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The Importance of Training & Development in the Workplace

The Importance of Training & Development in the Workplace

Training presents a prime opportunity to expand the knowledge base of all employees, but many employers find the development opportunities expensive. Employees also miss out on work time while attending training sessions, which may delay the completion of projects. Despite the potential drawbacks, training and development provides both the company as a whole and the individual employees with benefits that make the cost and time a worthwhile investment.

What is employee development?

Employee training and development are terms often used interchangeably, across sectors, and encompass various employee learning practices. More specifically, employee training involves programs that enable employees to learn precise skills or gain knowledge to improve job performance. Employee development is a process whereby the manager and employee work together to create a development plan. This plan identifies areas to develop or enhance, and ascertains what actions or activities need to be taken to acquire and embed that learning. This development plan is aligned with the organization’s goals and ultimately serves as a template showing skills that the employee requires and how they can go about acquiring them. Now, more than ever, owing to the impact of the 4th Industrial Revolution and the COVID-19 pandemic, learning and development (L&D) in business is taking top priority in the workplace.

One of the biggest challenges faced by business leaders driving the adoption of disruptive technology, is insufficient internal skills when combining technology with technical proficiency. As industries innovate so new technologies emerge, which has a profound impact on education and development. The ability to merge new technology with creative learning methods will ensure that teams learn new skills or reskill dynamically, through a future-oriented approach.

Importance of Training

Training is crucial for organizational development and success. It is fruitful to both employers and employees of an organization. An employee will become more efficient and productive if he is trained well.

Training is given on four basic grounds:

  1. New candidates who join an organization are given training. This training familiarize them with the organizational mission, vision, rules and regulations and the working conditions.
  2. The existing employees are trained to refresh and enhance their knowledge.
  3. If any updations and amendments take place in technology, training is given to cope up with those changes. For instance, purchasing a new equipment, changes in technique of production, computer implantment. The employees are trained about use of new equipments and work methods.
  4. When promotion and career growth becomes important. Training is given so that employees are prepared to share the responsibilities of the higher level job.

The benefits of training can be summed up as:

  1. Improves morale of employees- Training helps the employee to get job security and job satisfaction. The more satisfied the employee is and the greater is his morale, the more he will contribute to organizational success and the lesser will be employee absenteeism and turnover.
  2. Less supervision- A well trained employee will be well acquainted with the job and will need less of supervision. Thus, there will be less wastage of time and efforts.
  3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills required for doing a particular job. The more trained an employee is, the less are the chances of committing accidents in job and the more proficient the employee becomes.
  4. Chances of promotion- Employees acquire skills and efficiency during training. They become more eligible for promotion. They become an asset for the organization.
  5. Increased productivity- Training improves efficiency and productivity of employees. Well trained employees show both quantity and quality performance. There is less wastage of time, money and resources if employees are properly trained.

1. Improves employee performance

The prime motivator for employee training is to improve productivity and performance. And when executed well, it does just that. It provides your employees with the expertise they need to fulfil their role and make a positive impact on your business. The skills they learn empower them to deliver a better quality of work with a fast turnaround rate.

It also gives your hires a clear understanding of their roles and responsibilities within your organization. They know their targets and they’re equipped with the tools to effectively meet them.

2. Increases engagement

Engaged employees have an increased level of productivity – it’s as simple as that! Through training, you’re continuously engaging your employees and enabling them to engage back. There is two-way communication, opinions and internal workings are shared, meaning your employees are always up to date with what’s going on. This makes them more emotionally invested. They care about their role and are more willing to commit their time and energy to the company.

3. Improves employee retention and growth

It’s common knowledge that the hiring and onboarding process can be a costly and time-consuming task. And a powerful by-product of increased performance and engagement through training is improved employee retention.

Training boosts a feeling of value in employees. It shows that you’re committed to providing them with the resources needed to ensure they’re doing a good job. In turn, they’re more likely to enjoy their work and remain in your organization for longer. It also nurtures them further in their career within your organization. One of the biggest benefits is that you’ll have more opportunities to hire from within, reducing recruiting and onboarding costs for your business.

4. Consistency in training

Creating consistency within an organization is difficult. But training helps reduce a disparity between your teams. Each employee has a baseline knowledge of their individual and their team’s goals, putting everyone on the same page. Additionally, employees all receiving the same training means they share responsibility and are aware of their role on the team.

5. Tracks employee skills

With eLearning, particularly with a learning management system (LMS), you can track the training your employees have taken. This has two big advantages.

Through insightful reports, you know if your employees are up to date with their training. Reports are a powerful tool if you’re delivering onboarding training or have to prove training has taken place, as is usually the case for compliance training. Tracking your training also helps you to provide better training for your employees. It enables you to identify what they are and aren’t engaging with. So, you can improve your course content based on these insights, ensuring that your employees get better training overall.

6. Address internal weaknesses

A lack of awareness of internal weakness is a hazardous thing within an organization. Training overcomes this as you can educate your employees on important subjects that help overcome and avoid any issues. Additionally, it creates a knowledge-sharing environment – your employees learn from managements’ and each others’ past mistakes and wins. This ensures that recurring mistakes are reduced and your employees know the strategies for success.

7. Happier customers

Perhaps the most impactful aspect of employee training is its beneficial effect on your business’s growth. Simply put, better-trained employees make more productive team members, that serve your customers better. The result of this is that your customer retention increases – happier customers stick around for longer and buy more. This can powerfully fuel your business’s growth.

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What is employee development?

