I have Consulted to BHP Billiton Metalloys on the following:

  • Training Reports – mapping out who has been trained on what.
  • Training Calendar
  • Training Matrix per job and employee
  • Employee breakdown per position
  • Priority training modules and programmes (SOP’s and SWI’s)
  • Skills Gap Analysis
  • Training Needs Analysis
  • Job Profile competency
  • Train-the-Trainer


  • Consulted to: Men's Health Clinic and Nelson Mandela Children's Fund.
           

    Executive & Leadership Development Programmes

  • Working with Business schools to provide leadership training for executives.
  • Conducting team intervention with leadership.
  • Leadership Competency Models

  • Competency is the sum total of knowledge, skills, and attitudes manifested in the Leaders behaviour.
  • Succession Planning & Talent Management Model and Strategy

  • Companies need to shift their thinking and focus what they need to do to help high flyers or high performing employees become fully engaged in the company.
  • Perhaps the focus then is to engage people for as long as possible, rather than trying to retain them for as long as possible.
  • Skills Development / Training Strategy and Implementation plans

    Draft Learning and Development strategic objectives that:
  • Develop a culture of lifelong learning.
  • Strategically align learning and development initiatives with a company’s goals and objectives.
  • Ensure that learning and development is demand-driven, needs-based, outcome-based and competency-based.
  • Promote access to learning and development for all employees.
  • Develop our employees in line with the business needs of the future.
  • Empower and train Learning and Development and HR professionals to successfully implement training initiatives within a business and to report on it.
  • Skills Gap Analysis

  • Identify the gaps between the core competencies and skills required by an employee and the competencies and skills that the employee actually has.
  • Training Needs Analysis

  • To identify how the skills gaps can be addressed through training programmes (classroom based, on the job, formal, informal, e-learning, coaching, mentoring and up skilling).
  • Design and Development of training programmes & assessments

  • Programmes and assessments are designed with the assistance and input of the SME’s (Subject Matter Experts). It is designed, developed and packaged to cater to the needs and levels of the target audiences.
  • WSP (Workplace Skills Plan) and ATR (Annual Training Reports)

  • Legislative requirement as per the Skills Development Act 97 of 1998.
  • Purpose of the Act:

  • to develop the skills of the South African workforce—
  • to increase the levels of investment in education and training in the labour market and to improve the return on that investment;
  • to encourage employers-
  • to encourage workers to participate in learnership and other training programmes;
  • to improve the employment prospects of persons previously disadvantaged by unfair discrimination and to redress those disadvantages through training and education;
  • to ensure the quality of education and training in and for the workplace
  • to assist
  • to provide and regulate employment services
  • Mentorship / Coaching Strategy and Implementation Plans

  • Mentoring is concerned with the development of the whole person driven by the person’s own work/life goals. It is usually unstructured and informal.
  • Coaching is the systematically planned and direct guidance of an individual or group of individuals by a coach to learn and develop specific skills that are applied and implemented in the workplace, and therefore translates directly to clearly defined performance outcomes that are achieved over a short period of time.
  • Diversity & Inclusion Strategy and Implementation Plans

  • Diversity is the mix of our people including differences in gender, ethnicity/race, national cultures, sub-cultures within countries, sexual orientation, disability, generation, etc.
  • Diversity and Inclusion is about recognising, valuing and deriving benefit from difference.
  • Inclusion is how we make the mix work. It is about creating an environment where all people feel valued.
  • It is about managing a diverse culture and working environment that benefits all employees.
  • An inclusive work environment is where : all individuals are respected, and where the diverse workforce is effectively managed to improve business performance and enhance competitive advantage.
  • Empowerment & development of women Strategy and Implementation plans

  • What do successful women have in common? You think I’m going to tell you that they have magical multi-tasking skills, motivational genius, or maybe just a really great spouse.
  • But the number one thing that successful women business leaders have in common is that they don’t let the persistent underrepresentation of women in business deter them from taking a place at the table.
  • Induction / On boarding Programme Design and Implementation Plans

  • It's a requirement of every organisation that new employees are integrated successfully.
  • So employee induction training is probably the biggest training investment you'll have.
  • The induction programme has to provide all the information that new employees need, and are able to assimilate, without overwhelming or diverting them from the essential process of integration into a team.
  • It’s all about your brand and a new employees first impressions
  • Apprenticeship Programme – Strategy and Implementation plans

  • The apprenticeship system is a technical training system, including practical and theoretical components offered in designated trades to achieve artisan status.
  • Duration of the programme: A minimum of 80 weeks practical training (Subject to the completion of all the modules) or a maximum of four years. 120 days of theoretical training at an accredited training provider.
  • CIMA (Chartered Institute of Management Accountants) Learnership programme - Strategy and Implementation Plans

  • This is a professional qualification
  • Learners progress from one level to another which encompasses written exams: Operational, Management and Strategic levels.
  • T4 Professional Competence Level is the final level. It bridges the gap between ‘knowing’ and ‘doing’, combining finance and business knowledge to help learners inform and forecast business strategy.
  • Once they have completed both parts of the test of professional competence, they become a: Chartered Global Management Accountant (CGMA).
  • Training Budget Management

  • Reporting on training spend vs. budget for the financial year.
  • Reporting on training spend for BBBEE scorecard.
  • Disability Strategy and Implementation plans

  • A disability is a condition or function judged to be significantly impaired relative to the usual standard of an individual of their group.
  • The term is often used to refer to individual functioning, including physical impairment, sensory impairment, cognitive impairment, intellectual impairment, mental illness, and various types of chronic disease.
  • This usage is associated with a medical model of disability.
  • The human rights or social model focuses on functioning as an interaction between a person and their environment, highlighting the role of a society in labelling, causing or maintaining disability within that society, including through attitudes or accessibility favoring the majority.
  • BBB- EE scorecard management (Skills Development): New Codes

  • Practical work-based learning of black people (not only employees), measured as a ratio of headcount. Learnerships = 8 points
  • Certified training of black people (not only employees), measured as a ratio of training spend to payroll. Skills Development  = 12 points
  • Number of black people absorbed by the Measured and Industry Entity at the end of the Learnerships programme. Bonus Points = 5