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Short Learning Programme
on
Human Resource Development
The primary role of Human Resource Development in organisations is to help both employees and organizations to manage change. With rapid changes taking place globally, both private and public sectors need to adjust to the changing business circumstances in order to remain competitive. Knowledge, skills and abilities in the field of HRD will ensure that the performance of the workforce meet the current and future needs of the organisation

Purpose of the course:

The purpose of the programme in HRD is to provide participants with applied, recognised and industry – standard based knowledge in the field of HRD. The design of the programme seeks to provide practical application of HRD theories. Furthermore, it focuses on the assessment, design and implementation of training in both the private and public sectors. Participants will be able to develop learning material, conduct a skills analysis and facilitate learning.

Admission requirements:

Admission requirements: 
None
Learning assumed to be in place: 
Learners should be competent in English.

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

  After completion of this course, participants will: Participant will be assessed on the following criteria:

MODULE  1  (US: 123394):

DEVELOP OUTCOMES-BASED LEARNING PROGRAMMES 

 At the end of the learning cycle the learners will demonstrate informed knowledge and understanding of:

  • HR Development plan
  • Learning material development
  • Adult learning principles
  • Pitching language at learner level
  • Unit Standards and the relevant levels
  • Facilitators guidelines
  • Piloting of learning material
  • Feedback and evaluation
  1. Plan and prepare for development.

ASSESSMENT CRITERION 1 

Analyse the brief to establish the purpose, direction and nature of the development. 

ASSESSMENT CRITERION 2 

Discuss the brief with the designer to clarify the brief, where required, resulting in a confirmation of the brief. 

ASSESSMENT CRITERION 3 

Produce a development plan, giving details of development stages, roles and responsibilities, timelines, equipment needed and costing. 

ASSESSMENT CRITERION 4   

Gather and evaluate possible learning resources and resources to assist development are based on their suitability, cost and availability for the programme

ASSESSMENT CRITERION 5 

Assemble and mobilise support personnel and services as per the plan. 

ASSESSMENT CRITERION 6    

Commission specialised components according to the designers brief so as to complement the learning programme, thus contributing to meaningful learning. 

ASSESSMENT CRITERION 7 

Ensure equipment required for the development, such as computers, are to be ready, available and sufficient as per the plan.

  2. Develop learning materials.

ASSESSMENT CRITERION 1 

Sequence and link learning activities as per the given brief and appropriate to the learners' needs in terms of logic of structure and pace. 

ASSESSMENT CRITERION 2 

Develop the learning activities to ensure sufficient opportunities for learners to practice and thereby achieve mastery of the required outcomes. 

ASSESSMENT CRITERION 3 

Confirm that materials are appropriate to the learner and the learning context, and have the potential to enable the learner to integrate all the needed skills required to achieve the outcomes. 

ASSESSMENT CRITERION 4 

Check that the materials adhere to adult learning principles, promote integration and takes account of possible special needs of learners

ASSESSMENT CRITERION 5 

Pitch language at learner level, consistent with the language related to the field of learning and is grammatically correct. 

ASSESSMENT CRITERION 6 

Ensure that the development meets budgetary constraints and that implementation of the learning programme is manageable within reasonable time-frames. 

ASSESSMENT CRITERION 7 

Endorse that materials are coherent and presented in a format and style that meets the needs of those using the material and are in line with organisational quality assurance requirements

  3. Develop learning facilitation guidelines

ASSESSMENT CRITERION 1 

Develop the guidelines to provide the facilitator with sufficient background information to ensure they understand the learning context. 

ASSESSMENT CRITERION 2 

Confirm that the guidelines identify the learning outcomes and outline the summative assessment arrangements. 

ASSESSMENT CRITERION 3 

Create the guidelines to provide the facilitator with insights into the learning design, with explanations for selected learning activities and methodologies. 

ASSESSMENT CRITERION 4 

Provide the guidelines with clear instructions for the facilitation of learning as per the learning design, including descriptions of methodology and strategy

ASSESSMENT CRITERION 5 

Confirm that the guidelines highlight common learning challenges and provide useful insights as to how to deal with the challenges

ASSESSMENT CRITERION 6 

Design guidelines to clearly identify equipment, resources, support materials, organisational requirements and preparations required for implementation of the programme

ASSESSMENT CRITERION 7 

Provide the guidelines for structure, sequence and timeframes to the learning programme.

 

  4. Pilot and evaluate the development

ASSESSMENT CRITERION 1

Set up a pilot in a manner that is representative of the learning context and provides useful feedback on the learning programme

ASSESSMENT CRITERION 2 

Conduct the evaluation of the learning programme in a consistent and systematic manner

ASSESSMENT CRITERION 3

Complete the evaluation in accordance with the learning organisation's quality assurance requirements

ASSESSMENT CRITERION 4 

Confirm that the evaluation conducted reveals strengths and weaknesses of the learning material. 