What is employee development?

Employee training and development are terms often used interchangeably, across sectors, and encompass various employee learning practices. More specifically, employee training involves programs that enable employees to learn precise skills or gain knowledge to improve job performance. Employee development is a process whereby the manager and employee work together to create a development plan. This plan identifies areas to develop or enhance, and ascertains what actions or activities need to be taken to acquire and embed that learning. This development plan is aligned with the organization’s goals and ultimately serves as a template showing skills that the employee requires and how they can go about acquiring them. Now, more than ever, owing to the impact of the 4th Industrial Revolution and the COVID-19 pandemic, learning and development (L&D) in business is taking top priority in the workplace.

One of the biggest challenges faced by business leaders driving the adoption of disruptive technology, is insufficient internal skills when combining technology with technical proficiency. As industries innovate so new technologies emerge, which has a profound impact on education and development. The ability to merge new technology with creative learning methods will ensure that teams learn new skills or reskill dynamically, through a future-oriented approach.

Importance of Training

Training is crucial for organizational development and success. It is fruitful to both employers and employees of an organization. An employee will become more efficient and productive if he is trained well.

Training is given on four basic grounds:

  1. New candidates who join an organization are given training. This training familiarize them with the organizational mission, vision, rules and regulations and the working conditions.
  2. The existing employees are trained to refresh and enhance their knowledge.
  3. If any updations and amendments take place in technology, training is given to cope up with those changes. For instance, purchasing a new equipment, changes in technique of production, computer implantment. The employees are trained about use of new equipments and work methods.
  4. When promotion and career growth becomes important. Training is given so that employees are prepared to share the responsibilities of the higher level job.

The benefits of training can be summed up as:

  1. Improves morale of employees- Training helps the employee to get job security and job satisfaction. The more satisfied the employee is and the greater is his morale, the more he will contribute to organizational success and the lesser will be employee absenteeism and turnover.
  2. Less supervision- A well trained employee will be well acquainted with the job and will need less of supervision. Thus, there will be less wastage of time and efforts.
  3. Fewer accidents- Errors are likely to occur if the employees lack knowledge and skills required for doing a particular job. The more trained an employee is, the less are the chances of committing accidents in job and the more proficient the employee becomes.
  4. Chances of promotion- Employees acquire skills and efficiency during training. They become more eligible for promotion. They become an asset for the organization.
  5. Increased productivity- Training improves efficiency and productivity of employees. Well trained employees show both quantity and quality performance. There is less wastage of time, money and resources if employees are properly trained.

Here are four reasons why employee training and development is important:

1. Positive employee retention

The hiring and retention of talent can be an ongoing challenge for employers, however one way to retain your staff is by providing them with career development opportunities. Including development program offerings in employment contracts establishes an employee’s sense of value within the company, fostering loyalty and ultimately increasing staff retention. Investing in your staff’s professional development is not only vital for team retention, but learning and development professionals worldwide have reported that they’re observing a stronger appetite for upskilling than ever before.4

2. Training future leaders

Acquiring leadership talent can start from the initial acquisition, or human resources professionals can select current employees as managerial candidates. Having established leadership development programs ensures that a business is always considering future organizational goals and succession planning by preparing promotable talent.

3. Employee empowerment

Recent research shows that leaders who inspire, ignite people’s imaginations, and mobilize them with a compelling vision are more impactful than managers who simply focus on the bottom line.6

4. Increased workplace engagement

Regular development initiatives can help keep employees motivated, while frequent training programs will also establish regular re-evaluation of employees, skills, and processes. Assessing the current skills and abilities within a team will enable managers to strategically plan targeted development programs that consider any potential skills gaps.

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Policy on Accreditation of Skills Development Providers

GLOSSARY OF TERMS

  • Accreditation
  • Accreditation scope
  • Amendment of scope
  • Assessment
  • Assessment Quality Partner (AQP)
  • Institutional Audit
  • Extension of Scope
  • Formative Assessment
  • Internal Assessment
  • Occupational Qualification

Official approval awarded to a Skills Development Provider that meets the minimum quality standards by QCTO to offer qualification registered on the OQSF

The list of occupational qualifications and part qualifications for which a SOP is accredited to provide learning and internal assessment.

This refers to reducing the number of qualifications in the accreditation scope of skills development provider

The process of collecting evidence of a learners’ achievement to measure and make judgments about the competence or non­ competence of specified occupational qualifications or part qualifications

A body delegated by the QCTO to manage and coordinate the external integrated summative assessments of specified NQF registered trades and occupational qualifications or part qualifications and part qualifications.

An improvement-ori entated, external evaluation of institutional arrangements for assuring quality in teaching and learning.

This refers to addition of qualifications in the accreditation scope of skills development provider

On-going assessments, reviews, and observations which would be a range of formal and informal assessment procedures applied during the learning process in order to modify teaching and learning activities and to improve learners’ attainment;

Final formal assessment conducted per module internally by an SOP which must be recorded for the issuing of a statement of results

Internal self-evaluations done by the provider to monitor its general performance on the training delivery and formative assessments

A qualification associated with a trade, occupation or profession, resulting from work-based learning, developed and quality assured under the auspices of the QCTO and consisting of the knowledge, practical skills and work experience

Occupational Qua­ lifications Learner Management System (OQLMS)

Skills Development Provider (SOP) standards and requires an external integrated summative assessment.

QCTO’s Learner Management System available to all providers in order to ensure standardised uploads of learner information and required quality assurance evidence, to assist the QCTO with on-line monitoring.

