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SAQA ID 123396

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Define target audience profiles and skills gaps
SAQA US ID UNIT STANDARD TITLE
123396 Define target audience profiles and skills gaps
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 05 – Education, Training and Development Adult Learning
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 6
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9940 Conduct elementary field research in education, training and development or occupation Level 4 NQF Level 04 8 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful for training coordinators, trainers, facilitators, or anyone responsible for identifying skills gaps and developing target audience profiles in order to inform learning interventions and/or learning design. The Unit Standard will also be useful for those who provide guidance and advice to learners about their learning, assessment and recognition opportunities. The target audience profile will be developed using basic data collection methods and a basic research process.

People credited with this unit standard are capable of:

  • Preparing for information gathering.
  • Gathering information on learners.
  • Carrying out a basic skills audit.
  • Compiling a report on the target audience and skills gaps.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGIt is assumed that learners are already competent in Communications at NQF level 3 and are able to use basic data gathering methods.

 

UNIT STANDARD RANGE

The following scope and context applies to the whole Unit Standard:

  • A target audience profile provides details about potential and actual learners for the purpose of planning, designing, facilitating, evaluating and supporting learning. The details would typically include demographics, socio-economic status, age, language, literacy levels, qualifications, previous experience with different learning media, preferred learning styles, levels of experience, levels of motivation, special needs and possible barriers to learning.
  • A skills gap identifies the gap between the skills required for a particular job or set of jobs and the findings concerning learner’s current skills in relation to the requirements; thus a skills gap highlights the gaps between skills needed and skills in place.
  • For the purposes of this Unit Standard, the learner would not be expected to carry out a skills analysis i.e. the learner would not be expected to identify the skills associated with the various roles and jobs of employees. Rather, this analysis would be available to the learner, usually in the form of a given skills audit instrument.
  • At this level, it is expected that learners will gather information through document reviews, interviews and basic questionnaires developed by self to elicit answers to the above. It is assumed that the learner would define the target audience profile and skills gap as per a given project plan to serve the research needs of needs/performance analysis, skills planning, learning design, facilitation and evaluation.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Prepare to profile learners and carry out a basic skills audit.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1The scope, target and objectives of the profiling are identified and agreed with the project leader.

 

ASSESSMENT CRITERION 2A variety of data gathering techniques are selected to ensure coverage of the scope of the project.ASSESSMENT CRITERION RANGETechniques include document reviews, interviews and basic questionnaires.

 

ASSESSMENT CRITERION 3Data gathering techniques selected are manageable, time- and cost-effective.

 

ASSESSMENT CRITERION 4Appropriate information gathering instruments are selected and/or prepared to meet the objectives.ASSESSMENT CRITERION RANGEInstruments include questionnaires and checklists.

 

ASSESSMENT CRITERION 5Sources of information are identified to ensure the profile covers the intended scope as per given objectives.ASSESSMENT CRITERION RANGESources include, subject experts, managers, employees, learners, ETD practitioners, previous audits, workplace skills plans, training records, course evaluations, CVs, learner records.

 

SPECIFIC OUTCOME 2Profile learners.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Information about learners is gathered from a range of relevant sources as per the plan.

 

ASSESSMENT CRITERION 2Methods of gathering information are chosen which are appropriate to the situation and maintain confidentiality where required.

 

ASSESSMENT CRITERION 3Information is valid, relevant to the project objectives, representative of the target audience and covers the full scope of the project.

 

ASSESSMENT CRITERION 4Information is recorded accurately and in a manner that facilitates further analysis.

 

SPECIFIC OUTCOME 3Carry out a basic skills audit.OUTCOME RANGEThe audit will be carried out using given basic skills audit instruments.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1The audit is carried out in line with organisational policy and project plan.

 

ASSESSMENT CRITERION 2The audit covers the intended scope of the project within agreed timeframes.

 

ASSESSMENT CRITERION 3The audit is targeted at the appropriate groups of people as per the project plan.

 

ASSESSMENT CRITERION 4Audit information is gathered and recorded accurately and in a manner that facilitates basic analysis.

 

ASSESSMENT CRITERION 5The audit is valid and is successful in identifying the skills gap.

 

SPECIFIC OUTCOME 4Compile a report on the target audience profile and skills gaps.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1The report covers the full scope of the project such that all key information required is presented in the report.ASSESSMENT CRITERION RANGEThe details to cover the skills gaps and the target audience profile, including demographics, socio-economic status, age, language, literacy levels, qualifications, previous experience with different learning media, preferred learning styles, levels of experience, levels of motivation, special needs and possible barriers to learning.

 

ASSESSMENT CRITERION 2The 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.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:

  • Data-gathering methods and instruments.
  • Sources and effects of bias.
  • The basic principles of an outcomes-based system.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO WORKINGWork effectively with others and in teams – this outcome will be demonstrated in the way the learner cooperates with team members and others to gather information.

 

UNIT STANDARD CCFO ORGANISINGOrganise and manage oneself and one’s activities responsibly and effectively – this outcome will be demonstrated through the general and specific activities related to preparing and implementing the information gathering process.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information – this outcome will be demonstrated when learners gather information and carry out a skills audit.

 

UNIT STANDARD CCFO COMMUNICATINGCommunicate effectively using visual, mathematical and/or language skills – this outcome will be demonstrated in the way the learner communicates to team members and sources of information, as well as in the quality of the report.