ASSESSMENT CRITERION 5 

Identify and record opportunities and mechanisms to improve upon the material are integration into future revisions

 

MODULE 2  (US: 15217):

DEVELOP AN ORGANISATIONAL TRAINING AND DEVELOPMENT PLAN (WSP)

 At the end of the learning cycle the learners will demonstrate informed knowledge and understanding of:

  • Identify skills requirements
  • Gather information
  • Identify Sources/ Stakeholders in the Human resource development

- Business plan

- Equity plans

- Unions

- Management

  • Skills profiling methods

- Questionnaires

- Interviews

  • Identify and prioritise the skills needs
  • Develop a Skills plan (WSP)
1.  Conduct an analysis to identify and define the skills requirements of the organisation

ASSESSMENT CRITERION 1

Plan the method and scope of the analysis thoroughly and ensures effective and efficient analysis. 

ASSESSMENT CRITERION 2 

Gather information from relevant sources in accordance with the plan

ASSESSMENT CRITERION 3 

Utilise the range of sources sufficient to confirm the accuracy and validity of the information

ASSESSMENT CRITERION 4 

Confirm that the described skills requirements cover all key performance areas or jobs needed to achieve the organisational objectives

ASSESSMENT CRITERION 5 

Ascertain that the skills requirements are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making

  2.  Analyse current skills and develop skills profile of the organisation.

ASSESSMENT CRITERION 1 

Plan the method and scope of the analysis thoroughly and ensure effective and efficient analysis. 

ASSESSMENT CRITERION 2 

Utilise methods of analysis that are cost effective and  appropriate to the context and required data and in accordance with the plan

ASSESSMENT CRITERION 3 

Record clearly the analysis methods and results n sufficient detail to facilitate further interpretation and validation of the analysis. 

ASSESSMENT CRITERION 4 

Confirm that the skills profile is an accurate reflection of the current skills in the organisation. 

ASSESSMENT CRITERION 5 

Define the current skills in outcome terms and in sufficient detail to support further analysis, planning and decision-making

  3.  Define training and development needs and establish priorities.

ASSESSMENT CRITERION 1 

Define the needs consistently with the analysis of the current skills and skills requirements. 

ASSESSMENT CRITERION 2 

Describe the needs in outcome terms and in sufficient detail to support further analysis, planning and decision-making

ASSESSMENT CRITERION 3 

Confirm established skills priorities against organisational strategic objectives and equity plans

ASSESSMENT CRITERION 4 

Report the priorities in terms of race and gender categories in line with organisational and legislative requirements

ASSESSMENT CRITERION 5 

Identify implications for addressing the needs in terms of human, financial, and physical resources

  4.  Develop a training and development plan

ASSESSMENT CRITERION 1 

Involve participative structures, key stakeholders, decision-makers and strategists in developing the plan

ASSESSMENT CRITERION 2 

Evaluate the current capacity and capability of human and physical resources in terms of their ability to meet priority training and development needs. Allocate human, physical and financial resources effectively. 

ASSESSMENT CRITERION 3 

Ensure that plans are sufficient to address the identified training and development needs according to established priorities. 

ASSESSMENT CRITERION 4 

Provide motivation to demonstrate how learning provision will address the needs appropriately and effectively. 

ASSESSMENT CRITERION 5 

Present a plan in a format that meets organisational and/or legislative requirements. Ensure that the plan addresses specified categories.

ASSESSMENT CRITERION 6 

Confirm that the plan accurately reflects the analysis of present and required skills, training and development needs. 

ASSESSMENT CRITERION 7 

Submit the plan within agreed time frames. 

NQF LEVEL 5  ( 10 CREDITS)

MODULE  3  (US: 117871):

FACILITATE LEARNING USING A VARIETY OF GIVEN METHODOLOGIES 

 At the end of the learning cycle the learners will demonstrate informed knowledge and understanding of:

  • Plan for Facilitation
  • Prepare for facilitation

- Confirming learningoutcomes

- eliminating learning barriers

- Health and Safety

- Learning material preparation

- Choice of facilitation methods

  • Facilitation

- Learning environment

- Learner participation

- Questioning Techniques

- Learner progress in line with agreed outcomes

  • Evaluate learning and facilitation

- Learner evaluation of the facilitation activity

- Strength and weakness

- Recommendations to improve facilitation

1. Plan and prepare for facilitation.

ASSESSMENT CRITERION 1 

Analyse learners and learning needs to reveal the key elements of learning required to achieve defined outcomes.

Confirm the learning outcomes to meet stakeholder objectives

ASSESSMENT CRITERION 2 

Confirm that plans cater for the needs of learners and stakeholders     possible learning barriers, previous learning experiences, literacy and     numeracy levels, language, culture, special needs and different learning styles

ASSESSMENT CRITERION 3 

Arrange resources, locations, and personnel to suit intended delivery.

