Bheki Management & Public Admin Training

(BMPAT)

BMPAT
Consultancy

Consultora

Consultance

Leaders in Cognitive Learning

Ranked #

in SA

STAFF DEVELOPMENT POLICY

WESTERN CAPE BUSINESS ADDRESS
SUITE 5 CARNANDA COURT
BYRNES AVE
WYNBERG
CAPE TOWN
7800

CT LANDLINE
MOBILE
FAX
EMAIL

021 638 1147

076 932 2166
086 724 0484
bmpat.za@gmail.com

BUSINESS INFORMATION
GAUTENG BUSINESS ADDRESS
2117 A KHOZA STREET
ZOLA II
SOWETO
JOHANNESBURG
1868
BUSINESS CONTACTS
JHB LANDLINE
MOBILE
FAX
EMAIL

011 043 1300

076 624 2111
086 724 0484
bmpat.za@gmail.com

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Staff Development Policy

1. Purpose of the policy
The purpose of this policy is to mandate the training of new and existing staff, to
set prerogatives for continuous professional development, to set objectives for
training outside individuals where there is an overflow of facility, to outline in
broad terms generic activities involved in staff training, to indicate the roles that
different parties play in the delivery of staff development, particularly the Training
Manager and the Quality Committee and to state the commitment of Bheki
Management & Public Admin Training to the advocacy of staff development.
2. Scope of the Policy
The core and nature of training delivered by BMPAT is heavily reliant on the state
of the media, information, communication and communication landscape.
State of the art or NextGen technology is more superior, provides better returns,
creates new opportunities, outcompetes contemporary strategy or extinct old
value chain systems. Most often it is relatively cheaper, relatively more profitable
and ultimately the best.
Survival in the MICT sector is about trendsetting, early adopting, or early majority
in adopting change. BMPAT adopts a bend or be broken approach to doing
business. We adopt an early bird strategy to embracing new technology and
systems.
The scope of the policy is also defined by legislation regulating the conducting of
training and development. South Africa is in its transformation stages and
legislation is ever respondent to the post racial sentiments arising from apartheid
legacy, new concerns to improve quality of learning, new opportunities and it is
ever imperative to amend education laws.
3. Objectives of Training
There are three areas of focus for BMPAT and its associates as South African
training providers.
a. Internationally influences
Internationally influences are more prevalent because South Africa has many
more users are online in than on any other country on the continent and its
surrounding islands combined.
Such users are aware of any latest change through adverts and forums such as
Tech Republic, Tech Target or from Google.
Diverse

BMPAT has a strategic mandate to meet, match or exceed such expectation in

terms of training quality, quantity, content and context

4. Statement of commitment
Bheki Management & Public Admin Training is committed to the provision of staff
development for all staff working in the Academy.
5. Introduction
The key purpose of staff development is to facilitate personal and professional
development enabling individuals and groups to achieve their full potential and
contribute to the provision of excellent Facilitation and research in the Academy,
and an environment in which that shall take place.

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The Quality Committee is, through the Training Manager, responsible for advising
the QC and the
Board on Academy-wide policy and procedures for staff
development and for monitoring the implementation of these and the consequent
activities. Staff development policy, procedures and activity contribute to the
Academy's quality assurance in the fields of Facilitation, research and
administration.
6. Context of staff development
The Academy's achievements are based largely on the contribution, commitment,
and achievements of members of its staff, working as individuals and in teams or
groups.
Staff development includes any activity which contributes to the enhancement of
their knowledge, skills, competence, or working practices, eg courses,
development programmes, vocational training, structured staff development
activities, attendance at meetings and conferences, secondments, development
of educational materials, curriculum enhancement and active involvement with
professional bodies.
Staff development is a key contributor to the success of individuals and ultimately
to the success of Bheki Management & Public Admin Training as a whole. This is
important for Bheki Management & Public Admin Training in maintaining and
enhancing its national and international reputation in Facilitation and research and
in ensuring good management within the institution.
7. Equality
There will be equality of access to staff development opportunities for all
Academy staff. No member of staff will be treated less favourably on the grounds
of sex (including gender reassignment), marital or parental status, race, ethnic or
national origin, colour, disability, sexual orientation, religion, or age.
8. Involvement in staff development
The following have a role in staff development:

individuals
institutions (departments, faculties, divisions, colleges)
Quality Management team
other Academy Structures