The OQLMS will be provided by the QCTO to each accredited SOP upon successful completion of the accreditation process. However, should the SOP not want to make use of the QCTO’s OQLMS, it will have to demonstrate the ability for learner information and quality assurance evidence to be uploaded from their own system into the QCTO’s MIS at the accreditation site visit. If not successful, the SOP would have to make use of the QCTO’s OQLMS.

A legal entity accredited by the QCTO to offer occupational qualifications or part qualifications registered on the Occupational Qualifications Sub Framework

Preamble

The Quality Council for Trades and Occupations (QCTO) was established in 2010 in terms of section 26G of the Skills Development Act, of 1998 as a juristic person. It was listed as a public entity in Government Gazette No 33900 of 31 December 2010 effective from 1 April 2010 to establish the Sub-framework for Trades and Occupations. It is responsible for the development, maintenance and quality assurance of standards and qualifications within its sub-framework.

Accreditation of Skills Development Providers is an integral and critical component of the QCTO’s quality assurance system with regards to the provision of learning and internal assessments that prepares learners for External Integrated Summative Assessment (EISA).

Occupational qualifications or part qualifications comprise three components: knowledge/theory, practical skills and work experience. Each occupational qualification or part qualification has an associated occupational curriculum, downloadable from the QCTO website, to guide implementation.

Only Skills Development Providers accredited by the QCTO are authorised to deliver occupational qualifications and part qualifications registered on the OQSF.

  1. Purpose

    This policy outlines the accreditation of Skills Development Providers (SDPs) who wish to offer occupational qualifications and/or part qualifications that are registered on the Occupational Qualifications Sub-framework (OQSF).

  2. Legislative and regulatory framework

    This policy is informed by the following legislative documents and policies:

    1. National Qualifications Framework (NQF) Act 67 of 2008;
    2. Skills Development Act (SDA), (Act97 of 1998);
    3. Occupational Qualifications Sub-framework Policy (OQSF);
    4. Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 1OB of 1996)
    1. RPL Policy
    2. Assessment Policy
    3. Approval of results Policy
    4. Guideline for e-assessment
    5. QCTO quality standards for qualifications and part qualifications registered on the OQSF
  1. Scope and Application

    This policy applies to legal entities that seek accreditation or SDPs already accredited as Skills Development Providers to offer occupational qualifications and/or part qualifications registered on the OQSF.

    This policy outlines the criteria and guidelines for the accreditation of skills development providers

    1. Once an SOP has been accredited by the QCTO, that accreditation status is not transferrable to another SOP or site.
    2. An accredited SOP may not offer qualifications or part qualifications for which it is accredited outside the borders of South Africa, unless there is a recognised agreement between the relevant authorities of the two countries.
  2. Fees payable

    The QCTO may charge for services, according to the Skills Development Act 97 of 1998 as amended.

    1. Accreditation application feesThe QCTO may charge an accreditation fee which covers the following:
      1. Processing and evaluation of SOP application for accreditation
      2. Site visit for Programme Delivery Readiness and

        c) Fees for accessing Occupational Qualification Learner Management Information System (OQLMS)

    2. Annual FeesAn annual fee will include the following:
      1. Once accredited, an annual accreditation fee will be payable by accredited Skills Development Providers to submit an annual evaluation in order to maintain their accreditation effective from the following year for the period of the accreditation.

      2. SDP professional development training

      3. Annual access to the OQMLS

      The fees charged by the QCTO will be determined by the Council from time to time.

  3. Responsibilities of accredited Skills Development Providers

      1. An accredited SOP must, in respect of the occupational qualification and/or part qualification for which it is accredited:
        1. Ensure that quality learner support materials aligned to the QCTO approved curriculum documents are available;
        2. provide and deliver occupational learning as specified in the relevant curriculum document irrespective of the mode of delivery
        3. have access to competent and sufficient human resources, financial and physical resources to provide learning and internal assessments relevant to the curriculum document;
        4. enrol learners for registered occupational qualifications and part qualifications in a format prescribed by the QCTO
        5. Record learner data on the OQLMS and upload relevant quality assurance evidence in the format requested by the QCTO.
    1. conduct relevant internal assessments per module as specified in the relevant curriculum document. of which the summative assessment must be recorded in the manner prescribed by the QCTO (all modules of the Knowledge, Practical and Workplace Components) in order for the Skills Development Provider to issue the Statement of Results. Thus the SOP will assess and record final results for the Knowledge and Practical modules, and enter the competencies achieved in the workplace (found in the curriculum document), as signed off by the supervisor or mentor.

    2. internally moderate at least 25% of the final internal assessments conducted;

    3. ensure the statements of results are issued to learners for modules completed for all three components

    4. assist and ensure that enrolled learners meet the entry requirements of the qualification, and record all formal results per module, in order for the learner to gain admission to the External Integrated Summative Assessment in accordance with QCTO requirements, as per the Assessment Policy;

    5. report on learner enrolments and performance in the form and manner required by the QCTO;

    6. adhere to all quality assurance requirements including monitoring and evaluation activities as prescribed by the QCTO;

      1. manage learner information and performance records in the format as prescribed by QCTO;

    1. renew accreditation with the QCTO in accordance with QCTO requirements.;

    2. ensure that the workplace experience requirement as per qualification (based on the competencies of the workplace component in the curriculum) and is evaluated on completion of the simulated or real workplace experience and recorded on the OQLMS

