Occupationally Directed Education Training and Development Practices

DURATION: 1 Day

CONTENT

1. Interact critically and purposefully as a listener and/or speaker in oral communication. 

• Responses show a clear understanding of complex issues under discussion in one-on-one or group situations.
• Own understanding is clarified and further developed during discussions and opportunity is provided during interactions for the clarification of one another’s understanding.
• Discussions and/or disagreements are managed sensitively and in a manner that supports the goal of group or one-on-one interaction.

2. Analyse and critically evaluate oral presentations. 

• Point of view and information in spoken texts are identified and meaning described in relation to context and purpose of the interaction.
• Techniques, skills and strategies used by speakers to evade, transfer or dissipate responsibility for an issue are identified.

3. Use and evaluate strategies for listening and speaking in sustained oral interactions.

• Characteristics of a speaker’s style and tone that attract or alienate an audience are identified.
• Non-verbal cues/body language and signals are critically analysed for impact on audience and used appropriately.
• The influence of rhetorical devices is used and evaluated for effect.

4. Analyse and evaluate responses to spoken texts critically and adjust own as required.

• Responses to spoken texts are analysed in relation to audience, purpose and context.
• When confronted by opposing views, own position is put forward with confidence and sensitivity in a manner appropriate to the interaction.
• Tone, approach, style, register and language usage are appropriate to context, and adapted so as to maintain oral interaction.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Use writing skills for specific purposes, audiences and contexts.

• Time management skills are demonstrated in the planning of the text.
• Texts used in the workplace or other environments are identified for specific transactional functions and an indication is given of the purpose of each text.
• The narrative voice appropriate to context, purpose and audience must be chosen.

2. Access, process, re-organise, and synthesise information in order to present it.

• Ideas and information are gathered, organised and explicitly stated in a text.
• Selection of information in the text is appropriate to purpose, target audience and workplace context.
• Topic sentences clearly state the main idea of a paragraph and be relevant to the text as a whole.
• Techniques used in the presentation are appropriate and effective.

3. Use appropriate language conventions, textual features and style for specific workplace purposes.

• Conventions common to a specific workplace are used appropriately.
• Terminology specific to a particular business function is applied.
• Textual features and style enhance the message and/or purpose.

4. Draft and edit texts.

• A checklist is created to facilitate reflection, editing and checked for accuracy and factual correctness of all information.
• Information accessed is checked for accuracy, bias, stereo-typing and other possibly offensive details or language.
• Texts are edited for coherence of ideas and relevance to the focus.
• Drafts are checked for cohesion and redrafted where necessary.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Explain the outcomes-based approach to education and training (OBET).

• Explanations reveal insight into the concept of an outcome as a means of defining learner achievements.
• Explanations reveal differences between the outcomes-based approach and other education and training approaches in terms of key factors.

2. Describe the National Qualifications Framework (NQF).

• Descriptions of the history, rationale, objectives, principles and aims of the NQF are consistent with the body of literature on the subject.
• Descriptions of the mechanisms of the NQF are consistent with SAQA definitions and reveal an understanding of the purposes of the various mechanisms.

3. Describe and explain standards.

• Definitions of standards are consistent with SAQA definitions.
• Key parts of standards are explained in terms of their purpose, key features, form of language and relationships with the other parts of standards.

4. Describe and explain qualifications.

• Definitions of qualifications are consistent with SAQA definitions.
• Key parts of qualifications are explained in terms of their purpose, key features, form of language and relationships with the other parts of qualifications.

5. Develop a broad plan for implementing the NQF within an organisation.

• The plan identifies the key elements that need to be put in place.
• The plan provides motivation for implementation of the NQF in terms of benefits to learners, employers, employees and organisations.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Prepare to profile learners and carry out a basic skills audit.

• The scope, target and objectives of the profiling are identified and agreed with the project leader.
• A variety of data gathering techniques are selected to ensure coverage of the scope of the project.
• Data gathering techniques selected are manageable, time- and cost-effective.
• Appropriate information gathering instruments are selected and/or prepared to meet the objectives.

2. Profile learners.

• Information about learners is gathered from a range of relevant sources as per the plan.
• Methods of gathering information are chosen which are appropriate to the situation and maintain confidentiality where required.
• Information is valid, relevant to the project objectives, representative of the target audience and covers the full scope of the project.
• Information is recorded accurately and in a manner that facilitates further analysis.