9. Role of the individual

When individuals are appointed to a new role, an assessment of their skills and
the duties that they are to perform will lead naturally to the identification of their
needs for training and staff development. In addition, development needs may be
identified in a variety of ways, e.g. by skills audit, by peer review and feedback,
by appraisal, by feedback from others including Learners, and by reflection on
current practice.
Individual members of staff of Bheki Management & Public Admin Training are
encouraged to take responsibility for their own professional and career
development, guided by mentors and other colleagues as appropriate. All are
invited to take advantage of departmental, faculty, college and centrally-provided
opportunities for staff development, according to the demands of their particular
role.
10.Role of the institution
Heads of Institutions are expected to ensure that all staff employed in their
institutions receive appropriate advice and support towards identifying their
development needs through the appraisal process and by other means, and to
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ensure that staff then engage in development activities, as appropriate, to

address these needs, when necessary being released from their duties to attend.
Heads will make their own arrangements for encouraging and facilitating staff
development. In most institutions a Staff Development Co-ordinator will be
available to provide advice, support and information in conjunction with members
of the Quality Committee. The Staff Development Co-ordinator will be a key point
of contact between the institution and Staff Development.
11.Role of Quality Committee
The Quality Committee is responsible for the following:
establishing centrally organised staff development activities
liaising with other key personnel within BMPAT or external providers to
deliver customised staff development such as Developer Applications,
Advanced End User Computing, End User Updater Programmes, Broadbased GUI Focus-Commercial Applications, Freeware / Open Source GUI
Training, ICT Safety, Finance , Customer Care, Deportment, Ethics, Quality
Management,
developing partnerships with relevant stakeholders, both internal and
external to the Academy
communicating information regarding staff development opportunities
delivering and offering guidance on internal staff development initiatives
working with individuals to meet development needs
supporting Quality Committee dealing with staff development policy and
procedures
contributing to and implementing the staff development elements of NSDS
3, BMPATthe Human Resources Strategy and the Learning and Facilitation
Strategy
reporting on and monitoring staff development activity
assessing the quality of its provision
One of the specific ways in which individuals shall gain access to staff
development activities is by the central programme, details of which are on the
Academy's website.
In addition to the Major programme, the Quality Committee also organises and/or
delivers tailored courses for institutions; individual development; consultancy
activities; development for former Learners; a specialised programme for new
Facilitation staff and support with obtaining employment within Bheki
Management & Public Admin Training.

12.Role of other Academy Functions/Divisions

Specialist staff development activities are provided by a number of other
institutions across the Academy. The Quality Committee works closely with a
number of these in order to deliver a comprehensive range of development
opportunities for staff. They include the Disability Resource Office, the Computing,
Finance Division, Safety Division, Fire Safety, Occupational Health and the
Language Centre. Contact details for these institutions shall be found on the
website.
13.Quality Assurance
The Quality Committee will evaluate its provision by verbal feedback,
questionnaire, feedback from others and self-assessment, and will review practice
within the section in areas such as course administration and customer service.
An annual report and statistics on the level and type of activity will be submitted

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to the Quality Committee. Regular Quality Reviews of the Quality Committee and
its activities, including external audit, will be undertaken.
14.Resourcing this policy
There are a variety of sources of staff development resource within the Academy.
These include central budgetary provision, academic institutions and other areas
such as the Computing Service and Finance. These resources comprise staff,
finance and accommodation.
The Training Management Department currently has a staff team of four. A budget
of R6000 is currently allocated from central Academy funds. This provides
resources for a range of activity, including the delivery of the central staff
development programme; vocational training; the Young Employees Programme
and first year membership for individuals joining BMPAT
In addition, the Human Resources Strategy and the Learning and Facilitation
Strategy provide finance and staff for specific projects eg training for graduate
Facilitation assistants, courses in undergraduate selection interviewing and
implementing staff development for academic-related staff. From time to time,
additional Academy funds are made available for particular initiatives eg the
development of the Programme in Facilitate using various Methodologies for
new Facilitators.
15.Further information
A Staff Development Action Plan will list the activities and targets of the Quality
Committee over the next three years. This action plan will encompass relevant
targets from the Human Resources and Learning and Facilitation Strategies.

