NQF LEVEL 3 INTRODUCTORY PROGRAM
Unit Standard 117877:
NQF Level 3
Credits 4
Perform One-to-One Training on the Job
Orientation to the Program
Module One
SKILLS DEVELOPMENT LEGISLATION & THE NATIONAL QUALIFICATIONS FRAMEWORK (NQF)
- Abbreviations & Acronyms
- Legislation Framework
- South African Qualifications Authority (SAQA)
- National Qualifications Framework (NQF)
- Organizing Fields
- Directorate: Standards Setting & Development /
Consultative Panels
- Standards Generating Bodies (SGBs)
- Sector Education & Training Authorities (SETAs)
- Education & Training Quality Assurance Bodies (ETQAs)
- Other Acts pertaining to skills development
Module Two
OUTCOMES-BASED EDUCATION & TRAINING
Background
- OBE Language
- Outcomes-based Assessment
- Key Characteristics of Outcomes-based Assessment
Module Three
UNIT STANDARDS
- Background to Unit Standards
- Purpose of Registered Unit Standards
- SAQA Requirements
- Critical Cross-field Outcomes
Module Four
TRAINING & THE TRAINER
- What is training?
- Why is training necessary?
- What do companies expect to accomplish with training?
- The changing role of the trainer
- Profile of a trainer
Module Five
PRINCIPLES OF ADULT LEARNING
- Why adults learn
- Training/teaching adults
- Malcolm Holmes: The Father of Adult Learning Theory
- Comparing Andragogical and Pedagogical Training
- Trainer/Learner Responsibility
- How do people learn?
- Bloom’s Taxonomy
- Training and Learning styles: The Trainer
- Training and Learning styles: The Learner
- The Training Cycle
- Assess & Analyze Needs
- Develop Learning Objectives
- Design & Develop the Program
- Implement the Design
- Evaluate Performance
Module Six
MENTORING & COACHING
- The difference between Mentoring & Coaching
- The trainer/facilitator as Coach
- Benefits of Coaching to the Organization
- Benefits of Coaching to the Learner
- Benefits of Coaching to the Facilitator
- The Facilitator as Mentor
Module Seven
LEARNING NEEDS & STYLES
- Identifying Learning Needs
- Organizational, Group & Individual Needs
- Analyzing an individual learner’s needs
- Factors to consider when analyzing learner needs
- Setting up an initial meeting
- Health & Safety Considerations
- Drawing up a Learning/Assessment Plan
- Learning Styles & Modalities
- Assessing individual learning mode
- Identifying performance problems
- Language
- Special Needs
- Participation
- Overcoming performance problems
- The Performance Gap vs the Skills Gap
- Stakeholder Participation
- Learner Development Plan
Module Eight
PLANNING A TRAINING SESSION
- Know when, where, what, who
- Preparing the environment
- Table & seating arrangements
- Selecting the appropriate room and seating arrangements
- Final Preparation Check
- Preparing yourself as Coach/Trainer
- Packing a Trainer’s Kit
- Prepare your Body & Brain
- Support Material & Learning Resources
- The Benefits of Visual Aids
- Guidelines for using visuals in general
- Characteristics of effective visuals
Module Nine
PRESENTATION SKILLS
- Opening the session
- Creating a supportive learning environment
- The Six Ps of Presentation
- Participant manuals
- Should the trainer use notes or not
- Asking & Answering Questions
- Encouraging Questions
- Guidelines for Answering Questions
- Concluding the session
Module Ten
EVALUATING TRAINING
- Purpose of evaluation
- Kirkpatrick’s Four Levels of Evaluation
- Ten Core Skills of a Master Trainer
Module Eleven
FOLLOW UP
- Barriers & Strategies to transfer of learning
- Review training
- Recommended Reading
- Summative Assessment: Individual Presentations
*All courses can be presented on an in-house basis for groups of 15 persons or more.
*10% Discount on group bookings of 3 or more public courses.