Here’s a complete organisational training and development plan outline for Image Excellence (IE) Performance Consultants Group, aligned to Unit Standard 15217: Develop an Organisational Training and Development Plan (NQF Level 5, Credits 6).
Organisation Name: Image Excellence (IE) Performance Consultants Group
Industry: Coaching, Leadership Development, and Soft Skills Training
Core Services:
Executive and Leadership Coaching
Customer Service and Communication Skills Training
Emotional Intelligence and Team Building
Skills Development Facilitation and QCTO-Aligned Training
Vision:
To empower individuals and organisations through transformative coaching and leadership development that drives excellence, emotional intelligence, and sustainable performance.
Mission:
To design and deliver people-centred learning experiences that enhance workplace effectiveness, productivity, and alignment with South Africa’s skills development goals.
The purpose of this plan is to provide a structured framework for identifying training needs, aligning learning initiatives with organisational goals, and ensuring continuous professional growth of IE Group’s facilitators, coaches, and support staff.
This plan supports the requirements of Unit Standard 15217, ensuring that the organisation can:
Analyse training needs.
Align learning to strategic objectives.
Develop a comprehensive training plan.
Monitor and evaluate its implementation.
Strategic Goal
Training and Development Alignment
Expand national footprint in leadership and coaching services
Develop more accredited facilitators and assessors; improve digital delivery skills
Ensure QCTO compliance and accreditation renewal
Provide staff with up-to-date ETDP SETA and QCTO regulatory training
Enhance customer experience and learner retention
Deliver internal customer service and communication excellence programmes
Build a high-performance culture
Provide leadership, time management, and performance coaching workshops for internal teams
Job Role
Required Competencies
Current Gaps
Recommended Training Interventions
Facilitators
ETDP Assessor, Moderator, Coaching methodologies, Digital facilitation
Limited digital facilitation competence
E-learning facilitation training (e.g., Moodle/Zoom mastery), Coaching Supervision
Coaches
Emotional intelligence, Ethics in coaching, NLP, Goal setting
Need structured ongoing CPD
Advanced Coaching & ICF-Aligned Continuous Professional Development
Admin & Coordination Staff
Client communication, LMS management, Reporting
Limited exposure to digital systems
Office 365, LMS Administration, Business Writing
Management Team
Strategic leadership, Financial management, B-BBEE & QCTO compliance
Skills gaps in QCTO submission and impact measurement
Strategic Project Management and Compliance Training
To close identified skills gaps and align competencies with business goals.
To ensure all facilitators and coaches meet accreditation and professional standards.
To increase digital literacy and virtual training effectiveness.
To implement a structured coaching and leadership development framework internally.
To track return on investment (ROI) in training through measurable performance outcomes.
Training Programme
Target Group
Delivery Method
Duration
Accreditation/Standard
ETDP Assessor & Moderator
Facilitators
Face-to-face / Blended
5 days
ETDP SETA
Digital Facilitation Skills
All trainers
Online
2 days
Internal Certification
Leadership & Emotional Intelligence
All staff
Workshop / Coaching
2 days
IE Certified
Coaching Supervision Programme
Coaches
1-on-1 Mentorship
3 months
COMENSA-aligned
Customer Service Excellence
Admin & Facilitators
2 days
QCTO-aligned Unit Standards
Strategic Project Management
Managers
3 days
NQF Level 5 accredited
B-BBEE & Skills Development Compliance
Management
1 day
Internal / External Expert
Phase
Activities
Responsible Person
Timeline
Phase 1: Needs Assessment
Conduct skills audit & gap analysis
Training Manager
Q1
Phase 2: Programme Design
Develop curriculum, identify providers
Head of Learning
Q2
Phase 3: Delivery
Roll out interventions
HRD & External Providers
Q3
Phase 4: Evaluation
Collect feedback, measure ROI
HRD Officer
Q4
Evaluation Framework:
Kirkpatrick’s Four Levels of Evaluation:
Reaction – Participant satisfaction surveys
Learning – Pre- and post-training assessments
Behaviour – Observation and coaching follow-ups
Results – Improved client satisfaction, higher retention, and business growth
Reporting:
Quarterly reports to management on training outcomes, attendance, and performance improvements.
Category
Estimated Annual Cost (ZAR)
Accredited Training (ETDP SETA / QCTO)
R85,000
Internal Workshops & Coaching
R45,000
Digital Tools & LMS Development
R25,000
Evaluation and ROI Tracking
R10,000
Total
R165,000
This plan establishes a systematic, outcomes-driven approach to training and development at IE Group. It ensures compliance with South African NQF and QCTO standards, while reinforcing the organisation’s mission to empower leaders, coaches, and facilitators to perform at the highest level of excellence.
Excellent — here’s a full, QCTO-aligned Training Analysis Report for Image Excellence (IE) Performance Consultants Group, written according to Unit Standard 15218: “Conduct an Analysis to Determine Outcomes of Learning for Skills Development and Other Purposes” (NQF Level 6, 4 Credits).
Aligned to: Unit Standard 15218 (NQF Level 6, Credits 4)
Purpose: Conduct an analysis to determine learning outcomes for skills development and organisational performance improvement.
Organisation Name: Image Excellence (IE) Performance Consultants Group
Sector: Coaching, Leadership, and Human Capital Development
Services:
Executive & Leadership Coaching
Customer Service & Communication Training
Emotional Intelligence Workshops
Skills Development Facilitation & QCTO-aligned Training
Vision:
To be the leading provider of coaching and leadership development solutions that inspire personal mastery and organisational transformation.
Mission:
To empower professionals and organisations through targeted learning interventions that enhance emotional intelligence, leadership capability, and service excellence.
The purpose of this analysis is to determine the required learning outcomes to support IE Group’s growth strategy and ensure that all learning initiatives are aligned with organisational, sectoral, and national skills development priorities.
This analysis aims to:
Identify current and future skills needs.
Define measurable learning outcomes.
Align outcomes to NQF and QCTO standards.
Inform the design of training programmes and pathways for facilitators, coaches, and administrative staff.
Stakeholder Group
Role in the Process
Information Provided
Executive Team
Strategic direction & performance goals
Organisational strategy, KPI metrics
Facilitators & Coaches
Subject-matter experts
Learning needs & skill gaps
HRD/Skills Development Facilitator
Compliance & SETA alignment
WSP/ATR data, PIVOTAL plans
Clients (Corporate & Individual)
End-users of learning services
Service expectations, learner feedback
QCTO/ETDP SETA
Quality assurance & accreditation
Unit standards & occupational profiles
A mixed-method approach was used:
Interviews with management and facilitators.
Surveys to assess training effectiveness and future needs.
Document analysis (previous WSP, training records, client evaluations).
Observation of facilitation sessions and coaching engagements.
Job Role / Function
Current Competence
Skills Gaps Identified
Priority Level
Facilitators
Strong classroom facilitation
Limited digital delivery and assessment moderation skills
High
Coaches
Strong interpersonal coaching skills
Gaps in ethics, neuroscience-based coaching, and performance metrics
High
Admin & Support Staff
Good coordination and communication
Gaps in LMS operation, report writing, and client data management
Medium
Management
Strong strategic oversight
Gaps in financial forecasting, QCTO compliance, and impact reporting
High
Learning Area
Intended Learning Outcomes
Alignment to Organisational Goals
Digital Facilitation & E-learning Delivery
Participants can design, deliver, and assess learning using online tools effectively.