Staff Training Procedure

1. Executive Overview
Developing and implementing an overall Management Strategy for the continuous
improvement of the Training Delivery Service and Operations is critical to BMPAT.
2. Business Process Management as Objective of the Procedure
Improvement and refinement of the Training Delivery program
a. leads to the streamlining of the business process activities,
b. improves flow of efforts, activities and processes
c. reduces bottlenecks,
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d. minimises waste,
e. eliminates non value adding activities,
f. creates a lean Six Sigma organisation capable of Business Process
Optimisation,
g. Business Process Re-Engineering and
h. versatility in times of volatile or adverse market conditions.
3. Training Delivery Roadmap Planning
This sets the ball rolling for the initial stages of the Training Delivery Roadmap
planning. Providing a Library for staff involved in Training Delivery and related
training throughout the business lifecycle ensures that all Training Delivery
employees have a shared common professional language that embraces the
interests of the key stakeholders.
4. Personnel Skills, Knowledge, Attitude and Values
The lifeblood of BMPAT is personnel who shall be ethically responsible for
developing and executing process training activities have the appropriate
knowledge and skills, posses the attitudes and values to effectively perform their
legislated duties.
5. Align Training Objectives to BMPAT Business Objectives
During the strategy and design phases of the Training Programme it is important
to
a. revisit business objectives,
b. ensure alignment of training objectives with business current and future
objectives,
c. clarify training outcomes with checklists,
d. measurements and graphical presentation of learning outcomes (and ranges),
e. assessment criteria (and ranges) any critical cross field outcomes, any exit
level outcomes.
programme shall be user friendly
Training shall be simplified but provide in-depth coverage of all BMPAT business
processes in order to empower the senior management team.
The programme shall be user friendly to the Program Manager, Project Manager
and Process Owners.
6. Pre design Stage
Before the process design activities begin, it is important that the design teams
clearly understand the process they are responsible for designing and also
understand their role in process design and learn the key steps to process design.
Before the process and tool are deployed there is a requirement to provide
specific role based training and tool training based on the process that was
designed and built for your organisation. Throughout the business lifecycle there
shall be ongoing opportunities to provide different levels of BMPAT and other
related training as new employees are hired or employees take on a new process
role.
The shall be provision to ensure that sufficient breaks are be given to learners so
that there is continuous paying of attention, breaking of monotony, learning
incorporates ice breakers and there is effectiveness of the learning impact.
7. Change Management
One of the keys to a successful Training Delivery program is to manage the
organisational change activities. Implementing new processes shall require
behavioural changes of the Training Delivery staff and managers, and training is a
key activity to support the organisational change management activities.

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8. Manager Responsibilities
For effective training to take place, it is important to recognise the roles that
various members of the managers team play, a key part of the training is
ensuring their employees gain function or department specific competencies from
any training program or process. In this context, managers shall mean direct
report mangers, program managers, process owners, and process managers.
All managers shall have a role to play in contributing input towards developing the
training; giving their expert advice based on job requirements and current skills
gaps for each process.
This shall include the ability to analyse the entire business process and utilise any
Training Delivery tool to boost business performance through better performed
process activities.
All managers shall also have input in an overall training plan. And last but not
least, all managers need to take on the role of being a change agent and
providing coaching or mentoring to their subordinate employees.
8.1 Before Training Takes Place
Once a decision has been made to send an employee to training, it is important
that a discussion take place with the employee before the training in regards to
the following:
Discuss with employees why they are going to training
Discuss the benefits to the employees as well as how the training shall
support the organisational strategy, goals and objectives
Discuss the expectations for what the employees shall learn
Discuss expectations after training has been completed
Schedule time to check in during training (longer term courses)
Schedule time to debrief in after the training has been completed
Make arrangements for the employees work to be covered during the
training
Schedule far enough in advance so the employee has time to prepare and
make any personal arrangements, especially if the employee has to travel
somewhere for the training
Discussing these items help employees understand their role in training, what is
expected of them after training and how the training is supporting the
organisations strategy, goals and objectives.
It is a good idea to formalise this process by having the manager and employee
sign and date a document that says they discussed the above topics.
8.2 During the Training
For longer term training (three days or longer) it is important to check in with the
employee to see how the training is going and to answer any questions that the
employee may have in regards to the ongoing training.
8.3 After the Training
It is important to discuss the following items with your employee immediately
after the training has been conducted:
Ask the attendee to explain what was learned during the training and how
they shall be able to apply the new knowledge and skills on the job
Set the expectation of how the learning shall be used on the job this
could include any behavioural changes
Provide an opportunity for the attendee to use the newly gained
knowledge and skills
Be prepared to answer attendee questions
Provide ongoing coaching and mentoring to the attendee
It is a good idea to formalise this process by having the manager and
employee sign and date a document that says they discussed the above
topics.
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9. IS IT ALWAYS A TRAINING ISSUE?

