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Practising Learning and Development 3RD
EDITION

in South African Organisations

in South African Organisations

Practising Learning and Development
Practising Learning
3 RD EDITION

Practising Learning and Development in South African Organisations 3e offers an

and Development
outcomes-based, occupation-directed and work-based L&D approach to workplace
learning design. Integrating theoretical and practical perspectives, this book gives a
comprehensive overview of the National Skills Development Framework. It further

in South African Organisations

presents a new chapter on online learning design which caters to the needs of a
digital society.

KEY BENEFITS:
• An updated overview of skills development legislation and the 3RD EDITION
implications for workplace learning design, delivery, assessment, evaluation
and quality assurance in the South African context
• Insight into the psychology of adult learning, motivation and performance
• Guides students and L&D professionals through the classical Dynamic
Learning Cycle
• Practical guidelines for both modern online learning design and outcomes-
and work-based learning design, delivery, assessment and evaluation
• Explores the dynamics and methods of effective learning and development
needs analysis, and how a needs analysis informs the workplace skills plan
• Explores L&D management from an HRD strategic and value-adding perspective
• Guides L&D professionals regarding the profession, ethical standards and
values, and their continued professional development.

This text is a must-have for undergraduate students, and practising L&D and HRD

J Botha • J Kiley • K Truman

M Coetzee (Editor)
professionals alike.

Melinde Coetzee (Editor)

www.juta.co.za Jo-Anne Botha • Jerome Kiley • Kiru Truman
 Practising Learning and Development in

South African Organisations

Third Edition

Melinde Coetzee (Editor)

with

Jo-Anne Botha • Jerome Kiley • Kiru Truman

2600_Practising_Learning_and_Development_3e.indb 1 2018/11/30 1:58 PM

 Practising Learning and Development in South African Organisations
First published as Practising Education, Training and Development in South African Organisations

First published 2007

Third edition 2019

Juta and Company Ltd

First Floor
Sunclare Building
21 Dreyer Street
Claremont
7708

PO Box 14373, Lansdowne, 7779, Cape Town, South Africa

© 2019 Juta and Company Ltd

ISBN 978 1 4851 2944 8 (Print)

ISBN 978 1 4851 2945 5 (WebPDF)

All rights reserved. No part of this publication may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording, or
any information storage or retrieval system, without prior permission in writing from
the publisher. Subject to any applicable licensing terms and conditions in the case of
electronically supplied publications, a person may engage in fair dealing with a copy of
this publication for his or her personal or private use, or his or her research or private
study. See Section 12(1)(a) of the Copyright Act 98 of 1978.
Project manager: Carlyn Bartlette-Cronje
Editor: Glenda Younge
Proofreader: Heather Thorne
Typesetter: LT Design Worx
Cover designer: Monique Cleghorn
Indexer: Jennifer Stern

Typeset in Adobe Garamond Pro Regular on 10.5pt on 13pt leading

The authors and the publisher believe on the strength of due diligence exercised that this work does
not contain any material that is the subject of copyright held by another person. In the alternative,
they believe that any protected pre-existing material that may be comprised in it has been used with
appropriate authority or has been used in circumstances that make such use permissible under the law.