    3. ensure that learners are exposed to some form of workplace simulated or real experience and collaborate with workplaces ( learner placement)

  4. Responsibilities of the QCTO

    1. The QCTO will evaluate and verify the information on the SDP’s application for accreditation;
    2. The QCTO will make a decision as to whether to accredit the SOP or not;
        1. The turnaround time to accredit SDPs will be:
          • An average of 90 working days after receiving the application for occupational qualifications (excluding the fees process);
          • An average of 40 working days after receiving the application for recorded trades and NATED report 190/1 (N4 – N6 programmes) Part Qualifications.
        1. The QCTO will place on its website criteria and guidelines for the accreditation of Skills Development Providers;
        2. The QCTO will maintain and make available from the website a database of accredited Skills Development Providers;
        3. If accreditation is withdrawn, the QCTO will inform the SOP. The details of the de­ accredited SOP will not be removed but will be reflected as a de-accredited SOP on the QCTO database.
        4. The QCTO must ensure that Skills Development Providers have access to the OQLMS, or a successful alternative LMS that complies with QCTO requirements.
  5. Accreditation requirements for Skills Development Providers

    The QCTO will accredit an entity or institution as an SOP for a specific occupational qualification or part qualification provided the following requirements are complied with. The Application Form and process outlined on the QCTO’s website must be followed when applying for application. During Phase 1 the QCTO will conduct a desktop evaluation based on the application form and institutional data and submitted. The institutional data will be stored safely in QCTO archives

    1. Institutional compliance criteria (Phase 1 desktop evaluation):
      1. be a juristic person registered or established in terms of South African law;
        1. have a valid tax clearance certificate issued by the South African Revenue Service, if applicable;

        2. prove financial sustainability to offer training services;

        3. have sufficient human resources to perform the functions of an SOP;

        4. have a learner support policy, assessment policy as well as occupational health and safety policy; and

        5. demonstrate that it has administrative resources for managing learner information.

    2. Programme delivery readiness criteria (Phase 2 verification visit):

      1. provide evidence of suitably qualified personnel to facilitate learning and formative assessments as specified in the curriculum;

        1. be in possession of or have access to the required physical resources required as reflected in curriculum document of the occupational qualification or part qualification as to where training/facilitation will take place;

        2. provide evidence of learning material, internal assessment guidelines ; as well as internal moderation guidelines for the delivery of knowledge and practical components for the occupational qualification or part qualification applied for;

        3. have a learner placement strategy in relation to the programme/s of the occupational qualification or part qualification applied for;

        4. provide evidence of compliance with relevant standards for occupational health and safety for the occupational qualification or part qualification applied for as applicable; and

        1. provide evidence of systems to manage learning and track learner performance;

        2. have an RPL Policy aligned to QCTO’s RPL Policy

  6. Different modes of delivery

    The advent of educational technologies has brought about profound change in how education is delivered. One of the advantages of using technology is that it has great opportunity to expand access, it increases openness and flexibility thereby making it possible to attract and retain a broader range of learners. The QCTO is cognisant of the above hence SDPs are accredited to deliver occupational qualifications either via face to face contact mode or via a blended mode of delivery with contact and distance delivery. However, there are specific additional delivery requirements for the blended mode of delivery stipulated as stipulated in the elearning Policy and Guidelines.

    The QCTO also acknowledges the trend of mobility of training or provisioning. Should an accredited SOP wish to provide training at another venue, e.g. workplace, the SOP must inform the QCTO thereof in writing at least 1 month prior to such event taking place, providing institution name and address, and submit a valid OHS Report prior to training learners there. Written permission by the QCTO must be provided prior to such training. Should this process not be followed, the accredited SOP will be de-accredited with immediate effect.

    During the accreditation application phase the SOP will compile and submit his/her delivery strategy so that the site visit verification be accommodated accordingly.

  7. Misrepresentation of information

SDPs have a responsibility to provide accurate information to the QCTO and the general public. Information such as correct accreditation details, offering qualifications the SOP is accredited for. Any misrepresentation will be regarded as an offence and will lead to the following:

  • De-accreditation of the SDP

  • Suspension of accreditation for a certain period

  • Be reported to the Minister of Higher Education and Training

  1. Duration of accreditation
    1. Accreditation of the SOP, as an institutiton, is valid:
      1. For as long as the SOP complies with the quality standards of the QCTO; the registration period of the qualification and adheres to the accreditation criteria, subject to successful annual self-assessments and QCTO monitoring; or
      2. until the SOP is de-accredited in terms of Section 12 of this policy.
      3. in cases where a QCTO accredited SOP has not enrolled and exited learners on an occupational qualification for a period of three years, the SOP will be de­ accredited and be removed from the QCTO list of accredited SOPs.
  2. Change of scope for accreditation
    1. Extension and amendment of scope of accreditationThe scope of accreditation entails the increase or decrease in the number of occupational qualifications or part qualifications accredited for. Change of address is deemed an important amendment, and an accreditation application in this regard must be made to the QCTO prior to the change of address taking effect.
    2. The QCTO may award an extension of scope to a SOP if the institutional compliance requirements as stipulated under 7.1 are met, and the SOP also meets the programme delivery readiness requirements of accreditation for the occupational qualification or part qualification applied for as stipulated under 7.2. The QCTO may amend the scope of accreditation awarded to the SOP based on the monitoring visits to the SOP that prove failure to comply or a request from the SOP to remove occupational qualifications or part qualifications from its scope of accreditation;
    3. In all cases of a change of scope of an SOP, the SOP will inform the QCTO thereof;
    4. The QCTO will extend the scope of accreditation of an SOP to a maximum of six qualifications including part qualifications. During this period the SOP must prove

its dedication to skills development by enrolling and exiting learners at relevant intervals.

