Gap Analysis Report - Fasset

1 Fasset Management Consulting Learnership Project Gap Analysis Report Fasset . MANAGEMENT CONSULTING. LEARNERSHIP PROJECT. NOVEMBER 2002. Gap Analysis Report November 2002. Page 1 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report Table of contents 1 ACRONYMS AND GLOSSARY OF 2 EXECUTIVE SUMMARY ..6. PROFILE OF THE PROFESSION ..7. FINDINGS FROM FIELD RESEARCH ..8. CONSULTING COMPETENCE ..9. TRAINING AND DEVELOPMENT ..10. ASSESSMENT ..10. GOVERNANCE WITHIN THE MANAGEMENT CONSULTING SECTOR ..11. 3 SKILLS DEVELOPMENT IN SOUTH THE SAQA ACT ..13. THE NATIONAL QUALIFICATIONS FRAMEWORK ..13. QUALIFICATIONS AND UNIT STANDARDS ..14. LEARNERSHIPS ..17. 4 PROJECT APPROACH ..18. SCOPE ..19. PROJECT METHODOLOGY ..19. PROJECT APPROACH ..21. 5 PROFILE OF THE PROFESSION ..22. ORIGINS OF MANAGEMENT CONSULTING ..23. DESCRIPTION OF THE FIELD ..23. QUALIFICATIONS NECESSARY TO ENTER THE FIELD ..23. ATTRIBUTES OF SUCCESSFUL MANAGEMENT CONSULTANTS.

2 23. STAFFING STRUCTURES OF MANAGEMENT CONSULTING FIRMS ..23. SUMMARY ..23. 6 FINDINGS FROM FIELD RESEARCH ..23. QUANTITATIVE INFORMATION GATHERED ..23. QUALITATIVE INFORMATION GATHERED ..23. CURRENT PRACTICES WITHIN THE SECTOR ..23. SUMMARY ..23. 7 CONSULTING THE MANAGEMENT CONSULTANT FRAMEWORK ..23. SUMMARY ..23. 8 TRAINING AND DEVELOPMENT ..23. TRAINING BEST PRACTICES ..23. TRAINING DELIVERY CHANNELS ..23. TRAINING DELIVERY MEDIA ..23. TRAINING DELIVERY TOOLS AND TECHNIQUES ..23. COMPETENCY BASED TRAINING ..23. CONTINUOUS PROFESSIONAL SUMMARY ..23. 9 WORKPLACE ASSESSMENT ..23. ASSESSMENT WITHIN THE MANAGEMENT CONSULTING SECTOR ..23. SUMMARY ..23. Page 2 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report 10 GOVERNANCE WITHIN THE MANAGEMENT CONSULTING INDUSTRY ..23. EXISTING PROFESSIONAL IMPLICATIONS FOR THE LEARNERSHIP ..23. SUMMARY ..23. 11 CONCLUSION ..23. 12 ANNEXURE A REFERENCES COVERED DURING LITERATURE REVIEW.

3 23. 13 ANNEXURE B INTERVIEW LIST ..23. 14 ANNEXURE C CONSULTANT'S 15 ANNEXURE D CLIENTS OF MANAGEMENT CONSULTANTS' QUESTIONNAIRE ..23. 16 ANNEXURE E PROFESSIONAL BODIES QUESTIONNAIRE ..23. 17 ANNEXURE F INFORMATION REQUESTED FROM TRAINING PROVIDERS ..23. 18 ANNEXURE G - DRAFT TITLES MATRIX - MANAGEMENT CONSULTING STANDARDS ..23. 19 ANNEXURE H SAMPLE CODE OF PROFESSIONAL CONDUCT ..23. Page 3 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report 1 Acronyms and glossary of terms A list of acronyms used within this Report is contained in Table 1-1. ABET Adult Basic Education and Training DoE Department of Education DoL Department of Labour ETB Education and Training Board ETQA Education and Training Quality Assurance Body FET Further Education and Training GET General Education and Training HET Higher Education and Training LMSDP Labour Market Skills Development Programme NQF National Qualifications Framework NSA National Skills Authority NSB National Standards Body NSDP National Skills Development Plan NSDS National Skills Development Strategy NSF National Skills Fund OBET Outcomes Based Education and Training PDI Previously Disadvantaged Individuals PSP Provincial Skills Plan ROI Return on Investment SAQA SA Qualifications Authority SARS SA Revenue Services SDF Skills Development Facilitator SDPU Skills Development Planning Unit SETA Sector Education and Training Authority SGB Standards Generating Body SIC Standard Industrial Classifications SMME Small.

4 Medium and Micro Enterprises SOC Standard Occupational Classifications SSP Sector Skills Plan WSP Workplace Skills Plan Table 1-1: Acronyms used within this Report A glossary of terms used within this Report is contained in Table 1-2 next page. Page 4 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report The periodical certification of a person, a body or an institution as having the capacity to fulfil a particular function in the quality assurance system set up by the SAQA in terms of Accreditation the SAQA Act (No 58 of 1995) and in terms of the Education and Training Quality Assurance body (ETQA) Regulations (ETQA Regulations, No. of 1998). The process of measuring the achievement of the learner against specified National Assessment Qualification Framework standards or qualifications. A person who is registered by the relevant ETQA in accordance with criteria established Assessor for this purpose by a SGB to measure the achievement of specified NQF standards or qualifications (ETQA Regulations, No.)

