an organisation’s
policies may be, if individual managers do not apply them
consistently and fairly, the organization will not be equally
accessible to everyone.
Attitudes are one factor in shaping behaviour, and the
attitudes and behaviours of individual employees help form the
organizational climate as a positive or negative experience
for designated group members.
That fact that an employer has identified and removed
employment barriers to the selection, promotion and,
development of employees from designated groups may not be
sufficient to prevent unfair discrimination claims. The
discriminatory behaviour of individual managers, unless
addressed by the employer through its grievance and
disciplinary procedures, may still give rise to discrimination
claims by employees.
4. Discrimination may take many forms
Discrimination is to make a choice, a distinction, or some
of differentiation. We all make choices, and this, every day.
Discrimination becomes illegal when choices, based on
prohibited grounds, limit possibilities of some groups or some
individuals.
>> INTENTIONAL DISCRIMINATION is open or conscious
behaviour, which is intended to be, or to result in, unfair or
inequitable treatment based on the prohibited grounds. It may
include harassment. Some examples are:
# Intimidation, name-calling, slurs, jokes, threats,
graffiti, social exclusion, physical assault, refusing
service, repeated "teasing", materials that degrade,
humiliate, or exclude.
# Unequal or differential treatment is treating individuals
differently on the basis of the prohibited grounds. For
example:
# Asking women (but not men) about family status and
childcare arrangements; requiring only people with physical
disabilities to have employment medicals; automatically
requiring language proficiency tests for members of designated
groups.
# Systemic discrimination, on the basis of the prohibited
grounds, is built into the policies and practices of an
organization so that it is perpetuated automatically. It is
consciously or unconsciously carried out and it
unintentionally or intentionally excludes individuals or
groups of individuals. Examples are:
# Inflated educational requirements (credentialism) for
positions; tests which do not measure real job skills but have
the effect of screening out women and members of other
disadvantaged groups; lack of appropriate transportation;
physical barriers; excessively lengthy experience
requirements; etc.
>> Direct discrimination
Direct discrimination refers to situations or treatment
that is obviously unfair or unequal. For example, if an
employer won't hire someone just because they are a woman.
>> Indirect discrimination
Indirect discrimination refers to differentiation on
grounds, which on the face of it, may be innocent, yet the
impact of such differentiation is discriminatory. This may
occur where the effect of certain requirements, conditions or
practices imposed by an employer has an adverse impact
disproportionately on one group or other.
For example, an employer who says that they need a person
over 6 feet tall to do a job is likely to end up
discriminating against women and some ethnic groups. This is
because women and people from some ethnic groups are less
likely to be this height than men or people from other ethnic
groups. If it is possible to show that the job does not need
someone 6 feet tall, or that it could easily be adapted to
suit people who aren't that tall, then they could claim
indirect sex discrimination or indirect race discrimination.
With Indirect Discrimination an employer can argue that
there may be discrimination, but that it is actually required
for the job. This does not happen very often, but
circumstances where it might occur are, for example, actors
who are needed to play certain characters for authenticity.
The same can be true for restaurants, for example an Indian
restaurant will want Indian staff rather than white staff. Or
where race or gender is a genuine occupational qualification
for the job, for example, employing women in an all female
hostel.
>> SYSTEMIC BARRIERS include policies and practices,
which intentionally or unintentionally exclude, limit and
discriminate against individuals and groups. Attitudinal
barriers create an environment where people may act out their
prejudices, assumptions and biases. These types of barriers
may be addressed through education, training, organizational
change and organizational development programs.
Systemic discrimination is much subtler. It is sometimes
difficult to detect because, unlike intentional
discrimination, systemic discrimination is often
unintentional. Even a policy or practice that was never
designed to exclude the designated groups may result in
systemic barriers. Employment policies and practices, which
appear neutral and are applied equally may have a disparate
effect on different groups. Understanding the concept of
systemic discrimination, as well as other types of employment
discrimination, is key in assessing the impact of systemic
discrimination on your organization's employment systems.
Consider the following examples:
>> Your workplace does not have ramp entrances or
washrooms that are accessible to wheelchair users. Qualified
candidates in wheelchairs are therefore excluded from working
for your company even though no one set up a policy to
deliberately exclude them.