2600_Practising_Learning_and_Development_3e.indb 2 2018/11/30 1:58 PM

 CONTENTS

List of figures and tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

About the authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Acknowledgements of figures and tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
List of acronyms and abbreviations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Book layout. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvi
PART 1: L
 EGISLATIVE AND THEORETICAL FOUNDATIONS OF LEARNING
AND DEVELOPMENT IN THE WORKPLACE
CHAPTER 1
THE SOUTH AFRICAN LEARNING AND DEVELOPMENT LANDSCAPE. . . . . . . . . . . . . . . . . . . . . . . 1
Melinde Coetzee and Kiru Truman
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.1  Local context challenges impacting human capital development in
South Africa................................................................................................. 3
1.2  Global and African trends impacting human capital development................ 8
2. THE SOUTH AFRICAN LEGISLATIVE FRAMEWORK FOR WORKFORCE SKILLS
DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.1
National Qualifications Framework Act....................................................... 27
2.1.1 NQF objectives............................................................................... 27
2.1.2 Principles of the NQF..................................................................... 31
2.1.3 Sub-frameworks of the NQF........................................................... 31
2.1.4 NQF level descriptors...................................................................... 33
2.1.5 Contextual application of the level descriptors................................. 34
2.2 The White Paper on Post-school Education and Training in South Africa..... 36
2.3 The National Skills Development Plan 2030 ............................................... 40
2.3.1 Purpose and strategic intentions of the National Skills
Development Plan........................................................................... 40
2.3.2 Principles of the NSDP................................................................... 45
2.3.3 Levy grant funding within the NSDP.............................................. 46
3. OUTCOMES-BASED LEARNING AND DEVELOPMENT IN SOUTH AFRICA . . . . . . . . . . . . . . . . . . . . 57
3.1 Qualification, unit standard and credits........................................................ 58
3.2 Occupational qualifications.......................................................................... 59
3.3 Unit standards.............................................................................................. 59
3.4 Specific outcomes......................................................................................... 62
3.5 Assessment criteria....................................................................................... 62
3.6 Critical cross-field outcomes (CCFOs)......................................................... 62
3.7 Where to find unit standards?...................................................................... 64
3.8 Applied competence..................................................................................... 64
3.9 Recognition of prior learning (RPL)............................................................. 64
3.10 Quality assurance partners (QAPs)............................................................... 65
3.11 Accreditation of skills development providers............................................... 66

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 Practising Learning and Development in South African Organisations

4. THE SOUTH AFRICAN OCCUPATIONAL LEARNING SYSTEM (OLS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

4.1 Labour market intelligence system (LMIS)................................................... 68
4.2 Organising Framework for Occupations (OFO).......................................... 68
4.3 Occupational Qualifications Framework (OQF).......................................... 70
4.4 National Occupational Pathways Framework (NOPF)................................. 71
4.5 Communities of expert practice (CEPs)....................................................... 71
4.6 Occupational qualifications.......................................................................... 71
4.7 Progression................................................................................................... 73
4.8 Internal assessment or assessment against curriculum components............... 73
4.9 External integrated summative assessment of occupational qualifications or
part qualifications......................................................................................... 73
4.10 Assessment of foundational learning............................................................. 74
4.11 Development quality partners (DQP).......................................................... 74
4.12 Assessment quality partners (AQP).............................................................. 75
4.13 Occupational learning programmes.............................................................. 75
4.13.1 Learnerships.................................................................................... 76
4.13.2 Apprenticeships............................................................................... 77
4.13.3 Skills learning programmes.............................................................. 78

5. QUALITY ASSURANCE MANAGEMENT IN THE SOUTH AFRICAN OCCUPATIONAL

LEARNING SYSTEM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
5.1 Quality assurance of development and design of curricula............................ 85
5.2 Controlling the quality of provision, implementation and certification........ 85
5.3  Quality assurance of development and design of assessment processes.......... 86
5.4 Quality improvement through monitoring and evaluation........................... 86
5.5  Quality control mechanisms in the development of occupational
curricula and qualifications.......................................................................... 87

6. MANAGING QUALITY IN WORKPLACE LEARNING AND DEVELOPMENT . . . . . . . . . . . . . . . . . . . . 89

Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

CHAPTER 2
THE PSYCHOLOGY OF LEARNING, EMPLOYEE MOTIVATION AND PERFORMANCE
Jo-Anne Botha and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
2. EMPLOYEE COMPETENCE AND PERFORMANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
2.1 Competencies.............................................................................................. 101
2.2 Attitudes and beliefs..................................................................................... 102
2.3 Knowledge................................................................................................... 102
2.4 Skills............................................................................................................ 102
2.5 Learning and performance........................................................................... 103
3. THE NATURE OF LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
3.1 Implicit learning.......................................................................................... 105
3.2 Explicit learning........................................................................................... 105

