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.

www.coursesdirect.co.za

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

Jobs Trainer, Assessors, Moderators and SDF

Opportunities for Qualified Trainers, Assessors, Moderators, SDF’s and Programme Developers to register on our FREE database.  We get daily request for qualified Trainers, Assessors, Moderators, SDF’s and Developers, but how do we find you?

Any individual who is:
•    Trainer – SETA Qualified/Registered
•    Assessor –  SETA Qualified/Registered
•    Moderator – SETA Qualified/Registered
•    SDF – SETA Qualified/Registered
•    Programme Developers with experience

  • What Kind of Training Do You Need?
  • Where to Get Training
  • Are There Special Programs to Help Me?
  • Where to Get Help
  • Additional Training and Education Opportunities

Register on www.skillsjobs.co.za – NO CATCH – TOTALLY FREE.

Another product of TRAINYOUCAN – supporting our learners and our community.

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Originally posted 2013-10-03 23:14:14. Republished by Blog Post Promoter

NQF OBJECTIVES

The objectives of the NQF as outlined in the SAQA Act are as follows:

To create an integrated national framework for learning achievements;
Facilitate access to, and mobility and progression within education, training and career paths;
Enhance the quality of education and training;
Accelerate the redress of past unfair discrimination in education, training and employment opportunities;
Contribute to the full personal development of each learner and the social and economic development of the nation at large.

Originally posted 2013-09-18 16:38:12. Republished by Blog Post Promoter

Operational requirements v cultural rights and sangoma’s

In the case of Kievits Kroon Country Estate (Pty) Ltd v CCMA & others[1] the proverbial can of worms was opened by the award of the commissioner. On closer scrutiny however, it is clear that the commissioner ruled on the facts before him, as commissioners should and this review of the labour court should not be seen as a blanket consent to employees to take extended and unauthorised absence from employment. On the other side, employer should respect the cultural beliefs of employees as well.

After five years’ service, the respondent employee applied for a month’s unpaid leave to attend a ritual ceremony which formed part of her training as a sangoma. On behalf of the employer it was testified that the employee approached him and stated that she was attending a traditional healer’s course. She requested to work morning shifts only to attend the course in the afternoon. As the request would affect other chefs in the kitchen, he called a meeting with all the relevant parties and asked them if they had any objection if she was allowed to work morning shifts only. They all agreed that they would not have a problem. The employee agreed that if the need arose, she would still assist during the night shifts.

Everything went smoothly until she approached him again during May and requested to be granted one month’s unpaid leave. He could not agree to her request as they were already short-staffed. It was during a very busy period. He spoke to the human resources manager and because the third respondent did not have enough leave, offered her one week unpaid leave. She did not accept one week and left on 1 June 2007 after her shift. The applicant employee absented herself from work for a month. The applicant was charged, inter alia, with absence from work without permission and insubordination, and dismissed. The applicant claimed that she had had visions for several years, and that a traditional healer had recommended that she attend the ceremony. Her manger maintained that he would act in a similar fashion if another employee was to approach him for leave to do a karate course. He denied that he is a racist and does not have respect for African traditions and customs.

During cross-examination, he said that the employee would not have been dismissed if she had submitted a medical certificate. He did not agree that attending a traditional ritual was a valid reason for being absent from duty, being ill was but not attending sangoma training. The HR manager testified that she did not qualify for leave and that it was a busy time of the year. She offered her one week but not a month. The employee declined it. Both Walter and Dreyer stated that they would not have denied her leave or dismissed her if she had produced a medical certificate from a registered medical practitioner. On behalf of the employee testified the sangoma she was seeing, who explained her visions.

The respondent commissioner accepted that the employee believed that she would have died had she not attended the ceremony, and that dismissal was accordingly inappropriate because the employee’s absence was due to circumstances beyond her control. The applicant was ordered to reinstate her from the date of the award.

The arbitration award:
The traditional healer testified that the employee was very ill when she came to her for treatment. She stated further that she would have died or suffered a serious misfortune if she had ignored her ancestor’s calling. The third respondent testified that should she have ignored her ancestor’s calling and continued to work, she would have collapsed and no one would have been able to help her.