Enhances national and global delivery capacity.
Ethical and Evidence-Based Coaching
Coaches apply ethics and accountability frameworks aligned with COMENSA/ICF standards.
Strengthens coaching brand and credibility.
Emotional Intelligence and Leadership
Learners demonstrate self-awareness and social awareness in team dynamics.
Builds internal leadership culture and improves client outcomes.
Assessment & Moderation Skills (ETDP)
Facilitators apply outcomes-based assessment principles to maintain SETA compliance.
Supports accreditation renewal and quality assurance.
LMS and Reporting Competency
Admin staff generate accurate learner progress and impact reports.
Improves operational efficiency and reporting accuracy.
Strategic Project & Financial Management
Managers apply PM principles to budgeting and delivery of large-scale projects.
Supports business sustainability and financial discipline.
The identified outcomes align with:
National Skills Development Plan (NSDP) 2030: improving the quality of workplace-based learning.
ETDP SETA and QCTO priorities: building educator and facilitator competence.
Occupationally Directed Education and Training Practices (ODETDP): enabling training practitioners to design, deliver, and evaluate learning effectively.
Learning Outcome Category
Specific Measurable Outcomes
Assessment Criteria
Knowledge
Explain key principles of outcomes-based education and QCTO frameworks.
Learners correctly interpret NQF levels and credit values.
Skills
Facilitate and assess learning using both in-person and online modalities.
Learners deliver a virtual lesson using digital tools.
Attitudes/Values
Demonstrate ethical practice and learner-centred facilitation.
Learners apply COMENSA ethics in simulated scenarios.
Application
Integrate feedback from evaluation reports to improve delivery.
Learners revise learning material based on participant feedback.
Validation Process:
Reviewed with internal subject-matter experts and ETDP-accredited facilitators.
Benchmarked against SAQA-registered unit standards and SETAs’ skills priorities.
Adjusted based on feedback from pilot learning sessions.
Evaluation Metrics:
Post-training feedback and reflection forms.
Observation checklists.
Performance reviews tied to client outcomes.
ROI analysis for learning interventions.
Prioritise digital learning and assessment capability to expand IE Group’s hybrid and online offerings.
Implement an internal coaching supervision framework for continuous development and quality control.
Introduce quarterly learning audits to track competencies and ensure SETA compliance.
Establish a structured CPD pathway for facilitators and coaches.
Align internal learning records with Skills Development Levy (SDL) reporting for submission in WSP/ATR.
The learning outcomes analysis highlights a clear need to strengthen both technical and behavioural competencies across IE Group. Aligning training to these outcomes ensures:
Greater service excellence,
Compliance with NQF, QCTO, and SETA standards, and
A measurable return on skills investment.
This document serves as a foundation for developing the Organisational Training and Development Plan (US 15217) and ensuring IE Group continues to lead in coaching, facilitation, and leadership development across South Africa.
Unit Standard 15221 Provide information and advice regarding skills development and related issues. NQF Level 5, Credits 4
ChatGPT said:
Here’s a complete, QCTO-aligned organisational document for Image Excellence (IE) Performance Consultants Group, based on Unit Standard 15221: “Provide Information and Advice Regarding Skills Development and Related Issues” (NQF Level 5, Credits 4).
It’s written in professional format suitable for portfolio submission, client presentation, or SETA compliance.
Organisation Name: Image Excellence (IE) Performance Consultants Group
Sector: Education, Coaching, and Leadership Development
Core Focus:
Executive and Leadership Coaching
Customer Service and Communication Training
Emotional Intelligence and People Skills
Skills Development Facilitation and QCTO-Aligned Learning
Vision:
To empower individuals and organisations to achieve performance excellence through coaching, leadership, and accredited training solutions.
Mission:
To provide high-quality, outcomes-based learning interventions that align with national skills priorities and promote growth, transformation, and lifelong learning.
The purpose of this report is to:
Provide clear and accurate information and advice regarding skills development, training opportunities, and regulatory frameworks.
Support the organisation, its clients, and learners in making informed decisions about career paths, qualification options, and SETAs/QCTO requirements.
Promote alignment between IE Group’s training offerings and national human resource development strategies.
IE Group’s skills development initiatives are guided by the following key South African frameworks and acts:
Policy / Act
Purpose / Relevance to IE Group
Skills Development Act (No. 97 of 1998)
Establishes mechanisms for developing and improving the skills of the South African workforce.
Skills Development Levies Act (No. 9 of 1999)
Provides for the collection of levies to fund skills development initiatives via the SETAs.
National Qualifications Framework (NQF) Act (No. 67 of 2008)
Sets standards for the registration, quality assurance, and portability of qualifications.
QCTO (Quality Council for Trades and Occupations)
Oversees occupational qualification design and accreditation.
ETDP SETA
The primary SETA for training providers, ensuring education and training practitioners meet national quality standards.
Broad-Based Black Economic Empowerment (B-BBEE) Codes
Encourages skills development as a priority element in transformation and employment equity.
IE Group provides advisory services to:
Corporate clients seeking accredited training for employees.
Individual learners pursuing personal or professional development.
Facilitators and coaches requiring guidance on accreditation, assessment, and moderation pathways.
Internal management for strategic planning, compliance, and levy recovery.
Accreditation and Quality Assurance – Assistance with SETA/QCTO processes.
Learning Pathways and Career Development – Mapping NQF-aligned progression.
Workplace Skills Planning (WSP/ATR) – Guidance on reporting, SDL rebates, and training priorities.
Implementation of Skills Development Programmes – Support in rolling out accredited and non-accredited learning.
Recognition of Prior Learning (RPL) – Advising learners on how to gain recognition for prior experience.
Source
Information Provided
SAQA (www.saqa.org.za)
Unit standards, qualifications, and NQF policies.
QCTO (www.qcto.org.za)
Occupational qualifications and accreditation processes.
ETDP SETA
Facilitator, assessor, and moderator training standards.
National Skills Development Plan (NSDP) 2030
National and sectoral training priorities.
DHET & Labour Market Reports
Trends in employment and scarce/critical skills.
IE Group ensures that information provided is current, accurate, and verifiable through these authoritative sources.
Audience
Information/Advice Provided
Purpose
Corporate Clients
Skills audits, WSP/ATR guidance, QCTO-aligned solutions
To ensure levy recovery and workforce capability growth
Facilitators/Coaches
Accreditation pathways, CPD options
To enhance professional credibility and compliance
Learners
Career guidance, qualification mapping
To support informed career and learning decisions
Internal Staff
Professional growth, training opportunities
To promote continuous improvement and retention
Needs Identification
Conduct interviews, surveys, or consultations to understand training goals and challenges.
Information Gathering
Access latest SETA/QCTO documents, SAQA unit standards, and qualification frameworks.
Analysis and Interpretation
Match identified needs with accredited learning opportunities and NQF levels.
Presentation of Advice
Provide written or verbal recommendations, proposals, or reports to stakeholders.
Follow-Up and Evaluation
Track implementation outcomes and learner satisfaction.