iv

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 Contents

3.3 Memorising.................................................................................................. 106

3.4 Problem-solving.............................................................................................. 107
3.5 Understanding................................................................................................ 108
4. ADULT LEARNER CHARACTERISTICS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
5. THEORIES OF LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
5.1 Classical theories of learning........................................................................ 114
5.1.1 Behaviouristic perspective on the learning process............................ 114
5.1.2 Cognitive approach to learning........................................................ 115
5.1.3 Social learning................................................................................. 117
5.1.4 Humanist perspectives on learning.................................................. 118
6. MODERN THEORIES OF LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
6.1 Experiential learning.................................................................................... 119
6.2 Action learning............................................................................................ 121
6.3 Preferred learning styles................................................................................ 121
6.3.1 The Kolb and Fry learning style inventory....................................... 121
6.3.2 Gregorc’s learning styles................................................................... 122
6.3.3 McCarthy’s 4MAT model................................................................ 123
6.3.4 Are learning style preferences valid? ................................................ 124
6.4 Mentoring and coaching.............................................................................. 125
6.5 Connectivist learning theory ....................................................................... 125
7. PRINCIPLES OF LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
7.1 Practice and overlearning.............................................................................. 126
7.2 Identical elements (physical and psychological fidelity)................................ 127
7.3 Whole versus part learning........................................................................... 127
7.4 Massed versus distributed practice................................................................ 128
8. THE BRAIN AND LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
8.1 Accelerated learning..................................................................................... 128
8.2 Split-brain theory......................................................................................... 129
8.3 Regenerative brain theory............................................................................. 130
8.4 Triune brain theory...................................................................................... 130
9. HUMAN INTELLIGENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
9.1 Gardner’s multiple intelligences.................................................................... 131
9.2 Sternberg’s three intelligences....................................................................... 132
9.3 Emotional intelligence................................................................................. 133
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

PART 2: THE SYSTEMATIC LEARNING CYCLE

CHAPTER 3
CONDUCTING A LEARNING AND DEVELOPMENT NEEDS ANALYSIS . . . . . . . . . . . . . . . . . . . . . . 139
Jo-Anne Botha and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
2. THE DYNAMIC LEARNING CYCLE AND NEEDS ANALYSIS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

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 Practising Learning and Development in South African Organisations

3. PURPOSES OF NEEDS ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

3.1 Proactive and reactive needs analysis............................................................. 145
3.2 Identify existing or future performance gap(s).............................................. 148
3.3 Identifying causes of performance discrepancies........................................... 149
3.4 A lack of competence that indicates the implementation of an L&D
intervention................................................................................................. 152
3.5 Providing information for L&D interventions............................................. 154
3.6  Providing feedback on the effectiveness and impact of L&D interventions... 154
4. FOCUS AREAS OF L&D NEEDS ANALYSIS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
4.1 Focus area 1: Sectoral analysis...................................................................... 156
4.2 Focus area 2: Organisational analysis............................................................ 161
4.3 Focus area 3: Occupational/job task/role analysis......................................... 170
4.3.1 Applied competence ....................................................................... 172
4.3.2 Applied occupational competence.................................................... 173
4.4 Focus area 4: Person analysis........................................................................ 174
5. GATHERING DATA FOR L&D NEEDS ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
5.1 Questionnaires............................................................................................. 179
5.2 Observation................................................................................................. 180
5.3 Individual interviews.................................................................................... 180
5.4 Skill and knowledge tests.............................................................................. 181
5.5 Personal development plans.......................................................................... 181
5.6 Performance appraisal data........................................................................... 181
5.7 Critical incidents.......................................................................................... 182
5.8 The organisation’s human resource and workplace skills plans...................... 182
5.9 Which data collection method to use........................................................... 183
6.  L&D NEEDS ANALYSIS AND THE ANNUAL SKILLS PLANNING PROCESS. . . . . . . . . . . . . . . . . . . . . 186
7.  HUMAN RESOURCE INFORMATION SYSTEMS IN THE L&D NEEDS ANALYSIS. . . . . . . . . . . . . 192
7.1 Ethics and processing of employee information in an LDNA....................... 194
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 196
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

