50331 National Certificate: Occupationally Directed ... · 50331 National Certificate: Occupationally Directed Education, Training and Development Practices LEARNER GUIDE Module :

US ID: 15221 Provide information and advice regarding skills development and related issues

Page 1

Learner Guide v1 ©ympg Review Date: June 2014

50331 National Certificate: Occupationally

Directed Education, Training and Development

Practices

LEARNER GUIDE

Module : 06- Evaluate HRD

interventions

SAQA: 15221 Provide information and advice regarding

skills development and related issues

CREDITS: 04

NQF LEVEL: 05


Page 2


TABLE OF CONTENT

Unit: 01 Provide information and advice on

legislation related to skills

development.

12

Unit: 02 Provide information and advice

concerning learning and

assessment.

25

Unit: 03 Provide advice to an organisation

concerning the promotion of skills

development.

30

RESOURCES

38


Page 3


SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

2. Module Introduction

3. Purpose of the Module

4. Duration & Notional Hour Grid

5. Programme delivery structure

SECTION B: LEARNING MAP

1. Purpose

2. Specific Outcomes

3. Learner Support Pack

4. Formative Assessment

5. Summative assessment

SECTION C: SELF-REFLECTION

Addendums: Templates


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SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

The learning experiences are designed to enable the learners to master the learning

content at the appropriate level.

The Learner Pack for this module contains the following documents/prescribed books:

Learner Orientation Guide

Learner Guide

Prescribed Material

Portfolio of Evidence

Logbook

2. Module Introduction

The module introduction with the facilitator will cover:

Overview of the module, including tasks and activities - expectations

Timetable

The Learner Guide

The Learner Portfolio of Evidence

Assessment: The importance of completing all tasks in the PoE; the neat and orderly

submission of evidence in the PoE; all forms completed and signed

Exit leaning outcomes Component

The Summative Assessment

Programme Assessment timetable schedule


Page 5


3. Purpose of the Module

NQF Unit Standard 15221 Provide information and advice regarding skills development and related issues

Field Field 03 - Business, Commerce and Management Studies

Subfield Human Resources

NQF Level Credit Value 04

Range of assessment methods and tools used

during the training session

Case Studies

Demonstrations

Discussions, questioning and feedback sessions

Group and small group work

Oral and Written Individual and Group Exercises

Practical Assignments

Practical, workplace-related Examples

Presentations and Observations

Questioning and Feedback Sessions

Skills practices


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1st/2nd /3rd/4th Semester

Quadmester system divides the academic year into four terms, up to 12 weeks each, and generally

counts the summer as one of the terms.

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38


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Notes to the Learn

Learner Guide Introduction

Dear Learner,

Welcome to this Learning Programme. We trust that this Learning

Programme will be of great value to you during your studies and in your

future career.

To succeed in anything in life requires a lot of hard work.

It will be expected of you to work through this study guide with a great

deal of attention. It provides you with information on how to work

through the material, details exactly what will be expected of you and

what objectives you need to achieve during the study of this Learning

Programme. You will have to:

Complete your assignments with dedication and submit them in time.

Complete the self-study sections for your own benefit. The self-study

sections provide you with the opportunity to practice what you have

learnt.

Act as adult learners.


Page 8


Competencies

Essential Embedded

Knowledge of:

Legislation and regulations pertaining to the skills development acts and the NATIONAL QUALIFICATIONS FRAMEWORK

Organisational mission, vision, goals, strategies and

implementation plans

Critical Cross Field Outcomes

provide information related to skills development, including relevant legislation, learning and assessment,

advise an organisation concerning the alignment of skills development practices to the information provided; and

advise on the promotion of skills development.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CqZN-kxFNGk-cM&tbnid=vtc2VWAr-EkR4M:&ved=0CAUQjRw&url=http://blogs.swa-jkt.com/swa/brianduffy/2013/08/14/drawing-knowledge/&ei=4qofUumAEMil0AWdvoHICg&bvm=bv.51495398,d.d2k&psig=AFQjCNE6u0u6yh3paTFZAzPZJ8_iWUvgEw&ust=1377893464378054