The commissioner said that employees have a fundamental duty to render service and their employers have a commensurate right to expect them to do so. A basic element of this duty is that employees are expected to be at their workplaces during working hours, unless they have an adequate reason to be absent. According to John Grogan, Dismissal, Discrimination & Unfair Labour Practices: Juta & Co Ltd (2005) at 239, an explanation for an absence would be adequate if employees could prove that the absence was beyond their control.

Another issue which appeared clearly from the evidence was that there was a lack of empathy and understanding of cultural diversity in the applicant’s workplace. The employer did not understand her calling and did not grant her leave as it did not deem her to be ill. The employer acted in the interest of the company and the letter of the sangoma was of no consequence. If she was ill, she would not have been dismissed. The issue was whether there was any justifiable reason for the third respondent to disregard the applicant’s instructions. The third respondent had to prove and convince him that her absence from duty was necessitated by circumstances beyond her control to be absolved from blame.

The commissioner equated her visions to the situation of Jona who ignored the call of God. The commissioner said that what was good for the gender must be good for the goose also. The third respondent believed that she was called by the ancestors to become a sangoma. Evidence was led that she should have died if she had continued to work and disregarded her calling. It appears to him that the third respondent had decided to follow the sangoma course to save her life. She must have genuinely believed that if she did not do so, she would die or suffer a serious misfortune. The commissioner said that the inescapable conclusion which he arrived at, was that the third respondent’s absence from duty was due to circumstances beyond her control. She was justified to disregard the applicant’s instructions and attend the sangoma course and reinstated herself.

The labour court, in the review had to decide whether he acted as a reasonable decision maker and did not make any award on the question as to whether she was justified in her absence. It merely considered the conduct of the commissioner.

The court noted that this case sadly shows what happens when cultures clash in the workplace. On the one hand we have an applicant that was concerned about making money at all costs and on the other hand an employee who had visions and had believed that her ancestors were calling her to become a sangoma. The applicant does not regard a calling to be an ancestor as an illness. The third respondent believes that if she did not heed the calling to become a sangoma, she would become ill.

The court confirmed that the ultimate question that needs to be decided is whether the third respondent’s absence from work was justifiable. It is trite that in assessing the fairness of a dismissal for absenteeism the following factors are normally considered relevant: the reason for the employee’s absence, the duration of the absence, the employee’s work record, and the employer’s treatment of this offence in the past. The onus rests on the employee to tender a reasonable explanation for his or her absence. The commissioner found that the third respondent had breached the applicant’s rule but found that she was justified to do so. The explanation tendered for her absence was to attend a sangoma course to appease her ancestors. This is not one of those cases where an employer did not know about the whereabouts of the employee. It was prepared to give her a week off as unpaid leave. The commissioner found that the explanation that she tendered was reasonable. This Court cannot second guess the commissioner’s findings.

This Court is sitting as a review court and not as an appeal court. The test in review applications is whether the decision arrived at by the commissioner is one that no other reasonable decision maker would not have arrived at. The applicant has relied on grounds of review that are no longer part of our law.

Originally posted 2013-10-13 10:05:03. Republished by Blog Post Promoter

Become Accredited

Jeanine Topping & Associates is a consulting organisation that is passionate about empowering Training Providers and Assessors/Moderators to perform at their peak.  Our core focus is to assist Training Providers with their SETA accreditation. The Owner, Jeanine Topping has been involved in Training and Development since 2001 and recently completed a contract with the Services […]

Originally posted 2013-09-23 12:41:08. Republished by Blog Post Promoter

She Rep Roles and Responsibilities

Does a health and safety representative have different responsibilities from a joint health and safety committee member?

Generally speaking, a health and safety representative has the same responsibilities and powers as a joint health and safety committee member. These include:

    *identifying actual and potential workplace hazards [subsection 8(10)]
    *inspecting the workplace at least once a month [subsection 8(6)] or, if that is not practical, inspecting the workplace at least once a year and at least part of the workplace each month [subsection 8(7)] in accordance with a schedule agreed upon by the representative and the employer (constructor) [subsection 8(8)]
    *being consulted about and being present at the beginning of health and safety-related testing in the workplace [subsection 8(11)]
    *making recommendations to the employer [subsection 8(10)] about health and safety in the workplace, and
    *participating in the first and second stage investigation of work refusals [subsections 43(4) and (7)] and inspecting workplaces when there are critical injuries or fatalities [subsection 8(14)].

Originally posted 2013-10-06 10:09:18. Republished by Blog Post Promoter