CHAPTER 4
OUTCOMES-BASED WORKPLACE LEARNING DESIGN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Melinde Coetzee and Jo-Anne Botha
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
2.OUTCOMES-BASED, WORK-BASED LEARNING DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
2.1 Stage 1: Identifying job/occupational requirements and stakeholder
expectations.................................................................................. 203
2.2 Stage 2: Reviewing the L&D needs analysis versus the job/occupational
tasks.............................................................................................. 206
2.3 Stage 3: Analysing the job/occupational purpose and tasks in terms of
knowledge, practical skills and work experience............................ 207
2.3.1 Unpacking occupational/job tasks................................................. 207
2.3.2 Developing additional occupational/job tasks............................... 208
2.3.3 Defining required knowledge, skills and work experience.............. 208

vi

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 Contents

2.4 Stage 4:
Analysing the learners’ profile ...................................................... 212
2.5  Stage 5:
Defining the learning programme objective and outcomes............ 214
2.5.1
Determining the learning programme objective............................ 214
2.5.2
Formulating the learning outcomes.............................................. 216
2.5.3
Developing learning outcomes...................................................... 216
2.5.4
Classifying learning outcomes....................................................... 218
2.5.5
Critical cross-field outcomes......................................................... 224
2.6 Stage 6:
Determining, sourcing and sequencing the learning content......... 226
2.6.1
The type of subject presented in the learning programme............. 227
2.6.2
Learner differences........................................................................ 227
2.6.3
The ability of the learning facilitator............................................. 228
2.6.4
Sources of content........................................................................ 228
2.6.5
Sequencing the content of a learning programme......................... 229
2.7 Stage 7:
Designing learning activities......................................................... 231
2.8 Stage 8:
Developing a learning delivery and assessment strategy................. 233
2.9 Stage 9:
Choosing training and learning methods...................................... 240
2.10 Stage 10:
Designing learning support materials............................................ 243
3. THE L&D FACILITATOR GUIDE..................................................................................... 246
3.1 The learning facilitation and assessment process guide.................................. 247
3.2 General quality assurance documentation.................................................... 248
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267

CHAPTER 5
ONLINE LEARNING DESIGN. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Jo-Anne Botha and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
2. THE NATURE OF E-LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
2.1 Self-paced e-learning.................................................................................... 270
2.2 Facilitated e-learning.................................................................................... 271
2.3 Blended learning ......................................................................................... 271
2.4 Learning management system...................................................................... 272
2.4.1 LMS asynchronous e-learning tools ................................................ 274
2.4.2 LMS online material........................................................................ 275
2.5 Evolution of e-learning design models.......................................................... 275
3. THE EVOLUTION OF E-LEARNING CONTEXTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
3.1 Behaviourism............................................................................................... 277
3.2 Cognitivism................................................................................................. 277
3.3 Constructivism............................................................................................. 277
3.4 Humanism................................................................................................... 279
3.5 Andragogy.................................................................................................... 279
3.6 Flexible learning........................................................................................... 279
4. WHEN TO DEVELOP E-LEARNING OPPORTUNITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
5. ADVANTAGES AND DISADVANTAGES OF E-LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280

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6. NEEDS ANALYSIS FOR E-LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281

7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E-LEARNING DESIGN 282
7.1
Know the participants.................................................................................. 282
7.2
Identify learning goals (outcomes)................................................................ 282
7.3
Develop an e-learning strategy...................................................................... 283
7.4
Determining and sequencing learning content............................................. 284
7.5
Assess learner progress.................................................................................. 284
7.6
Provide meaningful feedback........................................................................ 285
7.7
Design the e-learning programme................................................................ 285
8. SPECIFIC REQUIREMENTS FOR E-LEARNING PROGRAMME DESIGN . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
9. E-LEARNING TRENDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
10. BARRIERS TO E-LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
11.  THE PROCESS OF THE ADOPTION OF E-LEARNING IN A WORKPLACE. . . . . . . . . . . . . . . . . . . . . . . . 291
12. ORGANISATIONAL SUPPORT FOR E-LEARNING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
13. VIRTUAL HUMAN RESOURCE DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292
14. THE COMPETENCIES REQUIRED FROM L&D PROFESSIONALS IN AN E-LEARNING
ENVIRONMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295