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=Zzb39Jt1ArQIAM&tbnid=xfPH4oExiUsLaM:&ved=0CAUQjRw&url=http://www.businesswest.co.uk/business-solutions/skills-for-business&ei=g6ofUtqeCcaZ0QX6xYHgDw&bvm=bv.51495398,d.d2k&psig=AFQjCNFB7YXd9GLJ5TBhCBl5j-ePjWm7Vw&ust=1377893191425707


Page 9


SECTION B: LEARNING MAP

1. Introduction Legislation relative to skills development is identified and outlined in terms of purposes and key elements.

2. Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.

3. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.

4. Structures are described in terms of their composition, function and relationships in line with current published definitions.

5. The processes and requirements for participation in the structures are described in line with current published definitions.

6. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.

7. Conclusion

1. Introduction Information and advice is relevant to the established needs of the party concerned.

2. The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.

3. Conclusion

UNIT 2 Provide information and

advice concerning learning and assessment.

UNIT 1 Provide information and

advice on legislation related to skills development.


Page 10


1. Introduction Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.

2. 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.

3. Advice is given in a manner that is sensitive to various target groups.

4. Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.

5. Advice is given in a manner that helps to remove the emotional, educational, cultural and economic factors that constitute barriers to effective skills development

6. Conclusion

UNIT 3 Provide advice to an

organisation concerning the promotion of skills development.

ICONS

Icons Type of assessment Description

Formative knowledge

assessment:

This comprises of questions

to assess your knowledge.

You must obtain at least

80% in each assessment

criterion.

Self-reflexive assessment You will be required to

answer a few reflexive

questions.

Teamwork Self-Assessment

Form

After you completed this

course, you will be required

to assess your own

behaviour regarding team

work.

Work place experience After you completed this


to assess your own

behaviour regarding work

experience.

Project research After you completed this


to assess your own

behaviour regarding

research.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2ZrGJf9sD1TuhM&tbnid=QMzQ7sF71DGEaM:&ved=0CAUQjRw&url=http://www.virtualstudio.tv/blog/post/66-work-experience-opportunities-in-video-production-and-media-for-young-people-in-the-cambridge-area&ei=dQtYUu6KPMKw0AXosoH4Dw&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627

SAQA ID: 15221 Provide information and advice regarding skills development and related issues

Page | 12

Learner guide Date of review: June 2015

Unit: 1

Unit Outcomes

At the end of this unit you should be able to:

Unit3 Unit2 Unit1

1. Exit Learning Outcomes: 2. Introduction Legislation relative to skills development is identified and outlined in

terms of purposes and key elements. 3. Explanations are provided concerning the benefits, challenges and responsibilities

of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.

4. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.

5. Structures are described in terms of their composition, function and relationships in line with current published definitions.

6. The processes and requirements for participation in the structures are described in line with current published definitions.

7. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.

Conclusion

Provide information and advice

on legislation related to skills

development.


Page | 13


The functions of the SDF

The following are the specific functions of the skills development facilitator:

1. Assist the employer and workers with the development of a workplace skills plan

2. Submit the workplace skills plan to the relevant SETA

3. Advise the employer on the implementation of the workplace skills plan

4. Assist the employer with the drafting of an annual training report in relation to the

approved workplace skills plan

5. Advise the employer on the quality assurance requirements as set by the relevant

SETA

6. Served as a contact person between the employer and the relevant SETA

The skills development facilitator should be registered with the SETA, and should be able to

meet the competency guidelines for a skills development facilitator.

Who can be a SDF?

An employer must appoint a competent skills development facilitator who is able to

perform the functions stated above and who is one of the following:

1. an employee, or

2. a formally contracted, external person, or

3. a person who is jointly employed by a number of employers to assess the skills

development needs of the group of employers and workers concerned.