  1. Withdrawal of accreditation of Skills Development Providers

    1. Accreditation of an SDP may be withdrawn by the QCTO based on monitoring visits reports where the SDP was found to be noncompliant to the QCTO policy requirements or any misconduct which provides reasonable grounds for such withdrawal.Reasonable grounds may include, but are not limited to:
      1. failure to comply with specified accreditation criteria and policy requirements;
      2. inability of the SDP to perform its functions adequately;
      3. failure to conduct training over the stipulated period without reasonable grounds to do that;
      4. failure or refusal to comply with the QCTO reporting requirements including but not limited to:
        1. inaccurate statements of results;
        2. poor record keeping;
        3. poor internal moderation; and
        4. poor throughput rate or learner achievementsUpon audit findings, the QCTO may at its discretion reduce the scope of accreditation or rescind the accreditation awarded.
    2. If the SDP fails to renew its accreditation well before it expires, the SDP will be declared unaccredited and will stop operating on the expiry date showing on the accreditation letter/certificate. The SDP will have to re-lodge the accreditation request in a normal way done by any applicant applying for accreditation.
    3. The SOP may appeal the decision to withdraw accreditation as per section 12 of this policy.
  2. Handling disputes and appeals

    1. In the event of a dispute arising between the QCTO and the SOP, all parties must endeavour to negotiate in good faith with a view to settling the dispute amicably.
    2. The aggrieved SOP must notify the QCTO in writing within 7 working days of an accreditation decision dispute. The aggrieved should forward the letter to the CEO of the QCTO.
    3. If the negotiations fail, the dispute must be referred to the QCTO Appeals Committee of Council for resolution.
  3. Monitoring of SOP Performance

    1. The QCTO will monitor SOPs for compliance and performance in terms of this policy and conduct site visits at any time within a five year cycle;
    2. conduct an audit of an SOP’s performance in a five year cycle or when the public raised concerns about the provider; and
    3. a collaboration of monitoring SDPs with SETAs as quality partners will continue until the process of transitioning quality assurance from them to QCTO is completed.
  4. Re-accreditation of SDPs

    1. At the beginning of the final year of accreditation an SOP must apply for re­ accreditation if so required. Failure to renew accreditation will result in the accreditation lapsing and the SOP will be de-accredited
    2. QCTO will conduct a performance audit prior to awarding the re-accreditation.
  5. Collaboration with Professional Bodies and SETAs

    The QCTO is mandated to accredit SDPs for occupational qualifications on its Sub­ Framework. The QCTO recognises the role of Professional Bodies in ensuring quality education and training in their respective industries. Whilst the SETAs are

    currently QCTO quality assurance partners and have direct links with their industries for skills planning and workplaces, the QCTO is embarking on working very closely with them in transitioning the landscape to the QCTO.

  6. Quality Assurance and Monitoring of Policy Implementation

    1. The effectiveness of the policy on the accreditation of skills development providers for all qualifications on the OQSF shall be monitored and reviewed on a regular basis against the set quality assurance standards and associated performance indicators to identify and implement appropriate amendments aimed at improving the effectiveness, efficiency, economy and impact of the said policy and procedures;
    2. Best practices in the occupational space for policy implementation will be identified and best practice models will be used to benchmark the practice amongst QCTO accredited SDPs;
    3. In cases where the QCTO appointed an Accrediting Agency to manage the accreditation of SDPs for a particular cohort of occupational qualifications the Accreditation Agency will sign a Service Level Agreement with the QCTO. This provides a schedule for implementation of the QCTO model of accreditation, stating conditions and requirements to be met during the period of appointment;
    4. In addition, the QCTO has a standardised data reporting template which must be completed and submitted quarterly. This provides specified quantitative data to the QCTO;
    5. Each year the Skills Development Provider must also complete and submit a qualitative report, which serves the dual purpose of a self-evaluation, assisting the

      ·-

      QCTO and Assessment Partner in strategic planning for the coming year, and of providing the QCTO with the basis for continued monitoring, evaluation and review;

    6. The quality standards set by professional bodies for their occupations will be upheld and recognised as part of the overall quality assurance of the Skills Development Provider accreditation quality assurance process;
    7. All SDPs will be monitored and evaluated against QCTO approved quality standards.
  7. Registration of Skills Development Providers (SDPs) by the Department of Higher Education and Training (DHET)

In terms of Article 29(3) of the Constitution of the Republic of South Africa, 1996 (Act No. 108 of 1996):

“Everyone has the right to establish and maintain, at their own expense, independent educational institutions that are registered with the state”.

This means that the Skills Development Providers must be registered with the state, in this case, the Department of Higher Education and Training (DHET) and maintain standards that are comparable to public educational institutions.

Therefor . in terms of this policy and Communique 1 of 2016 Skills Development Providers (SDPs) will apply to be accredited for their occupational qualifications of choice by the QCTO and also apply to be registered by the Department of Higher Education and Training in order to meet the state requirements.

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Skills Development Facilitator Training Course

Skills Development Facilitator Training Course

This Skills Development Facilitator course will equip learners with the required knowledge and skills to identify training needs, draw up Work Place Skills Plans and Annual Training Reports. This course will give you a good comprehension of the National Qualifications Framework (NQF) and will help you to develop your skills and will be a good start in acquiring a variety of qualifications within the fields of Education Training and Development Practices and Human Resource Development.