If you have ever sent an employee to training multiple times and yet they still
have some performance and/or compliance issues, you have to ask yourself is it
a training issue?
Using the below chart you have to ask yourself two questions:
1. What is the knowledge level of the individual?
2. What is the willingness of the employee to do the work?

If you have an employee who has a low level of knowledge and a high willingness
then this employee shall benefit from training. Typically these people arent
having performance issues but are new to their role. In this case, training is the
appropriate course of action
If you have an employee with a high level knowledge and a low level of
willingness, then this is typically a motivational issue that the manager
needs to work on with his or her employee. The manager needs to talk
with the employee to find out what is important to the employee and
identify the key factors that motivate the employee. The manager then
owns the responsibility to create an environment for motivation to take
place and to remove any de-motivating factors.
If the employee has a high level of knowledge and a high willingness to do the job,
then this is typically an environmental issue. In other words, there are things
going on that are out of the employees control.
These could be conflicting goals, conflicting demands, out of date policies, or an
actual work environment that is noisy, cramped, poor lighting, etc. The manager
needs to talk with the employee and review work conditions
If the employee has low knowledge and low willingness, then this could be a
poor job match.
When you answer the questions for the employee and the closer the answers are
to the middle of the quadrant then always look to training as an important activity
to help improve the employees performance.
4 KEY STEPS TO BMPAT TRAINING STRATEGY & PLAN
Below are the key steps to be followed in developing BMPAT Training Strategy
Flow. Each one of these steps is discussed in more detail.

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Mapping People To Activities

Business Process Map

Identify Job Requirements

ETQA Job Descriptions

QMS,

OFO, Industry Norms

ICT Best Practices

Identify Existing BMPAT Skillsets Review BMPAT Skills

Database

Interviews, Surveillance
Identify BMPATCVs, Qualifications, Customer Comments
Performance Appraisal
Current Skills Gaps

Develop Training Plans

Individual & Role Based

Legal, Technological &

Social, Market Changes

OFO, Industry Norms

ICT Best Practices

OFO, Industry Norms

ICT Best Practices

Relevance,Relatedness,Responsiveness
Evaluate & Modify Role BasedContent,
Training Context, Communication,

Create Training Aids

Create Job Aids

Audio,Visual, Internet
Simulation,Vestibules

OBE, SKAVs,

Additional Materials

Create TrainingAdvertise Training Internally & Externally

Select Trainees
Programme
Internally & Externally

Notify Trainees, Pre-work

Time Table, Venue

Deliver Training
Manuals,Venue,Register OHS,Meals,Equipment
Various Methodologies
Rapport,Timing,OHS

Assessments, Feedback,
Attendance Letters

Evaluate Training EffectivenessParticipation, Comments,

% Competence, SKAVs, Cognition, Performance
Learner Attitude Survey
Progress,Proficience

Workplace Learning
Mentorship /Assignments for Workplace Practice
Workplace Logbooks
Final evaluation Attendance Certificates

Copyright BMPAT

4.1 Mapping People To Process Activities

To gain an understanding of how much process work has been assigned to the
individuals
within an organisation, it is important to map the different process activities back
to the
individuals. This mapping is different than creating a RACI (Responsible,
Accountable,
Consulted, and Informed) authority matrix that is documented for each process.
When Training Delivery processes are implemented within an organisation, most
employees are responsible for supporting multiple processes. They wear multiple
process hats; one moment they may be supporting Incident Management and
then a few minutes later performing a Change Management activity.