3. Carry out a basic skills audit.

• The audit is carried out in line with organisational policy and project plan.
• The audit covers the intended scope of the project within agreed timeframes.
• The audit is targeted at the appropriate groups of people as per the project plan.

4. Compile a report on the target audience profile and skills gaps.

• The report covers the full scope of the project such that all key information required is presented in the report.
• The structure of the report is useful for further analysis, whether this be to assist in planning, designing, facilitating or evaluating learning or any other objectives.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Plan and prepare for development.

• The brief is analysed to establish the purpose, direction and nature of the development.
• The brief is discussed with the designer to clarify the brief.
• A development plan is produced, giving details of development stages, roles and responsibilities, timelines, equipment needed and costing.

2. Develop learning materials.

• Learning activities are sequenced and linked as per the given brief and are appropriate to the learners’ needs in terms of logic of structure and pace.
• The learning activities are developed to ensure sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes.
• Materials are appropriate to the learner and the learning context, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes.

3. Develop learning facilitation guidelines.

• The guidelines developed provide the facilitator with sufficient background information to ensure they understand the learning context.
• The guidelines identify the learning outcomes and outline the summative assessment arrangements.
• The guidelines provide the facilitator with insights into the learning design, with explanations for selected learning activities and methodologies.

4. Pilot and evaluate the development.

• The pilot is set up in a manner that is representative of the learning context and provides useful feedback on the learning programme.
• The evaluation of the learning programme is conducted in a consistent and systematic manner.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Plan and prepare for facilitation.

• Analysis of learners and learning needs reveals the key elements of learning required to achieve defined outcomes.
• Resources, locations, and personnel are arranged to suit intended delivery.
• Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.
• Preparation of the facilitation process ensures the facilitator is ready to implement the process.
• The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.

2. Facilitate learning.

• Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.
• The learning environment and facilitation approach promotes open interaction and ensures learners are aware of expected learning outcomes and are active participants in their own learning.
• The facilitation approach and use of facilitated activities enables learners to draw from and share their own experiences and work out and apply concepts for themselves.

3. Evaluate learning and facilitation.

• Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.
• The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.
• Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Plan and prepare for the evaluation.

• The purpose and scope of the evaluation is defined in terms of stakeholder requirements.
• Evaluation criteria are confirmed as objective, measurable, sufficient and suited to the agreed purpose of the evaluation.

2. Collect and record data.

• Data are collected and recorded in accordance with the evaluation plan.
• Data are collected from a representative sample of the target group in accordance with the evaluation plan.

3. Analyse and interpret data.

• The sorting and summarising of data into categories validly reflect the evaluation purpose and serve to focus attention on particular areas.
• Data are displayed in a way that aids analysis and interpretation.

4. Compile an evaluation report.

• The summary and presentation of results validly reflect the data and are in a form that is meaningful to recipients.
• Evaluation results are compared with related external data where available so that valid conclusions can be drawn.

5. Review the evaluation process.

• The process is analysed in terms of strengths, weaknesses and fitness for purpose.
• Opportunities and mechanisms to improve upon the process are identified and recorded for integration into future evaluations.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Plan and organise the analysis process.

• The scope and purpose of the analysis is defined in line with organisational or sub-field requirements and aligns with intended reasons for formal recognition of outcomes of learning.
• The form of the analysis selected is appropriate to the skill areas to be analysed and enables the analyst to identify outcomes appropriate to those areas.
• Possible sources of information are identified and selected in terms of their potential to provide details of skills, knowledge and attributes required by people in relation to key roles and/or work processes.

2. Conduct the analysis.

• Clear definitions are provided to participants concerning the nature and purpose of any outcomes analysis workshops. The nature and purpose are confirmed with relevant stakeholders where necessary.
• Information is collected and recorded using structured data collection methods.
• The information is checked and verified for completeness, relevance and validity.

3. Develop and verify a matrix of outcomes.

• The matrix reflects the outcomes needed within the defined scope and a clear rationale is provided and endorsed in terms of the established needs for recognition.
• The matrix is continually updated so as to reflect changes that emerge through the design and implementation process.
• The outcomes are written in precise and meaningful language, consistent with normal and/or sub-field usage.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 3 Days

CONTENT

1. Draft learning outcomes for the programme.

• The outcomes reflect the required results of learning as per the given brief.
• The outcomes and criteria are written in a format that is consistent with established norms for outcomes and criteria.
• The outcomes, together with criteria, are achievable and assessable.
• Outcomes and related criteria provide clear guidelines of the expected standard of performance required and are written in a language accessible to the trainer and the learner with minimum mediation required.
• Clarifying statements are used where required to provide scope and context for the learning programmes and to ensure consistent interpretation of the outcomes and criteria by users.
• Language used is consistent with field-usage.

