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Coordinate Planned Skills Development Interventions in an Organisation

3 Day Accredited Training

Dates: 15 – 17 May | 10 – 12 June | 14 – 16 August 2024
Locations: Johannesburg, South Africa
Platform: Available In-Class / Online

Price: Available on Request

Unit Standard: 15232, NQF Level 5, Credits 6

Course Introduction

PURPOSE OF THE UNIT STANDARD

The Coordinate Planned Skills Development Interventions in an Organisation programme will be useful to people who oversee or manage education, training, and skills development within organisations according to agreed development plans. The programme will be especially useful to skills development facilitators, training managers and human resource development practitioners.

Course Objectives

By the end of the program, participants will be able to:

  • Identify and prioritise learners` learning requirements.

  • Plan and organise learning interventions.

  • Coordinate learning interventions.

  • Review and report on learning interventions

Who should attend?

This course will be useful for:

  • Training and Development Manager/Coordinator

  • Human Resources Manager/Officer

  • Organizational Development Specialist

  • Training Facilitator/Instructor

  • Learning and Development Consultant

  • Line Managers/Supervisors

  • Employee Development Coordinator

  • Skills Development Committee Members

Training methodology

Training Methodology

Our diverse instructional approaches ensure effective learning:

– Lectures & Presentations: Engage with expert-driven, stimulating content.
– Course Material: Access well-crafted supporting resources.
– Group Work: Collaborate on discussions and case studies for practical insights.
– Workshops & Role-Play: Participate in immersive, scenario-based activities.
– Practical Application: Focus on applying theoretical knowledge in real situations.
– Post-Training Support: Receive extensive support after training for skill implementation.

Training Outline

Module 1:  Identify and prioritise learners’ learning requirements.

  • Learning requirements are identified and defined in outcome terms at individual and group level.

  • Justifications for learning programmes are provided in terms of available needs analyses.

  • Learning outcomes are confirmed with relevant stakeholders.

  • Priorities are established using agreed criteria and policies.

  • Decisions are consistent with learner and organisational needs and consider costs versus benefits.

  • Prioritisation is matched with available resources, including budget, facilities, personnel and learning opportunities.

Module 2: Plan and organise learning interventions.

  • Individuals and organisations are assisted to identify and consider options for implementation of education, training, and development plans.

  • The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.

  • Selection of provider/s and learners allows identified learning requirements to be met within available resources and according to established priorities.

  • Plans consider the culture of the organisation and lessons learnt from other interventions.

  • Location, facilities and equipment support learning requirements and are ensured to be ready and available.

  • Interventions are promoted, grouped, and scheduled to accommodate stakeholder requirements and learner availability.

Module 3: Coordinate learning interventions

  • Coordination activities are carried out according to the plan.

  • Communication is maintained between involved parties in such a way as to maximise efficiency.

  • Implementation difficulties are addressed through appropriate mechanisms.

  • Records are maintained to reveal the progress of learning interventions.

Module 4: Review and report on learning interventions.

  • Reviews provide information on the strengths and weaknesses of the learning interventions.

  • Recommendations made have the potential to improve the planning and implementation of future learning interventions.

  • Outcomes are reviewed for conformity with identified needs to define and determine successes and discrepancies.

  • Learning data is recorded in accordance with quality management requirements for format and content.

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