Background

On 31 July 2012, the Minister for Public Service and Administration and Public Service Unions concluded the Agreement on Salary Adjustments and Improvements on Conditions of Service in the Public Service for the Period 2012/13 – 2014/15 which link pay progression to the professionalization and development of the Public Service. In terms of Clause 4 of this Agreement, the qualifying period for new entrants for pay progression is extended to 24 months.

Following the conclusion of the Agreement, the Minister for Public Service and Administration issued a Directive on 31 October 2012 on the implementation of the Compulsory Induction Programme in the Public Service compelling all new entrants into the Public Service to enrol and complete the Compulsory Induction Programme. This programme will induct new entrants to the Public Service by socialising and acculturating them to become effective and efficient administrators of the State who apply fully the administrative apparatus of the State in meeting the expectations of ordinary citizens of this country, particularly the marginalised.

CIP 1-14 emanates from the Ministerial directive of 2012 as amended in 2015. This directive links the CIP to confirmation of probation and pay progression for all employees who entered the public service for the first time from July 2012. During the delivery of CIP 1-12 it became evident that levels 1-3 are normally left out in class when combined with higher levels. Literacy and numeracy levels of most people in this category are low as compared to those in levels 4 and above. Reports from Monitoring and Evaluation also identified this gap. A separate programme with a different mode of delivery was then developed that would suit people who at these levels. It also accommodates those who cannot read and write.

Purpose

This is the programme that focus on inducting new entrants who are employed at levels 1-3 into the Public Service. This includes, but not limited to, cleaners, general workers, grounds men, etc.

The programme is aimed at building public service cadre that demonstrates developmental values, zeal, knowledge, skills and commitment to serving the ordinary citizens of South Africa.The programme challenges new entrants to embrace the values and mandate of our democratic state whilst creating patriotism.

NOTE: It is mandatory that new entrants to the public service attend the CIP during the first twenty-four months of employment. Failure to successfully complete the CIP will result in the non-confirmation of permanent appointment in the public service, and illegibility to qualify for an annual pay progression.

Target Group

In accordance with the interpretation of the PSCBC Resolution 1 of 2012 and provisions for its implementation, outlined in the Directive signed by the Minister for Public Service and Administration, employees appointed on salary levels 13-14 with effect from 1st July 2012 must be enrolled on CIP.

Minimum Requirements for Enrollment

These new entrants include those who were appointed on fixed term contract for over two years.Those who are excluded from CIP 13-14 include casual employees, employees appointed in training or community posts and permanent employees who were appointed before 1 July 2012.

Programme content and delivery

The CIP 13-14 shall be implemented through a blended mode of delivery and comprises the following components: online learning, workplace case study, reflection and analysis and the face-to-face peer learning exchange session.

Online/technology mediated Component

The online component of the CIP comprises the following four Modules:

Module 1 – Journey towards a Developmental State

  1. UNIT 1 – Your understanding of the pre-1994 policy landscape
  2. UNIT 2 – Policy strategies to overcome the legacies of pre-1994
  3. UNIT 3 – Strengthening a foundation for the Developmental State

Module 2 – Democratic Government and its legislative frameworks

  1. UNIT 1 – Your understanding of Constitutional democracy
  2. UNIT 2 – Strengthening democracy through separation of powers and how Government is organised and functions
  3. UNIT 7 – Public service legislative frameworks and your work

Module 3 – Reflecting on Government’s planning and implementation approach

  1. UNIT 1 – How Government Planning (MTSF) affects your work
  2. UNIT 2 – Implementing the Government’s Plan in your Department
  3. UNIT 3 – How Government’s Plan is monitored and evaluated, and how this influences your work

Module 4 – Aligning your values to the Public Service ethos

  1. UNIT 1 – How you relate your values to those of the Public Service
  2. UNIT 2 – How you relate to the Public Service Code of Conduct
  3. UNIT 4.3 – How your values relate to the SMS competencies

Accreditation

CIP 1-3 is a non-credit bearing course

Workplace application/Case study Component

Workplace application is about the integration of knowledge, skills, values and attitudes learned online with actual practice within a department. In short, the workplace application is designed to be an activity with a practical focus to help learners to transfer online learning to the workplace.Workplace activities form part of a case study whose report must be signed by the supervisor and presented at a face-to-face peer learning exchange (PLE) session (see details of PLE in the next section). The workplace activities thus:

 

Learning design Approach

  • Four Modules
  • Organised by  colour
  • They are case study based.
  • Each module has large colourful charts with clear visuals for the story line.
  • The material is written in English but simple enough to be able to be taught in all official languages – using the visual Facilitators are trained to be able to code switch to accommodate all learners. Learners are not expected to write.
  • Assessment is done orally and through observation on an ongoing basis and completed at the end of each module.
  • The facilitator observes the learner participation and has to complete individual assessments.
  • There are no slides – the responsibility is on the facilitator to augment the facilitator’s resources with appropriate resources g. video clips, pictures, story strip and or music amongst others.

 

Peer Learning Exchange (PLE) Component

A Peer Learning Exchange session (PLE) is a face-to-face activity convened after the completion of the online component and workplace case study components of the programme. The PLE session is organised in a way that enables new entrants to share lessons, effective strategies and unresolved challenges from their workplace through case study presentations and peer-evaluations. The intention is to use the peer learning exchange session to share best practice and solutions with the view to building a network of senior public servants with competencies to exploit individual expertise and collective wisdom to address challenges facing post-Apartheid South Africa.

Summary

The following table provides a breakdown of the average time it will take to complete activities related to the whole CIP 13-14 programme. Note that the activity time covers a maximum period of 2 months.

Learning environment Activity/task Duration
Online learning environment Orientation and completion of four online modules  

Maximum of 4 weeks at own pace.

Workplace Applied/case study tasks
 

Peer Learning Exchange

Participation in the

face-to-face presentations and dialogues

 

2 days

Accreditation

The CIP 13-14 is a non-credit bearing programme.

Assessment Approach

Learners are eligible for confirmation of their probation at the successful completion of all the components of the CIP 13-14.To be eligible for certificate of completion (which qualify new entrants for confirmation of probation), learners are required:

  • Successfully complete all online Modules;
  • Submit workplace case study reports signed by their supervisors; and
  • Attend and present workplace case study reports at face-to-face peer learning exchange

Duration

The CIP 13-14 comprises four weeks of parallel activities [namely; (a) online learning component (which can be compressed to a day or two if it is done in-house), and (b) workplace case studies] and a two-day face-to-face peer learning exchange session.

X