2. Conduct analysis for learning design.

• The analysis provides accurate information on the nature and type of potential learners, their typical learning backgrounds, possible special needs and their skills profile in relation to the intended outcomes.
• The analysis identifies the expected or required starting point for learning.
• The analysis makes use of appropriate tools to identify all the skills that learners need to develop in order to achieve the outcomes. The skills are broken down into the detail of what learners need to know and do in order to develop the skills.
• The skills are sequenced in a manner that ensures an appropriate build up and integration of skills.
• Analysis of existing materials and resources reveals their relevance and suitability for the programme.
• The analysis helps to group and sequence learning outcomes across programmes to facilitate integration.

3. Design the learning programme.

• The design is based on the results of the analysis and incorporates lessons from previous developments, pilot projects and evaluations.
• Learning activities and methodologies are selected which are appropriate to the learner and the learning content, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes.
• The design meets budgetary constraints and ensures that implementation of the learning programme is manageable within reasonable time frames.
• The design makes effective use of existing resources without compromising the quality of the learning experiences.
• The design ensures sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes.
• The design sequence is appropriate to the learners’ needs in terms of logic of structure and pace.
• The design is outcomes-based, adheres to adult learning principles, promotes integration and takes account of possible special needs of learners.
• Provision is made for adequate formative and summative assessment.

4. Draft a brief for the development of the learning programme.

• The brief is developed with sufficient background information to ensure the developer understands the learning context.
• The brief provides the developer with insights into the learning design, with explanations for selected learning activities and methodologies.
• The brief provides sufficient instructions and guidelines to ensure the developer develops the programme to design specifications.

5. Evaluate learning design.

• The evaluation is conducted in a consistent and systematic manner, including the use of pilots where possible. Pilots make use of representative samples of the material, learners and practitioners.
• The evaluation is conducted in accordance with the learning organisation’s quality assurance requirements for design.
• The evaluation reveals strengths and weaknesses of the drafted learning outcomes, the analysis for learning design, the learning design and the brief for development.
• Opportunities and mechanisms to improve upon the design are identified and recorded for integration into future revisions.
• Recommendations are made which contribute towards the improvement of learning design in line with the learning need and required outcomes.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 3 Days

CONTENT

1. Demonstrate understanding of outcomes-based assessment.

• Comparisons between outcomes-based and another form of assessment of learning highlight key differences in terms of the underlying philosophies and approaches to assessment, including an outline of advantages and disadvantages.
• RPL is explained in terms of its purpose, processes and related benefits and challenges. Explanations highlight the potential impact of RPL on individuals, learning organisations and the workplace.
• A variety of assessment methods are described and compared in terms of how they could be used when conducting assessments in different situations.
• Key principles of assessment are described and illustrated in practical situations.
• The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.

2. Prepare for assessments.

• Preparation of assessment resources, logistics, documentation and environment meets the requirements of the assessment at hand and ensures fairness and safety of assessment.
• Parties involved in the assessment are notified in good time.
• All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements.
• Assessment details are explained to candidates clearly and constructively.
• Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.
• Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.

3. Conduct assessments.

• Assessment practices promote effective, manageable, fair and safe assessment.
• The assessment is carried out according to the assessment design and in line with the assessment plan.
• Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses.
• Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made.
• Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence.
• Records of the assessment are in line with the requirements of the organisation’s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.

4. Provide feedback on assessments.

• Feedback is given to relevant parties in accordance with confidentiality requirements, in an appropriate sequence and within agreed timeframes.
• Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.
• The type and manner of feedback is constructive, culturally sensitive and related to the relevant party’s needs.
• Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment.
• Disputes and/or appeals that arise are dealt with according to the assessment policy.
• Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation’s quality assurance system.

5. Review assessments.

• The review identifies strengths and weaknesses in the instruments and process, and records these for incorporation in assessment redesign.
• Feedback from relevant parties is analysed and used to influence future assessments positively.
• Weaknesses in the assessment design and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation’s assessment policy.
• Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrate understanding of moderation within the context of an outcomes-based assessment system. 

