ttrraaiinniinngg nneeeeddss aannaallyyssiiss ......training needs analysis report for the department...

TTrraaiinniinngg NNeeeeddss AAnnaallyyssiiss RReeppoorrtt

MMiiddddllee MMaannaaggeerrss

DDeeppaarrttmmeenntt ooff AArrttss aanndd CCuullttuurree

CCoommppiilleedd bbyy::

RReesseeaarrcchh aanndd IInnnnoovvaattiioonn CChhiieeff DDiirreeccttoorraattee August 2016

ii

Training Needs Analysis Report for the Department of Arts and Culture: Middle Managers Levels 9 – 12

Table of contents

1. INTRODUCTION 3

2. BACKGROUND 3

3. DATA SOURCE AND DATA CAPTURING 3

4. DATA ANALYSIS AND PRESENTATION 3

5. PERSONAL DATA 4

5.1 GENDER PROFILE 5

5.2 AGE 5

5.3 HIGHEST FORMAL QUALIFICATIONS 6

5.4 EMPLOYMENT SECTOR 7

5.5 SUPPORT NEEDED FROM THE DEPARTMENT 8

6. CURRENT SKILLS AND PROJECTED TRAINING NEEDS 10

6.1 LEADERSHIP AND MANAGEMENT 11

6.2 PROGRAMME AND PROJECT MANAGEMENT 13

6.3 PUBLIC FINANCIAL MANAGEMENT 15

6.4 CUSTOMER MANAGEMENT 17

6.5 HUMAN RESOURCE MANAGEMENT 19

6.6 PROBLEM SOLVING AND ANALYSIS 21

6.7 CHANGE MANAGEMENT 23

6.8 KNOWLEDGE MANAGEMENT 25

6.9 POLICY IMPLEMENTATION AND ANALYSIS 27

6.10 COMMUNICATION 29

7. GENERAL REMARKS 31

8. CONCLUSION 31

ANNEXURE A 32

3


1. INTRODUCTION

The purpose of this report is to present the findings of the training needs analysis (TNA) which was

completed for the Middle Managers on salary levels 9 - 12 from the Department of Arts and Culture

with specific reference to managerial competencies. This report provides the background to the

TNA, a description of the data sources as well as the data analysis process, an analysis of the

personal information provided as well as a detailed analysis of the current and desired skills levels.

2. BACKGROUND

The National School of Government in close collaboration with the Department of Arts and Culture

developed the training needs analysis instrument (Annexure A).

This approach is in line with the customised training needs analysis service that the NSG provides

to client Departments. The National School of Government would also like to extend its gratitude

to the management and staff of the Department of Arts and Culture for their cooperation during this

process.

3. DATA SOURCE AND DATA CAPTURING

The data source for this training needs analysis report is the TNA questionnaire which was

administered in 2016 at the Department of Arts and Culture (Annexure A). Hundred and thirty

seven (137) middle managers completed the TNA questionnaire. These completed questionnaires

were captured and analysed using Microsoft Excel.

4. DATA ANALYSIS AND PRESENTATION

Personal data is presented using descriptive data. The results were converted to percentage and

it is presented graphically in the report.

The self-assessment section of the questionnaire (section B) was analysed and presented in the

form of descriptive data in table format. Each table has two sections, namely it firstly depicts the

current knowledge as rated by the respondent and thereafter the desired knowledge, both which

are expressed in percentage terms. These skills level are described by the scale: basic,

intermediate, advanced and expert. The information is provided in table format and the cells

containing the percentages have been formatted to display these percentages visually. The trends

4


between reported current and desired knowledge levels is displayed in the table immediately to the

right of every question.

Due to the aforementioned explanation, each table is not followed by a narrative explanation but

only by the identified trends in which the current knowledge is compared with desired knowledge

levels regarding that specific skill.

This composite training needs analysis report therefore contains the aggregated data which

provides the following valuable information:

- Summary of the self-rating of the current skills by staff. This information is presented per

competency area and it provides senior management with the opportunity to assess whether

this self-rating by staff was realistic i.e. in line with operational challenges and areas of

excellence. It will therefore highlight both HR and HRD risks and opportunities.