CHAPTER 6
DELIVERING LEARNING AND DEVELOPMENT INTERVENTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Jerome Kiley and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
2. LEARNING AND DEVELOPMENT DELIVERY METHODS................................................ 297
2.1 Classroom training....................................................................................... 299
2.2 Selecting appropriate classroom training methods........................................ 300
2.3 Learning support materials in classroom training......................................... 300
(a) PowerPoint/Prezi or other electronic presentations................................ 301
(b) Handouts.............................................................................................. 302
(c) Flip charts............................................................................................. 302
(d) Whiteboards/chalkboards...................................................................... 303
(e) Videos/DVDs........................................................................................ 303
3. BLENDED LEARNING METHODS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
3.1 Programmed instruction.............................................................................. 305
3.2 Technology-based training........................................................................... 305
3.3 Internet-based programmed instruction or e-learning................................... 306
3.4 Workplace training methods........................................................................ 306
3.5 Team training............................................................................................... 307
4. MODERN LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
5. THE TRAINER AS LEARNING FACILITATOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
5.1 Learning facilitation skills............................................................................. 312
5.2 Characteristics of effective learning facilitation............................................. 314

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6. DELIVERING CLASSROOM TRAINING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

6.1 Pre-class intervention................................................................................... 316
6.2 Learning facilitation..................................................................................... 318
(a) Introduction.......................................................................................... 318
(b) Techniques for starting off on a positive note......................................... 319
(c) Facilitating learning............................................................................... 320
(d) Concluding the classroom training........................................................ 320
(e) Post-class intervention........................................................................... 323
7. THE LEARNING FACILITATION PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
7.1 Group dynamics in the learning process....................................................... 325
7.2 Increasing learners’ participation by asking questions................................... 327
7.3 Giving and receiving feedback...................................................................... 327
7.4 Reading the body language of learners.......................................................... 328
7.5 Dealing with problem behaviour in the classroom........................................ 332
8. CREATING AN ENVIRONMENT CONDUCIVE TO LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333
8.1 Creating an accepting and safe atmosphere................................................... 335
8.2 Arranging the physical learning environment............................................... 337
(a) The theatre or classroom........................................................................ 338
(b) The herringbone.................................................................................... 339
(c) The boardroom...................................................................................... 339
(d) The open boardroom or U-shape........................................................... 339
(e) The V-shape.......................................................................................... 339
(f ) The circle............................................................................................... 339
(g) Clusters/syndicates................................................................................ 339
9. PRINCIPLES OF CLASSROOM TRAINING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340
(a) Meaningfulness.............................................................................................. 340
(b) Assumed learning........................................................................................... 341
(c) Open communication.................................................................................... 341
(d) Essential content............................................................................................ 341
(e) Provision of learning support material............................................................ 341
(f ) Novelty.......................................................................................................... 341
(g) Modelling...................................................................................................... 341
(h) Active and appropriate practice...................................................................... 342
(i) Goal setting................................................................................................... 343
(j) Pleasant conditions........................................................................................ 343
(k) Pleasant consequences.................................................................................... 343
(l) Knowledge of results (feedback)..................................................................... 344
10. TRANSFER OF LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
10.1 Self-management to maintain changes in behaviour..................................... 345
10.2 Adaptive guidance........................................................................................ 346
11. MANAGING CLASSROOM TRAINING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349

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CHAPTER 7
ASSESSMENT AND MODERATION IN LEARNING AND DEVELOPMENT. . . . . . . . . . . . . . . . . . . 350
Kiru Truman and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350
2. PURPOSE OF ASSESSMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
3. ASSESSMENT REQUIREMENTS AND RESPONSIBILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
3.1 Assessor competence........................................................................................ 358
3.2 The rights and special needs of learners........................................................... 359
4. TYPES OF ASSESSMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
4.1 Formative assessment................................................................................... 361
4.2 Dynamic assessment..................................................................................... 363
4.3 Summative assessment.................................................................................. 363
4.4 Integrated assessment................................................................................... 364
4.5 Diagnostic assessment.................................................................................. 366
4.6 Assessment for recognition of prior learning................................................. 366
4.7 Impact assessment........................................................................................ 366
5. ASSESSMENT METHODS AND INSTRUMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
5.1 Portfolio assessment..................................................................................... 373
5.2 Recognition of prior learning....................................................................... 374
6. THE ASSESSMENT PROCESS........................................................................................ 376
6.1 Planning the assessment............................................................................... 376
6.2 Preparing the learner for assessment ............................................................ 381
6.3 Conducting assessment................................................................................ 383
6.4 Gathering and documenting evidence.......................................................... 387
6.5 Evaluating evidence and making assessment judgements.............................. 390
6.6 Providing feedback to the relevant parties..................................................... 390
6.7 Reviewing the assessment process................................................................. 392
7. MODERATION OF ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
7.1 Management structure................................................................................. 394
7.2 Functions of the moderation system............................................................. 394
7.3 Components of the moderation system........................................................ 395
7.3.1 Timing............................................................................................ 395
7.3.2 Extent.............................................................................................. 395
7.3.3 Materials.......................................................................................... 395
7.3.4 Personnel......................................................................................... 395
7.4 Methods....................................................................................................... 396
7.5 Moderation tools.......................................................................................... 396
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398