Case Study – Coaching Accreditation Pathway
Client: Aspiring Professional Coach
Need: Guidance on obtaining formal recognition for coaching practice.
Advice Provided:
Complete ETDP Assessor Training (US 115753).
Register with COMENSA for ethical practice recognition.
Pursue QCTO Occupational Certificate: Coach (SAQA ID 104557).
Maintain CPD through IE Group’s internal workshops on neuroscience, leadership, and emotional intelligence.
Outcome: Client gained recognition and secured contracts with two corporate clients.
IE Group provides information and advice through multiple channels:
One-on-one consultations (in-person or virtual).
Skills development webinars and workshops.
Internal newsletters and advisory briefs.
E-learning portals with updated qualification databases.
Written guidance documents for WSP/ATR submissions.
Evaluation Activity
Frequency
Purpose
Feedback from advisory sessions
After each engagement
Measure relevance and usefulness
Review of client training outcomes
Quarterly
Assess impact of advice on learning results
Stakeholder surveys
Annually
Identify emerging needs and trends
Compliance audit
Annually
Ensure advice aligns with latest SETA/QCTO standards
Challenge
Impact
Mitigation Strategy
Rapid policy changes in SETA/QCTO regulations
Confusion or outdated advice
Continuous professional development and policy monitoring
Limited awareness of RPL opportunities
Learners miss qualification pathways
Include RPL orientation in all client advisory sessions
Complex WSP/ATR submission process
Delayed levy recoveries for clients
Provide WSP template support and guidance sessions
Establish a Skills Advisory Desk within IE Group to provide up-to-date guidance for clients and learners.
Integrate a digital resource library with access to QCTO, SAQA, and ETDP SETA documents.
Conduct quarterly skills briefings for clients, aligned to NSDP 2030 priorities.
Train facilitators to serve as career advisors, linking personal growth with organisational performance.
IE Group’s commitment to skills development extends beyond facilitation—it includes empowering individuals and organisations to make informed decisions about learning pathways, compliance, and transformation.
By providing accurate, current, and practical advice, IE Group strengthens South Africa’s human capital and supports a culture of continuous, purposeful learning.
Unit Standard 15227 Conduct Skills Development Administration in an Organisation, NQF Level 4, Credits 4
ChatGPT said:
Perfect — here’s a complete, professionally written organisational report for Image Excellence (IE) Performance Consultants Group, aligned to Unit Standard 15227: “Conduct Skills Development Administration in an Organisation” (NQF Level 4, Credits 4).
This document is structured for use in QCTO/SETA submissions, Skills Development Facilitator portfolios, or corporate training documentation.
Organisation Name: Image Excellence (IE) Performance Consultants Group
Sector: Education, Coaching, and Leadership Development
Core Services:
Executive & Leadership Coaching
Customer Service and Communication Training
Emotional Intelligence and People Skills Development
Skills Development Facilitation and Accreditation Advisory
Vision:
To empower individuals and organisations through high-impact learning experiences that transform leadership, mindset, and performance.
Mission:
To provide accredited and outcomes-based training solutions that align with national skills priorities and promote lifelong learning within South Africa’s workforce.
The purpose of this report is to describe and document how IE Group conducts and manages skills development administration in line with legislative requirements and organisational strategy.
It outlines the systems, processes, and records used to plan, implement, monitor, and report on training activities — ensuring compliance with Skills Development Act, ETDP SETA, and QCTO standards.
The administrative activities include:
Maintaining training and learner records.
Managing communication between internal departments and SETAs/QCTO.
Supporting Workplace Skills Plans (WSP) and Annual Training Reports (ATR).
Coordinating logistics for training events, workshops, and coaching sessions.
Tracking learner progress and certification outcomes.
Ensuring document control, data accuracy, and compliance with privacy laws.
Legislation / Framework
Purpose
IE Group Application
Skills Development Act (No. 97 of 1998)
Promotes skills development and lifelong learning
Used to guide WSP, ATR, and levy claim processes
Skills Development Levies Act (No. 9 of 1999)
Establishes levy funding system
IE Group assists clients with levy recovery documentation
National Qualifications Framework (NQF)
Standardises qualifications
Used to map training programmes to levels and credits
QCTO and ETDP SETA
Oversees quality and accreditation
Ensures facilitators and assessors meet compliance
POPI Act (No. 4 of 2013)
Protects learner and client data
IE Group maintains secure data handling systems
Collect staff and client training needs via surveys, interviews, and performance appraisals.
Record findings in a Skills Gap Register.
Prepare a Workplace Skills Plan (WSP) that outlines training interventions for the upcoming year.
Align WSP with organisational goals and national skills priorities.
Schedule facilitators, venues, learning materials, and learner communications.
Record attendance and delivery reports for each session.
Maintain individual Learner Files including:
Enrolment forms
Attendance registers
Assessment results
Certificates and moderation reports
Update the Training Register and Skills Matrix for all staff.
Evaluate training effectiveness using participant feedback and post-course assessments.
Capture results in an Evaluation Summary Report.
Submit the WSP/ATR by 30 April each year.
Maintain all supporting evidence for audits.
Role
Responsibility
Skills Development Administrator
Maintain accurate learner and training records; ensure compliance documentation is filed.
Skills Development Facilitator (SDF)
Compile WSP and ATR; liaise with SETA; advise management on compliance.
Training Coordinator
Manage training logistics, bookings, and attendance tracking.
HR/Management
Approve budgets and monitor training outcomes.
Facilitators/Assessors
Conduct learning, assessment, and submit learner results for certification.
IE Group uses a hybrid (digital + manual) recordkeeping system to ensure transparency and traceability.
Record Type
Storage Method
Retention Period
Learner Enrolment Forms
Hard copy and cloud storage
5 years
Attendance Registers
Hard copy / scanned PDF
5 years
Assessment Results
LMS / Excel Database
5 years
Facilitator Reports
Digital repository
5 years
Certificates Issued
Numbered log and archive folder
10 years
WSP/ATR Documentation
Digital and backed-up archives
5 years
Internal Communication Channels:
Weekly staff briefings.
Microsoft Teams / Email for coordination.
Shared calendar for training events.
External Communication Channels:
Liaison with ETDP SETA/QCTO officers.
Submission portals for WSP and ATR.
Client communication through written reports and training summaries.
Document / Tool
Purpose
Training Needs Analysis (TNA) Template
Capture training needs
Learner Enrolment Form
Register participants
Attendance Register
Track participation
Assessment Summary Sheet
Record results
Evaluation Form
Capture learner feedback
Skills Matrix
Monitor overall skills distribution
WSP and ATR Templates
Comply with SETA submission requirements
Quality control is maintained through:
Monthly audits of learner records and attendance sheets.
Compliance checklists for all SETA-related submissions.
Continuous Professional Development (CPD) for administrative staff.
Alignment with QCTO data integrity requirements.
Internal Review:
Quarterly management review meetings to discuss training administration efficiency, compliance risks, and improvement opportunities.
Scenario:
IE Group runs a Customer Service Excellence Training for 20 client employees.
Administration Steps:
Collect registration forms and verify details.
Record learner names in the attendance register and database.
Capture daily attendance and issue completion certificates.
File facilitator’s feedback and participant evaluations.