• Moderation is explained in terms of its contribution to quality assured assessment and recognition systems within the context of principles and regulations concerning the NQF.
• A variety of moderation methods are described and compared in terms of strengths, weaknesses and applications.
• Key principles of assessment are described in terms of their importance and effect on the assessment and the application of the assessment results.
• Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations.

2. Plan and prepare for moderation. 

• Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessment situations.
• The scope of the moderation is confirmed with relevant parties.
• Planning of the extent of moderation and methods of moderation ensures manageability of the process.
• The contexts of the assessments under review are clarified with the assessors or assessment agency, and special needs are taken into consideration in the moderation planning.
• Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning.
• The documentation is prepared in line with the moderation system requirements and in such a way as to ensure moderation decisions are clearly documented.
• Required physical and human resources are ensured to be ready and available for use.

3. Conduct moderation. 

• The moderation is conducted in accordance with the moderation plan.
• The assessment instruments and process are checked and judged in terms of the extent to which the principles of good assessment are upheld.
• Moderation confirms that special needs of candidates have been provided for but without compromising the requirements specified in the relevant outcome statements.
• The proportion of assessments selected for checking meets the quality assurance body’s requirements for consistency and reliability.
• Appeals against assessment decisions are handled in accordance with organisational appeal procedures.
• The moderation decision is consistent with the quality assurance body’s requirements for fairness, validity and reliability of assessments to be achieved.

4. Advice and support assessors. 

• The nature and quality of advice facilitates a common understanding of the relevant outcomes and criteria, and issues related to their assessment by assessors.
• The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance of quality management systems in line with ETQA requirements.
• Support contributes towards the further development of assessors as needed.

5. Report, record and administer moderation.

• Moderation findings are reported to designated role-players within agreed time-frames and according to the quality assurance body’s requirements for format and content.
• Records are maintained in accordance with organisational quality assurance and ETQA requirements.
• Confidentiality of information relating to candidates and assessors is preserved in accordance with organisational quality assurance and ETQA requirements.

6. Review moderation systems and processes. 

• Strengths and weaknesses of moderation systems and processes are identified in terms of their manageability and effectiveness in facilitating judgements on the quality and validity of assessment decisions.
• Recommendations contribute towards the improvement of moderation systems and processes in line with ETQA requirements and overall manageability.
• The review enhances the credibility and integrity of the recognition system.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Identify and analyse learner’s needs. 

• The analysis identifies the nature of the learner’s needs.
• Information is sourced in relation to the identified needs to provide sufficient references and/or frameworks for providing guidance.
• The analysis suggests the kinds of guidance that may be appropriate and relevant to address the identified needs.
• The analysis is conducted in a sensitive, caring and professional manner.
• The analysis involves the learner as an active participant. The results of the analysis are confirmed with the learner, and possible solutions are negotiated with the learner.
• Information related to the analysis is maintained in a secure and accessible manner, using a manageable information management system.

2. Prepare and review an individual development plan.

• Learner goals, objectives, and aspirations are identified in an open and participative manner.
• Opportunities for learning and assessment are matched to identified goals, objectives, and aspirations.
• The individual development plan identifies learning outcomes to be achieved and incorporates clear descriptions of opportunities for learning and assessment with agreed timeframes for completion. The plan identifies potential barriers to learning and assessment, and provides possible ways for dealing with such barriers.
• Goals are reviewed and adjusted over a period of time to match the learner’s requirements. External factors, such as workplace or career opportunities are considered in the review.
• Development plan is reviewed and adjusted at agreed intervals and matches the learner’s requirements while taking into account external and other factors impacting on the achievement of the learner’s goals, objectives, and aspirations.

3. Provide guidance to learners. 

• Guidance provided is relevant to the learner needs and provides workable solutions to identified needs.
• Guidance is provided in a sensitive, caring and professional manner, and in a way that promotes learner participation in the process.
• Opportunities are taken to check the suitability of the guidance provided in terms of the learner’s needs.
• Learners are referred to appropriate specialist guidance and counselling services where the level and nature of the need extends beyond learning and assessment support services.
• Confidentiality is maintained at all times.