ASSESSMENT CRITERION 4 

Prepare learning material is to suit the purpose of the facilitated activities and the agreed outcomes. 

ASSESSMENT CRITERION 5 

Select facilitation methods appropriate for the learners and agreed learning outcomes. Provide descriptions of a variety of facilitation methodologies in terms of their essential approach and purpose, and justify their use in terms of applicability to the identified learning needs. 

ASSESSMENT CRITERION 6 

Ensure that facilitator preparation of the facilitation process is ready for implementation This includes the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation

ASSESSMENT CRITERION 7 

Arrange the learning environment  to meet organisational and legislative requirements for safety and accessibility. 

ASSESSMENT CRITERION 8 

Establish and document a review criteria in accordance with organisation policies and procedures

  2. Facilitate learning.

ASSESSMENT CRITERION 1 

Facilitate learning in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies. 

ASSESSMENT CRITERION 2 

Promote the learning environment and facilitation approach and ensure that learners are aware of expected learning outcomes and are active participants in their own learning. 

ASSESSMENT CRITERION 3

Combine the facilitation approach and use of facilitated activities to enable learners to draw from and share their own experiences and work out and apply concepts for themselves. 

ASSESSMENT CRITERION 4 

Confirm that facilitation contributes to the development of concepts through participation and provides opportunities to practise and consolidate learning

ASSESSMENT CRITERION 5

Manage groups in line with facilitation principles and in a manner that maximises the strengths of group learning while recognising the needs and requirements of individual members. 

 ASSESSMENT CRITERION 6 

Create questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes. 

ASSESSMENT CRITERION 7 

Generate opportunities to monitor learner's progress in terms of the agreed outcomes, and where possible facilitate the gathering of evidence for assessment purposes. Where necessary, modifications are made to the facilitation approach to ensure the learners' needs are addressed. 

  3. Evaluate learning and facilitation.

ASSESSMENT CRITERION 1 

Ask for learner and stakeholder feedback on facilitated learning and critically analyse against review criteria. 

ASSESSMENT CRITERION 2 

Check if your review reveals strengths and weaknesses of the planning, preparation and facilitation of learning. 

ASSESSMENT CRITERION 3 

Make useful recommendations for improvement in future interventions, including the possibility of remedial actions

 

MODULE  4  (US: 15218):

CONDUCT AN ANALYSIS TO DETERMINE OUTCOMES OF LEARNING FOR SKILLS DEVELOPMENT AND OTHER PURPOSES 

At the end of the learning cycle the learners will demonstrate informed knowledge and understanding of:

  • Plan for a process of analysis

- Functional analysis

        - Task Analysis

        - Purpose Analysis

  • Group Process
  • Collection of Data for analysis
1.Plan and organise the analysis process.

ASSESSMENT CRITERION 1 

Define the scope and purpose of the analysis in line with organisational or sub-field requirements and aligns with intended reasons for formal recognition of outcomes of learning. 

ASSESSMENT CRITERION 2 

Select the form of the analysis appropriate to the skill areas to be analysed and enables the analyst to identify outcomes appropriate to those areas. 

ASSESSMENT CRITERION 3 

Identify and select possible sources of information in terms of their potential to provide details of skills, knowledge and attributes required by people in relation to key roles and/or work processes. 

ASSESSMENT CRITERION 4 

Identify people with an established interest in the results of the analysis and the nature of their contribution is confirmed in accordance with organisational or national policies and procedures. Sufficient notification is provided to ensure participants are aware of times, venues and purpose of any activities related to the analysis process. 

ASSESSMENT CRITERION 5 

Obtain all resources needed to ensure an effective process so as to be ready and available on time. 

ASSESSMENT CRITERION 6 

Incorporate insights gained from similar processes into the planning and preparation

 

  2. Conduct the analysis.

ASSESSMENT CRITERION 1 

Provide clear definitions to participants concerning the nature and purpose of any outcomes analysis workshops. Confirm the nature and purpose with relevant stakeholders where necessary. 

ASSESSMENT CRITERION 2 

Collect and record information using structured data collection methods. 

ASSESSMENT CRITERION 3 

Check the information and verified for completeness, relevance and validity. 

ASSESSMENT CRITERION 4 

Manage group processes and dynamics to ensure the achievement of the workshop purposes. 

ASSESSMENT CRITERION 5 

Conduct the analysis to yield outcomes that are realistic, current and fit for purpose in terms of the needs of the organisation or sub-field concerned. 

     
     
     

 

Assessment: 
Formative and Summative
Method of assessment: 
Summative: • Examination/ Case studies Formative: • Class tests/Group or individual assignments

Additional information

L11 100 1
Mode of delivery: 
Contact
Target group: 
Training and development officers/managers, HR officers/managers, Individuals wishing to pursue careers in the field of HRD/Training and consultant.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821