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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse Training Needs and Develop Training Programmes 
SAQA US ID UNIT STANDARD TITLE
7879  Analyse Training Needs and Develop Training Programmes 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2009-09-01  2011-07-31  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-07-31   2015-07-31  

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 
Each learner must be able to conduct a needs analysis within the organisation using various data collection methods, analyse the data and develop training programmes of various types, to meet the required outcomes. Learners must also understand the importance of utilising all available resources as well as record keeping. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
`Plan Staff Training & Development in Own Area of Responsibility`. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Describe the basic principles of training and adult learning. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 2 
    Explain the importance of effective investigation methods. 
    OUTCOME NOTES 
    Explain the importance of effective investigation methods when collecting information on training needs. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 3 
    Explain the importance of structuring training material to suit the needs of the learners. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 4 
    Describe situations where training materials are adapted and explain why. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 5 
    Explain the importance of learning outcomes. 
    OUTCOME NOTES 
    Explain the importance of learning outcomes that clearly specify performance requirements and supporting knowledge for each training programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 6 
    Explain the importance of identifying the necessary job skills. 
    OUTCOME NOTES 
    Explain the importance of identifying the necessary job skills and competence to enable a person to achieve the organisation's business goals. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 7 
    State the reasons for keeping all training records up to date. 
    OUTCOME NOTES 
    State the reasons for keeping all training records up to date and explain the importance of this. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 8 
    Given a range of investigation methods, collect information on training needs correctly. 
    OUTCOME RANGE 
    Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 9 
    Interpret the information using appropriate methods of analysis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 10 
    Forward reports and recommendations resulting from the analysis to the appropriate people. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 11 
    Confirm conclusions reached about the need for training sessions with the appropriate personnel. 
    OUTCOME RANGE 
    Training sessions: one-to-one, small group, large group, on-the-job, off-the-job. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 12 
    Identify, develop and use competencies and their relevant standards. 
    OUTCOME NOTES 
    Identify, develop and use competencies and their relevant standards that relate to specific jobs, roles or functions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 13 
    Compare individual competencies with competencies required for the job role or function. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 14 
    Identify training outcomes in consultation with relevant parties. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 15 
    Given a range of barriers, make a decision and give reasons. 
    OUTCOME RANGE 
    Barriers: language, literacy/ numeracy skills, cultural differences, physical impairment, time. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 16 
    Identify performance and knowledge requirements in the specific outcomes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 17 
    Select training methods appropriate for the training outcomes, training venue and the learners. 
    OUTCOME RANGE 
    Training methods: Formal, on-job, computer based, group/individual, self study. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 18 
    Design and develop the training programme. 
    OUTCOME NOTES 
    Design and develop the training programme so that learning will be confirmed and feedback provided at appropriate stages. 
    OUTCOME RANGE 
    Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 19 
    Identify and develop appropriate learning materials to meet learner needs. 
    OUTCOME RANGE 
  • Learning materials: media, text, visual.
  • Needs: subject matter, format, language, style, level. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 20 
    Give learners the opportunity to manage their own learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 21 
    Clarify the evidence of learning and explain how it will be collected. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 22 
    Identify and confirm training costs with the appropriate personnel. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 23 
    Select an appropriate training venue and arrange the required equipment, tools and other resources. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 24 
    Make arrangements with any other people who are required to assist in the training programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 25 
    Maintain a resource list of external and internal training people. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 26 
    Check and ensure that training materials, training records and training information are accessible. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 27 
    Maintain an up to date register of external courses and providers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 28 
    Learners must be able to produce training programmes and materials. 
    OUTCOME NOTES 
    Learners must be able to produce training programmes and materials to satisfy specified outcomes and organisational requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • There are no restrictions on where this unit standard may be assessed.
  • This unit standard can be assessed in isolation. 
    		•

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard can be assessed by a combination of observation, product sample, questioning, testimony and written tests.
  • Product sampling to cover collecting information on training needs.
  • Observation to cover training sessions.
  • Questioning to cover identification and development of competencies and competency standards and identification of barriers to learning.
  • Observation supplemented by questioning to cover appropriate training methods.
  • Test the learner on designing training programmes and development of learning materials.
  • Product sample training materials, training records, training information and portfolio of evidence. 
    		•
    ASSESSMENT CRITERION RANGE 
  • Investigation methods: focus groups/questionnaire, survey/job assessment, analysis of written information, interviews.
  • Training sessions: one-to-one, small group, large group, on-the-job, off-the-job.
  • Barriers: language, literacy/numeracy skills, cultural differences, physical impairment, time.
  • Training methods: Formal, on-job, computer based, group/ individual, self study.
  • Training programmes: training objectives, measurable outcomes, training methods, equipment/resources, evidence collection.
  • Learning materials: media, text, visual.
     
    		•

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

    3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

    4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is dealt with under the outcomes section. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively (this critical cross field outcome is covered in this unit standard under the outcomes section). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems (this critical cross field outcome is covered in this unit standard under the outcomes section). 

    UNIT STANDARD NOTES 
    Recommendations and Exemplars for the design of:

    Learning / Curriculum
  • This unit deals with the skills and knowledge required to identify training needs and develop training programmes to meet those needs. In many organisations this may be the function of a specialist training manager. Training provision may range from small to large groups. Training provision may be on-the-job or off-the-job.
  • Learning should include working with another trainer investigating the need for training as well as preparing different training sessions (one-to-one, on-the- job, off-the-job, small group, large group)
  • The learner should familiarise him/ her self with a variety of presentation/ training methods and be able to explain when to use particular training methods.
  • The learner must have a thorough knowledge of the relevant health and safety standards that are applicable when training others.
  • The learner could explore the different investigation methods that are available and do a presentation on the one found to be most successful in the work environment.
  • The learner could be given the responsibility of developing a training programme and learning materials for a particular group of people in order to meet specific outcomes. The learner must be able to explain the criteria used for selecting text, media and visual materials.
  • A portfolio of evidence could be collected of investigation methods, the training programme, relevant health and safety standards, learning materials as well as the training data bank which must include all records and training resource lists (internal and external). This should be collected and assessed over a period of time to allow the learner to become familiar with the principles of assessing training needs and developing training materials that are relevant to the organisation.

    Performance systems
  • Ongoing measurement of the learner`s ability to meet this standard is recommended.
  • A new employee should be able to achieve this unit within 3 months of being trained. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  20414   National Diploma: Service Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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.
     
    NONE 


    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.