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SAQA ID 15217

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Develop an organisational training and development plan
SAQA US ID UNIT STANDARD TITLE
15217 Develop an organisational training and development plan
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 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
9946 Develop workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in the development and implementation of training and development plans for organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to:

  • analyse current and required skills
  • develop a skills profile and define a skills gap
  • establish skills priorities
  • develop a training and development plan.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGIt is assumed that people starting to learn towards this standard are competent in Communication at NQF Level 4.

 

UNIT STANDARD RANGEFor the purposes of this Unit Standard, it is sufficient for the candidate to produce a plan for a small to medium organisation, or for a department of a large organisation.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Conduct an analysis to identify and define the skills requirements of the organisation.OUTCOME RANGEThe analysis is based on existing organisational plans, job designs, structures and strategies.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.ASSESSMENT CRITERION RANGEThe plan covers sources, analysis techniques, time frames and recording techniques.

 

ASSESSMENT CRITERION 22. Information is gathered from relevant sources in accordance with the plan.ASSESSMENT CRITERION RANGESources can include but are not limited to the organisation’s business plan, equity plan, unions, management, training and equity committees and other employees.

 

ASSESSMENT CRITERION 33. The range of sources utilised is sufficient to confirm the accuracy and validity of the information.ASSESSMENT CRITERION RANGESources can include but are not limited to the organisation’s business plan, equity plan, unions, management, training and equity committees and other employees.

 

ASSESSMENT CRITERION 44. The described skills requirements cover all key performance areas or jobs needed to achieve the organisational objectives.

 

ASSESSMENT CRITERION 55. The skills requirements are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.ASSESSMENT CRITERION RANGEAn “outcome” represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement.

 

SPECIFIC OUTCOME 2Analyse current skills and develop skills profile of the organisation.OUTCOME RANGE“Current skills” refers to the complement of skills presently held by individuals relevant to the organisation’s needs.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.ASSESSMENT CRITERION RANGEThe plan covers sources, analysis techniques, time frames and recording techniques.

 

ASSESSMENT CRITERION 22. Methods of analysis used are cost effective, appropriate to the context and required data and in accordance with the plan.ASSESSMENT CRITERION RANGEMethods include skills audits, interviews, questionnaires and results from assessments.

 

ASSESSMENT CRITERION 33. Analysis methods and results are recorded clearly and in sufficient detail to facilitate further interpretation and validation of the analysis.

 

ASSESSMENT CRITERION 44. The skills profile is an accurate reflection of the current skills in the organisation.

 

ASSESSMENT CRITERION 55. The current skills are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.

 

SPECIFIC OUTCOME 3Define training and development needs and establish priorities.OUTCOME RANGETraining and development needs refer to the difference between the current skills and the present and future skill requirements.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The definition of the needs is consistent with the analysis of the current skills and skills requirements.

 

ASSESSMENT CRITERION 22. The needs are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.

 

ASSESSMENT CRITERION 33. Established skills priorities are confirmed against organisational strategic objectives and equity plans.

 

ASSESSMENT CRITERION 44. The priorities are reported in terms of race and gender categories in line with organisational and legislative requirements.

 

ASSESSMENT CRITERION 55. Implications for addressing the needs are identified in terms of human, financial, and physical resources.

 

SPECIFIC OUTCOME 4Develop a training and development plan.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. The plan is developed through and supported by participative structures involving key stakeholders, decision-makers and strategists.

 

ASSESSMENT CRITERION 22. The current capacity and capability of human and physical resources are evaluated in terms of their ability to meet priority training and development needs. Plans allocate human, physical and financial resources effectively.

 

ASSESSMENT CRITERION 33. Plans are sufficient to address the identified training and development needs according to established priorities.

 

ASSESSMENT CRITERION 44. Motivations are provided to demonstrate how learning provision will address the needs appropriately and effectively.ASSESSMENT CRITERION RANGEProvision could be through internal and/or external providers.

 

ASSESSMENT CRITERION 55. The plan addresses specified categories and is presented in a format as per organisational and/or legislative requirements.ASSESSMENT CRITERION RANGECategories include skill levels, jobs and occupations, race and gender

 

ASSESSMENT CRITERION 66. The completed plan accurately reflects the analysis of present and required skills, training and development needs, agreed priorities and the means to address the needs.ASSESSMENT CRITERION RANGE“Means” refers to preferred providers, learning interventions and available courses.

 

ASSESSMENT CRITERION 77. The plan is ready for submission within agreed time frames.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant Education and Training Quality Assurance Body (ETQA) accredited for this Unit Standard or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed accredited ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria.

  • The essential concepts, principles, structures and terminology of an outcomes-based system.
  • Methods of facilitating group processes and the dynamics involved.
  • Methods of gathering, analysing and recording data
  • Key mechanisms for training and developing people.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYINGIdentify and solve problems:
This outcome will be demonstrated during the planning stage as well as when conducting the analysis

 

UNIT STANDARD CCFO WORKINGWork effectively with others and in teams
This outcome will be demonstrated when conducting the analysis using group processes.

 

UNIT STANDARD CCFO ORGANISINGOrganise and manage oneself and one`s activities responsibly and effectively
This Unit Standard requires high levels of self-management and organisation.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information
The standard is primarily focused on this outcome, in particular specific outcomes:

  • Conduct an analysis to identify and define the skills requirements of the organisation.
    Range: The analysis is based on existing organisational plans, job designs, structures and strategies.
  • Analyse current skills and develop skills profile of the organisation
    Range: “current skills” refers to the complement of skills presently held by individuals relevant to the organisation`s needs.

 

UNIT STANDARD CCFO COMMUNICATINGCommunicate effectively using visual, mathematical and/or language skills
Communication will be demonstrated during the participative processes, the actual analysis and when recording the plan.

 

UNIT STANDARD CCFO DEMONSTRATINGUnderstand the world as a set of inter-related parts of a system
The inter-relatedness of roles, disciplines and outcomes will emerge throughout the analysis.