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SDF

SDF Skills Development Facilitator Course

SDF Skills Development Facilitator Course

  • ETDP SETA registered and accredited. Click here to confirm our accreditation.
  • NQF Level 5, total of 25 Credits.
  • US 15232, 15217, 15218, 252041.
  • On completion learners will be registered with SAQA on the NRLD database.
  • Duration of 4 days + FORUM Support.
  • Manned helpdesk 7 days a week.
  • Assist with FREE SETA registration support to members.
  • Only make use of leading edge facilitators with years of expertise in this field.
  • Access to the latest legislation and SETA grant updates.
  • We also partner with leading BEE and Employment Equity experts for leading edge expertise.
  • We members of  the Association for Skills Development in South Africa.
  • Registration include 12 months fully paid-up membership with Association for Skills Development in South Africa worth R640.
  • Additional cost of R300 include Skills Development Technician Designation.
  • We regret that support is limited to individuals who successfully completed the course with TRAINYOUCAN only.

The Skills Development Facilitator also know as SDF Training Course is aimed to certify individuals as internal or external SDF’s or freelancer Skills Development Facilitators. This become minimum requirement in order to register with a SETAs as SDF also known as the Skills Development Facilitator. SDF or Skills Development Facilitators act between organisations and the SETA with training plans, reporting and grants. Only Accredited SDF or Skills Development facilitator can offer this professional service by completing the SDF training course and SETA certified.

Invest in your future and attend with TRAINYOUCAN our leading Train the Trainer training course also knows as Facilitator training course, Assessor training course or SDF Training Course.

Many learners re-do this course with our institution to get a more clearer understanding of the functions and operation of a Skills Development Facilitator.

SDF Skills Development Facilitator Course

COURSE DETAIL for the SDF Training Course

  •  This course is based on the Unit Standards
  • People credited with this unit standard are able to:
    • Investigate and analyse the status of the learning culture within the organisation.
    • Develop strategies for the promotion of a learning culture within the organisation.
    • Implement strategies to promote a learning culture.
    • plan, organise a skills analysis process
    • conduct an analysis to determine outcomes of learning needed for formal recognition
    • produce and verify a matrix of outcomes.
    • analyse current and required skills
    • develop a skills profile and define a skills gap
    • establish skills priorities
    • develop a training and development plan.
    • identify and prioritise learners` learning requirements
    • plan and organise learning interventions
    • coordinate learning interventions
    • review and report on learning interventions.
    • provide information related to skills development, including relevant legislation, learning and assessment,
    • advise an organisation concerning the alignment of skills development practices to the information provided; and
    • advise on the promotion of skills development.
    • This unit standard is for people who conduct internal or external moderation of outcomes-based assessments. The assessments could be in terms of outcomes defined in a number of documents, including but not limited to unit standards, exit level outcomes, assessment standards, curriculum statements and qualifications. This unit standard will contribute towards the achievement of a variety of qualifications particularly within the field of Education Training and Development Practices and Human Resource Development.
    • Those who have achieved this unit standard will be able to moderate assessments in terms of the relevant outcome statements and quality assurance requirements. The candidate-moderator will be able to use the prescribed Quality Assurance procedures in a fair, valid, reliable and practicable manner that is free of all bias and discrimination, paying particular attention to the three groups targeted for redress: race, gender and disability.
    • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
    • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • This Unit Standard is for people who are involved in some capacity in human resource development. This Unit Standard will be of particular application for those involved in skills development facilitation.

How will this help my business?

  • To improve the relationship between the organisations and the SETAs.
  • To train SDF’s on ways to identify skills gaps and implement training models.
  • To train SDF’s on ways to compile and submit WSPs and claim their SETA grants.
  • How to prioritize skills training in your Sector and South Africa.
  • How to apply for tax rebates from SARS and assist with BEE scoring through implementing Training programmes.
  • Intensive Education learning and development training session.

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Strategic Role of the SDF

Skills Development Facilitator (SDF)

A Skills Development Facilitator (SDF) is responsible for the planning, implementation and reporting of training in an organisation, with Seta-related duties.

1.1    Appointment of an SDF

In larger organisations, a currently employed training or Human Resources (HR) manager may be appointed as an internal SDF. In smaller organisations there is often no dedicated training or HR professional fulfilling this role, and so a manager or company owner will assume the responsibility. The role can also be outsourced to a professional external SDF.

1.2   Function of an SDF

The functions of an SDF are to:

  • Assist the employer and employees to develop a Workplace Skills Plan (WSP) which complies with the requirements of the Seta.
  • Submit the WSP to the relevant Seta.
  • Advise the employer on the implementation of the WSP.
  • Assist the employer to draft an Annual Training Report (ATR) on the implementation of the WSP.
  • Advise the employer on the quality assurance requirements set by the Seta.
  • Act as a contact person between the employer and the Seta.
  • Serve as a resource with regard to all aspects of skills development.
  • Communicate Seta initiatives, grants and benefits to the employer.
  • Communicate with branch offices, and all employees in the main office and branch offices, concerning events and grants being offered at the Seta.

