Skills Development Facilitator
Overview
The broad aim of this programme is to develop and equip all Learners with the necessary skills and
knowledge to become effective Skills Development Facilitators.
This programme provides Learners with the opportunity to analyse and implement the skills development needs of an organisation. It is focused on the skills development requirements of organisations
and the abilities and knowledge needed to analyse, implement and review skills development interventions.
The programme is aligned with the skills development legislation, as well as with relevant Sector Education and Training Authority requirements regarding skills reporting.
Learners will be exposed to tools and techniques used in evaluating the learning culture of organisations and methods of enhancing the skills, knowledge and abilities of individual employees related to
the organisational strategic objectives and plans.
The programme therefore covers all aspects that the Skills Development Facilitator will be exposed
to and expected to perform in the workplace.
Learning Outcomes
Upon completing this programme, the Learners should:

Have an understanding of the Skills Development Act, Employment Equity Act and other relevant legislation

Describe and explain the functions of a skills development facilitator

Develop an organisational development plan

Conduct an analysis to determine the outcomes of all skills development interventions within
the organisation

Coordinate planned skills development interventions in the organisation

Conduct skills development administration; and

Provide information and advice regarding skills development and related issues
Duration & Cost

Five days contact time including facilitation and group activities

30 days self study after which Learners are to submit their Portfolio of Evidence (PoE)

There will be an additional charge for the completion of the POE

R9 500,00pp excl. VAT for public workshop

We offer this workshop as an in-house workshop for a minimum of 6 delegates
Skills Development Facilitator
Certification
This course is accredited with EDTP Seta and it will cover the following unit standards:
Unit
Standard
ID:
NQF Level
Credits
Unit Standard Title
15217
5
6
Develop an organisation training and development plan
15221
5
4
Provide information and advise regarding skills development and related issues
252041
5
5
Promote a learning culture in an organisation
15227
4
4
Conduct skills development administration in an organisation
Advise on the establishment an implementation of a quality management system
15228
5
10
for skills development practices in an organisation
15232
5
6
Co-ordinate planned skills development interventions in an organisation
117871
5
10
Facilitate Learning using a variety of given methodologies
Conduct an analysis to determine outcomes of learning for skills development
15218

6
4
and other purposes
A Certificate of Competence will be awarded to all Learners who successfully submit and pass their Portfolio of
Evidence (PoE)

A Certificate of Attendance will be awarded to Learners who attended the training session but who do not submit a
Portfolio of Evidence (PoE)
For further details please contact:
Michelle du Toit
Manager: Workshops:
Tel:
011 - 462-0982(Office)
Fax:
086 566 4094
Cell: 083 232 2004
Email: michelle@workinfo.com
The Skills Development Facilitator (SDF)
A Skills Development Facilitator (SDF) is responsible for the planning, implementation and reporting of training in an organisation, with Seta related duties.
SDF UNIT STANDARDS
The South African Board of Personnel Practitioners (SABPP) and the ETDP Seta are the accredited
ETQAs for seven SDF unit standards. There is currently no full qualification for SDF’s although this
has been in the pipeline for some time.
These unit standards fall under a number of qualifications, including:

National Certificate: Occupationally Directed Education, Training Practices (50331)

National Diploma: Human Resources Management and Practices (61592) and Development
The seven SDF unit standards are:

Develop an organisational training and development plan. (15217)

Conduct an analysis to determine outcomes of learning for skills development and other
purposes. (15218)

Provide information and advice regarding skills development and related issues.( 15221)

Promote a learning culture in the organisation. (15222)

Conduct skills development administration in an organisation. (15227)

Advise on the establishment and implementation of a quality management system for skills
development practices in an organisation. (15228)

Coordinate planned skills development interventions in an organisation. (15232)
In the course material we have also included the following unit standard:-

Facilitate Learning using a variety of given methodologies. (117871)
It is not a requirement that a SDF has to have any formal training to practice as an SDF. Some
Setas however have started to enforce that SDF’s should have some training and show competence
against these unit standards, otherwise they retain the right to reject the SDF’s grant submissions.
Develop an Organisational Training and Development Plan
NQF Level 5
Unit Standard: 15217
INTRODUCTION
For training to be successful in any organisation it is important that there is an understanding of the
learning needs of employees who often have varied and diverse backgrounds and experience. The
ever changing technological environment and the complexity of organisations and the need to equip
employees with skills should be a top priority of all organisations. Developing an organisational training and development plan can assist in determining the training needs of employees; addressing
these needs will ultimately enhance job performance and improve the organisation's effectiveness.
PURPOSE
This Unit Standard will be useful to people who are involved in the development and implementation
of training and development plans for organisations. The Unit Standard will be especially useful to
skills development facilitators, training managers and human resource development practitioners.
At the end of this training session you will be able to:

