123396 Define target audience profiles and skills gaps

SAQA US ID UNIT STANDARD TITLE
123396 Define target audience profiles and skills gaps

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Description

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 LEARNING
It 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.

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Facilitate learning using a variety of given methodologies
SAQA US ID UNIT STANDARD TITLE
117871 Facilitate learning using a variety of given methodologies
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
–
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 5 Level TBA: Pre-2009 was L5 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

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
9957 Facilitate learning using a variety of methodologies Level 5 Level TBA: Pre-2009 was L5 18 Complete

 

PURPOSE OF THE UNIT STANDARD
This unit standard will provide recognition for those who facilitate or intend to facilitate learning using a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.

People credited with this unit standard are able to:

  • Plan and prepare for facilitation;
  • Facilitate learning; and
  • Evaluate learning and facilitation.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training.

 

UNIT STANDARD RANGE
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will have internalised the “rules” or principles, which inform what they do, and will not longer be operating consciously with such rules.
2. The specific outcomes should be performed in line with an established approach for facilitating learning using a variety of methodologies. At this level practitioners should be able to describe two alternative facilitation methodologies, to explain how their performance would differ when using the different methodologies, and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Plan and prepare for facilitation.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Analysis of learners and learning needs reveals the key elements of learning required to achieve defined outcomes. The learning outcomes are confirmed to meet stakeholder objectives.
ASSESSMENT CRITERION RANGE
Stakeholders may include but are not limited to – learners, trainer, colleagues, supervisors, management, quality assurance staff, health and safety staff.

 

ASSESSMENT CRITERION 2
Plans cater for the needs of learners and stakeholders, possible learning barriers, previous learning experiences, literacy and numeracy levels, language, culture, special needs and different learning styles.

 

ASSESSMENT CRITERION 3
Resources, locations, and personnel are arranged to suit intended delivery.

 

ASSESSMENT CRITERION 4
Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.
ASSESSMENT CRITERION RANGE
Learning material could include notes, diagrams, worksheets, audio and visual aids and models

 

ASSESSMENT CRITERION 5
Facilitation methods selected are appropriate to the learners and agreed learning outcomes. Descriptions are provided of a variety of facilitation methodologies in terms of their essential approach and purpose, and selected methodologies are justified in terms of applicability to the identified learning needs.

 

ASSESSMENT CRITERION 6
Preparation of the facilitation process ensures the facilitator is ready to implement the process. This includes the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation.

 

ASSESSMENT CRITERION 7
The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.

 

ASSESSMENT CRITERION 8
Review criteria are established and documented in accordance with organisation policies and procedures.

 

SPECIFIC OUTCOME 2
Facilitate learning.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.

 

ASSESSMENT CRITERION 2
The learning environment and facilitation approach promotes open interaction and ensures learners are aware of expected learning outcomes and are active participants in their own learning.

 

ASSESSMENT CRITERION 3
The facilitation approach and use of facilitated activities enables learners to draw from and share their own experiences and work out and apply concepts for themselves.

 

ASSESSMENT CRITERION 4
Facilitation contributes to the development of concepts through participation and provides opportunities to practise and consolidate learning. Facilitation promotes the achievement of agreed learning outcomes by individuals while maintaining an emphasis on the manner and quality of the learning experience.

 

ASSESSMENT CRITERION 5
Groups are managed in line with facilitation principles and in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members.

 

ASSESSMENT CRITERION 6
Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes.

 

ASSESSMENT CRITERION 7
Opportunities are created to monitor learner’s progress in terms of the agreed outcomes, and where possible facilitate the gathering of evidence for assessment purposes. Where necessary, modifications are made to the facilitation approach to ensure the learners’ needs are addressed.

 

SPECIFIC OUTCOME 3
Evaluate learning and facilitation.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.

 

ASSESSMENT CRITERION 2
The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.

 

ASSESSMENT CRITERION 3
Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions.



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. Assessors for this unit standard must be registered with the relevant ETQA.

2. Providers of learning towards this unit standard must be accredited through the relevant ETQA by SAQA.

3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

 

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:

  • The sector and workplace skills plans.
  • At least three methodologies for facilitating learning.
  • Strategies, techniques and activities for using the kinds of support materials and/or equipment appropriate to facilitation methodologies.
  • Methods for evaluating learning and facilitation.
  • Psychology of group dynamics.
  • Outcomes-based approach to learning.
  • Forms of practice that promote the values described in the Bill of Rights and the principles underpinning the National Qualifications Framework and Employment Equity Act.

 

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

 

UNIT STANDARD LINKAGES
N/A



Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING
Solve problems – dealing with issues of diversity and potential conflict in learning situations, including different rates of progression for different learners and cultural and linguistic diversity; Identifying the limitations of particular methodologies or activities and developing alternative ways of dealing with these.

 

UNIT STANDARD CCFO WORKING
Work effectively with others and in teams – this outcome will be demonstrated by:

  • Interacting with learners in a manner which promotes effective learning; and
  • Identifying team roles to plan own participation

 

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively – this outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation sessions.

 

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information – this outcome will be demonstrated when candidates analyse information on learner needs in order to plan appropriate facilitation sessions.

 

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills — this outcome will be demonstrated by:

  • Ensuring the learner clearly understands the role he/she is to play and what is expected of him/her; and
  • Being culturally sensitive when communicating.

 

UNIT STANDARD CCFO SCIENCE
Use science and technology – Understanding the education and training potential of various technologies and demonstrating their effective use in promoting learning.

 

UNIT STANDARD ASSESSOR CRITERIA
N/A
REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

 

UNIT STANDARD NOTES
This unit standard replaces 9957, “Facilitate learning using a variety of methodologies”, Level 5, 18 credits.

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