- Summary of the needs of individual staff with reference to desired skill levels. This information

is also presented per competency area and it provides a summary of the desired skills levels

of employees which provides senior management with the opportunity to review whether these

are realistic expectations given where the organisation is and where it strives to be in terms of

service delivery.

- Each table presents both the aforementioned sets of aggregated data which allows for a visual

comparison of the current skills levels versus the desired skill levels per competency area.

- The identified trend indicates the extent of the desired upskilling of staff per competency area.

The next section provides an overview of the personal data of respondents.

5. PERSONAL DATA

The personal data of respondents include the following profiles:

Gender

Age

Highest formal qualifications

Employment sector

The graph is presented first after which a description of the data follows.

5


5.1 GENDER PROFILE

The following graph represents the gender profile of respondents.

The data profile indicates that majority of the respondents are females (55%) compared to males

that represent 45% of the respondents.

5.2 AGE

The following graph depicts the age profile of respondents.

6


The majority of respondents (45%) fall into the age category 36 - 45 years of age category, while

30% of respondents fall into the age category 46 – 55 years. Seventeen percent (26%) fall in the

category 26 - 35 years followed by 7% in the age category 56-65 years of age. Only 1% of

respondents were younger than 25 years.

5.3 HIGHEST FORMAL QUALIFICATIONS

The following graph indicates the highest formal qualifications of respondents.

7


Most of the respondents (24.8%) reported that they have a Bachelor’s degree as their highest

qualification while the second highest percentage (21.9%) is respondents with an Honours degree.

Respondents with a post-graduate certificate or diploma represent 17.5% of respondents. While,

13.9% of respondents had either a Master’s degree or diploma as their highest qualification. The

four qualifications with the lowest percentage of respondents are Grade 12 (3.6%), Grade 12 plus

Certificate (2.9%), Doctoral qualification (1.5%) as well as those with a less than Grade 12 (0%).

5.4 EMPLOYMENT SECTOR

The following graph indicates the employment sectors of respondents prior to joining the

Department.

8


Most of the respondents (41.6%) reported previous experience in National Government, while

16.8% of respondents have experience in the private sector. The next highest percentages are

Provincial Government and CBO/NGO experience with respectively 13.9%. The three sectors in

which respondents have the least amount of experience are Self-employed (3.6%), Legislative

Sector (1.5%), and Local Government (0.7%). Additionally, 8% of the respondents did not provide

an indication of previous experience.

5.5 SUPPORT NEEDED FROM THE DEPARTMENT

The graph indicates the support that respondents need from the Department in terms of

mentorship, training, coaching, e Learning as well as research assistance.

9


Most respondents (51.8%) indicated that they need training, while 34.3% of the respondents needs

research assistance. The remaining four support factors requested were Mentorship (32.1%),

eLearning (27.7%), all of the listed aspects (26.3%), and Coaching (25.5%).

The next session deals with the current skills and projected training needs.

10


6. CURRENT SKILLS AND PROJECTED TRAINING NEEDS

This section deals with the results of the data analysis as it relates to current knowledge levels and

desired training needs. It is important to note that the respondents were requested to do a self-

assessment of their current knowledge levels as well as their desired knowledge levels per skills

area. These two ratings, expressed in percentage, are contrasted per skill area below. The

information is provided in table format and the cells containing the percentages have been

formatted to graphically depict these percentages visually. To the right of every table are the

trends pertaining to reported current and desired knowledge levels.

11


6.1 LEADERSHIP AND MANAGEMENT

This section of the questionnaire consisted of seven questions. The analysed data appears in the

table below. Please refer to paragraph 6 above for an explanation of how the data was analysed

and how it is reported on. In addition, the trend analysis is explained directly below the table.