4. Maintain records of learner needs and guidance provided. 

• Records capture the learner’s needs and the essential nature and content of guidance provided.
• Records are consistent with the assistance and support actually provided.
• Records are sufficient to facilitate the need for future references when engaging learners and to facilitate reviews. Records support the information needs of referred services where applicable.
• Records meet organisational quality assurance requirements in terms of content, format, distribution and safekeeping.
• Confidentiality is maintained at all times.

5. Evaluate services provided.

• The evaluation reveals strengths and weaknesses of the support resources and guidance provided.
• Learner and stakeholder feedback on guidance and advice is sought and critically analysed against established review criteria.
• Recommendations promote improvement of the services and help to integrate lessons learned into future guidance services.
• The evaluation contributes to on – going improvement and quality of services.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Source and maintain information to assist and support learners. 

• A review of learner needs identifies the kinds of assistance or support that learners may need.
• Information sourced is relevant to identified needs and is sufficiently comprehensive and diverse to meet a variety of needs and different learners.
• Information and support resources are maintained and updated to ensure relevance and currency of information.

2. Provide assistance and support to learners. 

• Learner needs are established in a sensitive, caring and professional manner.
• Assistance and support provided is accurate and relevant to the learner needs.
• Assistance and support is provided in a sensitive, caring and professional manner, and in a way that promotes learner participation in the process.

3. Maintain records of assistance and support provided. 

• Records capture the learner’s needs and the essential nature and content of assistance and support provided.
• Records are consistent with the assistance and support actually provided.
• Records are sufficient to facilitate the need for future references when engaging learners and to facilitate reviews.

4. Review support services. 

• The review reveals strengths and weaknesses of the support resources and assistance and support provided.
• Learner and stakeholder feedback on assistance and support is sought and analysed against given review criteria.
• Review includes useful recommendations for improvement of the support resources and ways of integrating lessons learned into future assistance and support.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrate understanding of the different schools of thought in the human rights and democratic field.

• Different schools of thought are identified and defined in terms of historical and current theories and practices.
• An analysis of a selected number of global schools of thought identifies key similarities and differences.

2. Provide a historical perspective of human rights and democracy. 

• Examples from ancient history highlight the development of human rights and democracy.
• Examples from recent history highlight the progression of human rights and democracy.

3. Describe the instruments that developed in response to human rights violations. 

• Descriptions of various forms of protective human rights instruments highlight the manner in which human rights emerged.
• Descriptions highlight the factors that influenced the development of protective instruments at an international level.

4. Demonstrate understanding of the principles and values of human rights and democracy. 

• Descriptions are provided that highlight the key principles and values underpinning the Universal Declaration of Human Rights.
• Descriptions are provided that highlight the key principles and values underpinning a variety of conventions.

5. Analyse recent responses to human rights violations within the African regional system. 

• The analysis identifies recent examples of interventions to address human rights violations.
• The analysis provides a commentary on the adequacy of interventions against human rights violations.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: – 1 Day

CONTENT

1. Provide information and advice on legislation related to skills development. 

• Legislation relative to skills development is identified and outlined in terms of purposes and key elements
• Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals.
• Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.
• Structures are described in terms of their composition, function and relationships in line with current published definitions.
• The processes and requirements for participation in the structures are described in line with current published definitions.

2. Provide information and advice concerning learning and assessment. 

• Information and advice is relevant to the established needs of the party concerned.
• The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.

3. Provide advice to an organisation concerning the promotion of skills development. 

• Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.
• Advice contributes to the development of effective advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.
• Advice is given in a manner that is sensitive to various target groups.
• Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Collate and store data related to skills development. 

• Data is obtained from valid sources.
• The data is verified for accuracy.
• Data is recorded and captured accurately within pre-determined timeframes according to organisational policies and procedures.
• The data is updated accurately.
• Problems experienced in the collation and storage of data are resolved directly, or referred to relevant persons with the required competency and/or authority.

2. Provide information related to skills development. 

• The purpose, nature and scope of the request to retrieve and present information are accurately established and interpreted correctly.
• Requests that fall outside the defined responsibilities or authority of the candidate are referred to the appropriate person.
• The information is retrieved and provided in the form and manner appropriate to the needs of the recipient.
• The information is presented in a manner that demonstrates respect for the individuals about whom information is given.
• The information provided is accurate, current and relevant.
• The information is provided in sufficient detail to allow parties to make informed decisions related to the purpose for which the data has been retrieved.
• Confidentiality is maintained according to organisational policies and procedures.