This course is accredited with ETDP SETA upon successful completion of your Portfolio of Evidence (PoE) for Unit Standard 15221, 15217, 15218 and 15232.

Skills Development Facilitator Training Course

Understand the function of a Skills Development Facilitator

  • Facilitator
  • Understand the context of skills development in South Africa
  • Understand outcomes – based education and training
  • Understand the structures involved in skills development
  • Provide information and advise that is relevant to the need of an organisation
  • Context of a Learning needs analysis
  • Conducting an analysis
  • Identifying current and required skills
  • Establish learning requirements
  • Establish and agree skills priorities
  • Understand the context and requirements of a Workplace Skills plan
  • Creating a matrix for WSP information
  • Develop a Workplace Skills Plan
  • Develop an Annual Training report
  • Plan and organise a learning intervention
  • Coordinate Learning interventions
  • Review and report learning interventions
  • Collate and store data related to skills development
  • Provide information related to skills development data
  • Contribute to the improvement of systems and procedures related to the processing of data

Skills Development Facilitator Training Course

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SDF Course also known as Skills Development Facilitator Course

Short name: SDF Training (Training needs, plans, budgets, legislation, WSP/ATR and motivation). Full description: 15232, 15217, 15218, 252041 Skills Development Facilitator or Facilitating Skills Development in an Organisation. SDF Course ETDP SETA Accredited SETA accredited: Yes, ETDP SETA NQF Accredited (Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta) www.etdpseta.org.za) NQF: 5 , Credits: 25, Duration: 4 days – Re-Assessment fees: None – Hidden fees: None SDF Course ETDP SETA Accredited Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa is this also known to be widely accepted in several over international countries, including Department of Labour, First Aid and Microsoft Certified courses. This also becomes minimum requirement in order to register with any SETA and participate in WSP/ATR submissions. SDF Course ETDP SETA Accredited POE building: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA. Check our reviews here for learners who completed the courses with us. SDF Course ETDP SETA Accredited Subject expertise: Our leading edge facilitators have years of experience in working with the SETA’s since their operation in 2000, both in the corporate, medium and small enterprises. TRAINYOUCAN only make use of subject matter expertise. SDF Course ETDP SETA Accredited It is the duty of the Skills Development Facilitator to analyse the needs of the organisation and develop and draw up a suitable skills development plan. It is the Skills Development Facilitator’s responsibility to ensure that the skills development plan is followed and properly administrated. The responsibility of a Skills Development Facilitator is great and thus they need to meet a high standard of criteria. SDF Course ETDP SETA Accredited Click here for more detail on the SDF Course – Skills Development Facilitator Course

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50334 NATIONAL CERTIFICATE: OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

50334 NATIONAL CERTIFICATE: OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field. It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

Entry Requirements: Practitioners must have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field.
It is also assumed that learners working towards this qualification hold a Further Education and Training Certificate or equivalent. Further learning assumptions are specified within the associated unit standards where required.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

Who Should Attend?

  • Material Developers
  • Training Facilitators
  • Assessors and Moderators
  • Mentors and Coaches
  • Skills Development Facilitators
  • Human Resource Practitioners

PURPOSE AND RATIONALE OF THE QUALIFICATION
Purpose:

This qualification is for those who want to build on a FETC in any field to enter the field of ODETD as a potential career, and have little or no previous exposure to ETD. The qualification will also be valuable for those who may have been practising within the field, but without formal recognition. This qualification will be useful for:

  • Learning facilitators.
  • Assessors.
  • Learner and learning supporters.
  • Skills Development Facilitators.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

This qualification will provide practitioners with the general ETD skills required at NQF level 5 across five key ETD roles, with the opportunity to specialise further in one of the following four roles:

  • Design and develop learning interventions.
  • Facilitate learning.
  • Design and conduct assessments.
  • Facilitate skills development.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

Practitioners will generally carry out their role within the context of:

  • Given Quality Assurance policies, procedures and processes.
  • A guided and supported learning environment.

Further Educational Training Certificate: Occupational Directed Educational Training and Development Practices is an entry-level qualification, and the first in a series, which leads to levels 5 Diploma and 6 Qualifications for those who want to enter the field of Education, Training and Development (ETD). Learners of this qualification will have the opportunity to build on this qualification via the certificate or diploma in ODETD at level 5. This qualification makes it possible for practitioners to increase their employment prospects, and at the same time provide a means whereby organisations can appoint practitioners in line with proven competencies. Education, Training and Development is also a priority area within the South African context and is supported by legislation, national policies and strategies.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

Rationale:

The development of skills within and for the workplace is a priority within South Africa, as supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise, but lack the required skills in relation to ETD. Many of the skills development objectives, nationally and within companies and organisations, are met through the efforts of ETD practitioners operating at NQF Level 5, and this certificate addresses the key competencies of such practitioners.

This qualification will meet the need of those who wish to progress beyond the FETC ODETD, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.

This qualification will provide a means to recognise ODETD practise at level 5 across five key ETD roles in a generalist capacity, with particular application possible in at least one role. Practitioners who wish to extend the skills in ETD to cover further ETD roles should select the Diploma ODETD, Level 5.