Trend

Current Knowledge (%) Desired Knowledge (%)

Basic 10,9 0,7 Basic -10,2

Intermediate 33,6 5,8 Intermediate -27,7

Advanced 46,7 35,8 Advanced -10,9

Expert 6,6 48,2 Expert 41,6

Did not respond 2,2 9,5


Basic 5,8 0,0 Basic -5,8

















Q1 - Ability to lead colleagues at the level at which you operate

Q2 - Ability to manage resources

Q3 - Ability to operate in a diversified environment

Q4 - Ability to motivate others to achieve the outcomes of the unit and

department at large

12





Advanced 35,8 42,3 Advanced 6,6









Desired level of knowledge (%)

Basic 1,5

Intermediate 9,5

Advanced 40,9

Expert 29,9

Did not respond 18,2

Q7 - Overall need for training in Leadership and

Management

Q5 - Ability to lead in a changed environment

Q6 - Ability to appreciate differences within employees

The trend in the table above is summarised in the two columns on the far right in the table above.

A negative value means that a downward trend occurs from the reported percentage in the current

knowledge section as compared to the desired knowledge section. A positive value means that an

upward trend occurs from the current knowledge section to the desired knowledge section.

It is important to be aware of the fact that the downward trends do not mean that skills levels will

decline. The downward trend is as a result of people expressing the need for a higher skill level in

a particular skill area, resulting in lower percentages on the lower skill levels (basic and

intermediate levels).

