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.