Page | 14


RECAP AND REVISION

US15221: Provide information and advice

regarding skills development and related

issues

Legislation related to the Skills

Development Strategy

South African Qualifications Authority Act 55 of

1998 – will be replaced in 2009 by the NQF

Act

Skills Development Act 97 of 1999 – to be

amended

Skills Development Levies Act 9 of 1999 –

amended

Employment Equity Act 58 of 1998

Labour Relations Act 66 of 1995 as amended

ETQA’S

Quality Council for Trades and Occupations

will replace the ETQA’S at the 23 seta’s

QA functions have not been finalised

National Skills Authority

The NSA:

Advises the Minister of Labour on the nature and

implementation of Skills Development Policy and

Strategy;

Liaises with and oversees the workings of Sector

Education and Training Authorities (SETAs)

Standard Generating Bodies (SGBs)

Generate unit standards and qualifications in sub-

fields and levels and recommend these to SAQA

Recommend criteria for registration of assessors

and moderators

Sector Education and Training

Authorities (SETAs)

Have the following functions:

To develop a strategic focus and sector skills

plans

Establish and register Learnerships


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Perform ETQA functions

Allocate grants

Monitor education and training

SETA

Agriculture (Agri-SETA)

Banking SETA

Chemical Industries (Chieta)

Clothing, Textiles, Fabrics and Leather

Industries (CTFL SETA)

Construction (CETA)

Education, Training and Development

Practices (ETDP SETA)

Energy Sector (ESETA)

Food and Beverages Industry (Foodbev

SETA)

Forest Industries (FIETA)

Health and Welfare (HWSETA)

Information Systems, Electronics and

Telecommunication Technologies (ISETT)

Insurance (INSETA)

Local Government, Water and Related

Services (LDWSETA)

Media, Advertising, Publishing, Printing

and Packaging (MAPPP)

Mining (MQA)

Manufacturing, Engineering and Related

Services (MERSETA)

Safety and Security (SASSETA)

Public Services (PSETA)

Services (SERVICE SETA)

Tourism, Hospitality and Sports (THETA)

Transport (TETA)


Page | 16


Skills Development Act 97 of 1999 – to be

amended

Purpose:

To improve the skills of the workforce

To increase investment in education and training

To promote the workplace as a learning

environment

To improve the prospects of those who were

previously disadvantaged

Improve productivity of South African workers

To encourage competitiveness

To encourage self-employment

Skills Development Levies Act 9 of

1999

WHO PAYS THE LEVY?

All employers with a payroll of more than

R500 000 per annum

HOW MUCH DO THEY PAY?

1% of their total payroll

WHO IS THE LEVY PAID TO?

SARS

20% Goes to the National Skills Fund

80% to the SETA

Wholesale and Retail (WRSETA)


Page | 17


SETA Retains 10% for admin and operational

costs

50% Can be distributed to constituent employers,

based on ART

10% is distributed as a discretionary grant

EMPLOYMENT EQUITY ACT

Introduced to prevent discrimination in the

workplace on the basis of:

Race, Age, Gender, Sexual Preference, Physical

or Mental Handicap and Social Class etc.


Page | 18


12 FIELDS OF LEARNING

1. Agriculture and Nature Conservation

2: Culture and the Arts

3: Business, Commerce and Management

4: Communication Studies and Language

5: Education, Training and Development

6: Manufacturing, Engineering and Technology

7: Human and Social Studies

8: Law, Military Sciences and Security

9: Health Sciences and Social Service

10: Physical, Mathematical, Computer and Life

Sciences

11: Services

12: Physical Planning and Construction

NATIONAL QUALIFICATIONS

FRAMEWORK

SEE NEW NQF ON PAGE 10

QUALIFICATIONS AND CREDITS

NATIONAL CERTIFICATE

(120 CREDITS)