13


6.2 PROGRAMME AND PROJECT MANAGEMENT




Current Knowledge (%) Desired Knowledge (%) Trend

Basic 14,6 1,5 Basic -13,1

Intermediate38,7 10,9

Intermediate-27,7





Basic 13,1 2,9 Basic -10,2

Intermediate 40,9 6,6 Intermediate-34,3





Basic 23,4 2,2 Basic -21,2






Basic 33,6 4,4 Basic -29,2





Q1 - Knowledge of Project Management

Q2 - Ability to manage projects and programmes

Q3 - Ability to apply aids in projects

Q4 - Ability to draft a Project Charter

14



Basic 26,3 4,4 Basic -21,9






Basic 19,7 2,2 Basic -17,5






Basic 0,7

Intermediate 8,0

Advanced 38,0

Expert 28,5


Q7 - Overall need for training in Programme and

Project Management

Q5 - Ability to use Microsoft Project Software

Q6 - Ability to develop and implement a project time schedule









15


6.3 PUBLIC FINANCIAL MANAGEMENT





Basic 35,8 5,1 Basic -30,7






Basic 29,9 5,1 Basic -24,8






Basic 33,6 5,8 Basic -27,7






Basic 27,7 5,8 Basic -21,9





Q1 - Ability to apply budgetary techniques

Q2 - Ability to link the budget to the strategic plan

Q3 - Ability to utilize the capital budget

Q4 - Ability to use the goods and services budget

16



Basic 24,8 5,1 Basic -19,7






Basic 19,0 4,4 Basic -14,6






Basic 2,9

Intermediate 13,1

Advanced 38,7

Expert 26,3


Q7 - Overall need for training in Public

Financial management

Q5 - Ability to budget day-to-day expenditure

Q6 - Understanding of the ‘value for money’ principle as it applies to

management of the goods and services budget









17


6.4 CUSTOMER MANAGEMENT





Basic 12,4 1,5 Basic -10,9


Intermediate-25,5






















Q1 - My knowledge of the Public Service code of conduct

Q2 - My knowledge of the Batho Pele principles

Q3 - My ability to implement the Batho Pele principles in my daily activities

Q4 - My ability to manage the needs and expectations of customers

18



Basic 20,4 5,8 Basic -14,6






Basic 18,2 5,8 Basic -12,4






Basic 2,2

Intermediate 8,8

Advanced 29,9

Expert 25,5


Q7 - Overall need for training in Customer

Management

Q5 - My competency to develop a service delivery charter

Q6 - My competency or ability to comprehend and implement the basic

values and principles governing public administration









19


6.5 HUMAN RESOURCE MANAGEMENT





Basic 45,3 12,4 Basic -32,8


Intermediate-15,3





Basic 42,3 10,9 Basic -31,4






Basic 25,5 5,1 Basic -20,4






Basic 17,5 4,4 Basic -13,1





Q1 - My ability to develop and implement a talent management and

retention strategy

Q2 - My ability to recruit candidates and allocate them to their most

efficient usage in the department

Q3 - My ability to select a potential employee from potential candidates

based on the results of the interview

Q4 - My knowledge and experience with drawing up a performance

agreement

20



Basic 20,4 3,6 Basic -16,8






Basic 21,2 4,4 Basic -16,8






Basic 2,2

Intermediate 11,7

Advanced 30,7

Expert 21,9


Q7 - Overall need for training in Human

Resource Management

Q5 - My ability to conduct performance appraisals

Q6 - My ability to identify staff goals and objectives and aligning them with

departmental goals and objectives









21


6.6 PROBLEM SOLVING AND ANALYSIS







Intermediate-21,2











Basic 13,1 0,7 Basic -12,4






Basic 12,4 2,2 Basic -10,2





Q1 - Ability to analyse problems

Q2 - Ability to break down complex problems into manageable parts

Q3 - Ability to identify the symptoms of the problem from the root

cause(s) of the problem

Q4 - Ability to identify and list various problem solving options

22















Basic 0,7

Intermediate 10,2

Advanced 26,3

Expert 33,6


Q7 - Overall need for training in Problem Solving and Analysis

Q5 - Ability to select the most appropriate solutions from a list of

possibilities

Q6 - Ability to implement an appropriate problem solving solution









23


6.7 CHANGE MANAGEMENT




Current Knowledge (%) Desired Knowledge (%) TrendBasic 29,9 4,4 Basic -25,5


Intermediate-16,8



















Q1 - Ability to implement change within a set timeframe with clear

objectives

Q2 - Ability to clearly communicate why change is occurring

Q3 - Ability to communicate in advance the methods used to bring

change about

Q4 - Ability to manage the change in a controlled fashion

24













Basic 2,2

Intermediate 13,9

Advanced 35,0

Expert 19,7


Q7 - Overall need for training in Change

Management

Q5 - Ability to take ownership and influence the details of the change

Q6 - Ability to provide sufficient support to facilitate change









25


6.8 KNOWLEDGE MANAGEMENT





Basic 14,6 4,4 Basic -10,2


Intermediate-28,5





Basic 18,2 5,1 Basic -13,1






Basic 26,3 4,4 Basic -21,9






Basic 31,4 4,4 Basic -27,0





Q1 - Ability to evaluate knowledge and information from various sources

Q2 - Ability to understand the different knowledge assets

Q3 - Ability to design and implement the tools enabling employees to utilize

knowledge sources

Q4 - Ability to incorporate and promote knowledge retention

26



Basic 35,0 4,4 Basic -30,7






Basic 31,4 2,9 Basic -28,5






Basic 2,2

Intermediate 16,1

Advanced 30,7

Expert 22,6


Q7 - Overall need for training in Knowledge

Management

Q5 - Ability to measure the return on investment made in knowledge

management as per the outcomes based approach of government

Q6 - Ability to understand and implement departmental intellectual property









27


6.9 POLICY IMPLEMENTATION AND ANALYSIS






Intermediate-24,8



















Q1 - Ability to identify the social or economic problem(s) the policy aims to

address

Q2 - Ability to identify the theory of change when analysing policy

Q3 - Ability to implement promulgated policy by means of an operational

plan

Q4 - Ability to identify the objective of the policy during the analysis thereof

28













Basic 2,2

Intermediate 15,3

Advanced 31,4

Expert 24,8


Q7 - Overall need for training in Policy

implementation and analysis

Q5 - Ability to compare policy alternatives in terms of their contribution to

the national priorities

Q6 - Ability to conduct monitoring and evaluation of policy interventions as

per the operational plan









29


6.10 COMMUNICATION





Basic 0,0 0,0 Basic 0,0


Intermediate-12,4






















Q1 - Ability to communicate with customers

Q3 - Ability to give everyone a turn when communicating

Q4 - Ability to listen effectively and ask for clarity when uncertain

Q2 - Ability to present my perspective without getting aggressive

30















Basic 0,0

Intermediate 4,4

Advanced 14,6

Expert 40,1


Q7 - Overall need for training in Communication

Q5 - Ability to affirm that I understand what the other person is saying as

a sign of respect to the speaker

Q6 - Ability to put my thoughts on paper using appropriate grammatical

and language rules









31


7. GENERAL REMARKS

The current as well as desired knowledge levels expressed in this report, represents the views of

the respondents. Other sources such as performance reviews, audit outcomes etc. will also be

useful in confirming the prioritised list of developmental interventions planned for the Department.

