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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Facilitate the transfer and application of learning in the workplace 
SAQA US ID UNIT STANDARD TITLE
123398  Facilitate the transfer and application of learning in the workplace 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for a range of people, including managers, supervisors, mentors, operators who may not be Education, Training and Development (ETD) specialists, but who are able to help people who have been on training to move from a generic skill to a particular application within the workplace.

People credited with this Unit Standard are capable of:
  • Orientating a learner into the application of their skills within a workplace context.
  • Guiding learners towards competent application of their skills within a workplace context.
  • Assessing learner performance in the workplace context.
  • Reviewing facilitation processes in the workplace context. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in terms of the learning area in which they will facilitate transfer of skills. 

    UNIT STANDARD RANGE 
    This Unit Standard is intended to define the competencies of those who work with learners after training/facilitation, and possibly assessment, has happened. This Unit Standard is intended to deal with that kind of training/facilitation that moves a person from a relatively generic skill in their area of learning, to direct application within a particular context or work environment. This Unit Standard is intended for a range of people, including managers, supervisors, mentors, operators who may not be ETD specialists, but who know the job/application, and are able to help people move from a generic skill to a particular application within the workplace.

    This Unit Standard is not meant to be just about inducting a person into their job, rather, it is about actual training in the particular application after a person has already developed the core skills involved. This process might or might not be used to generate assessment evidence, depending on whether the person has already been assessed or not.

    The nature of the learning will be different from on-the-job training in that on-the-job training is at a lower level and focuses on tasks with discreet and well-defined steps. This Unit Standard focuses on more substantial, integrative applications of learning, including the applications of principles and theories, but within a particular workplace context. This Unit Standard also allows for the application of enterprise standards.

    Note: the existence of this Unit Standard should not be taken to suggest that a person who has been trained or assessed is not competent. However in certain contexts, after a person has been trained, they might still need more directed training in a particular workplace context to learn about particular procedures, drills, processes, systems and applications. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Orientate a learner into the application of their skills within a workplace context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Planning is done for work space, workstation and equipment for the job/s to which the learner is assigned. 

    ASSESSMENT CRITERION 2 
    Key outcomes of training are reviewed with the learner. Specific training and development needs are identified and job specific training scheduled according to the learner's requirements. 

    ASSESSMENT CRITERION 3 
    The learner is orientated into the work environment according to workplace procedures. 

    SPECIFIC OUTCOME 2 
    Guide learners towards competent application of their skills within a workplace context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The intended performance outcomes are defined through mutual analysis of the job requirements. 

    ASSESSMENT CRITERION 2 
    Guidance is directed towards achieving the agreed performance outcomes and includes appropriate and effective explanations, demonstrations, practice and review as required to enable learning to take place. The learner is directed towards helpful resources as required to promote understanding and learning transfer. 

    ASSESSMENT CRITERION 3 
    Language medium and level used is appropriate to the learner and demands of the task, and is consistent with industry usage. 

    ASSESSMENT CRITERION 4 
    Other team members are used effectively to help the learner become familiar with the workplace applications. 

    ASSESSMENT CRITERION 5 
    The demonstrated steps and explanation sequence meets learner needs in terms of pace and logic of structure. 

    ASSESSMENT CRITERION 6 
    Opportunities for practice are sufficient to ensure learner competence is achieved in terms of the defined outcomes. 

    ASSESSMENT CRITERION 7 
    Guidance is carried out in accordance with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Requirements include resource usage, health and safety requirements and organisational quality assurance requirements.
     

    SPECIFIC OUTCOME 3 
    Assess learner performance in the workplace context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Performance is assessed in terms of agreed performance outcomes. 

    ASSESSMENT CRITERION 2 
    Specific examples of performance are compared for compliance with agreed performance outcomes and criteria. 

    ASSESSMENT CRITERION 3 
    Sufficient evidence is obtained in order to make a judgement on the consistency and sustainability of the performance. 

    ASSESSMENT CRITERION 4 
    Feedback is relevant to the task, to the learner and to the intended performance outcomes. 

    ASSESSMENT CRITERION 5 
    Constructive feedback is given to help the learner to identify weaknesses and determine steps to address such weaknesses. 

    ASSESSMENT CRITERION 6 
    Evidence gathered is organised and presented for formal assessment. 

    SPECIFIC OUTCOME 4 
    Review facilitation processes in the workplace context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The review report is developed which reveals strengths and weaknesses of the facilitation and assessment of transfer of skills. 

    ASSESSMENT CRITERION 2 
    Feedback on the impact of the training is sought from the learner and relevant supervisors and/or managers. 

    ASSESSMENT CRITERION 3 
    Recommendations are made for improving future facilitation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessors for this Unit Standard must be registered with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Providers of learning towards this Unit Standard must be accredited through the relevant ETQA by SAQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Methods for identifying learner needs.
  • The importance of providing learner feedback in a constructive manner.
  • Methods of checking learner's understanding and progress.
  • The fundamentals of outcomes-based approaches to learning.
  • Aims, principles and objectives of the NQF. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams, this outcome will be demonstrated by:
  • Interacting with learners in a manner which promotes effective learning.
  • Identifying team roles to plan own participation. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively, this outcome will be demonstrated through the general and specific activities related to planning and organising the facilitation sessions. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, this outcome will be demonstrated when candidates analyse information on learner needs in order to plan appropriate learning interventions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills, this outcome will be demonstrated by:
  • Ensuring the learner clearly understands the role he/she is to play and what is expected of him/her.
  • Being culturally sensitive when communicating. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  63369   National Diploma: Trade Union Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  50330   Bachelor: Occupationally Directed Education Training and Development Practices  Level 6  NQF Level 07  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  57712   Further Education and Training Certificate: Generic Management  Level 4  NQF Level 04  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  50334   National Certificate: Occupationally Directed Education Training and Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Audit Campus 
    2. Enjo Consultants 
    3. EXECUTIVE COACHING AND FACILITATION 
    4. Institute for Telling Development T/A ITD Training (MENLYN PARK) (TP) 
    5. Maccauvlei Learning Academy 
    6. Motheo Training Institute Trust 
    7. Ndivuka Skills Development 
    8. OPTIMUM LEARNING TECHNOLOGIES PTY LTD 
    9. Organisation Development International (Pty) Ltd (CENTURION) (TP) 
    10. Procurement & Supply Management College cc (ROBERTSHAM) (TP) 
    11. Umgungundlovu FET College - Plessislaer Campus 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.