he research problem addresses the issue of learning taking place on broad walks of life. Such learning attracts limited recognition. The objective is to develop a system where structure could be given to such learning, for inclusion in formal systems. The researcher considers amongst other the role of organizational objectives, in determining required skills. Required human capital could be benchmarked against “formal learning programs”, with a view to create a formal credit transfer system. The research also probes the possibility of using such a system to determine specific skills gaps. Collectively, the research is contextualized within a Corporate Qualifications Framework (CQF), that measuring human capital in terms of a strategic plan. A Corporate Qualifications Framework operates on three principles – the required human capital (demand side), the actual human capital (supply side) and the gap. The demand side consists of job descriptions, qualifications and occupational profiles. Supply side standards are used to measure actual human capital by means of performance management, performance assessment and the recognition of prior learning (RPL).
The development of a Meta Business Framework suggests a business consciousness that recognizes the role of thinking and the development of alternative realities that recognizes the evolution of humanity. Meta Business suggests that business honours the relationship between mind and matter as well as the interconnectedness of all things. Thus, the evolution of educational thought, being integral to Meta Business, suggests the development of learning to serve business requirements, whilst business is designed for the benefit of humanity.
The discussion is centered on the possibility of using non-formal learning as formal credit in a process termed “work based learning”. The process entails creating a system whereby the training conducted at the workplace translates into credits in formal education. The roles of academic institutions are important to enhance legitimacy & credibility. The result is the creation of a framework that is industry based. The implications are that a CQF can be used to develop an integrated system of human capital management.
The integrated conclusion suggests a redesign of the current educational system in South Africa, to become adaptable and effective, serving the needs of industry and society at large.
Table of Contents
Chapter one: Building articulation and integration
1.1 Introduction
1.2 Literature survey
The case for accreditation
The relevance of accreditation to business
Accreditation and business needs
Vocational accreditation
1.3 The case for articulation
1.4 Corporate qualifications frameworks
1.5 Credit Accumulation
1.6 The Research Question
1.7 Research Objectives
1.8 The research question
1.9 Research design
1.10 The research assumptions
1.11 Research methodology
1.12 Data collection
1.13 Data analysis
1.14 The research stages
1.15 Research findings
1.16 Discussion
1.17 Themes that emerged from the study:
1.18 Summary of findings
1.19 Proposed further research
1.20 Conclusion
Chapter two: Quantifying human capital
2.1 From National Qualifications Framework to Corporate Qualifications Framework
2.2 The Private Provider example
2.3 Basic requirements of learning to ensure realistic quantification
2.4 How the CQF quantifies learning in industry
2.5 How to determination credit value:
2.6 The CQF and employer benefits:
2.7 Conclusion
Chapter 3: The role of Systems Thinking in Education
3.1 Existing creativity and innovation frameworks
3.2 The Innovation S-Curve
3.3 The innovation framework
3.4 Ambidextrous Organizations
3.5 Case Study: Innovation frameworks in the Infomage Rims Group
3.6 Human Capital
3.7 Technical Knowledge
3.8 Recommendations and Future Work
3.9 Compliance and the effect on creativity
3.10 The source of all creativity
3.11 Creativity Myths: the Rims Infomage RIMS Group
3.12 Conclusion
3.13 Summary
Chapter 4: The innovation funneling process
4.1 The Group Process of searching for ideas
4.2 Two Dominant Models of the Development Funnel
4.3 The environment and its current shortcomings
4.4 Identify the area in which you could gain maximum benefit from the implementation of the new technology or process.
4.5 Improving process maturity & capturing all elements of the process and the environment
4.6 Drawing a Process Based Transformation Plan
4.7 Strategies that could be used
4.8 Goals & Objectives for Rims
4.9 The way forward
4.10 Justify the capital expenditure versus the benefits
4.11 Demonstrate how you would generate a sustainable innovation competency within your organisation.
4.12 How will compliance with the BPMM be appraised in Rims?
4.13 How will the BPMM and its appraisal methods be used?
4.14 Project 2
4.15 Structures of engagement
4.16 South African Alliances
4.17 Conclusion
Chapter 5: Quality management system to support skills programmes & learnerships
5.1 Project implementation and quality assurance (PIMQA)
5.2. From start to finish - twelve steps
5.3. Looking at the current QMS
5.4. The marriage of QMS & Project Management (PM)
5.4.5 Close out reporting
5.5. Conclusion
Chapter 6: Increasing your managerial awareness level
6.1 Functioning on the Meta Level
6.2. The levels of awareness
6.3. The Business Application
6.4. The Way forward
PROJECT IMPLEMENTATION & QUALITY ASSURANCE TOOLKIT FOR MANAGING SKILLS PROGRAMMES & LEARNERSHIPS
1. INTRODUCTION
2. HOW TO USE THE TOOLKIT
3. REPORTING ON PROGRESS AND QUALITY ASSURING EACH STEP
3.1 PRE TRAINING
3.2 TRAINING
3.3 ASSESSMENT
3.4 MODERATION
3.5 CLOSE OUT
Research Goals and Themes
This work aims to explore the possibilities for articulating and integrating work-based training within formal education frameworks to improve human capital management. The core research question addresses whether non-formal learning and workplace experiences can be quality-assured, assessed, and recognized as credit toward formal qualifications in South Africa, thereby creating a more adaptable and effective educational system that serves both industry needs and individual development.