Record the results in the Skills Matrix and report to the client’s SDF for ATR inclusion.
Challenge
Impact
Mitigation Strategy
Incomplete learner documentation
Delays in certification
Implement checklist before class start
Inconsistent data capturing
Compliance risk
Use centralised electronic record system
Missed SETA submission deadlines
Forfeiture of levy grants
Maintain annual compliance calendar
Limited understanding of reporting tools
Errors in WSP/ATR
Train admin team annually on latest SETA systems
Implement a Learning Management System (LMS) for automated attendance and recordkeeping.
Establish a Skills Development Compliance Calendar to track deadlines and submissions.
Conduct annual SDF refresher training for administrators.
Regularly update internal Skills Development Policy in line with national changes.
Effective skills development administration ensures that IE Group remains compliant, efficient, and credible as a professional coaching and training organisation.
By maintaining accurate records, aligning with SETA and QCTO requirements, and continuously improving administrative processes, IE Group ensures the integrity of its training delivery and its contribution to South Africa’s national skills agenda.
Unit Standard 15232 Coordinate Planned Skills Development Interventions in an Organisation, NQF Level 5, Credits 6
ChatGPT said:
Here’s a customized document for Unit Standard 15232 – Coordinate Planned Skills Development Interventions in an Organisation (NQF Level 5, Credits 6), tailored for Image Excellence (IE) Group, a Coaching and Leadership Training Organisation:
NQF Level: 5
Credits: 6
Provider: Image Excellence (IE) Group – Coaching and Leadership Training Organisation
This unit standard equips learners with the competence to coordinate and manage the implementation of skills development interventions within an organisation.
At IE Group, this means ensuring that all coaching, leadership, and personal mastery programmes align with both organisational goals and national skills development frameworks. The learner will be able to coordinate activities that ensure effective learning, accurate reporting, and measurable impact.
By the end of this unit standard, learners will be able to:
Coordinate the implementation of the Workplace Skills Plan (WSP) within the organisation.
Liaise with relevant stakeholders to support skills development initiatives.
Monitor and evaluate learning interventions for impact and effectiveness.
Maintain records and reports in line with organisational and legislative requirements.
IE Group offers coaching and leadership training solutions that develop emotional intelligence, communication, and management skills. As a Skills Development Facilitator (SDF) or coordinator within this organisation, the focus is on ensuring that interventions such as:
Leadership Development Programmes,
Accredited Coaching Courses, and
Workplace Mentorship Workshops
are well-planned, documented, and evaluated in alignment with the Skills Development Act and SETAs.
Skills Development Interventions include formal and informal training, mentoring, coaching, workshops, and e-learning.
Stakeholders include management, employees, training providers, SETAs, and HR departments.
Documentation includes WSP, ATR, training records, and evaluation reports.
Coordinate WSP Implementation
Skills development interventions are scheduled according to organisational priorities.
Training providers (internal/external) are selected based on quality and relevance.
Learning activities are communicated effectively to participants and line managers.
Liaise with Stakeholders
Stakeholder roles and responsibilities are clarified in writing.
Communication ensures that all training activities are aligned with IE Group’s strategic goals.
Feedback mechanisms are in place to assess satisfaction and learning application.
Monitor and Evaluate Learning Interventions
Evaluation tools (surveys, interviews, coaching feedback) are used to measure learning outcomes.
Reports highlight successes, challenges, and improvement areas.
Recommendations are made for future planning and continuous improvement.
Maintain Administration and Record-Keeping
All training records are maintained in compliance with SETA and QCTO requirements.
Attendance registers, learner achievements, and reports are filed and auditable.
Data is analysed to track skills gaps and training effectiveness over time.
Compile a Training Implementation Schedule based on the WSP.
Develop a Communication Plan for informing all staff about upcoming interventions.
Conduct a Post-Training Evaluation on a leadership or coaching programme.
Create a Consolidated Training Report summarizing participation, spend, and outcomes.
Workplace Skills Plan (WSP)
Annual Training Report (ATR)
Skills Audit Report
Training Evaluation Form
Learner Attendance Register
Stakeholder Feedback Summary
At IE Group, the focus on coaching as a developmental tool ensures that training coordination goes beyond compliance. It promotes a culture of continuous learning, empowerment, and performance improvement. Each training coordinator acts as a growth catalyst—aligning human potential with organisational purpose.
Unit Standard 252041 Promote a Learning Culture in an Organisation, NQF Level 5, Credits 5
ChatGPT said:
Here’s a tailored document for Unit Standard 252041 – Promote a Learning Culture in an Organisation (NQF Level 5, Credits 5), customized for Image Excellence (IE) Group, a Coaching and Leadership Training Organisation:
NQF Level: 5
Credits: 5
Provider: Image Excellence (IE) Group – Coaching and Leadership Training Organisation
This unit standard equips learners with the competence to promote and sustain a learning culture within an organisation.
At IE Group, this means creating an environment where employees continuously develop their leadership, communication, coaching, and emotional intelligence skills, and where learning becomes an integral part of daily work life.
Learners who achieve this unit standard can influence organisational culture, support the implementation of learning strategies, and ensure that learning contributes to both individual and organisational performance.
By the end of this unit standard, learners will be able to:
Investigate and explain the importance of a learning culture for organisational success.
Analyse factors influencing the promotion of a learning culture within IE Group.
Implement strategies to promote a learning culture aligned with IE Group’s mission and values.
Monitor and evaluate the impact of learning culture initiatives to ensure ongoing development.
IE Group’s purpose is to help organisations unlock leadership potential through coaching and leadership training.
Promoting a learning culture within IE Group involves:
Encouraging self-reflection and personal growth.
Embedding coaching principles into everyday interactions.
Recognising and rewarding continuous learning.
Supporting leaders to act as learning champions in their teams.
Learning is not seen as an event—but as a continuous process of growth and alignment with organisational goals.
A learning culture includes formal and informal learning (coaching, mentoring, workshops, e-learning, and peer learning).
Factors influencing learning include leadership support, communication systems, access to resources, and performance feedback.
Stakeholders include employees, management, HR, SETAs, and learning and development partners.
1. Explain the Importance of a Learning Culture
The link between continuous learning, innovation, and organisational success is clearly articulated.
The role of leadership in modelling learning behaviour is explained.
Benefits of a learning culture for individual motivation and retention are identified.
2. Analyse Factors Affecting Learning Culture
Barriers such as lack of time, poor communication, and limited resources are identified.
Enablers such as coaching, recognition systems, and supportive leadership are described.
Organisational policies and structures that impact learning are reviewed.
3. Implement Strategies to Promote Learning
Learning opportunities are aligned to both business goals and employee aspirations.
Coaching, mentoring, and peer-learning groups are introduced to reinforce continuous improvement.
Leaders are trained to facilitate reflective dialogue and encourage feedback.
4. Monitor and Evaluate the Impact
Mechanisms for measuring learning impact (surveys, feedback sessions, coaching assessments) are established.
Reports highlight progress, participation rates, and areas for improvement.
Success stories are shared to reinforce the value of learning.
Conduct a Learning Culture Survey within the organisation to identify current strengths and gaps.
Develop a Learning Promotion Strategy incorporating coaching, recognition, and knowledge-sharing platforms.