>> Your company has weight and height requirements
(in terms of physical strength) that were instituted years ago
but are no longer job related. These excessive requirements
eliminate the majority of women who do not meet the height or
weight requirements.
5. Policy formulation
The first step towards developing a company gender
awareness policy would be to:
>> Firstly, to fully comprehend the broader
implications of what constitutes gender equality; and
>> Secondly, to conduct an employment systems review
of policies, procedures and practices.
Downloads
The Commission for Gender Equality published excellent and
comprehensive Best Practice Guidelines for Creating a Culture
of Gender Equality in the Private Sector. The Guidelines maybe
downloaded at:
Best
Practice Guidelines for Creating a Culture of Gender Equality
in the Private Sector
In addition, readers may download a 32 page pro-forma
Gender Policy and Guidelines at:
Workinfo.com's
free Gender Policy and Guidelines 
Other online resources, which may be downloaded,
include:
>> The
most common grounds of discrimination: ILO, 1996, Equality in
Employment and Occupation
>> Promoting
Gender Equality - An ILO Resource Kit for Trade Unions
[314.28KB]. This is a zipped .exe file. Tight click the
link and select "Save Target As". Once downloaded,
double click the link to open the file.
>> 
Gender
and Aids - an UN / CEDAW Training Manual
6. Conclusion: a ‘primer’ of gender terminology
Discussions on gender equality have given rise to a number
of specific concepts which need to be understood to ensure
that their is a common understanding on gender issues. These
are some of the common concepts that are employed.
>> GENDER ANALYSIS: Refers to the systematic process
of identifying the differences in, and examining the related
needs of, the roles, status, positions and privileges of women
and men.
>> GENDER AND DEVELOPMENT (GAD): Refers to a planning
process, which is based on an analysis of the different
situations and needs of women and men. In empowering women to
their position relative to men in a way that will benefit and
transform society, the GAD approach seeks to base
interventions on an analysis of women's and men's roles and
needs - including a focus on women to address inequity.
>> GENDER AWARENESS: Refers to a state of knowledge
of the differences in roles and relations of women and men,
and how this results in differences in power relations,
status, privileges and needs.
>> GENDER EQUALITY: Gender equality or equality
between women and men means the equal employment by men and
women of socially valued goods, opportunities, resources and
rewards. Because what is valued differs among societies, a
crucial aspect of equality is the empowerment of women to
influence what is valued and share in decision making about
societal priorities.
Gender equality entails that the underlying causes of
discrimination are systematically identified and removed in
order to give men and women equal opportunities. The concept
of gender equality recognises women's subordinate position
within social relations and aims at the restructuring of
society so as to eradicate male domination. Therefore,
equality is understood to include both formal equality and
substantive equality, not merely simple equality to men.
>> GENDER ISSUES: Are revealed when the relationships
between men and women, their roles, privileges, status and
positions, are identified and analysed. Gender issues arise
where inequalities and inequities are shown to exist between
people purely on the basis of their being female or male. The
fact that gender and gender differences are socially
constructed is itself a primary issue to deal with.
>> GENDER MAINSTREAMING: Involves the incorporation
of gender considerations into all policies, programmes and
practices so that at every stage, an analysis is made of the
effects for women and men. There is no area of work, which is
gender-neutral.
>> GENDER PAY GAP: Closing the gender pay gap is an
investment in a productive factor. Not only does it address a
major source of inequality between women and men, but also it
improves motivation for women workers, which can lead to
increase labour productivity. It also helps desegregate the
labour market and change traditional roles. The reasons for
gender pay gaps can be occupational and sectorial segregation
(women and men doing different jobs in different sectors),
education, age or factors such as discrimination, glass
ceilings, or other.
>> GENDER PERSPECTIVE: Refers to an approach in which
the ultimate goal is to create equity and equality between
women and men. Such an approach has a set of tools for and
guidelines on how to identify the impact of the relations and
roles of women and men on development.
>> GENDER PROFILING: Includes the practice of
ascribing criteria or characteristics (usually discriminatory)
to a person solely based on his or her membership of a
particular class or category of people. Other forms of
profiling (stereotyping) are equally discriminatory (all black
people are naturally prone to criminal activity, all people
over 65 years of age are mentally and physically incapable).
