SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Conduct an analysis to determine outcomes of learning for skills development and other purposes
SAQA US ID UNIT STANDARD TITLE
15218 Conduct an analysis to determine outcomes of learning for skills development and other purposes
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 6 Level TBA: Pre-2009 was L6 4
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 is for people who intend to conduct an analysis to determine outcomes of learning for the purposes of defining skills needs at organisational level and/or to identify assessment standard titles at industry or sub-sector level. 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:

  • plan, organise a skills analysis process
  • conduct an analysis to determine outcomes of learning needed for formal recognition
  • produce and verify a matrix of outcomes.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that people starting to learn towards this Standard are competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

UNIT STANDARD RANGE
An “Outcome” represents a significant, coherent, meaningful milestone of learning that is worth recognising as an individual achievement.

The Outcomes identified may be used for the purposes of identifying skills development needs at organisational level or as titles for assessment standards at industry or sector level.

It is expected that the candidate seeking this Unit Standard will conduct the analysis through the facilitation of group processes, interviews and document studies.

The term “analyst” refers to the person seeking recognition for this Unit Standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Plan and organise the analysis process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. 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.

ASSESSMENT CRITERION 2
2. 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.
ASSESSMENT CRITERION RANGE
There are a variety of forms of analysis that could be used including purpose analysis, work process analysis, functional analysis, task analysis. More than one type of analysis could be used in order to verify results.

ASSESSMENT CRITERION 3
3. 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.
ASSESSMENT CRITERION RANGE
Any of the following sources as may be applicable in the situation: subject matter experts, management, customers, work instructions, standing operating procedures, training manuals, key shareholders, legislation, reports.

ASSESSMENT CRITERION 4
4. People with an established interest in the results of the analysis are identified and the nature of their contribution is confirmed in accordance with organisational or national policies and procedures. Sufficient notification is provided to ensure participants are aware of times, venues and purpose of any activities related to the analysis process.

ASSESSMENT CRITERION 5
5. All resources needed to ensure an effective process are obtained so as to be ready and available on time.
ASSESSMENT CRITERION RANGE
Resources include venue, audio and visual aids, source documentation, recording resources and catering.

ASSESSMENT CRITERION 6
6. Insights gained from similar processes are incorporated into the planning and preparation.

SPECIFIC OUTCOME 2
Conduct the analysis.
OUTCOME RANGE
The analysis to include the facilitation of group processes, interviews and document studies where these methods are relevant.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. 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.
ASSESSMENT CRITERION RANGE
Confirmed to be within the scope, terms of reference and authority of the analyst.

ASSESSMENT CRITERION 2
2. Information is collected and recorded using structured data collection methods.
ASSESSMENT CRITERION RANGE
Including the use of a selection of interviews, observation, questionnaires, brainstorms or surveys as may be applicable to the situation.

ASSESSMENT CRITERION 3
3. The information is checked and verified for completeness, relevance and validity.

ASSESSMENT CRITERION 4
4. Group processes and dynamics are managed to ensure the achievement of the workshop purposes.

ASSESSMENT CRITERION 5
5. The analysis yields outcomes that are realistic, current and fit for purpose in terms of the needs of the organisation or sub-field concerned.
ASSESSMENT CRITERION RANGE
“Fit for purpose” means the outcomes

  • are significant, measurable, meaningful, coherent milestones
  • are attainable by and attributable to individuals
  • can be justified as outcomes worthy of recognition,
  • reflect the organisation or sub-field’s current and predicted needs, and
  • address individual’s needs for recognition.

SPECIFIC OUTCOME 3
Develop and verify a matrix of outcomes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. 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.
ASSESSMENT CRITERION RANGE
The needs for recognition including standards as parts of a qualification or as recognition milestones in their own right.

ASSESSMENT CRITERION 2
2. The matrix is continually updated so as to reflect changes that emerge through the design and implementation process.

ASSESSMENT CRITERION 3
3. The outcomes are written in precise and meaningful language, consistent with normal and/or sub-field usage.

ASSESSMENT CRITERION 4
4. Outcome statements are presented in the format required by approval bodies and are unique to the organisation.
ASSESSMENT CRITERION RANGE
Unless specifically required in another format, the conventional format of “active verb – noun” should be used, including a condition or modifier where required.

ASSESSMENT CRITERION 5
5. The presentation of the matrix allows for easy access to and interpretation of the information and Outcomes are clearly linked to the various roles or disciplines within the scope of the analysis.

ASSESSMENT CRITERION 6
6. The Outcomes describe results of applying skill and knowledge and avoid describing methods and procedures.

ASSESSMENT CRITERION 7
7. Key stakeholders are consulted, through structured processes, concerning the usefulness, relevance, validity and size of the proposed Outcomes.

ASSESSMENT CRITERION 8
8. Agreed changes are made to reflect the inputs of key stakeholders, if necessary.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant Education and Training Quality Assurance Body (ETQA) or with 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

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

  • Identify and solve problems:
    This outcome will be demonstrated during the planning stage as well as when conducting the analysis.

UNIT STANDARD CCFO WORKING

  • Work effectively with others and in teams
    This outcome will be demonstrated when conducting the analysis using group processes.

UNIT STANDARD CCFO ORGANISING

  • Organise and manage oneself and one`s activities responsibly and effectively This Unit Standard requires high levels of self-management and organisation.

UNIT STANDARD CCFO COLLECTING

  • Collect, analyse, organise and critically evaluate information
    The standard is primarily focused on this outcome, in particular specific outcome 2:
    Conduct the analysis

UNIT STANDARD CCFO COMMUNICATING

  • Communicate effectively using visual, mathematical and/or language skills
    Communication will be demonstrated during the preparation, the actual analysis and when recording the results.

UNIT STANDARD CCFO DEMONSTRATING

  • Understand 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.