Facilitate a Leadership Learning Forum to promote shared reflection and continuous development.
Prepare a Learning Impact Report showcasing the measurable benefits of ongoing training interventions.
Organisational Learning Policy
Learning Culture Assessment Report
Continuous Professional Development (CPD) Register
Coaching and Mentoring Framework
Recognition and Reward Strategy
At IE Group, promoting a learning culture means embedding the principles of curiosity, feedback, and growth across all levels.
Every employee is seen as both a learner and a teacher, fostering a culture where insight, adaptability, and leadership flourish naturally.
This approach ensures that learning becomes a strategic advantage and a core element of organisational excellence.
Understand the function of a skills development facilitator. Describe the skills development context in South Africa. Detail Outcomes-based education and training Develop Workplace Training Committee Identify training needs Conduct learning needs analysis Develop skills development plan Understand Skills Audit Understand Employment Equity Plan and Reporting (EE) Develop and Submit Workplace Skills Plan (WSP) Develop and Submit Annual Training Reports (ATR) Provide Pivotal Training and Reports Master Grant Applications Understand the National Qualification Framework (NQF) Understand the Skills Development levy context in South Africa SETA Registration as an SDF
The Skills Development Facilitator (SDF) ensures that the organisation complies with national training legislation.
They identify, plan, and report on training aligned to organisational and SETA requirements.
The SDF acts as a liaison between the employer, employees, and the SETA.
They coordinate the implementation of learning interventions and ensure accurate documentation.
Their role is both strategic and administrative, linking training to organisational growth.
Skills development supports national goals of employment, equity, and economic transformation.
It is guided by the Skills Development Act, Skills Development Levies Act, and related legislation.
The system encourages collaboration between employers, employees, and SETAs.
Government incentives promote upskilling and lifelong learning in the workforce.
The aim is to close skills gaps and improve productivity across all sectors.
Outcomes-based education (OBE) focuses on what learners can demonstrate after training.
It ensures that learning outcomes are measurable, achievable, and relevant to workplace needs.
Assessment is based on observable competence rather than time spent learning.
Learners progress through achieving clearly defined outcomes and standards.
OBE supports quality assurance and national consistency in education and training.
A Workplace Training Committee ensures employee participation in training decisions.
It includes representatives from management, employees, and trade unions where applicable.
The committee reviews training priorities and aligns them with the organisation’s goals.
It helps identify training needs and promotes transparency in learning initiatives.
Regular meetings ensure effective monitoring and evaluation of skills programmes.
Training needs are identified through consultation with managers and employees.
Skills audits, performance reviews, and business goals inform the analysis.
Identified needs are prioritised according to organisational and strategic objectives.
This process ensures relevance and cost-effectiveness in training delivery.
Results form the foundation for developing a comprehensive skills plan.
A learning needs analysis determines the gap between current and required skills.
It uses tools such as surveys, interviews, and competency assessments.
Findings reveal areas where development will improve individual and team performance.
The process supports evidence-based training planning and budgeting.
It also helps align personal development goals with organisational needs.
The plan outlines all planned training interventions for the coming year.
It aligns with organisational strategy, sector priorities, and skills legislation.
The plan includes objectives, target groups, budgets, and timeframes.
It must be realistic, measurable, and linked to identified skills gaps.
Approval and commitment from management ensure successful implementation.
A skills audit evaluates employees’ current competencies against job requirements.
It identifies strengths, weaknesses, and opportunities for further development.
Data collected informs succession planning and targeted training programmes.
The audit ensures resources are used to close the most critical skills gaps.
It is a continuous process that supports organisational adaptability and growth.
Employment Equity promotes fair representation and equal opportunity in the workplace.
The EE plan identifies barriers and sets numerical goals for transformation.
It works hand-in-hand with skills development to advance designated groups.
Annual EE reports are submitted to the Department of Labour for compliance.
The SDF collaborates with HR to align training initiatives with EE objectives.
The WSP outlines planned training interventions for the financial year.
It reflects organisational learning priorities and SETA-aligned objectives.
The plan is developed through consultation with management and staff representatives.
It must be submitted annually to the relevant SETA by the due date.
Approval of the WSP allows access to mandatory and discretionary grants.
The ATR summarises all training conducted during the previous year.
It compares planned versus actual training achievements from the WSP.
Evidence such as attendance registers and certificates must support the report.
The ATR helps evaluate the effectiveness of training interventions.
Submission ensures ongoing compliance and eligibility for grants.
Pivotal training refers to professional, vocational, technical, and academic programmes.
It supports scarce and critical skills identified by the SETA and the organisation.
Reports must show evidence of accredited training and learner achievements.
These initiatives enhance employability and contribute to national development goals.
Proper reporting secures discretionary grant funding from the SETA.
Grant applications are submitted to access SETA funding for skills development.
They must meet criteria for both mandatory and discretionary grants.
Supporting documents such as WSPs, ATRs, and training evidence are essential.
Timely and accurate submissions ensure maximum financial reimbursement.
The SDF plays a key role in managing and tracking these applications.
The NQF provides a unified system for classifying and recognising learning achievements.
It ensures consistency, quality, and transparency in education and training standards.
Qualifications are registered on the NQF to show their level and credit value.
It supports learner mobility and lifelong learning across institutions and sectors.
The SDF must understand how qualifications align to occupational and skills pathways.
Employers contribute 1% of payroll to the Skills Development Levy (SDL).
This levy funds SETA operations and training grants for participating organisations.
Employers who submit WSPs and ATRs can reclaim a portion of their levy.
The system encourages investment in employee development and national productivity.
The SDF ensures compliance and efficient utilisation of levy benefits.
An SDF must register with the relevant SETA to represent their organisation.
Registration enables submission of WSPs, ATRs, and participation in SETA programmes.
The SETA may require proof of competence or training in facilitation and reporting.
Registered SDFs receive access to SETA portals, updates, and compliance support.
This formal recognition ensures credibility and authority in managing training processes.
Here’s a sample Portfolio of Evidence (PoE) for a Skills Development Facilitator (SDF) course, specifically tailored for Image Excellence (IE) Group, a Coaching and Leadership Training Organisation.
Use to prepare for SETA submission or learner assessment.
Provider: Image Excellence (IE) Group – Coaching and Leadership Training Organisation
Learner Name: ___________________________________________
ID Number: ___________________________________________
Assessor Name: _________________________________________
Date: _________________________________________________
Personal Information
Declaration of Authenticity
Unit Standards Covered
Evidence of Competence
Knowledge Evidence
Practical Evidence
Workplace Evidence
Supporting Documents
Assessor Feedback
Learner Reflection
Field
Details
Learner Name
Employer
Image Excellence (IE) Group
Position
Skills Development Coordinator
Contact Number
Email Address
SETA
Services SETA
Assessor
Moderator
I, ______________________________________ (learner’s name), declare that all the evidence contained in this Portfolio of Evidence is my own work and that it accurately reflects my participation and learning during the Skills Development Facilitator Programme.