NATIONAL FIRST DIPLOMA

(240 CREDITS)

NATIONAL FIRST DEGREE

(360 CREDITS)

CREDITS A CREDIT IS THE VALUE OR WEIGHT

ASSIGNED TO A PARTICULAR STANDARD


Page | 19


OR QUALIFICATION

1 CREDIT = 10 NOTIONAL HOURS

A Notional Hour is an indication of the time it

will take the average learner to achieve

competence in the unit standard

UNIT STANDARDS

UNIT STANDARDS ARE

“UNITS OF COMPETENCE”

OR

“BUILDING BLOCKS”

OF ANY QUALIFICATION

REGISTERED ON THE NQF

ALL SOUTH AFRICAN UNIT STANDARDS

INCLUDE THE FOLLOWING:

US TITLE

SAQA LOGO

US NUMBER

NQF LEVEL

CREDITS

REGISTRATION START AND END DATE

PURPOSE

LEARNING ASSUMED TO BE IN PLACE

SPECIFICE OUTCOMES

ASSESSMENT CRITERIA

ESSENTIAL EMBEDDED KNOWLEDGE

ACCREDITATION PROCESS

RANGE STATEMENTS

CRITICAL CROSS-FIELD OUTCOMES

ANY OTHER INFORMATION REGARDING

THE UNIT STANDARD

RECOGNITION OF PRIOR LEARNING

IS A WAY OF RECOGNISING WHAT PEOPLE

ALREADY KNOW AND CAN DO


Page | 20


TWO TYPES OF RPL

1. THE RECOGNITION OF PRIOR

ACCREDITED LEARNING

2. THE RECOGNITION OF PRIOR

EXPERIENTIAL LEARNING

THE NEW NQF

F

O

U

N

D

A

T

I

O

N

N

A

T

I

O

N

A

L

S

K

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L

S

N

A

T

I

O

N

A

L

O

C

C

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P

A

T

I

O

N

A

L

SAQA

NQF

1

2

3

4

5

6

7

8

9

10

General Education &

Training Certificate

(Grade 9)

Adult Basic

Certificate of Education

National Certificate:

Vocational Level 2

National Senior

Certificate (Grade 12)

Adult National

Senior Certificate National Certificate:

Vocational Level 3

National Certificate:

Vocational Level 4

Advanced National

Certificate Vocational

Higher Certificates

Diplomas

Advanced Certificates

Bachelor Degree

Advanced Diploma

Postgraduate Degrees (Honors)

Professional Qualifications

Masters Degrees

Doctoral Degrees

CCHHIILLDDRREENN AADDUULLTTSS aatt WWOORRKKPPLLAACCEESS AADDUULLTTSS iinn SSCCHHOOOOLL

GETFET-QF

UMALUSI

DOE

HE-QF

CHE~HEQC

DOE

OQF

QCTO

SETAS

DOL

Increase in Quality


Page | 21


Formative assessment

Role play

Activity: 1.1

Instructions Identify Legislation relative to skills development and outline in terms of purposes and key elements.

Method Individual Activity

Media Method Flipchart

Answers:

CCFO

DEMONSTRATING

Marks 10


Page | 22


Project

Group Activity: 1.2

Instructions Identify Explanations provided concerning the benefits,

challenges and responsibilities of the legislation for organisations, providers and individuals and clarify Common misconceptions and misgivings.

CCFO

COMMUNICATING

Method Group Activity

Answers:


Research PROJECT

Activity: 1.3

Instructions Which Descriptions of the mechanisms for the implementation

of the legislation are consistent with the Acts?

CCFO Collecting



Answers


Page | 23


Summative assessment

Simulation

ACTIVITY 1.1

Instructions Describe Structures in terms of their composition, function and

relationships in line with current published definitions.