OCCUPATIONALLY DIRECTED EDUCATION TRAINING & DEVELOPMENT PRACTICES

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50334 National Certificate: Occupationally Directed Education Training and Development Practices

50334 National Certificate: Occupationally Directed Education Training and Development Practices

PURPOSE AND RATIONALE OF THE QUALIFICATION
Purpose:

This qualification is for those who want to build on a FETC in any field to enter the field of ODETD as a potential career, and have little or no previous exposure to ETD. The qualification will also be valuable for those who may have been practising within the field, but without formal recognition. This qualification will be useful for:
Learning facilitators.
Assessors.
Learner and learning supporters.
Skills Development Facilitators.

This qualification will provide practitioners with the general ETD skills required at NQF level 5 across five key ETD roles, with the opportunity to specialise further in one of the following four roles:
Design and develop learning interventions.
Facilitate learning.
Design and conduct assessments.
Facilitate skills development.

Practitioners will generally carry out their role within the context of:
Given Quality Assurance policies, procedures and processes.
A guided and supported learning environment.

50334 National Certificate: Occupationally Directed Education Training and Development Practices

Rationale:

The development of skills within and for the workplace is a priority within South Africa, as supported by legislation, national policies and strategies. Much of the needed skills development is carried out by people who have knowledge and skills within their area of expertise, but lack the required skills in relation to ETD. Many of the skills development objectives, nationally and within companies and organisations, are met through the efforts of ETD practitioners operating at NQF Level 5, and this certificate addresses the key competencies of such practitioners.

This qualification will meet the need of those who wish to progress beyond the FETC ODETD, or who wish to enter the field of ETD for the first time. The certificate will also help to increase the employment prospects of ETD practitioners, while helping to ensure quality and competence within the ETD field.

This qualification will provide a means to recognise ODETD practise at level 5 across five key ETD roles in a generalist capacity, with particular application possible in at least one role. Practitioners who wish to extend the skills in ETD to cover further ETD roles should select the Diploma ODETD, Level 5.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that practitioners have expertise in the subject/occupation field in which they intend to provide education, training and development, at a level required to engage meaningfully in ETD within that field.

It is also assumed that learners working towards this qualification hold a FETC or equivalent. Further learning assumptions are specified within the associated unit standards where required.

Recognition of Prior Learning:

This qualification can be achieved wholly or in part through Recognition of Prior Learning in terms of the defined exit level outcomes and/or individual unit standards.

Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

Access to the qualification:

Access to this qualification is open bearing in mind the Learning Assumed to be in place.

RECOGNISE PREVIOUS LEARNING?
Y

QUALIFICATION RULES
Fundamental: all 10 credits for Communications.
Core: all 61 Core credits.
Elective: any 49 of the 116 Elective credits. Learners are urged to focus on all the Electives from at least one complete Exit Level Outcome and make up the rest of the credits from the Elective unit standards associated with the remaining Exit Level Outcomes.

EXIT LEVEL OUTCOMES
1. Communicate in a variety of ETD settings.

2. Design and develop learning programmes and processes.

3. Facilitate and evaluate learning.

4. Engage in and promote assessment practices.

5. Provide learning support to learners and organisations.

6. Conduct skills development facilitation.

Critical Cross-Field Outcomes:

This qualification addresses the following Critical Cross-Field Outcomes:
Identifying and solving problems in relation to designing and organising learning opportunities and in relation to learner’s difficulties within the ETD context.
Working effectively with others as a member of ETD teams in the analysis, design and delivery of ETD.
Organising and managing oneself and one’s activities responsibly and effectively when preparing oneself, preparing learning resources and setting up the learning environment.
Collecting, analysing, organising and critically evaluating information about learners, learning needs, learning resources, organisational requirements and national ETD strategies.
Communicating effectively using visual, mathematical and/or language skills when presenting information to learners and discussing the subject matter.
Using science and technology effectively and critically, showing responsibility towards the environment and health of others, mainly in the application of occupation-related technology, but through the appropriate use of ETD-related technology.
Demonstrating an understanding of the world as a set of related systems, and in particular through the linking of ETD and practice within the occupational field.

Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively.
Participating as responsible citizens in the life of local, national and global communities.
Being culturally and aesthetically sensitive across a range of social contexts.
Exploring education and career opportunities; and developing entrepreneurial opportunities.

50334 National Certificate: Occupationally Directed Education Training and Development Practices

ASSOCIATED ASSESSMENT CRITERIA
The purpose of the qualification is achieved via demonstration of competence in terms of the exit level outcomes, which in turn are a function of the associated unit standards. The unit standards associated with each exit level outcome form a coherent cluster, thus facilitating integrated assessment. The manner in which the unit standards have been clustered is outlined in the section on integrated assessment. Assessment criteria are provided for each exit level outcome mainly to address the need for evidence of integration of competencies.

1:
Communication is carried out using media appropriate to the audience and setting.
Communication of facts, concepts, ideas and principles related to specific learning areas is clear and consistent with the requirements of the learning area.

2:
Training needs are clearly defined in terms of outcomes, and are linked to performance requirements on the job.
Learning outcomes are aligned with given standards, including unit standards, assessment standards, qualifications or job requirements.

Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
Methodology used is consistent with the outcomes-based approach.
The design meets target audience needs, is appropriate to the subject matter and expected facilitator, and takes into account results from previous assessments of learners.
Approaches used comply with adult learning principles and are suitable for achieving the defined outcomes.
The design includes evaluation strategies capable of revealing the value of programmes or interventions.
Learning and assessment design are compatible.
Presentation of materials is fit-for-purpose.

