This Resource Material Was Collated and Developed by Medihelp

This resource material was collated and developed by Medihelp

for INSETA in September 2003

The material is generic in nature.

The purpose is to serve as a guide for the further development and customisation of company-specific, learner-specific and situation-specific learning interventions. It is intended as an introductory module, to familiarize the facilitator and learner with unit standard based learning.

______Introduction to Unit Standards and the NQF Page 1 of 103

Disclaimer:
Whilst every effort has been made to ensure that the learning material is accurate, INSETA takes no responsibility for any loss or damage suffered by any person as a result of the reliance upon the information contained herein.

______Introduction to Unit Standards and the NQF Page 1 of 103

INDEX

PAGE

REFERENCES...... 91

ANNEXURES

ANNEXURE A:CHECKLIST FOR CRITICAL CROSS FIELD OUTCOMES...... 93

ANNEXURE B: BEHAVIOURAL CONTRACT BETWEEN THE LEARNER AND SUPERVISOR/MANAGER 94

ANNEXURE C:GLOSSARY OF TERMS AND ACRONYMS...... 95

ANNEXURE D: ICONS SERVE AS CLUES...... 100

PROFILE OF A FACILITATOR

Facilitators are primarily organisers and communicators, with a special expertise in group dynamics. They ensure there is a culture of two-way expressive involvement that emphasizes active listening as well as trusting, communication among participants. They are encouragers of team behaviours in planning, organising, disciplining and monitoring the team’s (group of learners) activities. They must have patience, a tolerance for ambiguity, and the need to develop a sense of timing that aids in knowing when to push for more ideas, more information and more participation, and – equally important – when not to push. Finally, they should have the ability to organise, handle details and bring events to closure.

The facilitator of any unit standard should have the following profile:

Knowledge of the subject:

The facilitator should be competent in the unit standard. It is highly recommended that he/she is also a Subject Matter Expert (SME). The facilitator should have a broad knowledge of the subject. He/she should know more than the basics of the content as well as have the ability to apply practical applications from the workplace during facilitation. This means that the facilitator should be a life long student always willing to learn to expand his/her knowledge. The facilitator should recognise external and internal influences which may impact on their field of training as well as on the unit standard.

Knowledge of the organisation:

The facilitator should have knowledge of the organisation. This is important because he/she needs to know how the learners could and should apply the knowledge and skills in practice.

Knowledge of people/learners:

This is a very important aspect asit is a key factor in the success of the learning intervention. He/she should be aware that learners act and react differently in certain situations and need to know how to address the learner’s individual needs. The facilitator should know how to deal with a learner that is not learning during a learning programme and how to get the learnersinvolved to participate. The manner in which each learner would like to receive recognition must be adhered to by the facilitator. The facilitator also needs to know how and why adults learn. In outcomes based education (OBE) learners have the opportunity to:

NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002

Knowledge of the target group:

The facilitator should make sure that he/she knows the compilation of the target group; this knowledge is required to prepare and to conduct the facilitation. The cognitive level of the learners will determine the level of the facilitation session. Each group has individual needs and in order to address it the facilitator needs to know as much as possible about the target group. The facilitator also needs to find out if there are any special learning needs in the group. This knowledge can also be used when the facilitator chooses examples and practical application to which the learners can relate to.

Professionalism:

The facilitator always has to behave in a professional manner (see the unit standard on “Behave Professionally in the workplace” and the code of conduct for Assessors in the document “INSQA framework for assessment and moderation”). The facilitator should know him-/herself, his/herstrengths and developmental areas. He/she needs to be able to have a certain authority in the training room. The facilitator always needs to behave in such a manner that it serves as an example for the learners.

Enthusiasm for training:

The facilitator should be inspired about the training he/she presents. He/she should have the ability to motivate the learners in order for learners to apply the newly learned knowledge and skills in the workplace. If the facilitator does not believe in the learning programme he/she will not be able to convince the learner of the importance of acquiring and applying the newly learned knowledge and skills. The facilitator should “sell” the learning programme to the learner.

To adhere to all the desirable facilitative behaviours rate yourself against the following skills:

NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002

GUIDES AND CROSS REFERENCE

Document such as the user -, learner -, facilitator and research or reference guide go all hand-in-hand. Facilitators should have familiarised themselves with all the guides and materials well in advance. Linkages between the guides and how it cross reference should be clearly understood.