Signature (Learner): _____________________
Date: _____________________
Signature (Assessor): _____________________
Date: _____________________
Unit Standard ID
Title
NQF Level
Credits
15217
Develop an Organisational Training and Development Plan
5
6
15218
Conduct an Analysis to Determine Outcomes of Learning for Skills Development and Other Purposes
6
4
15221
Provide Information and Advice Regarding Skills Development and Related Issues
5
4
15227
Conduct Skills Development Administration in an Organisation
4
4
15232
Coordinate Planned Skills Development Interventions in an Organisation
5
6
252041
Promote a Learning Culture in an Organisation
5
5
Example 1: Written Assignment
Topic: The Role of a Skills Development Facilitator in Promoting Organisational Learning
Evidence:
Essay explaining SDF roles and compliance with Skills Development Act.
Demonstrates understanding of WSP, ATR, and grant processes.
References used: Skills Development Act (1998), Services SETA Guidelines.
Example 2: Short Answer Questions
Evidence:
Completed knowledge questions on NQF structure, SETA functions, and OBE principles.
Demonstrated competence in describing skills development legislation in South Africa.
Example 1: Workplace Project
Task: Develop a Workplace Skills Plan (WSP) for IE Group
Evidence:
Completed WSP document for 2025/2026.
Stakeholder consultation meeting minutes.
Approval email from HR Director.
Example 2: Coordination Activity
Task: Conduct a Learning Needs Analysis and design a training schedule.
Evidence:
Survey summary of identified training needs.
Training calendar with targeted leadership development sessions.
Attendance register from Workplace Training Committee meeting.
Example 1: Minutes of Meeting
Evidence:
Signed minutes from the Workplace Skills Committee meeting.
Agenda showing discussion of training priorities and budget allocation.
Example 2: Monitoring and Evaluation Report
Evidence:
Post-training feedback forms from leadership coaching workshop.
Summary report showing improvement in communication and teamwork.
Copy of ID document
CV and job description
WSP and ATR submissions
Training certificates
Attendance registers
Emails confirming stakeholder consultations
Photos or screenshots of training sessions (if applicable)
Criteria
Comments
Competent / Not Yet Competent
Understanding of SDF functions
Application of legislation
Quality of workplace documentation
Evidence of coordination and planning
Communication and reporting skills
Overall Outcome:
☐ Competent ☐ Not Yet Competent
Assessor Signature: ___________________________
Date: ___________________________
I have learned that being an SDF involves more than administration — it’s about driving transformation and learning within an organisation. Through this course, I developed confidence in conducting skills audits, compiling WSPs and ATRs, and aligning training with business goals. I now understand how learning contributes directly to performance, empowerment, and organisational success.
Learner Signature: _______________________
Date: _______________________
Appendix A: WSP and ATR examples
Appendix B: Learning Needs Analysis Template
Appendix C: Skills Audit Matrix
Appendix D: Attendance Registers and Feedback Forms
Appendix E: Certificates of Participation
ChatGPT said:
Here’s a full Formative and Summative Assessment Pack for a Skills Development Facilitator (SDF) Programme, aligned to the South African NQF framework and suitable for Image Excellence (IE) Group (Coaching and Leadership Training Organisation).
This version is written in professional, SETA-compliant language and can be directly inserted into a learner PoE or training manual.
Provider: Image Excellence (IE) Group
Programme: Skills Development Facilitator
NQF Level: 5–6
Credits: 29
Assessor: _____________________
Learner: _____________________
Date: _____________________
The purpose of the assessments is to evaluate whether the learner can demonstrate knowledge, skills, and practical competence in performing the duties of a Skills Development Facilitator (SDF) in line with the Skills Development Act, NQF, and SETA requirements.
Assessments are divided into:
Formative Assessments – conducted throughout learning to check understanding and progress.
Summative Assessment – conducted at the end of the programme to assess overall competence.
All assessments are guided by the following principles:
Validity – The assessment measures what it intends to.
Reliability – Results are consistent over time and across contexts.
Fairness – Assessment accommodates learner diversity.
Authenticity – Evidence reflects the learner’s own work.
Sufficiency – Enough evidence is collected to make a judgement.
Unit Standard: 15221 / 15217
Purpose: To test understanding of the SDF’s role, responsibilities, and functions.
Instructions: Answer in your own words.
Explain the main purpose of a Skills Development Facilitator within an organisation.
List and describe three key responsibilities of an SDF.
Who are the main stakeholders the SDF interacts with, and why?
How does the SDF contribute to organisational growth and transformation?
Briefly describe the process of registering as an SDF with a SETA.
Unit Standard: 15218 / 252041
Purpose: To test knowledge of the South African skills development system and its legislative framework.
Instructions: Complete the following in full sentences.
Identify and describe three key pieces of legislation that guide skills development in South Africa.
Explain what the Skills Development Levy (SDL) is and who must pay it.
How do SETAs use levy funds to support training and skills development?
Describe how Employment Equity and Skills Development are linked.
What is the purpose of the National Qualifications Framework (NQF)?
Unit Standard: 15232 / 15227
Purpose: To evaluate the learner’s ability to identify training needs and conduct a basic skills audit.
Practical Task:
Using your organisation or a simulated environment:
Identify one department or team.
List three key roles within that team.
Identify current skills vs required skills for each role.
Summarise the main skills gaps identified.
Recommend at least two training interventions to close the gap.
Attach your completed Skills Audit Template as evidence.
Unit Standard: 15217 / 15232
Purpose: To assess understanding of planning, coordination, and reporting of training interventions.
Task:
Develop a short WSP and ATR for a one-year period.
Include:
Organisational training priorities.
A training schedule or plan with timeframes.
Evidence of consultation with staff or a training committee.
Summary of previous year’s training (ATR).
Sign-off page by management.
Attach WSP and ATR samples to your PoE as supporting evidence.
Unit Standard: 252041
Purpose: To test understanding of how to foster continuous learning in the workplace.
Instructions:
Explain what a “learning culture” means in your own words.
Identify three barriers to creating a learning culture and how to overcome them.
Describe how coaching and mentoring can support a learning culture.
Provide an example of a recognition system that encourages learning.
Explain how leadership involvement influences learning behaviour.
Purpose: To integrate knowledge and skills from all unit standards into a single workplace-based project.
Assessment Type: Written Report and Oral Presentation
Instructions:
You are employed as the Skills Development Facilitator for Image Excellence (IE) Group.
You are required to design, implement, and report on a skills development process for the organisation.
Your report should include the following sections:
Organisational Profile
Briefly describe IE Group’s purpose, size, and training focus areas.
Identify key challenges in skills development.
Skills Audit Summary
Outline how you conducted a learning needs analysis or skills audit.
Present findings in table format (current vs required skills).
Workplace Skills Plan (WSP)
Identify training priorities and proposed interventions.
Include timelines, target learners, and expected outcomes.
Implementation and Coordination
Describe how you will coordinate training delivery (scheduling, communication, providers).
Include any quality assurance measures.
Monitoring and Evaluation
Explain how you will track training attendance, evaluate learning impact, and report results.
Provide examples of tools or templates used (feedback forms, attendance registers, etc.).
Promoting a Learning Culture
Suggest strategies to sustain continuous learning and leadership development at IE Group.
Reporting and Compliance
Summarise how the WSP and ATR will be compiled and submitted to the relevant SETA.
Identify any required documentation or approvals.