8. CONCLUSION

This report provided an introduction, background and it explained the sources consulted to extract

data. Data capturing and analysis was explained. The personal data results were presented first

after which the reported current knowledge as well as projected training needs were presented and

explained. This report should not be seen as a rigid guideline for skills development in the

Department but as an input for consideration during skills planning.

You are welcome to contact the National School of Government if you need any further information

or clarity regarding this report.

32

ANNEXURE A

33

Questionnaire for Middle Managers (Salary Levels 9 -12): Department of Arts and

Culture

The purpose of this questionnaire is to capture your needs with reference to training as it relates to general middle

management competencies. Please take note the completion of this tool will not assist in performance appraisal or any other

personal benefit other than identifying your training needs.

The questionnaire is segmented into the following three sections:

Section A: Biographical information

Section B: Self-assessment

Section C: Additional information

The questionnaire is confidential and should be completed honestly and with a sense of ownership to the content and

process.

INSTRUCTIONS: PLEASE RESPOND BY MAKING A CROSS (X) NEXT TO THE APPROPRIATE OPTION

THAT BEST DESCRIBE YOURSELF. ALTERNATIVELY SUPPLY THE INFORMATION REQUESTED

WHERE NECESSARY.

Section A: Biographical information

1

Full Name and Surname: ------------------------------------------------------------------------------------

2. Unit at which you are currently working:-----------------------------------------------------------------

3. Please indicate your gender:

Male 1 Female 2

4. Into which age group do you fall? Please tick the appropriate block.

25 yrs. and younger 1 26 – 35 yrs. 2 36-45 yrs. 3 46-55 yrs. 4

56-65 yrs. 5

5. What is your highest formal educational qualification(s)? Please select from the options

provided

Less than Grade 12 1 Grade 12 2 Grade 12 plus Certificate (s) 3

Diploma 4 Bachelor’s degree 5 Post-graduate Certificate/Diploma 6

Honours degree 7 Master’s degree 8 Doctorate 9

Others (Please specify): _____________________________________________

For official use

34

6. In which employment sector did you work prior to joining the Department of Arts and

Culture? Please tick the appropriate block.

Legislation sector 1 National Government 2 Provincial Department 3

Local Government 4 Private sector 5 Self-employed 6

Community-based / non-governmental organizations 7 Other (please specify):_______________

7. Which of the following programmes have you successfully attended and completed in the

past? Select appropriate option.

Training programme Indicate the period you attended

0-3 yrs. ago

(1)

3-5 yrs. ago

(2)

5-8 yrs. ago

(3)

7.1 Leadership and Management

7.2 Programme and Project Management

7.3 Public Financial Management

7.4 Customer management

7.5 Human Resource Management

7.6 Problem solving and analysis

7.7 Change management

7.8 Knowledge management

7.9 Policy management

7.10 Communication

Please specify if you attended any other Management related training

35

Section: B

The following section aims to establish your current management knowledge as well as future training needs in this regard.

INTRUCTIONS: PLEASE RATE YOUR KNOWLEDGE IN TERMS OF CURRENT AND DESIRED KNOWLEDGE LEVELS BY MAKING

A CROSS (X) IN THE APPROPRIATE BOX.

Leadership and Management (A) Current knowledge (B) Desired knowledge

Basic Intermediate Advanced Expert Basic Intermediate Advanced Expert

1. Ability to lead colleagues at the level at which you

operate.

1 2 3 4 1 2 3 4

2. Ability to manage resources. 1 2 3 4 1 2 3 4

3. Ability to operate in a diversified environment. 1 2 3 4 1 2 3 4

4. Ability to motivate others to achieve the outcomes of

the unit and department at large.