PREPERATION FOR A LEARNING PROGRAMME

3.1GENERAL PREPERATIONS

Some learning programmes require a pre-learning session where the learners are introduced to the learning programme. Pre-course reading, research and activities can be explained and the learners come prepared to the intervention. A baseline assessment can also form part of the pre-learning preparation. The results of the baseline assessment can assist the facilitator to:

Decide where he/she needs to start a learning programme;
If applicable give Recognition of Prior Learning (RPL); and
Identify gaps in learning where support may be needed.

The facilitator needs to prepare for the pre-learning programme presentation just as well as he/she prepares for the learning programme itself. This is most of the time the first contact with the learner and is the first impression that he/she makes on the learners.

It is off utmost importance that the facilitator familiarizeshim-/herself with the unit standard/s that will be the basis of the intervention. He/she needs to know the following about the unit standard/s:

ELEMENTS OF A UNIT STANDARD/S / EXPLANATION
The unit standard title / The title gives the facilitator an overview of the content learners must learn
It acts as a guide to indicate what the learners must learn
The level of the unit standard / To familiarize him-/herself with the complexity of the competencies (the “do-ables” and “know-ables”) the learners must be equipped with after the learning programme and to be declared competent
The amount of credits that can be earned / This gives an indication of how many notional hours learners have to spend in order to obtain the credits
The embedded knowledge / This gives an indication of the knowledge and skills learners must have before they can embark on learning the required skills and knowledge
Specific outcomes and assessment criteria / The specific outcomes acts as small steps to guide the facilitator to make sure learners achieve the title of the unit standard/s
The assessment criteria direct the facilitator to determine contents, activities and assessment tools to be used
The critical cross field outcomes for the unit and the course / This helps to create activities and opportunities for learners to participate in different exercises.
This also has an impact on the size of the room the facilitator will use to be able to create the most effective opportunities for the learners to develop as a person and to be creative

The facilitator also needs to consider the following when he/she prepares for Outcomes Bases Education:

NUE/Inseta: Introduction to Outcomes Based Education: module 1: 7 September 2002

When preparing for the learning programme the facilitator needs to:

Check the manuals, guides and/or workbooks:

Go through the manual and make certain that the content is up to date and make absolutely sure that the content is in line with the expected outcomes of the unit standard. The learner’s expected outcomesare predetermined by the unit standard and discussions with the supervisors and/or Subject Matter Experts. The manuals, guides and/or workbooks are updated if necessary and the relevant number of copies are made. This process starts at least two weeks (depend on company procedures) before the commencement date of the learning programme.

Invitations:

Invitations are sent out at least two weeks in advance (depends on company procedures) to all the learners. An invitation should stipulate the date, time and venue for the learning programme as well as anything else (for example stationary and copies of relevant certificates)they should bring along.

Practical exercises, handouts and ice-breakers:

Update the practical exercises, handouts and ice breakers. Ensure the necessary adjustments are made in relation to the target group, unit standard’s requirements and learner’s needs.

Assessment:

Study the assessment criteria of the unit standard and if necessary develop assessment tools to accommodate the assessment criteria. When developing the assessment tools make sure they are aligned with the assessment principles. The following checklist can be used:

ASSESSMENT PRINCIPLES / 
Appropriateness:
The method of assessment is suited to the performance being assessed
Fairness:
The method of assessment do not present any barriers to achievements which are not related to the evidence
Manageability:
The methods make for easily, cost-effective assessments that do not interfere with learning
Time efficient:
Assessments do not interfere with normal daily activities or productivity
Integration into work or learning:
Evidence collection is integrated into the work or learning process where it is appropriate and feasible
Validity:
The assessment focuses on the requirements laid down in the unit standard; i.e. the assessment must be fit for purpose
Direct:
The activities in the assessment mirror the conditions of actual performance as closely as possible
Authenticity:
The assessor must be satisfied that the work being assessed is attributable to the person being assessed
Sufficient:
The evidence collected must establish that all assessment criteria have been met and the performance to required unit standard can be repeated consistently
Systematic:
Planning and recording are sufficiently rigorous to ensure that assessment is fair
Open:
Candidate contributed to the planning and accumulation of evidence. The candidate understands the assessment process and the criteria that apply
Consistent:
The same assessor must make the same judgment in similar circumstances

Training room or venueis clean and tidy:

The training room is check and arranged to suit the learning programme. Decide what will be the most effective layout to suit the learningprogramme’s outcomesfor example groups or u-shape. See to it that the room is clean and tidy. Adhere to the health and safety requirements of the organisation. Check the air conditioners to see if they are in working condition. Rapport any faulty equipment to the relevant party (for example the Health and Safety Officer).

