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learning

Components of a successful employee learning experience

Based on adult learning principles, here is a checklist for a successful employee learning experience:

      The goals of the employee training or development program are clear

 

      The employees are involved in determining the knowledge, skills and abilities to be learned

 

      The employees are participating in activities during the learning process

 

      The work experiences and knowledge that employees bring to each learning situation are used as a resource

 

      A practical and problem-centered approach based on real examples is used

 

      New material is connected to the employee’s past learning and work experience

 

      The employees are given an opportunity to reinforce what they learn by practicing

 

      The learning environment is informal, safe and supportive

 

      The individual employee is shown respect

 

    The learning opportunity promotes positive self-esteem

FIVE TIPS FOR LEARNING

In practical terms, then, when planning training, facilitators should:

• Ensure that a good learning environment is created in advance;

• Focus the subject matter on the current needs and problems of the participants;

• Use a variety of participatory training techniques that are rooted in the participants’ own knowledge and experience;

• Have participants work in small groups when they are reflecting on the activities in which they have participated;

• Ensure flexibility, allowing for adaptations to training activities as they progress.

Specify Learning Objectives

Before beginning to train, the facilitator and the planning group must be clear about why they are going to do the training and what they want to communicate.

They will formulate general objectives for the whole training event and specific objectives for each session within the workshop. An important point is to write objectives describing what the participants will be able to do as a result of the training rather than what the facilitator will do.

Objective from the facilitator’s viewpoint:

“To inform participants of international instruments for protecting children against landmines.”

Same objective written from the participants’ viewpoint:

“Participants will be able to describe the main international instruments that can be used to protect children against landmines.”

The latter format is much more useful for the participants, as they will gain a clearer understanding of what they will achieve through the training.

The planning group should also check whether they are any hidden objectives on the part of the participants (such as “no interest in the subject but they wanted to get away from the office”, “they were sent by their manager”, etc.).

Analyse and Break Down Learning Objectives

Learning objectives usually need to be broken down into more-detailed objectives in order to help the facilitator and planning group design appropriate learning activities. Facilitators can ask themselves: “What would learners need to be able to do in order to develop, through further practice, the required performance?” The objectives should be as specific as possible: phrases like “to know”, “to appreciate” are impossible to measure. Phrases like “to plan”, “to make”, “to identify” are more concrete and therefore easier to evaluate.

The objectives should always be realistic and achievable to avoid any sense of personal failure on the part of the participants or the facilitator.

Identify Content and Learning Sequence

The Resource Packs offer a large amount of content material on a number of different critical issues, as well as material on foundation topics. The facilitator and the planning group will have to take decisions, based on the identified learning objectives, about which parts of which Resource Packs will be relevant to a particular group of participants. All parts of a Resource Pack are never intended to be used in a single training session.

The planning group should:

• Decide which parts of which Resource Packs will be relevant to the learning needs of the target group;

• Separate the content to be used into what participants must know, should know, and could know;

• Ensure that the training session is of appropriate length to accommodate the must know section of the contents (obviously, if there is more time available, the should know and the could know can also be accommodated).

In planning the sequence of learning, the planning group should be mindful that learners learn best in situations where they start with what they know and move in gradual steps towards the unknown. It is worth planning in a stage at the beginning of the workshop where the participants identify and establish what they know about a particular topic and then plan to build new ideas on to this existing understanding. As if building a house from bricks, the principle is to establish a solid base first and then begin adding successive levels. Once the learners have assimilated (and feel comfortable with) the latest new ideas, they are ready to be introduced to the next new idea.

Consideration should be given to matching the type of content used to the type of participant being trained. For example, senior managers may prefer to work with policy guidelines, executive summaries, and statements of key principles, whereas a technical audience may benefit more from training with case studies and discussion group work based on their recent experiences.

Decide on Learning Methods

The next task for the planning group is to consider what learning methods might be most appropriate for the workshop that they are planning. One way in which the planning group can facilitate this process is to consider the training methods that they themselves are familiar with along a continuum line where the methods can be placed according to the degree to which the participants are actively involved in the process of learning.

This continuum would have “Experiential Approach” at one end and “Lecture

Approach” at the other end.

“Lecture Approach” ————————————– “Experiential Approach”

The lecture approach is characterised by being trainer-centred, one-way, passive, and risks creating participant dependency. The experiential approach can be viewed as participatory, two-way, empowering, learner-centred, and active.

One of the important points about the training continuum is that there is no simple relationship between participatory methods being good and lecture approaches being bad. Methods should be selected on the basis of which are most suitable for the circumstances combined with the facilitator’s own confidence, ability, and opportunity to use a variety of methods. Most facilitators feel more comfortable with some training methods than with others: this may be because of their own learning preferences or because they are conservative in the methods they use.