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CHAPTER 8
EVALUATING LEARNING INTERVENTION EFFECTIVENESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Jerome Kiley and Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
2. LEARNING INTERVENTION EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
2.1 Diagnostic evaluation................................................................................... 402
2.2 Formative evaluation.................................................................................... 403
2.3 Summative and longitudinal evaluation....................................................... 403
3.  STAKEHOLDERS IN LEARNING AND DEVELOPMENT EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
4. COMPLIANCE EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
5. VALUE-ADDED EVALUATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
5.1 Evaluation criteria........................................................................................ 414
5.1.1 Learning design............................................................................... 415
5.1.2 Learning intervention delivery......................................................... 415
5.1.3 Competence.................................................................................... 416
5.1.4 Transfer of learning.......................................................................... 416
5.1.5 Impact on the performance of the organisation................................ 416
5.2 Measuring value added in L&D................................................................... 418
5.2.1 Cost................................................................................................. 420
5.2.2 Input analysis.................................................................................. 420
5.2.3 Change or outcome......................................................................... 420
5.2.4 Impact............................................................................................. 421
5.3 Measuring return on stakeholder expectations.............................................. 421
5.4 Levels of value-added evaluation................................................................... 422
6. EVALUATION MODELS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
6.1 Kirkpatrick’s taxonomy of training evaluation criteria................................... 422
6.1.1 Level 1: Reaction............................................................................. 423
6.1.2 Level 2: Learning............................................................................. 425
6.1.3 Level 3: Behaviour........................................................................... 425
6.1.4 Level 4: Results................................................................................ 426
6.2 Phillips’ return on investment model............................................................ 426
6.3 Nadler’s model of evaluation........................................................................ 427
6.4 Guba and Lincoln’s fourth generation evaluation......................................... 427
6.5 Predictive evaluation.................................................................................... 428
7. THE TRAINING EVALUATION PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
7.1 Step 1: Identifying stakeholders.................................................................... 430
7.2 Step 2: Collecting background information.................................................. 430
7.3 Step 3: Formulating research questions......................................................... 430
7.4 Step 4: Identifying the evaluation dimensions and criteria............................ 431
7.5 Step 5: Selecting and applying data collection tools...................................... 431
7.5.1 Questionnaires................................................................................. 431
7.5.2 Interviews........................................................................................ 432
7.5.3 Observations.................................................................................... 433

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7.5.4 Organisational records..................................................................... 433

7.5.5 Assessment instruments................................................................... 434
7.6 Step 6: Drawing up an evaluation plan......................................................... 434
7.7 Step 7: Analysing and interpreting the data.................................................. 436
7.8 Step 8: Making recommendations................................................................ 436
7.9 Step 9: Communicating the evaluation results.............................................. 436
8. FACTORS THAT DISCOURAGE EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444

