EXAMINATION PAPER:

Semester 2 2023
Module name Training Management 201
Module Code TRM201
NQF level 6
Date and Time 1 November 2023 – 14:00-17:00
Duration 3 hours
Exam type Closed book
Marks 100

General instructions
1. Complete your personal information on the front cover of the STADIO Examination Answer
Booklet.
2. Ensure you number the answer booklets correctly, in the case where more than one
answer booklet is used, i.e., Book 1 of 2, etc.
3. Use only black or blue pen. Do not use a pencil to answer questions. Pencilled answers will
not be marked.
4. Answer all the questions unless otherwise instructed.
5. Read all questions carefully before attempting to answer.
6. Always number the answers and any sub-question answers the same as the question
numbers in the examination paper.
7. Rough work may be done at the back of the examination book only. All rough work must
be labelled as such.
8. By accepting this examination script, you agree to abide by the STADIO Examination Rules
and Regulations.

TRM201
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 Equipment (Closed book)
1. No documents, notes, files, study guides, textbooks, or other materials will be allowed into
the examination.
2. Calculators are permitted.
3. No mobile devices or electronic equipment including smart watches, laptops, iPads,
Kindles, etc. will be allowed on your person or at your desk during the examination.
4. No borrowing or lending of any examination material and/or stationery will be permitted.

DO NOT TURN THIS PAGE UNTIL INSTRUCTED TO DO SO.

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Question 1 (5 marks)

Multiple-choice questions

Select the correct answer and write down only the sub-question number and, next to it, the
letter that represents the answer you have selected.
For example: 1.6 D

1.1 What is the goal of assessment?

A. To compare the individual to a specific standard or set of outcomes
B. To compare the programme with its goals, its impact on a system, or its impact
on the greater environment
C. To ensure that assessors are assessing work according to agreed standards
D. To ensure that everybody who will be assessed will be declared competent

1.2 What is a learnership?

A. A public service graduate work experience programme targeting unemployed
graduates.
B. A unit-standard-based programme that is occupationally based and presented by
an accredited provider, and when completed, constitutes a credit towards a
qualification registered on the NQF.
C. A mechanism to link structured learning with work experience, leading to a
qualification registered on the NQF as a reliable indicator of work readiness.
D. An occupational-directed programme that is presented by an accredited provider
and, when completed, constitutes credits towards a qualification registered on
the NQF.

1.3 Which one of the following is an example of 'on-the-job' training?

A. Seminar
B. Formal class
C. Job shadowing
D. Secondment

1.4 What is a key element of mentoring?

A. One-sided relationship
B. Professional relationship
C. Supervisor/subordinate relationship
D. Short-term relationship

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1.5 What does the acronym QCTO represent?
A. Quality Council for Trades and Occupations
B. Quality Council for Trainers and Organisations
C. Quality Council for Trainers and Occupations
D. Quality Council for Trades and Organisations

Question 2 (5 marks)

True/false questions

Indicate whether the following statements are TRUE or FALSE. Choose the answer and write
only "True" or "False" next to the question number (2.1 to 2.5), e.g. 2.6 – False.

Do not write "T" or "F" as no marks will be awarded in this case.

2.1 Kolb developed the Problem-based Learning Model.

2.2 A workplace skills plan is a set of skills priorities for a workplace based on an
understanding of the work to be done.
2.3 Learning outcomes are formulated during the development phase of the ADDIE
model.
2.4 All training and development programmes must have an element of education.
2.5 An assessor needs to be registered at the relevant ETQA.

Question 3 (40 marks)

Read the extract below and answer the questions that follow.

Conducting Skills Audit in Local Government (published by G van der Waldt in 2020)

This article reflects on the role of skills audits in determining the competency profile of
organisations. For this purpose, the case of a technical skills audit in the South African local
government sector was explored to identify key lessons that could be learnt for similar audits
in the future. The findings showed that skills audits are linked to a specific context. The
findings showed that instruments for data collection should provide for the measurement of
both hard and soft skills. Hard (technical) skills include bricklaying, electrical connections,
piping, and construction, whilst soft (personal) skills include aspects such as time and self-
management, organising, planning, or team participation.

Skills audits are typically undertaken to determine the skills base of employees, thus

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 Conducting Skills Audit in Local Government (published by G van der Waldt in 2020)

identifying gaps in required competencies and designing appropriate capacity-building

interventions. Such audits furthermore identify the skills matrices for an organisation and
measure the current competencies of individual employees against this predefined set of skills
required to perform a specific function. The implication is that the assessment of human
resources and development practices as applied in the private sector cannot simply be
transferred to the public sector.
Source:
https://www.researchgate.net/publication/343879946_Conducting_skills_audits_in_local_government
_Lessons_from_a_South_African_case_study [Accessed: 28.08.2023]

3.1 "Formal training" and "on-the-job training" initiatives can be used to ensure that
technical and soft (interpersonal skills) will be addressed effectively after a skills
audit. Make four (4) recommendations on "formal training" and six (6)
recommendations for "on-the-job training" initiatives to assist Local Government in
addressing the identified skills gaps. (20)

3.2 In table format, compare "training as an activity" and "training for results". Also
recommend the approach to be followed for each dimension provided to ensure that
the gaps in the conducted skills audit in Local Government will be attended to. (20)

Question 4 (10 marks)

Define the following concepts:

4.1 Learning organisation (4)
4.2 Training needs analysis (3)
4.3 Moderation (3)

Question 5 (10 marks)

Read the following extract from Unit Standard ID 14350 "Receive, consult and direct visitors in
a reception area", and answer the questions thereafter.

SPECIFIC OUTCOME 2
Process visitor requirements according to organisational procedures
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 1. Visitor is consulted in a professional manner.

ASSESSMENT CRITERION 2 2. Person's reasons for visiting are established.

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SPECIFIC OUTCOME 2
Process visitor requirements according to organisational procedures
ASSESSMENT CRITERIA

ASSESSMENT CRITERION 3 3. If information is sought, the visitor's enquiry is attended to

promptly.
ASSESSMENT CRITERION 4 4. Estimated time/waiting period is conveyed to the client.

ASSESSMENT CRITERION 5 5. Documents/deliveries are documented and dispatched as per

organisational requirements.

You are appointed as the ETD Practitioner in your organisation. You must demonstrate how to
write learning outcomes as well as how to apply the levels of Bloom's taxonomy to the newly
appointed L&D practitioner in your office.

5.1 Convert the assessment criteria above into learning outcomes. (5)
5.2 Indicate the level of Bloom's taxonomy for each learning outcome above. (5)

Question 6 (30 marks)

Stakeholders are playing an important role in the learning needs analysis phase. The
performance plan of your supervisor indicates that a learning needs analysis must be
conducted.

Identify all the relevant stakeholders who you think must be consulted to add value in
ensuring that a comprehensive learning needs analysis will be performed successfully. Provide
reasons for the inclusion of each stakeholder. (30)

NOTE: This is an essay-type question that requires a title, headings/sub-headings, an

introduction, and a conclusion (except for the title, all headings should be numbered).

Examination Total: 100 marks

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