THE LEARNING ENVIRONMENT

When planning for a training event, the planning group must also ensure that the learning environment is suitable and conducive to learning. The learning environment can be considered under the following headings:

1. Knowing Yourself

Personal Manner

• Be warm, friendly, and enthusiastic. If you enjoy yourself, the participants probably will as well.

• It is your job to create an atmosphere where people are willing and able to learn. Never set yourself up as the :master” as you will only tempt participants to ”catch you out”.

• Your participants are adult learners and deserve the respect of their age and experience.

• Learn the names of as many participants as you can (or have them make name badges). Use individuals’ names; not just to ask questions, but if you refer to a point made by a participant, acknowledge it by naming the person.

• Be genuinely interested in what your participants have to say; if you need clarification or more explanation ask for it – gently and with a smile. Remember you are not an examiner.

• Listen to what participants say – really listen! Don’t stop listening part way through to formulate your response. Nobody minds if you think for a few moments before answering. In fact, it is a compliment to the participant.

• Listen also when participants talk to each other; many people feel too shy to speak from their heart to a facilitator/trainer, but they will to their colleagues.

Eye Contact and Voice

• Make frequent eye contact – not staring (which intimidates participants), but look at all the participants.

• Use your peripheral vision (looking out of the corner of your eye) so you notice the person to your side especially if they want to speak.

• When you move around the room, stand beside people you wish to speak to – not in front of them as this may be seen as very aggressive (especially if you lean over the desk/table).

• Speak clearly and not too fast, but with expression (a monotone will put your participants to sleep).

• Use the level of language your participants need – this is not the time to prove how clever you are. Simple language does not mean simple concepts: it is, in fact, more difficult to do.

• Make sure your voice is loud enough for all participants to hear you. Humility is not judged by a soft voice.

Posture

• Stand straight; slumping makes you look tired, as if you would rather not be there.

• Move for a reason; to make a point, to talk to a particular group, to check if people need your help. There are several types of trainers that you do not want to be like:

The walker is the trainer who walks ceaselessly up and down – participants become mesmerised by the pacing to and fro and fail to listen to what is being said;

The swayer is similar, but they move only on the spot, backwards and forwards or from side to side, like a metronome – tick, tock, tick, tock;

The wanderer also walks, but all over the room, talking to the backs of people as s/he walks around the room, talking all the time;

The statue is perfectly still – no movement at all;

The waver waves their hands around continually, not to illustrate a point; just waving – this also distracts the participants.

2. Knowing the Participants

The learning environment also depends on the participants. The planning group will know how many participants have been invited to attend the training, but it is also important to know and understand:

• Why they are attending;

• Their hopes and expectations;

• Their fears and concerns;

• Their range of experience, discipline, age, gender, and status.

Make sure that participants know each other and that they feel psychologically comfortable in each other’s company. Never make a fool of a participant. If it should happen unintentionally, apologise. Make sure you are courteous, and your participants will also be courteous.

3. Choice of Venue and Use of Room(s)

Facilitators may not be able to choose either the venue or the room that they are to train in, but they should be aware of how these might affect participants’ ability to learn. If possible, a visit to the venue before the training event will give the facilitator an opportunity to make the best possible use of the given space.

The Room

• Check windows and where the sun comes in. Never stand directly in the path of sunlight or with the sun shining into the eyes of participants (i.e., with your back to the sun). If the participants cannot see you properly, they will lose interest.

• Organise the seating so that there is no barrier between you and the participants. Never sit behind a desk.

• If there are desks or tables for the participants, then stand for your training (unless you are having an open discussion).

• Frequently used seating arrangements are the horseshoe or hollow square.

Image

• There are other arrangements that may be more suitable for your room or the type of training, such as the cafeteria-style arrangement.

Image

• The small tables mean that, generally, your groups are already formed (by table), and this may be appropriate for some situations.

• Ensure that, whatever arrangement you choose, you (and the participants) can move freely around the room.

Equipment

• If using a blackboard or whiteboard, make sure that your writing is clear, large enough to be read, and straight.

• People often think that writing in capital letters is neater than ordinary writing. If you choose to write in capital letters, remember that it takes more time to write anything, and brainstorming in particular can become very tedious.

• If the board is long (horizontally), divide it into sections. Know what you are going to write and where you will place it before writing anything.
• If you are using a whiteboard, remember that it is more slippery than a chalkboard and there is a good chance that your writing will suffer. Practise first

(in private).