>> GENDER RESPONSIVE: Refers to a planning process in
which programmes and policy actions are developed to deal with
and counteract problems, which arise if the needs arising out
are socially constructed differences between women and men are
not adequately met.
>> GENDER SENSITIVE: Refers to the state of knowledge
of the socially constructed differences between women and men,
including their different needs, and use of such knowledge to
identify and understand the problems arising from these
differences and to act purposefully to address them.
>> GENDER-SENSITIVE INDICATORS: Refers to those
pointers that help point out the extent and manner in which
development programmes have met their (gender) objectives and
achieved results that advance gender equity
>> TRANSGENDER: Transgender is a term used to
describe anyone who lives or wishes to live as a member of the
opposite gender to his or her birth gender. It may also
encompass, under a broad definition, anyone who presents or
behaves ambiguously in relation to commonly accepted
male/female gender expectations.
Appendix 1:
Applicable codes of good practice
# In terms of the Labour Relations Act:
>> Code of Good Practice - Dismissal
# In terms of the Basic Conditions of Employment Act:
>> Code of Good Practice on Protection of Employees
during Pregnancy and after Birth of a Child
>> Code of Good Practice on the Arrangement of
Working Time
In terms of Employment Equity Act
>> Code of Good Practice on AIDS / HIV - December
2000 [The Code is published in terms of section 54 (1)(a) of
the Employment Equity Act, 1998 (Act No. 55 of 1998)]
>> Employment Equity Code of Good Practice
>> Code of Good Practice- Sexual Harassment
# ILO CONVENTIONS AND RECOMMENDATIONS
>> Convention on the Elimination of All Forms of
Racial Discrimination
>> Convention on the Elimination of All Forms of
Discrimination against Women.
>> Beijing Declaration (1995)
# Charter of the United Nations
>> The Universal Declaration of Human Rights
>> Convention on the Rights of the Child
>> Declaration on the Elimination of Violence against
Women
>> Declaration on the Right to Development
In addition to statutory enactments, we have a number of
statutory bodies, which support constitutional democracy, and
the equality of all persons.
South African Human Rights Commission [SAHRC] means
the South African Human Rights Commission referred to in
Chapter 9 of the Constitution.
The South African Human Rights Commission must:
>> Promote respect for human rights and a culture of
human rights
>> Promote the protection, development and attainment
of human rights
>> Monitor and assess the observance of human rights
in the Republic.
Commission for Gender Equality [CGE] means the
Commission for Gender Equality referred to in Chapter 9 of the
Constitution.
>> The Commission for Gender Equality must promote
respect for gender equality and the protection, development
and attainment of gender equality.
The Commission for the Promotion and Protection of the
Rights of Cultural, Religious and Linguistic Communities
established in terms of Chapter 9 of the Constitution.
The primary objects of the Commission for the Promotion
and Protection of the Rights of Cultural, Religious and
Linguistic Communities are to:
>> Promote respect for the rights of cultural,
religious and linguistic communities
>> Promote and develop peace, friendship, humanity,
tolerance and national unity among cultural, religious and
linguistic communities, on the basis of equality,
non-discrimination and free association
>> Recommend the establishment or recognition, in
accordance with national legislation, of a cultural or other
council or councils for a community or communities in South
Africa.
To assist in addressing questions of gender equality it is
essential that we have a common and agreed understanding of
gender related concepts. The following represents some of the
key concepts in the context of addressing gender equality.
Appendix 2: definitions
>> DESIGNATED GROUPS: means women, disabled persons,
and blacks.
>> DISCRIMINATION: means any act or omission,
including a policy, law, rule, practice, condition or
situation which directly or indirectly:
(a) Imposes burdens, obligations or disadvantage on; or
(b) Withholds benefits, opportunities or advantages from, any
person on one or more of the prohibited grounds. [Promotion of
equality and prevention of unfair discrimination Act, 4 of
2000]
>> EQUALITY: includes the full and equal enjoyment of
rights and freedoms as contemplated in the Constitution and
includes de jure and de facto equality and also equality in
terms of outcomes. [Promotion of equality and prevention of
unfair discrimination Act, 4 of 2000]
>> EMPLOYMENT POLICY OR PRACTICE: includes, but is
not limited to:
(a) Recruitment procedures, advertising and selection
criteria;
(b) Appointments and the appointment process;
(c) Job classification and grading;
(d) Remuneration, employment benefits and terms and conditions
of employment;
(e) Job assignments;
(f) The working environment and facilities;
(g) Training and development;
(h) Performance evaluation systems;
(i) Promotion;
(j) Transfer;
(k) Demotion;
(l) Disciplinary measures other than dismissal; and
(m) Dismissal.