1 2 3 4 1 2 3 4

5. Ability to lead in a changed environment. 1 2 3 4 1 2 3 4

6. Ability to appreciate differences within employees. 1 2 3 4 1 2 3 4

7. Overall, do you need training on leadership and

management?

Yes No If yes, indicate the

desired level of

knowledge.

Basic Intermediate Advanced Expert

1 2 1 2 3 4

36

Programme and Project Management (A) Current knowledge (B) Desired knowledge


1. Knowledge of Project Management. 1 2 3 4 1 2 3 4

2. Ability to manage projects and programmes. 1 2 3 4 1 2 3 4

3. Ability to apply aids in projects. 1 2 3 4 1 2 3 4

4. Ability to draft a Project Charter. 1 2 3 4 1 2 3 4

5. Ability to use Microsoft Project Software 1 2 3 4 1 2 3 4

6. Ability to develop and implement a project time

schedule.

1 2 3 4 1 2 3 4

7. Overall, do you need training on Programme and

Project Management?


desired level of

knowledge.


1 2 1 2 3 4

37

Public Financial Management (A) Current knowledge (B) Desired knowledge


1. Ability to apply budgetary techniques. 1 2 3 4 1 2 3 4

2. Ability to link the budget to the strategic plan. 1 2 3 4 1 2 3 4

3. Ability to utilize the capital budget. 1 2 3 4 1 2 3 4

4. Ability to use the goods and services budget. 1 2 3 4 1 2 3 4

5. Ability to budget day-to-day expenditure. 1 2 3 4 1 2 3 4

6. Your understanding of the ‘value for money’

principle as it applies to management of the goods

and services budget.

1

2

3

4

1

2

3

4

7. Overall, do you need training on Public Financial

Management?

Yes No If yes, indicate the level of

knowledge


1 2 1 2 3 4

38

Customer management (A) Current knowledge (B) Desired knowledge


1. My knowledge of the Public Service code of

conduct.

1 2 3 4 1 2 3 4

2. My knowledge of the Batho Pele principles. 1 2 3 4 1 2 3 4

3. My ability to implement the Batho Pele

principles in my daily activities.

1 2 3 4 1 2 3 4

4. My ability to manage the needs and

expectations of customers.

1 2 3 4 1 2 3 4

5. My competency to develop a service delivery

charter.

1 2 3 4 1 2 3 4

6. My competency or ability to comprehend and

implement the basic values and principles

governing public administration (Chapter 10).

1

2

3

4

1

2

3

4

7. Overall, do you need training on customer

management?


desired level of

knowledge.

Basic

Intermediate

Advanced

Expert

1 2 1 2 3 4

39

Human Resource Management (A) Current knowledge (B) Desired knowledge


1. My ability to develop and implement a talent

management and retention strategy.

1 2 3 4 1 2 3 4

2. My ability to recruit candidates and allocate

them to their most efficient usage in the

department.

1

2

3

4

1

2

3

4

3. My ability to select a potential employee from

potential candidates based on the results of the

interview.

1

2

3

4

1

2

3

4

4. My knowledge and experience with drawing up

a performance agreement.

1 2 3 4 1 2 3 4

5. My ability to conduct performance appraisals. 1 2 3 4 1 2 3 4

6. My ability to identify staff goals and objectives

and aligning them with departmental goals and

objectives

1

2

3

4

1

2

3

4

7. Overall, do you need training on Human Resource

Management?


knowledge


1 2 1 2 3 4

40

Problem solving and analysis (A) Current knowledge (B) Desired knowledge


1. Ability to analyse problems. 1 2 3 4 1 2 3 4

2. Ability to break down complex problems into

manageable parts.

1 2 3 4 1 2 3 4

3. Ability to identify the symptoms of the problem

from the root cause(s) of the problem.

1 2 3 4 1 2 3 4

4. Ability to identify and list various problem

solving options.

1 2 3 4 1 2 3 4

5. Ability to select the most appropriate solutions

from a list of possibilities.

1

2

3

4

1

2

3

4

6. Ability to implement an appropriate problem

solving solution.