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Conducting a mapping exercise shall help an organisation understand when they

have overloaded an employee and need to distribute some of the process work to
one or more other employees or identify when an employee has the capacity to
take on additional process roles; however, never forget that unless the employee
is 100% dedicated to Training Delivery activities, they also have functional job
responsibilities that need to be taken into account.
This mapping exercise also becomes input in the training plan.
There are a couple of different templates that shall be used to support the
mapping activities. The first template is mapping the actual process activities to
the employees within the organisation. This template is used to map the process
activities that the individuals are responsible for executing. The second template
shall be used to map the process roles to individuals.
4.2 Identify Job Requirements
a. Line Management shall identify and document the job requirements necessary
to perform the process activities.
b. These requirements shall be identified during the process design or after the
process has been designed, but before the process and tool are deployed into
the training environment.
c. This information shall be obtained by reviewing the process documentation
such as the process workflows, procedures, work instructions and the roles and
responsibilities documentation.
d. Where such do not exist the planner shall generate such documents and then
do a review.
The planner shall interview key stakeholders such as the Line Management (to
whom employees directly report), Project or Process Manager (e.g. Change
Manager) and Process Owner to ensure that all job requirements have been
identified and documented. This information becomes input for developing the
training objectives and training materials.
description
For training purposes, the planner shall initially focus on the crucial elements of
the job demands for each process role.
One of the keys for managing organisational change is to ensure that the job
requirements are formally recognised by Human Resources. It is important to have
the process job requirements acknowledged in job descriptions, that these are
taken into account when documenting performance plans, and that they become
input for performance appraisals.
A good quote to remember is: What Gets Rewarded Gets Done In other words, you
want to ensure that the employees are incentivised to follow the new process and
use the Quality Management tools appropriately. If employees are rewarded for
old behaviours, then this is exactly what the employee will give you. If you want
to encourage a new behaviour, this requires the organisation rewarding
employees for the new behaviour.
Keep in mind that rewards are not always monetary in nature, but shall be a
simple thank you or some other form of recognition.
4.3 Identify Existing Skills
Another key activity required to develop a training plan is to identify the existing
process and tool skills of the employees. This shall be accomplished through
conducting assessments, audits, observation and interviewing of each employee.
Focus back on the top process job requirements that were previously documented
and determine how capable the employees are of performing these tasks.

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4.1 Mapping People To Process Activities