analyse current and required skills

develop a skills profile and define a skills gap

establish skills priorities

develop a training and development plan
Conduct an Analysis to Determine Outcomes of Learning for Skills
Development & Other Purposes
NQF Level 6
Unit Standard: 15218
INTRODUCTION
A business organisation should continually be looking at ways of ensuring that their performance is in line with
their business goals. A business should also be focusing on developing the skills of their workforce to ensure
efficiency within their organisation. There has been much talk in the recent economic climate of South Africa of
the widening gap between the skills one's organisation need and the current capabilities of one's employees.
With this in mind it is important that organisation's understand the importance of utilising an Organisational
Needs Analysis, (ONA).
An Organisational Needs Analysis (ONA) is basically an orderly investigation of an organisation's performance.
When a proper Organisational Needs Analysis is done, it will highlight what factors influence individual organisation's business issues and areas that need further investigation because of the gaps found as well as areas
that are functioning as one would expect or better. Organisational Needs Analysis (ONA) often are able to
identify key organisational needs which ultimately supports effective planning and implementation of appropriate capacity activities for the organisation to be more effective in the future.
In most instances the ONA will look at some or all of the following areas:

The background of the organisation and its history

Current targets and challenges the organisation faces.

The key markets, products and services of the organisation.

Issues relating to costs, efficiency and quality as well as customer satisfaction.

Any major changes the organisation has gone through or is expecting in the near future

Employee's development and skills issues.
PURPOSE
This Unit Standard is for people who intend to conduct an analysis to determine outcomes of learning for the
purposes of defining skills needs at organisational level and/or to identify assessment standard titles at industry or sub-sector level. The Unit Standard will be especially useful to skills development facilitators, training
managers and human resource development practitioners
At the end of this training session you will be able to

plan, organise a skills analysis process

conduct an analysis to determine outcomes of learning needed for formal recognition

produce and verify a matrix of outcomes
Provide Information & Advice Regarding Skills Development & Related
Issues
NQF Level 5
Unit Standard: 15221
INTRODUCTION
The history of the current framework for education in South Africa traces its origins back to the trade union
movement in the 1970s and 1980s. In this era, the demands of employees for a living wage were repeatedly
rejected by employers on the grounds that workers were unskilled and therefore their demands were unjustified. Skills development was therefore seen by workers as a means of achieving their demands for better wages. The skills shortage in South Africa has been identified as one of the main impediments to reaching the stated economic growth targets of the Government. The South African Qualifications Authority Act (No. 58 of
1995) was passed into law in October 1995. The Act prescribed the establishment of, amongst others, the
South African Qualifications Authority (SAQA), the National Qualifications Framework (NQF) and the Sectoral
Education and Training Authorities (SETAs).
The two acts that currently regulate skills development in South Africa and the payment of levies are the Skills
Development Act (No. 97 of 1998) (as amended) and the Skills Development Levy Act (No. 9 of 1999). The
National Skills Development Strategy (NSDS) is published by the Department of Education every five years,
the current cycle being 2011-2016. The NSDS guides the activities of the SETAs and other skills development
bodies. While the national Departments of Higher Education remain the main drivers of skills development in
South Africa, mostly as a result of the history of the initiative, there is also close cooperation with the Department of Labour and other Government departments and institutions.
PURPOSE
This Unit Standard is for people who are involved in some capacity in human resource development. This Unit
Standard will be of particular application for those involved in skills development facilitation.
At the end of this training session you will be able to:

Provide information related to skills development, including relevant legislation, learning and assessment,

Advise an organisation concerning the alignment of skills development practices to the information provided; and

Advise on the promotion of skills development
Conduct Skills Development Administration in an Organisation
NQF Level 5
Unit Standard: 15227
INTRODUCTION
In order to succeed, organisations need to constantly develop the skills of its employees. The importance of
skills development can’t be stressed enough. Behind every successful goal achievement, comes proper skills
development. In order to do this successfully, organisations should conduct skills development administration.
Information about skills development should be collated and properly stored to enable the organisation to know
the areas that employees need help and the types of learning interventions that are appropriate for each employee. Data related to skills development include all information related to targets and achievements of skills
development interventions identified in the organisation’s workplace or sector skills plan (for example, number
of learners per learnership or skills programme and other skills development programmes, budgeted and actual costs). After obtaining this data from valid sources, for example, sector skills plans, workplace skills plans,
individual skills plans, provider reports, impact reports and financial reports, skills development administration
is very important in order to properly keep this information. This information will then be used by management
to make sound decisions. Skills administration also includes record keeping.
Good business requires good recordkeeping. In competitive business environments and strict accountability
structures, it is vital that organisations have the evidence and information they need to drive and support their
business operations especially skills development. Recordkeeping is the making and maintaining of complete,
accurate, reliable evidence of skills development interventions in an organisation.
PURPOSE
This Unit Standard is intended for persons who support, or seek to support, skills development facilitation. The
Unit Standard will be especially useful to human resource development officers who plan to take on skills development facilitation roles.
At the end of this training session you will be able to:

