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SAQA ID 15228

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Advise on the establishment and implementation of a quality management system for skills development practices in an organisation
SAQA US ID UNIT STANDARD TITLE
15228 Advise on the establishment and implementation of a quality management system for skills development practices in an organisation
ORIGINATOR
SGB Human Resource Management and Practices
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 03 – Business, Commerce and Management Studies Human Resources
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 5 Level TBA: Pre-2009 was L5 10
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2015-07-01 2018-06-30 SAQA 10105/14
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30 2022-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
9948 Design a quality assurance system Level 5 Level TBA: Pre-2009 was L5 20 Complete

 

PURPOSE OF THE UNIT STANDARD

This Unit Standard will be useful to people who are involved in the development and implementation of training and development plans for organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.

People credited with this Unit Standard are able to assist an organisation in:

  • the identification and interpretation of quality assurance requirements for skills development practices
  • the design of a quality management system for skills development practices
  • the development of effectiveness indicators for skills development practices
  • the implementation and improvement of a quality management system for skills development practices.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that people starting to learn towards this Unit Standard are competent in:

  • Communication at NQF Level 4
  • Mathematical Literacy at NQF Level 4
  • Unit Standards entitled:
    > “Use mathematics to investigate and monitor the financial aspects of personal, business and national issues” > “Supervise a project team of a development project to deliver project objectives”.

 

UNIT STANDARD RANGEN/A

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1Assist in the identification and interpretation of quality assurance.OUTCOME NOTESAssist in the identification and interpretation of quality assurance requirements for skills development practices.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Current national, sectoral and organisational quality assurance requirements related to skills development are correctly identified from valid sources.ASSESSMENT CRITERION RANGEValid sources include but are not limited to relevant legislation and regulations, web-sites, policy documents, pamphlets, organisational policies and procedures.

 

ASSESSMENT CRITERION 22. Information is provided to management, with executive power, to allow for the design of an enabling policy environment in the organisation that is aligned with the objectives of the National Qualifications Framework and skills development legislation.

 

ASSESSMENT CRITERION 33. An appropriate quality standard is identified for the organisation’s quality management system for skills development.

 

ASSESSMENT CRITERION 44. Appropriate action is taken to obtain adoption of the identified quality standard by the organisation.

 

SPECIFIC OUTCOME 2Plan and prepare to assist in the design and establishment of a quality management system.OUTCOME NOTESPlan and prepare to assist in the design and establishment of a quality management system for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

ASSESSMENT CRITERION 22. The plan is fit for purpose according to the size and nature of the organisation.

 

ASSESSMENT CRITERION 33. A quality team is established that has the authority and resources to design and establish a quality management system for skills development.

 

ASSESSMENT CRITERION 44. The size of the team is appropriate to the nature and size of the organisation.

 

SPECIFIC OUTCOME 3Assist in the design of a quality management system for skills development practices.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Stakeholders are identified in the use of the quality management system and are given opportunities to contribute to the process to develop the quality management system.

 

ASSESSMENT CRITERION 22. The quality team is assisted to sufficiently identify and define the key processes in the organisation that critically influence quality related to the skills development interventions identified in the organisation’s skills development plan.ASSESSMENT CRITERION RANGE

Key processes include but are not limited to:

  • quality management system
  • planning, monitoring, evaluation and review of quality management system
  • procuring, managing and maintaining financial, administrative and physical resources for skills development interventions
  • selecting, appraising, developing and registering trainers, assessors and other key skills development personnel
  • contracting providers
  • establishing and maintaining systems for learner entry, guidance and support services
  • establishing and maintaining a system to manage information related to skills development interventions (including learner enrolment and achievements, registration of assessors, impact on organisational objectives)
  • managing off-site practical/work-site components where applicable
  • methods and processes of assessment, including recognition of previous learning
  • designing curricula for skills development interventions
  • developing and/or procuring materials for skills development interventions
  • delivering skills development interventions
  • monitoring, evaluating and improving skills development interventions
  • evaluating and improving the quality management system
  • reporting on skills development interventions

 

ASSESSMENT CRITERION 33. The quality management system clearly specifies the processes, procedures and measurements required to ensure skills development services are within the limits of acceptable quality.

 

ASSESSMENT CRITERION 44. The quality management system is capable of making sure that agreed customer requirements are consistently met.

 

ASSESSMENT CRITERION 55. The quality management system makes provision for the allocation of responsibilities and authority to achieve quality objectives at organisation, team and individual level.

 

ASSESSMENT CRITERION 66. The quality management system complies with the identified quality standard, and meets the requirements set by relevant Education and Training Quality Assurance Bodies and relevant legislation.

 

ASSESSMENT CRITERION 77. Explanations are provided of how the quality management system will contribute to national and organisational strategic objectives.

 

ASSESSMENT CRITERION 88. Explanations are provided of how the quality management system will promote the values described in the Bill of Rights and the principles underpinning relevant legislation.

 

ASSESSMENT CRITERION 99. The quality management system is validated for appropriateness and practicality with stakeholders before it is submitted for approval.

 

SPECIFIC OUTCOME 4Assist in the development of effectiveness indicators for skills development practices.OUTCOME NOTESAssist in the development of effectiveness indicators for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Stakeholders to monitor and evaluate the effectiveness indicators are identified and given opportunities to contribute to the process of developing the indicators.