To gain an understanding of how much process work has been assigned to the
individuals within an organisation, it is important to map the different process
activities back to the individuals. This mapping is different than creating a RACI
(Responsible, Accountable, Consulted, and Informed) authority matrix that is
documented for each process.
When quality management processes are implemented within an organisation,
most employees are responsible for supporting multiple processes. They wear
multiple process hats; one moment they may be supporting incident management
and then a few minutes later performing a change management activity.
Conducting a mapping exercise shall help an organisation understand when they
have overloaded an employee and need to distribute some of the process work to
one or more other employees or identify when an employee has the capacity to
take on additional process roles; however, never forget that unless the employee
is 100% dedicated to Quality Management activities, they also have functional
job responsibilities that need to be taken into account. This mapping exercise also
becomes input in the training plan.
There are a couple of different templates that shall be used to support the
mapping activities. The first template is mapping the actual process activities to
the employees within the organisation. This template is used to map the process
activities that the individuals are responsible for executing. The second template
shall be used to map the process roles to individuals.
4.2 Identify Job Requirements
It is important to identify and document the job requirements necessary to
perform the process activities. These requirements are often identified during the
process design or after the process has been designed, but before the process
and tool are deployed into the training environment. This information shall be
discovered through reviewing the process documentation such as the process
workflows, procedures, work instructions and the roles and responsibilities
documentation.
It is also recommended that you interview the key stakeholders such as the direct
report manager, Process Manager (e.g. Change Manager) and Process Owner to
ensure that all job requirements have been identified and documented. This
information becomes input for developing the training objectives and training
materials.
For training purposes, management shall initially focus on the crucial priority job
requirements that are fundamental for each process role.
One of the keys for managing organisational change is to ensure that the job
requirements are formally recognised by Human Resources Department. It is
important to have the process job requirements acknowledged in job descriptions,
that these are taken into account when documenting performance plans, and that
they become input for performance appraisals.
The Human Resources Department shall determine whether this constitutes job
enlargement or job enrichment and as such other tasks or roles might need to be
lessened by means of technology or assistants to avoid job dissatisfaction,
burnout, stress etc which may result in staff attrition.
A good quote to remember is: What Gets Rewarded Gets Done
BMPAT shall take measures to ensure that the employees are incentivised to
follow the new process and use the Quality Management tools appropriately. In
cases where employees were previously rewarded for old behaviours, then this
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shall be communicated exactly, the new and old system tabulated and change
areas highltighted. The value of rewards or the point scoring system on the
performance appraisal or performance management scorecard shall be reviewd
and adjusted to reflect change in policy. Previous employment practices shall be
determined by means of attitude survey or opinion polls. BMPAT shall have a
suggestion box dedicated for the change management process. BMPAT shall
ensure transparency in giving rewards stating clearly the quantum and criteria for
rewards.
To encourage a new behaviour, this requires the BMPAT adopting a motivation
policy. This may be McGregor Theory X or Theory Y or William C Ouchis Theory Z.
In essence policy requires both the carrot and stick approach in dealing with
employees and change. Keep in mind that rewards are not always monetary in
nature, but shall be a simple thank you or some other form of recognition.

4.3 Identify Existing Skills

Another key activity required to develop a training plan is to identify the existing
process and tool skills of the employees. This shall be accomplished through
conducting assessments, audits, observation and interviewing of each employee.
Focus back on the top process job requirements that were previously documented
and determine how capable the employees are of performing these tasks.
4.4 Identify Skill Gaps
Once the Planners have documented the job or process skills requirements and
identified the existing staff skills on the specific process or system of processes,
the planner shall identify the skill gaps. The planner shall identify the skill gaps at
an individual level, at a process roles level such as Functional Managers, and also
within the functional groups. The primary focus shall be on the top process job
requirements that were previously documented.
a. Job Requirement
b. Existing Skills Gap
c. Properly categorising and prioritising an incident
d. Conducting an impact and risk assessment on a change
e. Performing Root Cause Analysis Etc.
4.5 Develop Training Plans
If your organisation is just starting on its Quality Management journey, then your
overall training strategy and planning will be around what training is required
throughout the program. There will be some initial training requirements for some
key stakeholders to understand Quality Management and the BMPAT Operational
framework. This training could be a BMPAT Foundation certification course or
BMPAT Executive Programme for the senior management team, and possibly even
BMPAT Contractors such as some of the ICT Staff. It is best practice for most
training organisations to have at least one member of the Quality Management
team obtain the Leadership Qualification and ICT Certification. This is important,
as they are often viewed as the internal consultant to the Quality Management
Committee.
4.5.1 Quality Management Program Start Up
Below is an example of a strategy and high level plan of who within an
organisation shall be considered for different Bheki Management & Public Admin
Training and other value add courses. As an organisation is beginning its BMPAT
journey, it is recommended to identify the Process Owners as soon as possible
12 | P a g e

