About the Webinar
This unit standard will assist facilitators to:
• Plan and prepare for facilitation;
• Facilitate learning; and
• Evaluate learning and facilitation
• Learner Activity Requirements:
• Classroom/workshop interaction
• Formative assessments (individual and group exercise)
• Summative knowledge assessment (theory test)
• Summative practical assessment (physical presentation to the group)
Cobus Cato holds a bachelor’s degree in Education Training and Development from North West University (2011) and obtained his Honors degree in Education Training and Development from North West University in 2013. He is registered as a constituent assessor and moderator with a number of SETA’s and has been actively involved in training since 1985. Cobus is also a registered Member of the South African Board for People Practices, the Chartered Institute of Professional Practitioners & Trainers, and the Association for Skills Development in South Africa.
Who should attend?
Attendance is essential for all members who are new to the skills development reporting requirements for mandatory grants and who wish to ensure that they are at the forefront of effective implementation. This includes newly appointed skills development facilitators, human resource managers, training managers, managers, owners and managers of small and medium enterprises. The workshop will also be valuable to experienced managers who would like to brush up on their knowledge and get to grips with the system.
The workshop will cover
PLANNING AND PREPARATION FOR FACILITATION
• Analysis of learners and learning needs reveals the key elements of learning required to achieve defined outcomes.
• The learning outcomes are confirmed to meet stakeholder objectives.
• 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.
• Resources, locations, and personnel are arranged to suit intended delivery.
• Learning material is prepared to suit the purpose of the facilitated activities and the agreed outcomes.
• Facilitation methods selected are appropriate to the learners and agreed learning outcomes.
• Descriptions are provided of a variety of facilitation methodologies in terms of their essential approach and purpose, and selected methodologies are justified in terms of applicability to the identified learning needs.
• Preparation of the facilitation process ensures the facilitator is ready to implement the process.
• This includes the availability of key questions, scenarios, triggers, challenges, problems, tasks and activities as is appropriate to the situation.
• The learning environment is arranged to meet organisational and legislative requirements for safety and accessibility.
• Review criteria are established and documented in accordance with organisation policies and procedures.
• Learning is facilitated in a coherent manner using appropriate methodologies in line with established principles associated with selected methodologies.
• The learning environment and facilitation approach promotes open interaction and ensures learners are aware of expected learning outcomes and are active participants in their own learning.
• The facilitation approach and use of facilitated activities enables learners to draw from and share their own experiences and work out and apply concepts for themselves.
• Facilitation contributes to the development of concepts through participation and provides opportunities to practice and consolidate learning.
• Facilitation promotes the achievement of agreed learning outcomes by individuals while maintaining an emphasis on the manner and quality of the learning experience.
• Groups are managed 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.
• Questioning techniques are consistent with the facilitation approach, promote learner involvement and contribute towards the achievement of learning outcomes.
• Opportunities are created 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.
EVALUATION OF LEARNING AND FACILITATION
• Learner and stakeholder feedback on facilitated learning is sought and critically analysed against review criteria.
• The review reveals strengths and weaknesses of the planning, preparation and facilitation of learning.
• Review includes useful recommendations for improvement in future interventions, including the possibility of remedial actions
Tel: 086 173 4372