Evidence Required:
Completed WSP and ATR templates
Skills Audit Matrix
Learning Needs Analysis report
Attendance registers or communication samples
Management approval or feedback
Presentation slides (if oral presentation conducted)
Criteria
Competent (C)
Not Yet Competent (NYC)
Demonstrates understanding of the SDF role
☐
☐
Applies knowledge of SA skills development legislation
☐
☐
Conducts effective skills audit and needs analysis
☐
☐
Develops practical and relevant WSP and ATR
☐
☐
Coordinates and promotes learning effectively
☐
☐
Evidence is authentic, sufficient, and well presented
☐
☐
Assessor’s Comments:
Final Outcome: ☐ Competent ☐ Not Yet Competent
Assessor Signature: ___________________________
Date: ___________________________
Learner Signature: ___________________________
Date: ___________________________
Here’s a sample set of Workplace Assignments for the Skills Development Facilitator (SDF) course, aligned to the unit standards you listed (NQF Levels 4–6). Each task can be completed within the learner’s own organization (or a simulated one such as IE Group – Coaching & Leadership Training Organisation).
Assignment:
Write a report describing the role and responsibilities of the Skills Development Facilitator (SDF) within your organization. Include:
How the SDF contributes to training, compliance, and skills planning.
The link between the SDF, HR, and management.
An example of how the SDF ensures compliance with SETA requirements.
Reflection on how the SDF role supports organizational performance.
Attach your organization’s organogram highlighting where the SDF fits.
Assignment:
Develop a 1-page summary explaining how the Skills Development Act, Skills Levies Act, and the National Skills Development Strategy influence your organization. Include:
Key objectives of the legislation.
The role of the Department of Higher Education and SETAs.
How these frameworks impact training decisions.
The importance of skills planning for national priorities.
Provide one example of government funding or grants applicable to your organization.
Assignment:
Using one of your organization’s training programs, map the outcomes, assessment criteria, and evidence requirements. Explain:
How the program aligns with the principles of outcomes-based learning.
How competence is measured.
The difference between formative and summative assessment in this context.
How learners demonstrate applied competence.
Attach a sample learning outcome and assessment matrix.
Assignment:
Develop a draft Terms of Reference for your Workplace Skills Committee. Include:
Committee composition and selection criteria.
Roles and responsibilities of members.
Meeting schedules and decision-making processes.
Methods for engaging employees.
A signed attendance register or meeting minutes (if available).
Assignment:
Conduct a Training Needs Analysis (TNA) for one department. Include:
A list of employees interviewed or surveyed.
A comparison between current and required competencies.
Identified gaps and their causes.
Recommended learning interventions.
A summary table showing priority training needs.
Assignment:
Select one job role and complete a Skills Gap Analysis using a competency framework. Include:
Job description and KPIs.
Skills required versus current skills.
Learning solutions to close the gap.
Expected outcomes after training.
Feedback from line manager or supervisor.
Assignment:
Create a Skills Development Plan for your organization. Include:
Learning priorities aligned to organizational goals.
Targeted learners and departments.
Budget and resource allocation.
Timeframes and responsibilities.
Monitoring and evaluation methods.
Assignment:
Design a Skills Audit Template and conduct a small audit for at least 5 employees. Include:
Existing qualifications and competencies.
Critical and scarce skills.
Summary of gaps.
Recommendations for training or recognition of prior learning (RPL).
Audit summary report with findings.
Assignment:
Prepare a short report on how your organization ensures alignment between the EE Plan and the Skills Development Plan. Include:
Equity targets and representation goals.
Strategies for inclusivity and transformation.
EE committee’s role.
Reporting timelines and requirements.
Attach your organization’s EE report summary or template.
Assignment:
Complete a draft WSP for your organization or division. Include:
Identified skills priorities.
Planned interventions for the next year.
Number of learners and target groups.
Budget allocation.
Sign-off page by management or HR representative.
Assignment:
Prepare a sample ATR showing training conducted in the past 12 months. Include:
List of courses, providers, and participants.
Number of employees trained.
Training outcomes achieved.
Variances between WSP and ATR.
Summary of lessons learned for future planning.
Assignment:
Identify one PIVOTAL (Professional, Vocational, Technical, and Academic Learning) program. Include:
The purpose of the program.
Target learners and expected outcomes.
Cost and SETA funding opportunity.
How it supports the WSP.
Attach a copy of the training proposal or brochure.
Assignment:
Prepare a SETA Grant Application (Mandatory or Discretionary). Include:
Grant type and purpose.
Budget breakdown.
Expected impact on learners.
Supporting documentation (WSP, ATR).
Checklist of submission requirements.
Assignment:
Develop a 1-page summary explaining the structure and purpose of the NQF. Include:
NQF levels and qualification types.
SAQA’s role.
Quality assurance bodies.
How qualifications align with learning programs in your organization.
A visual diagram or chart.
Assignment:
Calculate the Skills Development Levy (SDL) for your organization. Include:
How SDL is calculated.
Which organizations are exempt.
Benefits of compliance.
How levies fund WSPs and grants.
Attach sample payslip or payroll summary showing levy contributions (if applicable).
Assignment:
Prepare your SETA SDF Registration Pack. Include:
Application form and supporting documentation.
Proof of organizational appointment as SDF.
SETA contact details and process timeline.
Copy of WSP/ATR submission portal screenshot (if possible).
Reflect on what you learned from the registration process.
Here is a comprehensive External Assessor & Moderator Checklist for the Skills Development Facilitator (SDF) Portfolio of Evidence (PoE) — aligned to ETDP SETA requirements and SAQA Unit Standards (15217, 15218, 15221, 15227, 15232, 252041).
This checklist ensures that the external moderator can verify consistency, authenticity, and completeness of the PoE before recommending final certification.