PART 3: SUSTAINING LEARNING AND DEVELOPMENT CAPABILITY

CHAPTER 9
MANAGING LEARNING AND DEVELOPMENT IN THE WORKPLACE. . . . . . . . . . . . . . . . . . . . . . . . . 446
Melinde Coetzee and Jo-Anne Botha
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
2. HUMAN RESOURCE MANAGEMENT AND HUMAN RESOURCE DEVELOPMENT . . . . . . . . . 447
2.1 Purpose and activities of HRD..................................................................... 449
2.2 HRD strategy............................................................................................... 451
3. L&D MANAGEMENT IN THE 21ST-CENTURY WORKPLACE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
4. THE NEW LEARNING ORGANISATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
4.1 Knowledge management.............................................................................. 458
4.2 Improving organisational flexibility and capability....................................... 459
5. THE L&D VALUE PROPOSITION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
5.1. Value is defined by the stakeholders.............................................................. 463
5.2 Create sustainable competitive advantage..................................................... 464
5.3 Alignment with stakeholder requirements.................................................... 464
5.4 Continued professional development........................................................... 465
5.5 Value the link between investors and stakeholders........................................ 465
6. THE L&D MANAGEMENT PROCESS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466
6.1 Developing a holistic HRD strategy............................................................. 466
6.2 Considering external and internal forces....................................................... 467
6.3 Defining the L&D value proposition........................................................... 467
6.4 Conducting an L&D strategic skills gap analysis.......................................... 467
6.5 Conducting an organisational L&D needs analysis...................................... 467
6.6 Compiling the L&D plan............................................................................ 468
6.7 Specifying the execution strategy.................................................................. 468
6.8 Implementing the L&D plan....................................................................... 468
6.9 Evaluating the effectiveness of the L&D plan............................................... 469
6.10 Evaluating value added by L&D interventions............................................. 469
7. THE HRD MANAGEMENT FUNCTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
7.1 Defining the L&D value proposition........................................................... 471
7.2 Strategising.................................................................................................. 471
7.3 Organising................................................................................................... 472

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7.4 Leading........................................................................................................ 473

7.5 Assuring quality........................................................................................... 473
7.6 Evaluating.................................................................................................... 473
Principle 1: Vision and mission.................................................................... 476
Principle 2: Business objectives..................................................................... 476
Principle 3: Standards of engagement........................................................... 477
Principle 4: Intervention and execution strategy........................................... 477
Principle 5: Organisational alignment.......................................................... 477
Principle 6: Measurement and accountability............................................... 477
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479

CHAPTER 10
PROFESSION AND PRACTICE OF LEARNING AND DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . 480
Melinde Coetzee
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480
2. ROLES OF THE L&D PROFESSIONAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
3. CHARACTERISTICS OF THE L&D PROFESSIONAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485
3.1 Results driven............................................................................................... 486
3.2 Investigative................................................................................................. 486
3.3 Able to set and comply with quality standards.............................................. 486
3.4 Co-operative and collaborative..................................................................... 486
3.5 Willing and able to add value for stakeholders.............................................. 486
3.6 Flexible while maintaining important principles........................................... 487
3.7 Responsible for continuous professional development.................................. 487
3.8 Ethical and responsible................................................................................. 487
4. A COMPETENCY PROFILE OF EFFECTIVE L&D PROFESSIONALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489
5. EDUCATION AND TRAINING OF L&D PROFESSIONALS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
6.  CONTINUOUS PROFESSIONAL AND PERSONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
7. ETHICAL ISSUES IN L&D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503
8. CHALLENGES FOR THE L&D PROFESSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
Review and discussion questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513

CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514

APPENDIX A: NQF level descriptors and QCTO LARF guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515

Glossary of terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 530

References................................................................................................................................. 545

Index........................................................................................................................................... 558

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 LIST OF FIGURES AND TABLES
Figures
Figure 1.1 How the NQF is linked to the GFETQF, HEQF and OQF
Figure 1.2 The NQF Act and its three qualifications sub-frameworks
Figure 1.3 The role of quality councils in the South African education and training systems
Figure 1.4 SETA levy grant distribution
Figure 1.5 Roles of the skills development committee
Figure 1.6 A demand-driven occupational learning system in South Africa
Figure 1.7 Scope of qualification
Figure 1.8 QCTO model for quality management
Figure 1.9  Occupational curriculum development process managed by development
quality partner
Figure 1.10 Quality assurance partners in the new OLS
Figure 2.1 Components of employee performance
Figure 2.2 Kolb’s experiential learning cycle
Figure 3.1 The classical systematic dynamic learning cycle
Figure 3.2 Proactive and reactive needs analysis
Figure 3.3 The skills planning process
Figure 3.4 The skills planning support structure
Figure 4.1 The learning cycle
Figure 4.2 Steps in designing outcomes-based/workplace learning programmes
Figure 4.3 Aspects to consider when determining the learning programme objective
Figure 4.4 Cognitive domain (based on Bloom’s revised taxonomy of learning)
Figure 4.5 Links between the NQF level descriptors and Bloom’s revised taxonomy
(cognitive domain)
Figure 4.6 The affective domain
Figure 4.7 The psychomotor domain
Figure 4.8 An example of a course mind map
Figure 4.9 Planning the learning delivery and assessment strategy: example
Figure 4.10 Contents of the facilitator/trainer guide
Figure 5.1 The various design models of e-learning
Figure 5.2 The various scholarly generations of e-learning
Figure 5.3 Elements of the e-learning design process
Figure 5.4 The phases of e-learning adoption in an organisation
Figure 6.1 The learning cycle
Figure 6.2 Experiential learning cycle (based on Kolb, 1985)
Figure 6.3 The layout of training venues
Figure 6.4 Principles of modelling
Figure 7.1 The learning cycle
Figure 7.2 Steps and processes involved in the formative assessment of a task
Figure 7.3 Teaching, learning and assessing in an integrated manner
Figure 7.4 The RPL process