CCFO

ORGANISING



Mark 10

Answer:


Page | 24


Essay

Take some time to reflect on what you have learnt in this module and assess your knowledge against the following pointers. Write down your answers. Should you not

be able to complete each of these statements, go back to your notes and check on

your understanding? You can also discuss the answers with a colleague.

How do you provide information and advice on legislation related to skills development?


Page | 25


Unit: 2

Unit Outcomes


Unit3 Unit2 Unit1

1. Exit Learning Outcomes: 2. Introduction Information and advice is relevant to the established needs of the

party concerned. 3. The information is sufficiently detailed to allow parties to make informed decisions

concerning learning pathways and sources and mechanisms for learning and assessment.

Conclusion

Provide information and advice

concerning learning and

assessment.


Page | 26


Process Overview

An overview of the process of claiming Skills Development Levies are illustrated below:

DEVELOP A WSP

Obtain business detail according to WSP format

Determine beneficiaries for relevant skills year according to skills matrix and include this in WSP

Obtain authorization and emplo yee representation

DEVELOP ATR

Collect proof of training (attendance)

Obtain authorization from management and employee representation

Use relevant SETA form

SUBMIT TO RELEVANT SETA

WSP Claim Form (Mandatory Grants)

Authorization Page

Proof of SDL contribution

Confirmation of client bank details

Before 30 June each year

MONITOR PROGRESS AND QA

Assist in identification and interpretation of quality assurance

Plan, prepare and assist in the design of a quality management system for skills development practices

Collate and store data related to skills development

IMPLEMENT SD INTERVENTIONS

Identify and prioritise learners’ learning requirements

Plan and organize learning interventions

Coordinate learning interventions

Review and report on learning interventions

CONDUCT SKILLS AUDIT

Obtain input via training committee to staff members

Compile a skills matrix

Identify training interventions

Identify training providers

Compile a budget for training

SUBMIT TO SETA

ATR Claim Form (Mandatory Grants)

Authorization page

Proof of SDL contribution

Attendance registers

Receipts for training done

REGISTER AS SDF WITH SETA

Determine Employer Affiliation with SETA

Obtain appointment as SDF

Complete and submit SDF registration form to relevant SETA


Page | 27



Role play

Activity: 1.4

Instructions Which Information and advice is relevant to the established

needs of the party concerned?



Answers:

CCFO

DEMONSTRATING

Marks 10


Page | 28


Project

Group Activity: 1.5

Instructions Which information is sufficiently detailed to allow parties to

make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment?

CCFO

COMMUNICATING


Answers:



Page | 29


Essay




How do you provide information and advice concerning learning and assessment?

Unit1


Page | 30


Unit: 3

Unit Outcomes


Unit3 Unit2 Unit1

1. Exit Learning Outcomes: 2. Introduction Barriers to the implementation of skills development plans are

identified and advice provided contributes to the removal of such barriers. 3. 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.

4. Advice is given in a manner that is sensitive to various target groups. 5. Skills development activities are monitored and trends are evaluated resulting in

sensible advice concerning the improvement of skills development. 6. Advice is given in a manner that helps to remove the emotional, educational, cultural

and economic factors that constitute barriers to effective skills development 7. Conclusion

Provide advice to an organisation

concerning the promotion of skills

development.


Page | 31


The ideal way to approach the development of an Organisational training and Development

Plan (TDP) or Workplace Skills Plan (WSP) is to treat the plan not as an isolated

administrative chore to track and facilitate training but as a key business tool to examine the

direction of the business as a whole and lace training in its strategic place within that

context. Although this implies a bit more work that just doing the bare minimum to get your

skills development levy grant back, you will see the benefits impact your whole business

and ensure that every cent you spend on training is a cent added to the momentum of your

company’s chosen forward direction. For ease of reference we will use the term workplace

skills plan (WSP) throughout this section.