• All board work should summarise what you are saying or have said. Drawings and graphic representations can be used to great effect, particularly if your audience is not literate.

• Ensure that all participants can see the board or audio-visual aids that you are using.

4. Timing of Sessions

People do not concentrate well for long periods of time. The length of a session will have a crucial effect on the participants’ ability to concentrate and learn. The more participatory and varied the activity, the longer the participants will be able to concentrate.

When giving a presentation or a lecture, maximum time should be 20 minutes. Do not talk for longer than you said that you would.

The time of day also has a big impact on how well people respond to different learning approaches. In the morning, people are generally more alert. After a meal, when stomachs are full, facilitators have to face what is sometimes called the “graveyard session”. This is not the time for a long lecture!

• Use an energiser after the lunch break, and use this time for an interactive activity – the more participation, the better!

Breaks are very important.

• Remember that the average adult attention span is about forty-five minutes. This does not mean that you need a break every forty-five minutes, but you do need a change of activity.

Breaks should be at least twenty minutes. Participants need this time to mentally regroup and probably to discuss issues that have arisen during the presentations.

5. Pace and Content of the Training

It is important to structure each session carefully. In designing each session, the facilitator will have already worked out what the participants must know, should know, and could know (see above).

• Structure sessions around the few key points that you think the participants must know by the end of the session.

Repetition reinforces memory.

• Although it may seem unnecessary, always repeat the central ideas or key points of a session and keep the most important points until last.

Everyone loves a story! A good facilitator makes jokes or remarks during the course of the training event that may appear unrehearsed but that may have been prepared. A good, relevant story at the right moment will often reinforce a learning point.

• Plan in some lighter moments to a presentation and other parts of the training event.

123394 Design Learning Programmes

123394 Design Learning Programmes

COURSE SUMMARY

 

Download our ETDP SETA Accreditation Letter 2016

COURSE SUMMARY

  • Short name: Design OBE Programmes
  • Full description: 123394 + 123401 Develop outcomes-based learning programmes
  • SETA Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 25
  • Duration: 5 days
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa, Department of Labour and Microsoft Certified courses.
  • Success rate of learner: Currently we have a very high success rate due to the “one-price-policy” that include additional support at no additional cost.
  • 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.
  • BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    SUPPORTING STRUCTURES

    Currently we have the following supporting structures in place for our members:

    • Telephone support.
    • Whatsapp –
      • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
    • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
    • Members private forum with model answers to all  activities including JOB opportunities.
    • Check-out our reviews: www.trainyoucanreviews.co.za

    BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 123394 and 123401  – click here to read more and here
  • People credited with this unit standard are able to:
    • Planning and prepare for development.
    • Developing learning materials.
    • Developing learning facilitation guidelines.
    • Piloting and evaluate the development.
    • Drafting learning outcomes for the programme.
    • Conducting analysis for learning design.
    • Designing the learning programme.
    • Drafting a brief for the development of the learning programme.
    • Evaluating learning design.
  • Purpose of the course:
    • This Unit Standard is for those who design learning programmes to meet defined learning needs, thus producing a brief for the development of the learning programmes.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • Training Providers who want to offer accredited programmes.
  • Freelancers who want to develop their own accredited unit standards or qualifications.
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships
  • Programme Designers
  • Training Providers
  • SETA Staff
  • External moderators
  • Verifiers
  • People who want to work internationally, as my countries accept this certificate in Africa and internationally.

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

 

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

 

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?

252041 Promote a Learning Culture

252041 Promote a Learning Culture

COURSE SUMMARY

  • Short name:   Promote a learning culture
  • Full description: 252041 Promote a learning culture in an organisation
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration: 1 day
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: 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.

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
  • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
  • Members private forum with model answers to all  activities including JOB opportunities.
  • Check-out our reviews: www.trainyoucanreviews.co.za

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 15232 – click here to read more
  • 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.
  • Purpose of the course:
    • 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.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?

252041 Learning Culture

252041 Learning Culture

COURSE SUMMARY

  • Short name:   Learning Culture
  • Full description:  Promote a learning culture in an organisation
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration: 1 day
  • Re-Assessment fees: None
  • Hidden fees: None
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: 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.

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
  • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
  • Members private forum with model answers to all  activities including JOB opportunities.
  • Check-out our reviews: www.trainyoucanreviews.co.za

BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

Youtube

COURSE DETAIL

  •  This course is based on the Unit Standards 252041  – click here to read more
  • 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.
  • Purpose of the course:
    • 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.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

How to confirm that you are not caught in a SCAM!

Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?