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15232 + 252041 (SDF-4) Promote a learning culture elearning course

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  • ID: 15232 + 252041
  • Description: Coordinate planned skills development interventions in an organisation
  • NQF Level: 5
  • Credits: 11
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

 

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Description

  • ID: 15232 + 252041
  • Description: Coordinate planned skills development interventions in an organisation
  • NQF Level: 5
  • Credits: 11
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. 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:
    identify and prioritise learners` learning requirements
    plan and organise learning interventions
    coordinate learning interventions
    review and report on learning interventions.

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Coordinate planned skills development interventions in an organisation
SAQA US ID UNIT STANDARD TITLE
15232 Coordinate planned skills development interventions in an organisation
ORIGINATOR
SGB Human Resource Management and Practices
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
–
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 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
9935 Manage a learnership/learning programme Level 5 Level TBA: Pre-2009 was L5 12
9936 Manage a learning system Level 6 Level TBA: Pre-2009 was L6 12
9947 Implement workplace skills plan(s) Level 5 Level TBA: Pre-2009 was L5 20

 

PURPOSE OF THE UNIT STANDARD
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. 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:

  • identify and prioritise learners` learning requirements
  • plan and organise learning interventions
  • coordinate learning interventions
  • review and report on learning interventions.

 

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 at NQF Level 4.

 

UNIT STANDARD RANGE
For the purposes of this Unit Standard, it is sufficient for the candidate to coordinate education, training and skills development within a small to medium organisation, or for a department of a large organisation.

The learner should have access to an organisational training and development plan.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Identify and prioritise learners’ learning requirements.
OUTCOME RANGE
From supplied training and development plans or learning needs analyses.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
1. Learning requirements are identified and defined in outcome terms at individual and group level.

 

ASSESSMENT CRITERION 2
2. Justifications for learning programmes are provided in terms of available needs analyses.

 

ASSESSMENT CRITERION 3
3. Learning outcomes are confirmed with relevant stakeholders.

 

ASSESSMENT CRITERION 4
4. Priorities are established using agreed criteria and policies.

 

ASSESSMENT CRITERION 5
5. Decisions are consistent with learner and organisational needs and take into account costs versus benefits.

 

ASSESSMENT CRITERION 6
6. Prioritisation is matched with available resources, including budget, facilities, personnel and learning opportunities.

 

SPECIFIC OUTCOME 2
Plan and organise learning interventions.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
1. Individuals and organisations are assisted to identify and consider options for implementation of education, training and development plans.

 

ASSESSMENT CRITERION 2
2. The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.

 

ASSESSMENT CRITERION 3
3. Selection of provider/s and learners allows identified learning requirements to be met within available resources and according to established priorities.

 

ASSESSMENT CRITERION 4
4. Plans take into account the culture of the organisation and lessons learnt from other interventions.

 

ASSESSMENT CRITERION 5
5. Location, facilities and equipment support learning requirements and are ensured to be ready and available.

 

ASSESSMENT CRITERION 6
6. Interventions are promoted, grouped and scheduled to accommodate stakeholder requirements and learner availability.

 

SPECIFIC OUTCOME 3
Coordinate learning interventions.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
1. Coordination activities are carried out according to the plan.

 

ASSESSMENT CRITERION 2
2. Communication is maintained between involved parties in such a way as to maximise efficiency.

 

ASSESSMENT CRITERION 3
3. Implementation difficulties are addressed through appropriate mechanisms.

 

ASSESSMENT CRITERION 4
4. Records are maintained to reveal the progress of learning interventions.

 

SPECIFIC OUTCOME 4
Review and report on learning interventions.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
1. Reviews provide information on the strengths and weaknesses of the learning interventions.

 

ASSESSMENT CRITERION 2
2. Recommendations made have the potential to improve the planning and implementation of future learning interventions.

 

ASSESSMENT CRITERION 3
3. Outcomes are reviewed for conformity with identified needs so as to define and determine successes and discrepancies.

 

ASSESSMENT CRITERION 4
4. Learning data is recorded in accordance with quality management requirements for format and content.
ASSESSMENT CRITERION RANGE
Data can include but are not limited to attendance, learner achievements, evaluation results and feedback from stakeholders

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
1. 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.
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 accredited ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
  • A variety of learning methodologies.
  • Methods of gathering, analysing and recording data
  • Key mechanisms for training and developing people.

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