A WSP is a document that outlines the planned training and education interventions for a

specific organisation in the coming year. It is created out of and in-depth evaluation of the

business goals and an understanding of the challenges and forces at work both for and

against the organisation in the wider business environment. The WSP should cover all

skills development training and refers to:

Strategic priorities for skills development

Sectoral/national skills plans

Linkages to employment equity

Key stakeholders in the process

1. Training Committee

A training committee is a selected group of people from within an organisation that help to

create, write and implement the Workplace Skills plan for that organisation.

Any organisation that has more than 50 employees is obliged to form a training committee.

The committee should be constituted in line with the occupational categories and levels in

the Employment Equity Act to ensure representation of all employees within the company.

Where there is a recognised trade union in place within the organisation, a trade union

should nominate its own representatives using their own nomination structure. A

representative from the HR department and the training department should also be included

on the training committee. Don’t forget to include representatives for both hourly and

monthly paid employees when formulating representation on the training committee.


Page | 32


Companies with less than 50 employees may still find it useful to appoint one or two

employees to the training committee to make it more representative of the needs of

learners and to help the SDF by giving feedback on the calibre of training provided and the

effectiveness of training interventions. A training committee is necessary because a

Workplace Skills Plan will carry no credibility or organisational commitment unless it has

been formed with the input and contributions of all those who will be affected by it.

They will also help develop the Workplace Skills Plan in line with SETA requirements and

consult with employees in the workplace on training needs. They ensure that feedback is

given to employees in the workplace on skills development and keep accurate training

records.

In the past, companies decided on their training strategies with little or no consultation

beyond top management. This is part of the reason why South African companies have

found training to be generally ineffective learning interventions that are imposed on people.

They used to have considerably less impact than those where learners play some role in

the choice of learning program content, venue times or means of assessment.

Furthermore, before the NQF came into being, training was provided with little thought as to

how it could benefit the learners’ long term career prospects. Now that training and

education have to take place in the context of quality assurance, life-long learning and the

impact from training interventions. But to make the new training system work, there must

be a closer partnership than before between management and employees – hence training

committees.

1. Sector Education and Training Authorities (SETA)

SETAs will assist in a number of ways:

They will encourage and help employers to prepare workplace skills plans. They

will also pay a grant to an employer who prepares a plan. The SETAs will monitor

these plans and their implementation. A workplace skills plan matches strategies

and activities in the workplace to the skills that workers require.

The SETAs will liaise with the skills development facilitator so that each employer

knows about skills development. The facilitator will be the point of contact between

the employer and SETA.

SETAs will also be involved in the implementation of the National Skills

Development Strategy. Each will agree the contribution its sector will make to the


Page | 33


achievement of the national targets. A SETA will need to be actively encouraging

employers to ensure that these targets will be met.

2. Organisations

Organisations that prepare and submit workplace skills plans have the following

obligations:

They must appoint a training committee, and get collaboration for their workplace

skills plans from everyone in the organisation at all levels

Ensure that the workplace skills plan forms an integral part of the human resource

development program of the organisation, and is not simply a paper exercise aimed

at getting levy money back

Make sure that systems and processes are in place to monitor the implementation

of the workplace skills plan and that training results in return on investment for the

organisation

Identify and record challenges to implementation of the workplace skills plan.

Monitor the cost of training and keep track of funds paid out for training and skills

development in the organisation.

3. The Skills Development Facilitator (SDF)

In addition to having a good understanding of the National Qualifications Framework, the

SDF will be expected to perform the following functions:

Conduct a Training Needs Analysis and develop organisation’s Workplace Skills

Plan

Compile reports on the organisation’s implementation of its Workplace Skills Plan

Prepare, submit and steer the organisation’s application for accreditation as a

training and development site or to manage the contracting out of training and

development to accredited providers

Advise on and monitor implementation of the workplace skills plan including training

delivery assessment and quality assurance.


Page | 34



Role play

Activity: 1.6

Instructions Which Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers?