 

ASSESSMENT CRITERION 22. The quality team is assisted to develop observable and appropriate effectiveness indicators to measure the effectiveness and impact of the skills development practices.ASSESSMENT CRITERION RANGE

Effectiveness indicators include but are not limited to:

  • measures of effectiveness of learning interventions (e.g. actual vs. planned learner numbers, actual vs. planned expenditure, numbers of qualifications and/or Unit Standards actually achieved vs. planned numbers, etc.)
  • measures of the impact on knowledge, skills and attitudes in the organisation for each skills development intervention identified in the organisation’s skills plan
  • measures of productivity improvement
  • measures of improvement in process/product/service quality
  • measures of customer satisfaction..

 

ASSESSMENT CRITERION 33. The effectiveness indicators relate to the Standards (e.g. NQF Qualifications and/or Unit Standards) linked to each learning intervention.

 

ASSESSMENT CRITERION 44. The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.

 

ASSESSMENT CRITERION 55. The identified effectiveness indicators cover reporting requirements set at national, sectoral and organisational levels by relevant legislation and organisational policies.

 

ASSESSMENT CRITERION 66. The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

ASSESSMENT CRITERION 77. The proposed indicators and measurement procedures are validated for appropriateness and practicality with stakeholders before submitting them for approval.

 

SPECIFIC OUTCOME 5Assist in the establishment of a quality management system for skills development practices.OUTCOME NOTESAssist in the establishment of a quality management system for skills development practices within the organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. A plan is drawn up according to best planning practices to establish a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

ASSESSMENT CRITERION 22. Clear policies and procedures required by the quality management system and to measure the identified effectiveness indicators are developed appropriate to the nature and size of the organisation in accordance with organisational policy and procedures, legislation and best practice.

 

ASSESSMENT CRITERION 33. Resources appropriate to the capacity, nature and size of the organisation to establish and implement the quality management system are identified.

 

ASSESSMENT CRITERION 44. Management with executive powers is advised to provide for the identified resources in the organisation’s business plan.

 

ASSESSMENT CRITERION 55. Management with executive powers is advised to take appropriate actions to communicate the aims, policies and procedures of the quality management system for skills development to relevant people in the organisation in a way that is clear and sufficiently detailed, and allows adequate time for preparation.

 

SPECIFIC OUTCOME 6Assist in the implementation and improvement of a quality management system for skills development.OUTCOME NOTESAssist in the implementation and improvement of a quality management system for skills development practices within an organisation.
ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 11. Effectiveness indicators are accurately measured and recorded according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 22. Skills development practices are evaluated and reviewed according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 33. Appropriate actions to improve effectiveness and impact are identified, recommended and implemented according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 44. Non-conformities are evaluated and clear and appropriate corrective and preventive actions are recommended according to the requirements of the quality management system.

 

ASSESSMENT CRITERION 55. Results and benefits of assuring quality are communicated at times most likely to gain the commitment of stakeholders in the quality management system.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS1. Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant the Education and Training Quality Assurance Body (ETQA), or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this Unit Standard or will assess this Unit Standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the accredited ETQA according to the moderation guidelines in the relevant qualification and the agreed relevant ETQA procedures.
4. Therefore, anyone wishing to be assessed against this Unit Standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The entire Unit Standard addresses issues of knowledge related to the skills development system – thus all the outcomes and criteria define the knowledge explicitly. Particular aspects embedded are:

  • Legislation and regulations pertaining to the skills development acts and the National Qualifications Framework
  • Organisational mission, vision, goals, strategies and implementation plans
  • Organisational structure and decision-making dynamics
  • Key constituencies in the organisation and their relationship to people development policies and procedures
  • Quality management system standards
  • Models of quality assurance
  • Methods and techniques to design effectiveness indicators
  • Costing of monitoring processes and techniques
  • National and relevant sectoral quality assurance requirements
  • Requirements of the relevant Sector Education and Training Authority with regard to reporting on quality assurance
  • Forms of practice consistent with the strategic intent of relevant legislation and the Bill of Rights.

 

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

 

UNIT STANDARD LINKAGESN/A

 

Critical Cross-field Outcomes (CCFO):

 

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by using critical and creative thinking by, e.g. proposing improvements according to assessment criteria:

  • The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.
  • The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams by, e.g. giving stakeholders opportunities to contribute according to assessment criteria:

  • The quality management system is capable of making sure that agreed customer requirements are consistently met.

 

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively by, e.g. designing plans according to assessment criterion:

  • A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.

 

UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information by, e.g.
identifying quality assurance requirements according to assessment criterion:

  • Current national, sectoral and organisational quality assurance requirements related to skills development are correctly identified from valid sources
    Range: Valid sources include but are not limited to relevant legislation and regulations, web-sites, policy documents, pamphlets, organisational policies and procedures,
    and monitoring effectiveness indicators according to assessment criteria:
  • The identified effectiveness indicators relate to the objectives set by the organisational skills plan at organisational, team and individual level for each learning intervention.
  • The proposed indicators are justified in terms of the values of actively affirming target groups of learners and avoiding unfair discrimination against any learners.

 

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills by, e.g. providing information on quality assurance requirements according to assessment criterion:

  • Information is provided to management, with executive power, to allow for the design of an enabling policy environment in the organisation that is aligned with the objectives of the National Qualifications Framework and skills development legislation.
    and advising top management according to assessment criteria:
  • Stakeholders to monitor and evaluate the effectiveness indicators are identified and given opportunities to contribute to the process of developing the indicators.

 

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by, e.g. assisting to design a quality management system according to the assessment criteria for specific outcome:

  • A plan is drawn up according to best planning practices to design a quality management system for skills development practices appropriate to the size and nature of the organisation.
  • The plan is fit for purpose according to the size and nature of the organisation.
  • A quality team is established that has the authority and resources to design and establish a quality management system for skills development.
  • The size of the team is appropriate to the nature and size of the organisation.