3. Contribute to the improvement of systems and procedures related to processing skills.

• Problems related to the processing of skills development data are identified and solutions are arrived at for their solution
• Recommendations are made to relevant people to improve systems and procedures.
• Organisational constraints are taken into account when making the recommendations.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Identify and prioritise learners’ learning requirements. 

• Learning requirements are identified and defined in outcome terms at individual and group level.
• Justifications for learning programmes are provided in terms of available needs analyses.
• Learning outcomes are confirmed with relevant stakeholders.

2. Plan and organise learning interventions.

• Individuals and organisations are assisted to identify and consider options for implementation of education, training and development plans.
• The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.

3. Coordinate learning interventions. 

• Coordination activities are carried out according to the plan.
• Communication is maintained between involved parties in such a way as to maximise efficiency.
• Implementation difficulties are addressed through appropriate mechanisms.

4. Review and report on learning interventions. 

• Reviews provide information on the strengths and weaknesses of the learning interventions.
• Recommendations made have the potential to improve the planning and implementation of future learning interventions.
• Outcomes are reviewed for conformity with identified needs so as to define and determine successes and discrepancies.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Conduct an analysis to identify and define the skills requirements of the organisation.

• The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.
• Information is gathered from relevant sources in accordance with the plan.
• The range of sources utilised is sufficient to confirm the accuracy and validity of the information.

2. Analyse current skills and develop skills profile of the organisation. 

• The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.
• Methods of analysis used are cost effective, appropriate to the context and required data and in accordance with the plan.
• Analysis methods and results are recorded clearly and in sufficient detail to facilitate further interpretation and validation of the analysis.

3. Define training and development needs and establish priorities. 

• The definition of the needs is consistent with the analysis of the current skills and skills requirements.
• The needs are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.
• Established skills priorities are confirmed against organisational strategic objectives and equity plans.

4. Develop a training and development plan.

• The plan is developed through and supported by participative structures involving key stakeholders, decision-makers and strategists.
• The current capacity and capability of human and physical resources are evaluated in terms of their ability to meet priority training and development needs.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Investigate and analyse the status of the learning culture within the organisation.

• Information is gathered from relevant and representative sources.
• The analysis defines the extent to which learning is needed within the organisation across levels of work and/or functional work areas.
• The analysis identifies the status of learning and the learning culture in terms of quantitative and qualitative indicators.
• The analysis identifies possible explanations for the current status of the learning culture, whether positive or negative, in terms of historical trends, current influences and future prospects.

2. Develop strategies for the promotion of a learning culture within the organisation. 

• Objectives of the promotion strategies are defined in measurable and time bound terms.
• The strategies are sustainable and are defined in terms of key actions, methods, required resources, target audience, timing of actions and potential constraints.
• Strategies are relevant to the needs of the organisation and individuals, and address issues identified in the analysis.
• Strategies cater for various categories of people and learning needs.

3. Implement strategies to promote a learning culture. 

• Learning and development opportunities are promoted throughout the organisation according to the planned strategies.
• Promotion activities emphasise the benefits of learning and development to individuals and the organisation.
• The promotion facilitates clear understanding of the learning and development needs of the organisation and individuals.
• Promotion of learning is aligned with current skills profiles of individuals, organisation and transformation needs.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Establish organisational learning needs and potential solutions. 

• Learning needs within the organisation are verified through reliable sources.
• Verified learning needs are defined in terms of required outcomes of learning, target group and priority.
• Potential solutions are identified through reliable sources and are based on a match with organisational needs.

2. Plan and organise the evaluation.

• The objectives of the evaluation and policies guiding evaluations are defined and confirmed with relevant stakeholders.
• The evaluation criteria and the evidence required are clearly identified and agreed with relevant stakeholders and/or roleholders.

3. Evaluate providers, products and services. 

• The evaluation complies with evaluation principles, ethics and various other requirements.
• Evaluative decisions are made in terms of pre-determined and agreed evaluation criteria and on the basis of sufficient and verifiable evidence.

4. Promote providers, products and services to the organisation.

• Target groups for promotion are identified according to need and decision-making responsibilities.
• The promotional strategies are suited to the organisational environment, budgetary constraints, target group/s and the nature of the providers, products or services to be promoted.

Learners receive course material. Various training techniques are used to make training practical and interesting.