Skills Development Facilitator

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. 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: 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 Day

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: 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.