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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Develop workplace skills plan(s)

SAQA US ID	UNIT STANDARD TITLE
9946	Develop workplace skills plan(s)
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-10-11	2003-10-11	SAQA 0532/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
15217	Develop an organisational training and development plan	Level 5	Level TBA: Pre-2009 was L5	6
15218	Conduct an analysis to determine outcomes of learning for skills development and other purposes	Level 6	Level TBA: Pre-2009 was L6	4

PURPOSE OF THE UNIT STANDARD

A Skills Development Facilitator assessed as competent against this unit standard will be able to gather, facilitate and analyse information for the Workplace Skills Plan(s), which will meet the needs of individual learners, the enterprise(s), sector and national skills priorities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence. This should enable the practitioner to have an understanding of the enterprise(s)and relevant SETA(s). The practitioner is also assumed to have achieved the unit standard Conduct elementary field research.

This standard describes the ETD competence which will be needed for them to develop workplace skills plan(s).

The Skills Development Facilitator is expected to have good communication and negotiation skills.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. The Workplace Skills Plan should include delegation of responsibility and coordination of the research on an enterprise(s), sectoral and national levels.
2. The practitioner must make decisions on the basis of the size of the enterprise(s), accessibility of information, methods of research, nature, complexity and sensitivity of the information gathered.
3. The practitioner must liaise with stakeholders or relevant parties involved in the skills development planning and implementation process on an enterprise, sectoral and national levels.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Gather information about national and sectoral skills development trends impacting on enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Review information about national and sectoral skills development trends impacting on enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Gather information on the objectives of the enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Gather information on skills needs of the enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Influence key stakeholder participation in the skills development planning of the enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Promote skills development strategies.

OUTCOME NOTES

Promote skills development strategies such as learnerships and skills programmes within the enterprise(s).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Determine an appropriate skills audit system to identify the skills needs of the enterprise(s).

OUTCOME NOTES

Determine an appropriate skills audit system to identify the skills needs of the enterprise(s) (e.g. a system to assess current competencies of employees (RPL).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 8

Contextualise the Workplace Skills Plan(s).

OUTCOME NOTES

Contextualise the Workplace Skills Plan(s) to meet business plan objectives of the enterprise(s) and sector and national skills priorities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 9

Consolidate the Workplace Skills Plan(s) for the enterprise(s) on information gathered.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 10

Ensure the Workplace Skills Plan(s) of the enterprise(s) complies with SETA requirements.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

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 or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

A Skills Development Facilitator should be able to demonstrate a thorough knowledge and understanding of:
1. The Skills Development Strategies (e. g. learnerships, skills programmes, ETQA, skills levies and SETA functions).
2. Relevant legislation (e. g. Employment Equity Act, Labour Relations Act and SAQA Act).
3. Labour market policies.
4. Local and international economic trends.
5. Local and international skills development trends.
6. The sector and industry in which the business is operating.
7. Core business of enterprise(s).
8. Specific crucial areas of the enterprise's business plan in terms of priorities.
9. The understanding to conduct skills needs analysis and skills audit for the organisation.
10. Understanding of current business performance (how productivity is measured).
11. Negotiation techniques to gain commitment to Workplace Skills Planning objectives.
12. Required competencies matching the job requirements (e. g. lateral development, career pathing and succession planning).
13. Role of diversity, values and belief systems within the enterprise(s)and sector.
14. Outcomes-based forms of developing workplace skills plan(s)which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
15. Forms of practice which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by, e. g.,

auditing the skills of employees of the enterprise(s).

UNIT STANDARD CCFO WORKING

Working as a team, e. g.,

in having the Workplace Skills Plan endorsed by the Training Committee.

UNIT STANDARD CCFO COLLECTING

Collect analyse, organise and critically evaluate information by, e. g.,

gathering information on enterprise(s), sector and national trends on Skills Development.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively by, e. g.,

acquiring buy-in from key stakeholders for the Workplace Skills Plan.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

using technologies such as audio-visual, computer equipment, etc.

UNIT STANDARD NOTES

This unit standard has been replaced by the following unit standards:

15217, "Develop an organisational training and development plan", Level 5, 6 credits.

15218, "Conduct an analysis to determine outcomes of learning for skills development and other purposes", Level 6, 4 credits.

VALUES
The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	13741	Diploma: Occupation-directed Education, Training and Development Practice	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Core	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Elective	21847	National Diploma: Manufacturing Management: Food and Beverage	Level 6	NQF Level 06	Passed the End Date - Status was "Reregistered"	2023-06-30	FOODBEV

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.

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