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  • So glad you enjoyed this Annette. We sometimes forget how important these things (ARCS) are. So much can be achieved if workplace learning becomes habitual – amazingly even the managers can benefit.

  • Many of the difficulties experienced in the workplace are in fact opportunities for learning either for the employees, managers or supervisors concerned. Opportunities of this nature arise at various times and under a variety of situations. When you help a staff member deal with an angry customer, you have an opportunity to help her learn. When a team member comes to you frustrated by a recent change in a work system, you have an opportunity to help him understand whys the change was necessary.

    Whether we view this as learning or training is a matter of personal opinion. The fact is, learning can take place under a variety of circumstances and in a various situations. Training is not restricted to classroom sessions or to attending a seminar or workshop. Training and learning is taking place at all times during a normal working day.

    People at all levels in a company train others at some point. They all have a role to play in creating an environment of learning that can impact on the way work is done and how people learn.

    Develop an effective culture of learning in the workplace?

     Use all of your intelligence and communication skills

    Establish a connection with employees – the learners. Listen to what they have to say and be understanding where appropriate. Be patient and show genuine interest. Your attitude toward learning will have a big impact on learner attitudes. Make sure you’re a good role model for continuous, active and ongoing learning. Remember – leadership and example comes from the top and filters down to others.

     People must want to learn and need to be motivated

    People do not want to change and some do not want to learn. Some believe learning just happens over time. This is not exactly true.
    We can teach people skills but do they have the ability to apply these skills. Can we teach them to apply the skills we have imparted? To do so may require a change in approach and in how things have been done in the past.

    In 1983, John Keller developed – ARCS. This stands for Attention, Relevance, Confidence and Satisfaction. This model has been used effectively by many trainers and teachers since then.

    Attention – Capture learners’ attention at the start of the session, and maintain it throughout. Ask the learners questions to help them understand why they should learn the skill. You can also make use of role-plays to get the message across.

    Relevance – Explain to how the lesson might benefit them. Having a strategy for dealing with customer complaints, for example, can reduce the levels of stress and anxiety. Make sure the learning material and assignments are applicable to their work, and to specific situations they face daily.

    Confidence – Tell learners what is expected of them. Set clear objectives and check with learners to make sure they’re not falling behind.

    Design projects in such a way as to ensure the learners experience small successes along the way. Give learners enough time to practice skills in order to ensure they will be successful in applying the skill or lesson learned in the workplace. Develop the overall confidence of the learners by allowing them to give input and encouraging them to create their own learning goals.

    Satisfaction – Reinforce successes and motivate the learners by giving ongoing and constructive feedback. The feedback should be positive and where possible relate to how the learner can put the lesson learned into practice. Reinforce with the learners that you and the company value and appreciate high levels of professionalism, skill, expertise and competence.

     Motivation and career development

    Find out what learners are interested in and try to establish what their passion is? What make the learner tick? Let the learners discuss these openly if possible so others will understand what makes them tick and what motivates them. This will assist in creating an environment where learners want to help each other and to motivate one another.

    Place emphasis on the connection between learning and career development. Discuss issues like increased job satisfaction, career opportunities, promotions and related salary increases.

     Employees can learn from each other

    Try to encourage people to work together and to share experiences. Encourage them to understand that by working with others who are learning the same skills they can help each other succeed and will strengthen the overall effectiveness of the whole team.

     Discuss and review the learning experience with the learners

    By reviewing the learning experience we have an opportunity to learn from the experience. Reviews will also give learners opportunities to analyse their performance, and increase their commitment to continuous learning.

    © Des Squire (Managing Member)
    AMSI and ASSOCIATES cc
    des@amsiandassociates.co.za

  • Try looking up the 510 codes. Hope this assists

  • Hi Kate, One of the requirements when applying for programme approval is to set out how the notional hours will be met and achieved. Remember this is normally made up of formal classroom based training and practical work or POE development. Some learners will achieve all of the “stages” faster than others but as providers we must take the average into consideration when developing and delivering training.
    In addition one of the areas we consider as evaluators is – how the notional hours” have been met.
    Hope this helps you.