5 Of 1998). Broad grouping of levels of education and training, which may include more than one Band qualification. The values that SAQA gives to unit standards and qualifications. Credits are measured in Credit 10-hour units, which are based on the time an average learner would take to achieve the standard or qualification. Education and Education and Training Qualifications Authorities are bodies that are accredited by the Training South African Qualifications Authority (SAQA). The main work of an ETQA is to monitor Qualifications the quality of training given by providers, according to the standards and qualifications Authorities (ETQA) and qualifications on the National Qualifications Framework. National The National Qualifications Framework was established by Regulation No. 452 of 28. Qualifications March 1998 to provide for the registration of national standards and qualifications. Framework (NQF). National Standards Bodies are registered in terms of section 5 (1)(a)(ii) of the Act, are National Standards responsible for establishing education and training standards or qualifications, and have Bodies (NSB) been assigned specific functions relating to the registration of national standards and qualifications in terms of 5(1)(b)(i) of the Act.

6 Formal recognition of the achievement of a range of credits embodied in a coherent number of unit standards supported by evidence of achievement, outcomes and a range Qualifications of credits and other requirements, as may be determined, at a specific level of the National Qualifications Framework (NQF). Outlines and lists all unit standards and qualifications, which are achieved on NQF. Levels. As a learner gains unit standards and qualifications by means of any delivery Record of Learning system, this information will be registered and added to the learner's record of learning. As the learner earns additional credits, the record of learning will be updated. Means registered in terms of the National Qualifications Framework. Registered South African South African Qualifications Authority established by the South African Qualifications Qualifications Authority Act No 58 (4 October 1995). Authority (SAQA). The National Standards Bodies invite members of interest groups and specialists to Standards Generating serve on Standards Generating Bodies (SGBs) to generate standards and qualifications Bodies (SGB) and to update and review those standards.

7 SGBs are regulated by Regulation No. 452 of 28 March 1998. Skills are the development of the necessary competencies, which can be expertly applied, in a particular context for a defined purpose. Skills development should result in Skills skilled performance such as is traditionally associated with the work of skilled craft workers , skilled managers and skilled professionals . (Green Paper, Skills Development Strategy for Economic and Employment Growth in South Africa, 1997). The details of what a learner must know, understand and be able to do to obtain a Unit standard particular credit under SAQA. Table 1-2: Glossary of terms Page 5 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report 2 Executive Summary In February 2001, the Minister of Labour publicised the National Skills Development Strategy (NSDS). This strategy seeks to encourage employers to see people as the key to growth and is underpinned by six guiding principles: Lifelong learning.

8 The promotion of equity;. Demand-led;. Flexibility and decentralisation;. Partnership and cooperation; and Efficiency and effectiveness. The Skills Development Act (No. 97 of 1998), the Skills Development Levies Act (No. 9 of 1999) and the South African Qualifications Authorities Act, (No. 58 of 1995) have put in place a range of structures and processes through which skills development in South Africa will be transformed. Learnerships are a central mechanism for achieving this transformation. A Learnership is defined as a work-based route for learning and gaining qualifications. Learnerships consist of structured work experience (provided in the workplace) and structured institutional learning (usually provided by training departments within organisations, technical colleges, industry training colleges, regional training centres, private training providers or other provider organisations). In other words, a learnership is a combination of theoretical and practical experience.

9 It is within this context that Fasset is seeking to design, develop and pilot the implementation of two NQF. level 7 management consulting learnerships a Certificate in Management Consulting and a Masters Degree in Management Consulting. The Management Consulting Learnership project comprises four main areas, namely: Gap Analysis ;. Learnerships' design;. Learnerships' development; and Piloting the implementation of the pilot Learnerships. Fasset has adopted a six-stage approach to the design, registration and implementation of learnerships and the key elements of this process have been incorporated into our approach and methodology. These six stages are: 1. Initiating the Learnership;. 2. Designing the Learnership;. 3. Registering the Learnership;. 4. Developing the Learnership;. 5. Preparing for and implementing the Learnership; and 6. Monitoring and evaluating. In order to ensure alignment with these six stages, the project team adopted the traditional best practice ADDIE approach ( Analysis ; Design; Development; Implementation; Evaluation) to training and development - this methodology was used to guide the gap Analysis phase and the interpretation of the findings of this research.

10 For continuity purposes, it is intended that the ADDIE principles will be used to guide any subsequent project phases. ADDIE has, in itself, a continuous improvement process, which will ensure intrinsic quality throughout the entire project. Page 6 of 86. Copyright Fasset 2002. Fasset Management Consulting Learnership Project Gap Analysis Report The gap Analysis phase required an Analysis of the current management consulting profession (As-Is Analysis ) both locally and globally. In addition, the literature review revealed best practices associated with management consulting and, more specifically, pertaining to skills development within the management consulting sector ( To-Be Analysis ). These observations, as well as the gaps between the current practices and the best practices, are discussed throughout this Report . The Report is divided into the following sections: Profile of the profession;. Findings from field research;. Consulting competence;. Training and development.