Answers:

CCFO

DEMONSTRATING

Marks 10


Page | 35


Project

Group Activity: 1.7

Instructions Which 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?

CCFO

COMMUNICATING


Answers:


Research PROJECT

Activity: 1.8

Instructions Which Advice is given in a manner that is sensitive to various

target groups?

CCFO Collecting



Answers


Page | 36


Summative assessment

Simulation

ACTIVITY 1.2

Instructions Which Skills development activities are monitored and trends

are evaluated resulting in sensible advice concerning the improvement of skills development?

CCFO

ORGANISING



Mark 10

Answer:


Page | 37


Essay




How do you provide advice to an organisation concerning the promotion of skills development?


Page | 38


References

Prescribed Booklist

Learning unit Supplier

15221 Provide information

and advice regarding skills

development and related

issues

Yellow Media Publishers

Senior learning material Developer:

Ms Duduzile Zwane

www.yellowmedia.co.za

[email protected]

http://www.yellowmedia.co.za/


Page | 39


SECTION C: SELF REFLECTION

I enjoyed/did not enjoy this module because:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

I enjoyed/did not enjoy this module because:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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I found group work ___________________________________!!!

The most interesting thing I learnt was:

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http://www.google.co.za/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=KyAZdx6IHHcxqM&tbnid=OAQUeiKZhmWJgM:&ved=0CAgQjRw&url=http://blogs.adobe.com/captivate/2012/01/what-i-learned-from-the-scenario-based-learning-book-by-dr-ray-jimenez.html&ei=FPUrU5XPKNSy7AaLmoDAAg&psig=AFQjCNEiKc2arHbYvTSfnH28cOIbFLv6Nw&ust=1395476116753780


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I feel I have gained the necessary skills and knowledge to:

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Please add the following to this module:

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Some comments from my classmates about my participation in class:

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Self-Assessment

Self-Assessment:

You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:

Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable

NO OUTCOME

SELF RATING

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

2. Provide information and advice concerning learning and assessment.

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


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Learner Evaluation Form

Learning Programme Name

Facilitator Name

Learner name (Optional)

Dates of Facilitation

Employer / Work site

Date of Evaluation

Learner Tip:

Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:

logistics and support

facilitation

training material

assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=RDpok8B544sOWM&tbnid=0J9bAREawM5bSM:&ved=0CAUQjRw&url=http://manchesterundergradcareers.wordpress.com/tag/work-experience/&ei=7QtYUtv6F6me0QWnkIDoDQ&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627


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A Logistics and Support Evaluation

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1 Was communication regarding attendance of the programme efficient and effective?

2 Was the Programme Coordinator helpful and efficient?

3 Was the training equipment and material used effective and prepared?

4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?

Additional Comments on Logistics and Support


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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the

subject of the programme

2 The Facilitator encouraged learner participation and input

3 The Facilitator made use of a variety of methods, exercises, activities and discussions

4 The Facilitator used the material in a structured and effective manner

5 The Facilitator was understandable, approachable and respectful of the learners

6 The Facilitator was punctual and kept to the schedule

Additional Comments on Facilitation


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C Learning Programme Evaluation 1 The learning outcomes of the programme are

relevant and suitable.

2 The content of the programme was relevant and suitable for the target group.

3 The length of the facilitation was suitable for the programme.

4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.

5 The Learning Material was free from spelling and grammar errors

6 Hand-outs and Exercises are clear, concise and relevant to the outcomes and content.

7 Learning material is generally of a high standard, and user friendly

Additional Comments on Learning Programme

D Assessment Evaluation


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1 A clear overview provided of the assessment requirements of the programme was provided

2 The assessment process and time lines were clearly explained

3 All assessment activities and activities were discussed

Additional Comments on Assessment


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Documents

50331 National Certificate: Occupationally Directed ... · 50331 National Certificate: Occupationally Directed Education, Training and Development Practices LEARNER GUIDE Module :