>> FAMILY RESPONSIBILITY: means the responsibility of
employees in relation to their spouse or partner, their
dependent children or other members of their immediate family
who need their care or support;
>> GENDER: The term "gender" is not defined
in any statutes, although in various statutory enactments, it
is distinguished from "sex". In more general terms,
depending on the context, gender may include the meaning often
ascribed to sex. When it used / ascribed a more specific
meaning, gender refers to the attributes and opportunities
associated with being male and female and the socio-cultural
relationships between women and men. These attributes,
opportunities and relationships are socially constructed and
are learned through socialisation processes.
They are context specific and changeable. In most societies
there are differences and inequalities between women and men
in activities undertaken, access to and control over resources
as well as decision-making opportunities. Gender is part of
the broader socio-cultural context, which also takes into
consideration factors such as class, race, economic status,
ethnic group and age. In this document the term gender
includes the meaning ascribed to sex unless the context
indicates otherwise.
Strictly speaking, gender is distinguished from sex, which
is biologically determined.
>> HARASSMENT: means unwanted conduct which is
persistent or serious and demeans, humiliates or creates a
hostile or intimidating environment or is calculated to induce
submission by actual or threatened adverse consequences and
which is related to:
(a) Sex, gender or sexual orientation; or
(b) A person’s membership or presumed membership of a group
identified by one or more of the prohibited grounds or a
characteristic associated with such group. [Promotion of
equality and prevention of unfair discrimination Act, 4 of
2000]
>> MARITAL STATUS: includes the status or condition
of being single, married, divorced, widowed or in a
relationship, whether with a person of the same or the
opposite sex, involving a commitment to reciprocal support in
a relationship. [Promotion of equality and prevention of
unfair discrimination Act, 4 of 2000]
>> PROHIBITED GROUNDS: means
a) Race, gender, sex, pregnancy, marital status, ethnic or
social origin, colour, sexual orientation, age, disability,
religion, conscience, belief, culture, language and birth; or
(b) Any other ground where discrimination based on that other
ground:
(i) Causes or perpetuates systemic disadvantage;
(ii) Undermines human dignity; or
(iii) Adversely affects the equal enjoyment of a person’s
rights and freedoms in a serious manner that is comparable to
discrimination on a ground in paragraph (a) [Promotion of
equality and prevention of unfair discrimination Act, 4 of
2000]
>> SEX: refers to the biological and physical
differences between men and women. Sex discrimination refers
to discrimination based on the physical or biological
differences between men and women.
7. Labour
Law Guidelines: All you ever needed to know about the recent
amendments to the labour laws
Labour specialists Perrott Van Niekerk & Woodhouse Inc.
http://www.elaw.co.za have
produced an extensive summary of the amendments to the Labour
Relations Act and Basic Conditions of Employment Act. In
addition, they have produced a separate overview of the recent
Sectoral Determination for Domestic Workers. The 48 page
guidelines may be downloaded at: http://www.elaw.co.za/publications.htm
8. Human Resource salary survey 2002 update 
Do you know what you should be earning? Over 100
subscribers who have signed up will shortly be able to judge
for themselves what they are worth when they receive their
free copy of the results.
Take our survey today! Click on:
http://www.workinfo.com/newsletter/survey/surveyhr.htm
Opinions expressed by contributors DO NOT NECESSARILY
REPRESENT the standpoint of the publisher-editor of
Equity-Skills News & Views Newsletter/e-Zine or Newsflash.
Information published here is published for general
information, and is not intended as legal advice. The authors,
editors, and publishers do not accept responsibility for any
act, omission, loss, or damage occasioned by any reliance upon
the contents hereof.
Jeff Sacht +27 (0) 82 4561049
mailto:jeffs@worldonline.co.za
Publisher-Editor: Equity-Skills News & Views
‘A MUST TO PRINT & READ’
Copyright © 2002
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