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Quality Management System

Become Accredited

Jeanine Topping & Associates is a consulting organisation that is passionate about empowering Training Providers and Assessors/Moderators to perform at their peak.  Our core focus is to assist Training Providers with their SETA accreditation. The Owner, Jeanine Topping has been involved in Training and Development since 2001 and recently completed a contract with the Services […]

Originally posted 2013-09-23 12:41:08. Republished by Blog Post Promoter

Quality Management System

www.trainyoucan.co.za

TRAINYOUCAN Accredited Training Network | REG. 2009-150422-23 |  Accreditation: ETDP SETA – ETDP10687 | BEE 201310-21 – Level 4 | TEL 0867227014 | TEL. 0825507946 | FAX. 0865824312 | PostNet Suite 121, Private Bag X04, Dalbridge, 4014

COURSE SUMMARY

  • Short name:   Quality Management System
  • Full description:  Advise on the establishment and implementation of a quality management system for skills development practices in an organisation
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration: 1 day
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standards 15228 – click here to read more
  • People credited with this unit standard are able to:
    • Investigate and analyse the status of the learning culture within the organisation.
    • Develop strategies for the promotion of a learning culture within the organisation.
    • Implement strategies to promote a learning culture.
  • Purpose of the course:
    • This Unit Standard will be useful to people who are involved in planning, managing and/or implementing training and development within organisations. The Unit Standard will be especially useful to skills development facilitators, training managers and human resource development practitioners.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Organisation or Provider policies where available or at least knowledge of the organisations policies if any. These might include: Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

      • Administrative procedures and record keeping and policies.
      • Management review
      • Authorization of affiliates
      • Tutor selection, training and performance review
      • Issuance of training certificates
      • Learner Support
      • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

    1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
    2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

    • Is the course accredited and with what SETA?
    • What is the process and duration from start to completion?
    • Are there any additional fees for support to re-submission?
    • Entry Requirements? Do you charge for registration and why?
    • What discount can I get if I do more courses with your institute?
    • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

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 ORIGINATING PROVIDER
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 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

 

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 RANGE
N/A

Specific Outcomes and Assessment Criteria:

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

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Current national, sectoral and organisational quality assurance requirements related to skills development are correctly identified from valid sources.
ASSESSMENT CRITERION RANGE
Valid sources include but are not limited to relevant legislation and regulations, web-sites, policy documents, pamphlets, organisational policies and procedures.

ASSESSMENT CRITERION 2
2. 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 3
3. An appropriate quality standard is identified for the organisation’s quality management system for skills development.

ASSESSMENT CRITERION 4
4. Appropriate action is taken to obtain adoption of the identified quality standard by the organisation.

SPECIFIC OUTCOME 2
Plan and prepare to assist in the design and establishment of a quality management system.
OUTCOME NOTES
Plan 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 1
1. 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 2
2. The plan is fit for purpose according to the size and nature of the organisation.

ASSESSMENT CRITERION 3
3. A quality team is established that has the authority and resources to design and establish a quality management system for skills development.

ASSESSMENT CRITERION 4
4. The size of the team is appropriate to the nature and size of the organisation.

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

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. 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 2
2. 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 3
3. 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 4
4. The quality management system is capable of making sure that agreed customer requirements are consistently met.

ASSESSMENT CRITERION 5
5. 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 6
6. 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 7
7. Explanations are provided of how the quality management system will contribute to national and organisational strategic objectives.

ASSESSMENT CRITERION 8
8. 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 9
9. The quality management system is validated for appropriateness and practicality with stakeholders before it is submitted for approval.

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

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Stakeholders to monitor and evaluate the effectiveness indicators are identified and given opportunities to contribute to the process of developing the indicators.

ASSESSMENT CRITERION 2
2. 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 3
3. The effectiveness indicators relate to the Standards (e.g. NQF Qualifications and/or Unit Standards) linked to each learning intervention.

ASSESSMENT CRITERION 4
4. 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 5
5. The identified effectiveness indicators cover reporting requirements set at national, sectoral and organisational levels by relevant legislation and organisational policies.

ASSESSMENT CRITERION 6
6. 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 7
7. The proposed indicators and measurement procedures are validated for appropriateness and practicality with stakeholders before submitting them for approval.

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

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. 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 2
2. 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 3
3. Resources appropriate to the capacity, nature and size of the organisation to establish and implement the quality management system are identified.

ASSESSMENT CRITERION 4
4. Management with executive powers is advised to provide for the identified resources in the organisation’s business plan.

ASSESSMENT CRITERION 5
5. 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 6
Assist in the implementation and improvement of a quality management system for skills development.
OUTCOME NOTES
Assist in the implementation and improvement of a quality management system for skills development practices within an organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
1. Effectiveness indicators are accurately measured and recorded according to the requirements of the quality management system.

ASSESSMENT CRITERION 2
2. Skills development practices are evaluated and reviewed according to the requirements of the quality management system.

ASSESSMENT CRITERION 3
3. Appropriate actions to improve effectiveness and impact are identified, recommended and implemented according to the requirements of the quality management system.

ASSESSMENT CRITERION 4
4. 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 5
5. 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 OPTIONS
1. 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 OUTCOME
N/A

UNIT STANDARD LINKAGES
N/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 COLLECTING
Collect, 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.

www.trainyoucan.co.za

TRAINYOUCAN Accredited Training Network | REG. 2009-150422-23 |  Accreditation: ETDP SETA – ETDP10687 | BEE 201310-21 – Level 4 | TEL 0867227014 | TEL. 0825507946 | FAX. 0865824312 | PostNet Suite 121, Private Bag X04, Dalbridge, 4014

Originally posted 2014-06-14 16:55:03. Republished by Blog Post Promoter