collate and store data related to skills development

provide information related to skills development

contribute to the improvement of systems and procedures related to processing skills development data
Advise on the Establishment & Implementation of a Quality Management
System for Skills Development Practices in an Organisation
NQF Level 5
Unit Standard: 15228
INTRODUCTION
The skills shortage in South Africa has been identified as one of the main impediments to reaching
the stated economic growth targets of the Government. The South African Qualifications Authority
Act (No. 58 of 1995) was passed into law in October 1995. The Act prescribed the establishment of,
amongst others, the South African Qualifications Authority (SAQA), the National Qualifications
Framework (NQF) and the Sectoral Education and Training Authorities (SETAs). Since the formation
of the National Qualifications Framework (NQF) for education, there has been a drive in South African organisations to ensure that organisations have "quality systems" in place. The South African
Qualifications Authority (SAQA) oversees the development and implementation of an integrated national framework of quality assured learning achievement that would facilitate access to enhance the
quality of education and training, as well as, promote personal, social and economic development.
Basic skills development with an emphasis on "quality training and learning interventions" has become a priority to address the skills shortages found within organisations.
PURPOSE
This Unit Standard will be useful to people who are involved in the development and implementation
of training and development plans for organisations. The Unit Standard will be especially useful to
skills development facilitators, training managers and human resource development practitioners.
At the end of this training session you will be able to assist an organisation in:

the identification and interpretation of quality assurance requirements for skills development
practices

the design of a quality management system for skills development practices

the development of effectiveness indicators for skills development practices

the implementation and improvement of a quality management system for skills development
Coordinate Planned Skills Development Interventions in an Organisation
NQF Level 5
Unit Standard: 15232
INTRODUCTION
Learning is a necessary process for achieving business objectives and essential to improving organisational performance. It bridges the gap between the organisation’s current capability and that needed to deliver the business results. From an individual point of view, it enables people to add to their
stock of personal competences and develop their full potential. Major business investments are targeted, prioritised, planned, monitored and managed to ensure the best possible return on investment. Learning should be no different. In most organisations, the amount spent on training is a significant business investment. The training and development the organisation needs to achieve its
business goals must be effectively identified and prioritised. Organisations are beginning to realise
that efficiently managing the training budget does not guarantee the money being spent. Identifying
and prioritising the critical learning needs is the purpose of a learning needs analysis. Implementing
a structured learning needs analysis need not to be a complicated process. Learning will be most
effective when people have an opportunity to learn things that relate to their lives and their needs.
Sometimes people do not always see the linkage between learning and their needs. The organisation’s role is to help learners make this connection. This will be easier if we relate learning to prior
experience and current relevance.
PURPOSE
This Unit Standard will be useful to people who oversee or manage education, training and skills development within organisations according to agreed development plans. The Unit Standard will be
especially useful to skills development facilitators, training managers and human resource development practitioners.
At the end of this training session you will be able to:

identify and prioritise learners` learning requirements

plan and organise learning interventions

coordinate learning interventions
Facilitate Learning using a Variety of Given Methodologies
NQF Level 5
Unit Standard: 117871
INTRODUCTION
This training programme is ideal for those who wish to learn the methods of facilitating an outcomesbased learning programme and for those wishing to improve their presentation skills. These skills
can be applied whether presenting to a group of learners in a classroom situation, one-on-one mentoring and various presentations or to give feedback presentations in a boardroom situation. Skills
learnt include planning for the facilitation, presentation of the session and an analysis your presentation.
PURPOSE
This unit standard will provide recognition for those who facilitate or intend to facilitate learning using
a variety of given methodologies. Formal recognition will enhance their employability and also provide a means to identify competent learning facilitators.
People credited with this unit standard are able to:

Plan and prepare for facilitation;

Facilitate learning; and

Evaluate learning and facilitation.
Promote a Learning Culture in an Organisation
NQF Level 5
Unit Standard: 252041
INTRODUCTION
There have been enormous shifts in the economic, technological and social fronts over the last few decades.
These changes demand that our workplaces evolve to meet the new challenges and opportunities. To that
end, even companies who currently train their people need to expand their efforts to create a culture where
learning is truly valued and seen as a strategic business tool. Additionally, the demands for creating this type
of culture require that training efforts be both cost-effective and able to provide human support as employees
learn new skills and cope with rapid change. Developing a strong corporate culture is a competitive advantage
for today’s organisations. The advantages are numerous and include increased employee productivity, improved communication and cooperation, and greater loyalty from both employees and customers.
Creating a learning culture within your organisation will take you one step beyond just acquiring the skills that
you need to deliver its products and services. It will empower your people to achieve dramatically improved
results compared to more traditional organisations, as it enables staff to:

Easily adapt to change

Actually anticipate change

Be more responsive to the market place

Generate more energetic, loyal and goal oriented employees

Grow through innovation.
PURPOSE
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.
At the end of this training session you will be 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