because they will be valuable in helping define the process integration

requirements.
Scheduling of the training shall be done in alignment with the program kickoff and
initial planning activities.
4.5.2 Before The Start Of Process Design & Ongoing
It is important to ensure that the process design team has the proper knowledge
level and skills required to design the process. Most organisations will focus on
two major types of training for the design team. Some of the training courses
provide a BMPAT certification, while others are not accredited but are still critical
to a successful Quality Management program (see chart on page 18).
How To Define & Implement Processes: This workshop goes through all
the design criteria and provides hands-on experience of how to document
key process artifacts. This workshop provides an overview of what the
design team will be responsible for designing.
Process-Specific Training: This shall be accomplished in multiple ways.
One way is a BMPAT Training Process Evaluation & Appraisal that goes
through the program and project information and then focuses on a
specific process such as Change Management. With this method, the
organisation
gains
access
to
BMPATs
Change
Management
documentation. The other option is to provide the Intermediate level of
training such as the Release, Control and Validation course. This course
would be suitable for those design team members responsible for
designing a Release, Change and/or Service Asset and Configuration
Management process. As an organisation begins to identify key people to
fill the process roles, it is also recommended to have them attend one of
these types of specific training Every organisation will also need to make
decisions on who shall attend courses around the Service Lifecycle, such
as Service Strategy, Service Design, Service Transition, Service Operation
and Continual Service Improvement.
Below is an example table of aligning who shall take what courses. From a
scheduling perspective, it is best to have the design team go through the training
before they begin any design work. Other key stakeholders shall go through the
training at any time; but, the sooner the better, as this provides them with an
understanding of what the key activities are from a BMPAT perspective. Training
of new employees or employees who have taken on a new process role will also
have to be considered for specific BMPAT process training and will become a part
of the training plan.
Be sure to refer back to your gap analysis to help identify who shall take what
training.

4.5.3 After Process Design But Before Process & Tool Deployment
Before the actual process and tool deployment into the training environment, it is
important that the organisation provides training on their newly designed process
and the Quality Management tool that enables the process activities. There are
usually two types of training that will need to be developed and delivered before a
process is deployed.
One is a general overview of the process and tool. This is provided to a larger
audience that needs to have awareness of the new process and tool, but will not
be actively engaged in the process activities.
The other training is more detailed training for those specific roles that are
responsible for executing the process activities, such as the Change Initiator,
Change Manager, Change Coordinator and the Change Advisory Board Members.
This training will be much more detailed, and will get down to the work instruction
level and how to utilise the tool.
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There are often specialised courses that need to be delivered to key stakeholders.
An example would be How To Conduct A Root Cause Analysis for those responsible
in Problem Management for identifying the root cause of a problem. Be sure to
refer back to your gap analysis. Below is an example table that aligns training to
roles.
4.5.4 Individual & Process Role Training
As previously mentioned, part of the training plan is to identify training for both
individuals and process roles. Understanding what skill gaps exist in individuals
and process roles will help define the skill gaps within functional groups.
The following table provides an overview of the individual and the process roles.
The skill gaps, process deployment timelines and critical needs of an organisation
will drive the prioritisation and scheduling of the appropriate training.
Below is another perspective on aligning the roles with different training courses
and workshops. This chart shows what training provides a certification and
additional training provided by BMPAT that supports Quality Management program
training plans.
4.6 Evaluate & Modify Process & Tool Training
If process and tool training materials already have been developed and are in use,
it is recommended to evaluate this material on a consistent basis to ensure that
they cover in detail the process job requirements and skill gaps that were
previously identified. Any gaps in the training materials will require updating and
testing. Trainers will have to become familiar with the new materials before they
are asked to deliver the training.
4.7 Create Training Aids
It is a good idea to create some job aids that shall be handed out during the
training session and that the employees shall upon returning to or assuming the
job. These shall be one-page documents that provide quick guidance on how to
perform a certain process activity or show the high level process workflow. It
could also document the key activities for each process role. Discuss with the
Direct Report Managers, Process Owners and Process Managers what type of job
aids would work best for your organisation.
4.8 Develop & Deliver Training
For certification courses work with your vendor to schedule the required courses.
For internally developed and delivered training on your own process and tool, this
task is often overlooked and not accounted for in the project plan. Providing
process and tool training shall not be an afterthought, but needs to be a part of
your Quality Management strategy and plan.
After all the requirements and plans are documented, then it is time to develop
the training material. Most organisations are responsible for development of their
own process and tool training. If this is the case, be sure to have a consistent
curriculum design for all the training courses. For process and tool training, it is
most effective to allow the training participants to actually use the tool instead of
using screen shots of the tool. It is important to select the right resources to
develop and deliver the internal training.
Below are the key activities to prepare and deliver training.
Identify who will develop the training material It is best if this person has
some knowledge around curriculum design
Identify the trainer(s) These will be individuals who are subject matter
experts on the process, are knowledgeable of how the Quality