1 2 3 4 1 2 3 4

7. Overall, do you need training on problem solving and

analysis?


knowledge


1 2 1 2 3 4

41

Change management (C) Current knowledge (D) Desired knowledge


1. Ability to implement change within a set timeframe

with clear objectives.

1 2 3 4 1 2 3 4

2. Ability to clearly communicate why change is

occurring.

1 2 3 4 1 2 3 4

3. Ability to communicate in advance the methods used

to bring change about.

1 2 3 4 1 2 3 4

4. Ability to manage the change in a controlled fashion. 1 2 3 4 1 2 3 4

5. Ability to take ownership and influence the details of

the change.

1 2 3 4 1 2 3 4

6. Ability to provide sufficient support to facilitate

change.

1 2 3 4 1 2 3 4

7. Overall, do you need training on Change Management? Yes No If yes, indicate the level of

knowledge


1 2 1 2 3 4

42

Knowledge management (A) Current knowledge (B) Desired knowledge


1. Ability to evaluate knowledge and information from

various sources.

1 2 3 4 1 2 3 4

2. Ability to understand the different knowledge assets. 1 2 3 4 1 2 3 4

3. Ability to design and implement the tools enabling

employees to utilize knowledge sources.

1 2 3 4 1 2 3 4

4. Ability to incorporate and promote knowledge

retention.

1 2 3 4 1 2 3 4

5. Ability to measure the return on investment made in

knowledge management as per the outcomes based

approach of government.

1 2 3 4 1 2 3 4

6. Ability to understand and implement departmental

intellectual property.

1

2

3

4

1

2

3

4

7. Overall, do you need training on Bid Committees? Yes No If yes, indicate the level of

knowledge Basic Intermediate Advanced Expert

1 2 1 2 3 4

43

Policy implementation and analysis (A) Current knowledge (B) Desired knowledge


1. Ability to identify the social or economic problem(s)

the policy aims to address.

1 2 3 4 1 2 3 4

2. Ability to identify the theory of change when

analysing policy.

1 2 3 4 1 2 3 4

3. Ability to implement promulgated policy by means of

an operational plan.

1 2 3 4 1 2 3 4

4. Ability to identify the objective of the policy during

the analysis thereof.

1 2 3 4 1 2 3 4

5. Ability to compare policy alternatives in terms of

their contribution to the national priorities.

1 2 3 4 1 2 3 4

6. Ability to conduct monitoring and evaluation of

policy interventions as per the operational plan.

1

2

3

4

1

2

3

4

7. Overall, do you need training on policy implementation

and analysis?



1 2 1 2 3 4

44

Communication (A) Current knowledge (B) Desired knowledge


1. Ability to communicate with customers 1 2 3 4 1 2 3 4

2. Ability to present my perspective without getting

aggressive.

1 2 3 4 1 2 3 4

3. Ability to give everyone a turn when communicating. 1 2 3 4 1 2 3 4

4. Ability to listen effectively and ask for clarity when

uncertain.

1 2 3 4 1 2 3 4

5. Ability to affirm that I understand what the other

person is saying as a sign of respect to the speaker.

1 2 3 4 1 2 3 4

6. Ability to put my thoughts on paper using appropriate

grammatical and language rules.

1

2

3

4

1

2

3

4

7. Overall, do you need training on Communication? Yes No If yes, indicate the level of


1 2 1 2 3 4

45

Section C: Additional information

Level of training needs (A)


1. List other training needs in order of priority. 1 2 3 4

1.1 1 2 3 4

1.2 1 2 3 4

1.3 1 2 3 4

1.4 1 2 3 4

1.5 1 2 3 4

2. Please indicate the kind(s) of support that you would expect from your department and or unit? You may

select more than one option(s).

2.1 Training

2.2 Mentorships

2.3 Coaching

2.4 E-learning support

2.5 Research assistance

2.6 All of the above

2.7 Other (please specify)

Thank you for completing the questionnaire. It is much appreciated !!

ttrraaiinniinngg nneeeeddss aannaallyyssiiss ......training needs analysis report for the department...

Documents