- The impact of Corporate Qualifications Frameworks (CQF) on strategic planning.
- Development of contextual awareness and "higher-level consciousness" in the workplace.
- Strategies for measuring and quantifying human capital through standardized benchmarks.
- Integrating quality management systems (QMS) with project management to enhance educational delivery.
- The role of systems thinking and innovation frameworks in organizational development.
Excerpt from the Book
4.3 The environment and its current shortcomings
The current environment is that of an accredited training provider in the Further Education and Training (FET) market. The industry environment is characterised by organisations that have ISO based Quality Management Systems (QMS) in place, as part of the accreditation requirements. The provider community followed the QMS approach but rarely had a solid project management approach, let alone a process approach. During 2006, Rims Infomage Group developed a process flow that consolidate the steps in the QMS and the steps required in the business process into a single process flow system, called the Project Implementation Toolkit, or PIT system, Goosen (2006). In 2007 the system was launched in Gauteng, Cape Province and Kwazulu Natal, During the launch a group of approximately 100 provider representatives attended in the three provinces. The total number of providers at the time, amounted to more than 800. Thus, as far as the readiness of the environment is concerned to engage in process thinking, there is much to be done.
The internal, Rims environment has been using the PIT system since development and have been coupling the system to the QMS. This has enabled periodic updates and improvements as part of the overall system, PIT and QMS. Thus, the internal environment is ready to consider process maturity as staff are primed to function on a systems basis.
Summary of Chapters
Chapter one: Building articulation and integration: This chapter establishes the research foundation by investigating how work-based learning can be aligned with formal qualifications and organizational strategic planning.
Chapter two: Quantifying human capital: It introduces the Corporate Qualifications Framework (CQF) as a mechanism to measure and recognize non-formal learning and skills development.
Chapter 3: The role of Systems Thinking in Education: This section explores how systems thinking, innovation frameworks, and ambidextrous organizational design contribute to effective education and creative problem-solving.
Chapter 4: The innovation funneling process: Focuses on the methodology of managing creative ideas through a structured funnel process and how organizational environments impact innovation outcomes.
Chapter 5: Quality management system to support skills programmes & learnerships: Discusses the integration of project management and quality management systems to improve the execution of skills programmes.
Chapter 6: Increasing your managerial awareness level: Examines the psychological and consciousness-based factors that drive leadership and individual success within the business environment.
Keywords
Human Capital, Corporate Qualifications Framework, Accreditation, Systems Thinking, Innovation, Workplace Learning, Skills Development, Quality Management, Productivity, Meta Level, Consciousness, Articulation, Learner Management, Business Transformation, Benchmarking
Frequently Asked Questions
What is the primary focus of this research?
The research primarily investigates how non-formal workplace learning can be integrated into formal educational systems through the development of a Corporate Qualifications Framework, aiming to quantify human capital effectively.
What are the core thematic fields of the study?
The core themes include the role of strategic management, skills development as a productivity driver, the integration of non-formal learning into formal environments, and the cultivation of higher levels of contextual awareness and consciousness.
What is the ultimate goal of the proposed frameworks?
The primary goal is to create a simplistic yet robust system that enables industry providers to quantify human capital and competencies, thereby bridging the gap between industry training and recognized national qualifications.
Which scientific methodologies are employed?
The study utilizes a grounded theory approach, drawing upon an extensive literature survey, personal experience, and feedback from 169 service industry companies, alongside reflective, iterative analysis.
What does the main body of the text cover?
The main body addresses the building of articulation models, the role of systems thinking and innovation in education, the process of innovation funneling, and the integration of quality management systems into project implementation.
Which key terms best characterize this work?
Key terms include Human Capital, Corporate Qualifications Framework, Innovation, Systems Thinking, Productivity, Workplace Learning, and Contextual Awareness.
How does the author define the "Meta Level" in business?
The "Meta Level" refers to a higher level of awareness that allows individuals and managers to identify their own blind spots, understand the interconnectedness of systems, and perceive the impact of their thoughts on their created reality.
What specific problem does the PIT system solve for the Rims Infomage Group?
The PIT (Project Implementation Toolkit) system acts as a consolidated process flow that merges QMS requirements with practical business process steps, enabling early detection of deviations and ensuring quality-assured implementation of skills programmes.
- Citar trabajo
- Wynand Goosen (Autor), 2012, Human Capital - A South African Perspective, Múnich, GRIN Verlag, https://www.grin.com/document/202997
