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SAQA ID 252041

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Promote a learning culture in an organisation
SAQA US ID UNIT STANDARD TITLE
252041 Promote a learning culture in an organisation
ORIGINATOR
SGB Generic Management
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Generic Management
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 5
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
15222 Promote a learning culture in an organisation Level 5 Level TBA: Pre-2009 was L5 3 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in planning, managing and/or implementing training and development within 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:

  • Investigate and analyse the status of the learning culture within the organisation.
  • Develop strategies for the promotion of a learning culture within the organisation.
  • Implement strategies to promote a learning culture.

 

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

 

UNIT STANDARD RANGE

A “learning culture” refers to an environment and attitude in which learning and assessment is encouraged and rewarded, learning and assessment opportunities are provided and supported across the organisation, participation is voluntary and at high levels, learning is clearly linked to organisational goals and individual aspirations and learning and assessment is supported by quality policies and procedures.

For the purposes of assessment against this Unit Standard, candidates may demonstrate the ability to apply the Specific Outcomes for a small to medium organisation, or a department within a large organisation.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Investigate and analyse the status of the learning culture within the organisation.OUTCOME RANGEThe analysis to be based on information derived from training and development plans, reports, interviews and observation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Information is gathered from relevant and representative sources. The range of sources utilised is sufficient to confirm the accuracy and validity of the information across the full spectrum of the organisation.

 

ASSESSMENT CRITERION 2The analysis defines the extent to which learning is needed within the organisation across levels of work and/or functional work areas.

 

ASSESSMENT CRITERION 3The analysis identifies the status of learning and the learning culture in terms of quantitative and qualitative indicators.ASSESSMENT CRITERION RANGE

  • Quantitative indicators include proportion of active learners to the total personnel, proportion of active learning in relation to identified needs, proportions of active learners across levels of work and/or functional areas.
  • Qualitative indicators include perceptions of different categories of personnel in terms of the value, relevance and effectiveness of learning in general and the learning opportunities provided.

 

ASSESSMENT CRITERION 4The analysis identifies possible explanations for the current status of the learning culture, whether positive or negative, in terms of historical trends, current influences and future prospects.

 

ASSESSMENT CRITERION 5The analysis identifies the potential contribution of learning and development to the attainment of organisational and individual goals.

 

SPECIFIC OUTCOME 2Develop strategies for the promotion of a learning culture within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Objectives of the promotion strategies are defined in measurable and time bound terms.

 

ASSESSMENT CRITERION 2The strategies are sustainable and are defined in terms of key actions, methods, required resources, target audience, timing of actions and potential constraints.

 

ASSESSMENT CRITERION 3Strategies are relevant to the needs of the organisation and individuals, and address issues identified in the analysis.

 

ASSESSMENT CRITERION 4Strategies cater for various categories of people and learning needs.

 

ASSESSMENT CRITERION 5Details are provided of the costs associated with promotion activities. The costs are justified by the identified benefits.

 

ASSESSMENT CRITERION 6The strategies are put to stakeholders with supporting arguments for their adoption.

 

SPECIFIC OUTCOME 3Implement strategies to promote a learning culture.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1Learning and development opportunities are promoted throughout the organisation according to the planned strategies.

 

ASSESSMENT CRITERION 2Promotion activities emphasise the benefits of learning and development to individuals and the organisation.

 

ASSESSMENT CRITERION 3The promotion facilitates clear understanding of the learning and development needs of the organisation and individuals.

 

ASSESSMENT CRITERION 4Promotion of learning is aligned with current skills profiles of individuals, organisation and transformation needs.

 

ASSESSMENT CRITERION 5Promotion activities are sustained according to the planned strategies.

 

ASSESSMENT CRITERION 6The impact of promotional strategies is evaluated against pre-determined objectives and appropriate changes are implemented as needed.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant Education and Training Quality Assurance Body (ETQA), or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • 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.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed relevant ETQA procedures.
  • 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.

  • Methods of gathering, analysing and recording data.
  • Promotional mechanisms.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

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:

  • This outcome will be addressed in analysis phase.

 

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills:

  • Communication will be demonstrated mainly during the promotion phase.

 

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system:

  • The inter-relatedness of a learning culture and the development of the organisation is central to this Unit Standard.