1.3    Roles of an SDF

The employer must provide the SDF with the resources, facilities and training necessary to perform the functions set out above.

An SDF is a:

  • Facilitator: To facilitate the development of an employer’s skills development strategy
  • Expert: To serve as an expert resource for accrediting the employer as a training provider and for the implementation of appropriate learnerships and skills programmes
  • Administrator: To complete and submit the WSP and ATR
  • Advisor: To  advise  the  employers  and  employees  on  the  National Strategy (NSDS) and on the implementation of the WSP Skills  Development
  • Education and needs evaluator: To assess the skills development needs of the organisation
  • Mediator: To serve as a contact person between the employer and the relevant Seta

1.4    SDF unit standards

The  South  African  Board  of Personnel  Practitioners  (SABPP)  and  the  Education  and  Training Development Practices (ETDP) Seta are the accredited Education and Training Quality Authorities (ETQAs) for seven SDF unit standards. There is currently no full qualification for SDFs although this has been in the pipeline for some time. These unit standards fall under a number of qualifications, including:

  • National Certificate: Practices (50331) Occupationally   Directed    Education,   Training and    Development
  • National Diploma: Human Resources Management and Practices (61592)

The seven SDF unit standards are:

  • Develop an organisational training and development plan. (15217)
  • Conduct an analysis to purposes. (15218) determine outcomes of learning for skills development and other
  • Provide information and advice regarding skills development and related issues. (15221)
  • Promote a learning culture in the organisation. (15222) (OPTIONAL)
  • Conduct skills development administration in an organisation. (15227) (OPTIONAL)
  • Advise on the establishment and implementation of a quality management system for skills development practices in an organisation. (15228)  (OPTIONAL)
  • Coordinate planned skills development interventions in an organisation. (15232)

It is not a requirement that a SDF has to have any formal training to practice as an SDF. Some Setas however have enforced  SDFs should have some training and show competence against relevant unit standards, and retain the right to reject the SDFs grant submissions.

It is important for SDFs to remain up-to-date with the latest developments in the field.

Principles of Management

1. Principles of Management are Universal

    *Management principles are applicable to all kinds of organizations – business & non business.
    *They are applicable to all levels of management.
    *Every organization must make best possible use by the use of management principles.
    *Therefore, they are universal or all pervasive.

2. Principles of Management are Flexible

    *Management principles are dynamic guidelines and not static rules.
    *There is sufficient room for managerial discretion i.e. they can be modified as per the requirements of the situation.
    *Modification & improvement is a continuous phenomenon in case of principles of management.

3. Principles of Management have a Cause & Effect Relationship

    *Principles of management indicate cause and effect relationship between related variables.
    *They indicate what will be the consequence or result of certain actions. Therefore, if one is known, the other can be traced.

4. Principles of Management – Aims at Influencing Human Behavior

    *Human behavior is complex and unpredictable.
    *Management principles are directed towards regulating human behavior so that people can give their best to the organization.
    *Management is concerned with integrating efforts and harmonizing them towards a goal.
    *But in certain situations even these principles fail to understand human behavior.

5. Principles of Management are of Equal Importance

    *All management principles are equally important.
    *No particular principle has greater importance than the other.
    *They are all required together for the achievement of organizational goals.

Originally posted 2013-10-05 08:52:28. Republished by Blog Post Promoter

What is Motivation ?

Motivation is the word derived from the word ’motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. In the work goal context the psychological factors stimulating the people’s behaviour can be –

    *desire for money
    *success
    *recognition
    *job-satisfaction
    *team work, etc

One of the most important functions of management is to create willingness amongst the employees to perform in the best of their abilities. Therefore the role of a leader is to arouse interest in performance of employees in their jobs. The process of motivation consists of three stages:-

A felt need or drive
A stimulus in which needs have to be aroused
When needs are satisfied, the satisfaction or accomplishment of goals.
Therefore, we can say that motivation is a psychological phenomenon which means needs and wants of the individuals have to be tackled by framing an incentive plan.

Originally posted 2013-10-05 08:52:26. Republished by Blog Post Promoter

Re: Disability as a barrier

Policy implications and guidelines for addressing disability as a barrier

Learners who experience barriers to learning as a result of disability should be welcomed in ordinary school environments provided that the necessary support is in place for learners to achieve their full potential. Teams that include parents, teachers and other relevant professionals should establish the nature and extent of support needed by the learner. Below are a few examples of how the system could be modified or changed to meet different kinds of support that individual learners may require:

• Modified access to buildings e.g. ramps, adapted toilets and speaker systems in where applicable.
• Brailed signage on doorframes, passages and outbuildings.
• Enlarged print.
• Appropriate assistive devices e.g. Braillers, hearing aids, tape recorders, splints, adapted computers, wheelchairs, walkers, modified tricycles and standing frames.
• Therapeutic intervention.
• Learner based and learner paced teaching.

Originally posted 2013-10-06 00:03:06. Republished by Blog Post Promoter

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