  • Hi Sylvia – I notice you say you received all of the documents from the DHET. Who was circulating the invitations etc., originally. Is this again a break down in communication from the powers that be??? Perhaps I am wrong?

  • Des Squire replied to the topic Providers offering RPL assessment in the forum Group logo of RPL, the NQF, and ArticulationThe NQF, Articulation, & RPL 2 weeks, 6 days ago

    Guess what, You are the only one to respond. Thank you for your interest. So few are interested in RPL.

  • The constitutional court has recently – for all practical purposes, legalised the private use of cannabis. What the Constitutional Court confirmed is that citizens have the right to cultivate, possess and use c […]

  • Hi Sylvia, I can assist on the 11th if required. Unfortunately I will be training on the 12th.

  • Des Squire replied to the topic CAT Policy for part qualifications in the forum Group logo of Assessment & ModerationDiscussions on Assessment & Moderation 3 weeks, 6 days ago

    The credit accumulation and transfer policy as developed by SAQA is quite clear. Credits earned for any unit standard based programme can be accumulated and transferred to other programmes. Once a learner has been deemed competent and a statement of results issued the competency can never be taken away and the credits remain with the learner for life i.e. lifelong learning. Credit transfer and accumulation does relate to and refer to a qualification or skills programme for the simple reason that is all it can be transferred to.

  • I have today sent the link to this discussion to the Minister and asked her to have a look at the comments and concerns raised.

  • Hi Sylvia and others, I had a letter from the Minister yesterday in response to some issues I pointed out related to poor service. Unfortunately some of our departmental leaders took my comments as being my personal issues with them and of course denied that any problems with me existed. They continually fail to see the big picture. I have been asked if there are still problems that need to be addressed which of course I would like to respond to. So lets have some examples that I can use please. let’s use this opportunity to bring our problems into the open.

  • Hi Kate, your final comment related to the failure of the levy payers to make interventions is so true. May of the problems we encounter with the SETAs and QCTO for that matter are because we accept what is going on. It is time we started fighting for what is rightfully ours. We pay the levies and we are entitled to some answers when our money is being misused and squandered. why are we being so complacent?

  • This is something we need to be on the lookout for. I will see what I can find out.

  • Where are you based? Is this for work or for accreditation purposes – please advise before I send my details

  • Since employers must treat learners as employees fort he duration of the learnership and must ensure all LRA and BCEA requirements are adhered to I am of the opinion that the requirements of the NMW bill must similarly be met. In the event the seta does not offer sufficient funding to meet the minimum wage then the employer would have to make up the difference. To my way of thinking, linking the wage to the credits is going to cause problems and will I feel once again negatively impact the learner who may be held back in terms of assessments just to keep the credit levels down.

  • You could make contact with pamela@smartscript.co.za
    0769845784. this company has a wide range of quality programmes. Good luck with the new learning center.

  • Hi Thembakazi, I have attached a document that might assist. You really should have a look at the department of labour web site as all of the information on EE is there and there are many documents you can download.

  • Congratulations Graeme – may you be forever successful.

  • Des Squire replied to the topic Skills levy funds in the forum Group logo of Concerned Providers Interest Group – QCTO/SAQA/SETA/DHETConcerned Providers Interest Group – QCTO/SAQA/SETA 1 month, 2 weeks ago

    Employers pay 1% of Payroll
    Mandatory Grant = 20.0%
    Discretionery Grant = 49.5%
    QCTO = 0.5%
    Sars = 2.0%
    National Skills Fund = 18.0%
    SETA Admin= 10.0%
    Total is 70%

  • Hi Pierre, I am not sure if such a thing exists. Will investigate and advise soonest.