Water jugs and glasses:

Fresh water and glasses are set out for the learners every morning. Water is full of oxygen and oxygen enhances the brain.

Materials:

The learning materials (for example, hand-outs and flipchart paper) are set out as well as the attendance registrar, learning programme evaluation forms and name tags. See to it that the white board is clean and the pens are in working condition. The flip chart shouldhave enough paper and there should be cardboard paper and pens for the learners for the group activities. The proxima projector and/or overhead projector are checked that it is in working condition and secure so no-one will trip over the cord. It is always good to have spare globes available.

Use the following checklist to prepare the learning venue:

CHECK / CRITERIA / 
Are learners prepared for the learning programme? /

Invitations are send out
Supervisors/managers are informed

Is the learning environment clean and tidy? /

Desks are clean
Carpets are clean
Dustbins are clean
Chairs and tables are clean
The room is tidy and neat
The bathrooms are clean and tidy

Is the room prepared appropriate for the learning situation? /

Name tags are available
Water and glasses are for each learner available
Furniture arrangement is suitable for type of learning
The air conditioner is on an appropriate setting
The learning environment promotes effective learning
All relevant hand-outs, attendance register and other training material are available
The equipment is neatly arranged in the room
The equipment is in working condition (pens, overhead projector, paper, video ...)

Other /

Arrangements for tea & coffee are made
Arrangements for lunch are made
Parking spaces are booked (if applicable)
Security is informed

When preparing for facilitation also decide on learning strategies and activities which you will use during facilitation. This helps to schedule the programme in such a matter to enable you to change the layout of the room before an activity starts.

A learning environment is the physical layout of the room but also the psychological atmosphere of the learning event. When setting a learning environment also look at things such as:

resources available;
equipment you will use;
room layout to support learning;
your facilitation strategies;
activities you require from learners to demonstrate competence;
learning tools the learners will use; and
setting the psychological atmosphere for effective learning.

3.2VENUE OR ROOM LAYOUT

Be aware that the arrangement of a room can help or hinder the effectiveness of facilitation and the learning of learners. The layout can make or break facilitation.

In OBE it is expect of learners to discuss, investigate and to solve problems. Ensure youbuild different learning activities into the learning programme to accommodate the learner’s different learning methods. Make use of co-operative learning where groups of learners sit together and are able to note down their ideas, present their ideas to others and to display their tasks.

This can easily be established by using a particular room layout. The room layout is carefully planned during your preparation for facilitation to insure that it will enhance the learners to learn and to develop.

Different room layouts will be discussed to indicate how it enables learners to learn and to develop.

3.2.1U SHAPE OR HALF-OBLONG

By using this layout learners have a reading and writing surface, they can see the facilitator and visual medium easily, and they are in face-to-face contact with one another. The facilitator can ask them to pair up with other learners and discuss a topic with one another. The u shape room layout supports directly Critical Cross Field Outcome number two, namely to develop the skills to work effectively with others as members of a team or group. The arrangement is ideal to distribute handouts quickly because the facilitator can enter the “U” and walk to different points with sets of materials.

This layout enables the facilitator to:

Observe all the learners and are able to assess their group work skills;

See the learners. The learners can see the facilitator, each other and visual aids – there is nothing that obstruct their view which may hinder assimilation of knowledge;

Have easy access to learners if needed to give assistance;

Develop learner’s communication skills by talking, listening and understanding of each other;

Encourage small group discussions and learning;

Support an equal basis at the beginning and during integrated sessions of the programme. It exposes everybody to the same exposure at once and doesnot to give learners the change to hide away from the their co-learners and from the facilitator; and

Create an atmosphere of equality and this promotes learner’s self-esteem that no one is more favourable than another.

Be aware of the dynamics of the group and individual learners and change the layout when:

The U shape or oblong is too big and learners at the far end may not see or hear the other learners; and

Some learners may have to twist around in their seats to see the facilitator, other learners and visual aids. Those learners whom are affected lose interest and can feel excluded because they are not able to see what is going on.

3.2.2GROUPS OF TABLES

Grouping tables around the room enables the facilitator to promote team interaction. Seats can be fully placed around a table for the most intimate interaction. Groups work in their smaller groups and the facilitator will not preferably use a flipchart, white board or a screen as some learners will have to turn their chairs around to face the front of the room. This can be very annoying for learners as they might decide not to turn around and miss out on learning.