1. Candidate Information
Learner full name and ID number
Organisation name (e.g. IE Group – Coaching & Leadership Training)
Contact details (email, phone)
ETDP SETA learner registration number (if applicable)
2. Assessor and Moderator Details
Assessor name, registration number, and signature
Moderator name, registration number, and signature
Dates of assessment and moderation
Declaration of authenticity signed by learner and assessor
3. PoE Structure and Presentation
File properly indexed and labeled
Table of contents provided
All sections and evidence clearly referenced
Electronic copy available (if applicable)
All documents legible and signed where required
US 15217 – Develop an Organisational Training and Development Plan
☐ Evidence of skills gap or needs analysis
☐ Draft organisational training and development plan
☐ Alignment of plan with organisational goals and strategy
☐ Identification of learning interventions and priorities
☐ Evaluation and feedback process for plan effectiveness
US 15218 – Conduct an Analysis to Determine Outcomes of Learning
☐ Evidence of job or task analysis
☐ Identification of required learning outcomes
☐ Competency profiles or matrices developed
☐ Link between learning outcomes and performance requirements
☐ Report summarising analysis findings
US 15221 – Provide Information and Advice on Skills Development
☐ Evidence of communication with stakeholders (emails, memos, meeting minutes)
☐ Information provided to management or employees on skills development matters
☐ Correct referencing of relevant legislation and SETA requirements
☐ Feedback or reflection on advisory role effectiveness
☐ Proof of guidance on funding or grant opportunities
US 15227 – Conduct Skills Development Administration
☐ Completed SETA or Skills Plan forms (WSP, ATR, Grant applications)
☐ Records of training interventions conducted
☐ Filing and reporting procedures followed
☐ Compliance with organisational and SETA administrative requirements
☐ Reflection or commentary on challenges and improvements
US 15232 – Coordinate Planned Skills Development Interventions
☐ Skills plan implementation schedule or project plan
☐ Communication with training providers and staff
☐ Training logistics and resource allocation evidence
☐ Monitoring and evaluation reports
☐ Feedback from participants or managers
US 252041 – Promote a Learning Culture in an Organisation
☐ Evidence of awareness campaigns or internal communication
☐ Reports or presentations promoting learning culture
☐ Strategies developed to support lifelong learning
☐ Examples of learner recognition or incentives
☐ Feedback from employees on workplace learning environment
Type of Evidence
Description
Included (✓/✗)
Formative Assessments
Completed knowledge questions, class activities, case studies
Summative Assessments
Final workplace projects or reports per unit standard
Workplace Assignments
Verified and signed by supervisor
Practical Evidence
Agendas, minutes, reports, plans, or templates developed
Reflective Reports
Learner reflection on process and outcomes
Third-Party Reports
Verification from employer, HR, or mentor
Observation Checklists
Where applicable for workplace demonstration
Assessor Feedback Forms
Signed and dated with clear comments
Moderator Feedback Forms
Signed and dated with recommendations
Principle
Evidence Found
Compliant (✓/✗)
Comments
Validity
Evidence relates directly to unit standard outcomes
Authenticity
Work verified as the learner’s own
Currency
Evidence produced within assessment period
Sufficiency
Enough evidence to meet all specific outcomes
Reliability
Consistent assessment judgments made
Fairness
Assessment conducted ethically and transparently
Assessor Decision:
☐ Competent
☐ Not Yet Competent
Moderator Decision:
☐ Moderation completed
☐ Re-assessment required
☐ Evidence insufficient
☐ Recommended for certification
Signatures:
Assessor: ___________________ Date: ___________
Moderator: __________________ Date: ___________
Learner: ____________________ Date: ___________
☐ Copy of learner ID
☐ Proof of workplace experience or letter of employment
☐ Copy of SDF nomination letter from employer
☐ Signed Declaration of Authenticity
☐ Copy of assessor/moderator registration certificates
☐ Completed unit standard mapping matrix
Here’s an example template of a Statement of Results (SoR) and the steps to upload learner results to the National Learners’ Records Database (NLRD) maintained by South African Qualifications Authority (SAQA).
Image Excellence (IE) Performance Consultants Group
Statement of Results – Qualification Achieved
Learner Name: [Full Name]
ID/Passport Number: [Number]
Qualification Title: Skills Development Facilitator Programme
SAQA ID: [e.g. 12345]
NQF Level: 5
Credits: [Total credits achieved]
Unit Standards Completed:
- US 15217 (Develop an Organisational Training & Development Plan) – Credits 6 – Competent
- US 15218 (Conduct an Analysis to Determine Outcomes of Learning) – Credits 4 – Competent
- US 15221 (Provide Information & Advice Regarding Skills Development) – Credits 4 – Competent
- US 15227 (Conduct Skills Development Administration) – Credits 4 – Competent
- US 15232 (Coordinate Planned Skills Development Interventions) – Credits 6 – Competent
- US 252041 (Promote a Learning Culture in an Organisation) – Credits 5 – Competent
Date of Completion: [DD/MM/YYYY]
Assessor Name & Signature: ___________________
Director / Training Manager: ___________________
SAQA Accreditation / Provider Code: [Code]
Ensure your organisation (the training provider) is accredited and registered with the relevant quality assurance body (e.g., a SETA).
Gather learner achievement data (names, ID numbers, qualification ID, unit standards completed, credits, dates) in the format required by NLRD.
Visit the NLRD Data Supplier portal: NLRD Information for Data Suppliers nlrdinfo.octoplus.co.za+2SAQA+2
Download the Load Specifications (data templates) for “Enrolments/Achievements” etc. nlrdinfo.octoplus.co.za+1
Validate your data using the provided tool (e.g., Edu.Dex) to check for format errors. che.ac.za+1
Submit the data batch to NLRD via the designated ETQA/SET A or directly if authorised. Ensure the filename follows naming conventions (e.g., Source_Recipient_File_Version_Date.dat) DHET+1
Monitor the submission feedback emails: one confirming receipt, another detailing acceptance or errors. che.ac.za+1
Once accepted, the learner’s achievement will appear on the NLRD, and their Statement of Results can be verified via SAQA’s services. SAQA+1
Skills Development Facilitator
Start Date: 19 November 2025
Training Venue: Online (Teams)
Training Cost: R 3 999
Credits: 39 | NQF Level 5/6
Programme Outline
SDFs are champions in every facet of any business. Enrol now and become a qualified and proficient SDF! This intensive five-day online skills programme covers all aspects of the role and function of a skills development facilitator.
Modules Covered Include:
Unit Standard 15217
Develop an Organisational Training and Development Plan, NQF Level 5, Credits 6
Unit Standard 15218
Conduct an Analysis to Determine Outcomes of Learning for Skills Development and Other Purposes, NQF Level 6, Credits 4
Unit Standard 15221
Provide information and advice regarding skills development and related issues. NQF Level 5, Credits 4
Unit Standard 15227
Conduct Skills Development Administration in an Organisation, NQF Level 4, Credits 4
Unit Standard 15232
Coordinate Planned Skills Development Interventions in an Organisation, NQF Level 5, Credits 6
Unit Standard 252041
Promote a Learning Culture in an Organisation, NQF Level 5, Credits 5
Key Learning Outcomes:
By the end of this programme, participants will be able to:
Understand the function of a skills development facilitator.
Describe the skills development context in South Africa.
Detail Outcomes-based education and training
Develop Workplace Training Committee
Identify training needs
Conduct learning needs analysis
Develop skills development plan
Understand Skills Audit
Understand Employment Equity Plan and Reporting (EE)
Develop and Submit Workplace Skills Plan (WSP)
Develop and Submit Annual Training Reports (ATR)
Provide Pivotal Training and Reports
Master Grant Applications
Understand the National Qualification Framework (NQF)
Understand the Skills Development levy context in South Africa
SETA Registration as an SDF
Training Programme Prerequisites
NQF Level 4/Grade 12
English, verbal, and written communication
Computer Skills
18 years and older
Assessment, Verification and Certification
The Portfolio of Evidence (PoE) will be mailed via courier to the learner;
Formative and summative assessment activities will be presented online;
Workplace assignments to be completed during the course online
The PoE will be assessed by a registered assessor;
The PoE will be submitted for internal and external ETDP moderation once the assessor determines the participant’s competency;
Upon completion, participants will receive a Skills Junction certificate of completion.
Upon verified competence, the participants will receive a Statement of Results (SoR) reflecting their qualification and credits achieved, and the results will be uploaded on the NLRD (National Learner Database)
Programme Fees
NOTE: Our programme fees are all-inclusive. This means that there are no hidden costs; “the price you are quoted is the price you will pay”. The fee includes:
Training Material – soft copies
Academic support (telephone/email/zoom)
Skills Junction Certificate of completion and competence
ETDP SETA Statement of Results (SoR)