3:
Preparation is sufficient to ensure all resources and arrangements are in place and the learning site is fit-for-purpose.
Formal plans and structures are implemented according to plans, using appropriate methodologies and in a manner that achieves the learning objectives.
Facilitation is professional and ensures the physical and psychological safety of the learners.
Problems are solved appropriately using a range of techniques.
Facilitation provides for application in the workplace.
The facilitation approach creates opportunities for assessment.
Facilitation is self-monitored and behaviour is modified to address weaknesses or difficulties.

4:
Assesses are adequately supported, prepared and assisted in assessment and/or RPL processes, without compromising the assessment process or results.
Assessment practices are in line with the principles of outcomes-based assessment and maximise opportunities for integrated assessment.
Assessment decisions are reliable and relevant to pre-determined outcomes.
Feedback is relevant and is given in a constructive manner.
Assessment results are used to improve learning design and facilitation.

Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
Assessment instruments designed are fit-for-purpose and facilitate the integration of assessment in learning and work environments.
Moderation practises ensure the fairness and reliability of assessment results while contributing to improved assessment practices.

5:
Learners requiring support are identified proactively and sensitively.
Support is given in a manner that enables learners to define objectives, clarify issues, help manage expectations and identify learning path and opportunities.
Support assists learners to identify and understand assessment opportunities, processes and benefits, including the nature and benefits of RPL.
Support ensures learners experience the maximum benefit from learning and assessment, and helps them prepare for and cope with learning and assessment.
Barriers to learning are identified and problems are solved cooperatively within given frameworks. Referrals are made as required.
Support helps to create a safe learning environment and promotes objectives of learning and the principle of life-long learning.
Advice is helpful, realistic, relevant, valid, impartial and based on learner needs.

6:
Information and advice on skills development issues is consistent with current skills development practices and requirements.
Information and advice on skills development issues is in line with the needs of the organisation.

Note: If learners choose this role as their one specialisation area, then the following criteria will also apply:
Skills development plans address individual learning needs and are aligned with organisational strategic objectives.
Learning is promoted in line with individual and organisational needs, using appropriate and effective communication techniques.
Records are clear, accessible, accurate and up to date.
ETD interventions are coordinated in line with the organisational skills development plan.

Integrated assessment:

Evidence of integration will be gained by designing and conducting assessments that ensure the unit standards are assessed in clusters linked to each exit level outcome as identified below. Assessors are to be guided by the detailed specifications indicated in each of the identified unit standards, and further guided by the assessment criteria specified for each exit level outcome, all within the context of an active ETD environment, dealing with divergent and random demands related to ETD.

Assessors should note that evidence of integration may be presented by learners when being assessed against the unit standards – thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration at exit level outcome level. Well designed assessments, including formative and summative, should make it possible to gain evidence against the requirements of each unit standard while at the same time gaining evidence of integration at exit level outcome level.

For the purposes of integration, assessment should be guided by the following relationships between each exit level outcome and the associated unit standards, taking into account the qualification rules that urge learners to complete the electives for one exit level outcome, and make up the rest from the other electives as learners wish:
Exit Level Outcome 2:

> Core Unit Standards:
> Define target audience profiles and skills gaps.

> Elective Unit Standards:
> Develop outcomes-based learning programmes.
> Evaluate and promote ETD providers, services and products for organisational use.
> Devise interventions for learners who have special needs.
> Design outcomes-based learning programmes.
Exit Level Outcome 3:

> Core Unit Standards:
> Facilitate learning using a variety of given methodologies.
> Evaluate a learning intervention using given evaluation instruments.
> Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework.

> Elective Unit Standards:
> Demonstrate understanding of the concept of human rights and democracy and its application in society.
> Facilitate the transfer and application of learning in the workplace.
> Identify and respond to learners with special needs and barriers to learning.
Exit Level Outcome 4:

> Core Unit Standards:
> Conduct outcomes-based assessments.

> Elective Unit Standards:
> Design and develop outcomes-based assessments.
> Conduct moderation of outcomes-based assessments.
Exit Level Outcome 5:

> Core Unit Standards:
> Assist and support learners to manage their learning experiences.
> Guide learners about their learning, assessment and recognition opportunities.
Exit Level Outcome 6:

> Core Unit Standards:
> Provide information and advice regarding skills development and related issues.

> Elective Unit Standards:
> Conduct skills development administration.
> Promote a learning culture in an organisation.
> Develop an organisational training and development plan.
> Coordinate planned skills development interventions in an organisation.
> Conduct an analysis to determine outcomes of learning for SD and other purposes.

Assessment should be in accordance with the following general and specific principles:
The initial assessment activities should focus on gathering evidence in terms of the exit level outcomes and the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
All assessments should be conducted in accordance with the following universally accepted principles of assessment:
> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
> Ensure assessment processes are systematic, open and consistent.

50334 National Certificate: Occupationally Directed Education Training and Development Practices

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SDF Course also known as Skills Development Facilitator Course 10354

POE building: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA. Check our reviews here for learners who completed the courses with us. Skills Development Facilitator Course Skills Development Facilitator course NQF Level 5, total of 25 Credits – ETDP SETA Accredited. Skills Development Facilitator Course Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified. Skills Development Facilitator Course This become minimum requirement in order to register with a SETAs as SDF also known as the Skills Development Facilitator. Skills Development Facilitator Course SDF or Skills Development Facilitators act between organisations and the SETA with training plans, reporting and grants. Skills Development Facilitator Course Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified. Skills Development Facilitator Course Click here for more detail on the SDF Course – Skills Development Facilitator Course