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Management tool works, and also are able to actually transfer knowledge
to the attendees
Develop training material A consistent approach to developing the
training material is best.
Be sure to build in the top process job
requirements that were previously identified. Keep in mind that training
material will be at different levels. One course will be the more generic
process course and the other will be a more detailed course for those
employees who will be responsible for performing the process activities
and using the Quality Management tool
Test training material As with any release, it is important to test what is
going to be put into training. Test the training material using a small pilot
group of participants. Modify the training based on feedback
Identify the training participants This will be prioritised based on
individual needs, process needs and functional group needs
Schedule training participants and a training room, including any AV
requirements and also the use of the Quality Management tool in a lab or
test environment if possible
Deliver training Organisations will determine the best method to deliver
training to the different training audiences. There may be a blend of
virtual, Computer Based Training (CBT), online and instructor led. As
mentioned, training plays a key role in managing organisational change
and this means that there needs to be an opportunity for two-way
communication between training participants and the trainer
Follow-up The trainer is recommended to follow up with the training
participants after the training to see how they are doing. This does not
take away the responsibility for the direct report manager, process owner
and/or process manager to also check in with the participants to ensure
they are getting a chance to use their new knowledge and skills
Ensure that the coaches and mentors have been identified and are aware
of their responsibilities when the training participants come back on the
job. The training participants need to be allowed to use their new skills,
begin performing their process activities, and use the Quality Management
tool.

4.9 Evaluate Training Effectiveness

One of the last training activities is to evaluate the effectiveness of the training.
The best way to assess the training effectiveness is to determine if the training
participants are able to successfully and consistently perform the top process
requirements that have been documented. The coaches and mentors shall
provide input into the employees ability to perform the process activities. Other
means for assessing the training effectiveness is to conduct process assessments
and audits.
Another quote to remember You get what you inspect, not what you expect
Feedback on the trainings effectiveness needs to be provided to the Program
Manager and the person or persons who are responsible for the training activities
defined in the above section. A review will then need to be made as to any
modification to the training materials or training approach
5 Key Training Roles
Successful Quality Management training will require having the right resources
available at the right times in order to develop, deliver and provide ongoing
maintenance to the training program. Following are key roles to be considered.
Training Lead Leads the overall training effort for the Quality
Management program. This person is responsible for ensuring that the
additional training roles are filled during the Quality Management program
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Training Developer Responsible for ensuring that the process and tool
training is developed in support of the new process to be deployed
Trainer Responsible for the training that will be delivered in support of the
new process that will be deployed or providing general Bheki Management
& Public Admin Training or process awareness training
Coach and/or mentor This person is assigned to be a coach and/or
mentor to those people who have gone through the training. This person
could be the process owner, a process manager or someone who has
performed the process activities and is considered a subject matter expert
External Vendor An external vendor will provide the certification and
other training that that may not be available within an organisation, e.g.:
Bheki Management & Public Admin Training Foundation, Practitioner,
Service Manager courses or the training around How to Manage
Organisational Change and How to Develop Processes

6 Conclusion
Be sure to build your training strategy and plan early on in the Quality
Management program. It is critical to understand the needs and timing of the
training of the employees to support the Quality Management program and
multiple process projects that will be worked on. Providing different types of
training will be required to ensure that employees are adequately prepared to
begin performing their process activities.
Process Owners, Process Managers as well as direct report managers at different
levels within the organisation are all responsible for identifying requirements and
existing skills as well as working with the employees before, during and after
training has taken place.
Training is an excellent vehicle to help manage organisational change. That is
why it is so important that the employees clearly understand why they are going
to training and how it aligns back to the Business and ITs strategies, goals and
objectives.
If you do find that an employee is not performing as they shall be, before you
send them to training ask yourself if there is something that could be causing the
employee to be struggling in his or her role.

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