FASSET SDF NEEDS ANALYSIS OVERVIEW

OBJECTIVES OF THE NEEDS ANALYSIS

To determine SDF learning needs

To determine the best methods for meeting these needs

To get SDFs’ views on a possible SDF Excellence Award

THE RESPONDENTS Nine from large companies

Eight from medium companies

Eleven from small companies

Three Fasset Skills Development Advisors (FSAs)

THE RESPONDENTS (Cont)

SDFs who are employees and consultants

Selected randomly per company size

THE FINDINGS (1) The majority of SDFs spend less that 35% of their

time on SDF functions

Most SDFs gained their skills as SDFs through experience and reading information

THE FINDINGS (2) SDFs greatest learning needs are:

• Competency-based assessment and RPL• Aligning learning interventions to SAQA• Requirements• Developing a Quality Management System• Developing a Workplace Skills Plan

THE FINDINGS (3) The most popular mechanisms for acquiring SDF

competencies and information are:

• Half day breakfast• Booklets• Newsletters• Full day training• emails

THE FINDINGS (4) All respondents support the idea of completing a

modular menu of training (at different levels) on various topics with multiple entry and exit points, so that they could enter and exit at their interest and competency level

THE FINDINGS (5) Most SDFs feel that they would benefit from

attending training

Most SDFs thought that they should have access to RPL

THE FINDINGS (6) All SDFs support the idea of Fasset endorsing both

the SDF and the organisation with a quality management endorsement in Skills Development Excellence

Most SDFs thought that this would benefit their careers

THE FINDINGS (7) Most SDFs did not see their role as extending

beyond completing the Workplace Skills Plan and Workplace Skills Plan Implementation Grant

SDFs in organisations tend to be very diverse, including : CEOs, directors, consultants and secretaries

THE FINDINGS (8) There was a very strong feeling amongst SDFs that

small, medium and large companies have very different needs regarding skills development and that training initiatives should take account of this