2600_Practising_Learning_and_Development_3e.indb 14 2018/11/30 1:58 PM

 List of figures and tables

Figure 7.5 The RPL assessment process

Figure 8.1 The learning cycle
Figure 8.2 Integrated L&D evaluation
Figure 8.3 The L&D value chain
Figure 8.4 The evaluation process
Figure 9.1 Overview of HRD activities
Figure 9.2 Link between the HRD strategy and the business strategy
Figure 9.3 The strategic L&D management process

Tables
Table 1.1 Overview of national legislation governing human capital skills development
in post-apartheid South Africa
Table 1.2 Statutory structures and supporting bodies created by the skills development
legislation
Table 1.3 The current SETA landscape
Table 1.4 The 10-level NQF structure
Table 1.5 Principles of the NQF
Table 1.6 Summary of key policy areas outlined in the White Paper on Post-school
Education and Training (WP PSET)
Table 1.7 The strategic intentions of the NSDS III
Table 1.8 NSDS III goals, outcomes and outputs
Table 1.9 Guideline criteria for ASDSA designations
Table 1.10 Examples of building up CPD points for SDFs registered as members of ASDSA
Table 1.11 Elements of a unit standard
Table 1.12 Elements of applied competence
Table 1.13 The OFO structure groupings
Table 1.14 Distinction between a learnership, an apprenticeship and a skills learning
programme
Table 1.15 Elements of the workplace L&D quality management system
Table 1.16 Checklist for setting up the L&D quality assurance system
Table 1.17 L&D intervention quality checklist: learning facilitation, administration and
quality assurance management
Table 2.1 Barriers to learning
Table 2.2 Kolb and Fry’s four learning styles
Table 2.3 Gregorc’s learning styles
Table 2.4 McCarthy’s 4MAT model
Table 2.5 Gardner’s eight intelligences
Table 2.6 Stimulation of intelligences
Table 3.1 The purposes of the L&D needs analysis
Table 3.2 Root causes of performance problems and suggested methods to address them
Table 3.3 Focus areas of L&D needs analysis
Table 3.4 Understanding scarce and critical skills

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 Practising Learning and Development in South African Organisations

Table 3.5 Examples of scarce and critical skills and occupations in high demand in the
ETDP SETA
Table 3.6 Planning a skills audit
Table 3.7 Example of typical information required in a workplace skills plan and annual
training report
Table 3.8 Example of a skills matrix
Table 3.9 Timeline for the annual L&D needs analysis and the skills development
planning process
Table 3.10 Role-players involved in the annual skills planning process
Table 3.11 Occupational tasks of skills development facilitators, L&D professionals and
trainers
Table 4.1  The LARF tool for aligning work-based learning programmes to the
appropriate NQF level
Table 4.2 An example of a knowledge, skills and work experience analysis: HR managers
(OFO version 6)
Table 4.3 Quality checklist for analysing learners’ profile
Table 4.4 Example of a learning programme objective and learning outcomes
Table 4.5 Taxonomy of learning outcomes
Table 4.6 The critical cross-field outcomes
Table 4.7 Categories of content
Table 4.8 The links between the training need, learning outcome and learning content
Table 4.9 Examples of learning resources
Table 4.10 An example of a course outline
Table 4.11 Guidelines on sequencing content
Table 4.12 Examples of learning activities
Table 4.13 Example 1: Develop the learning delivery and assessment strategy: HR
managers (OFO version 6: 1323)
Table 4.14 Example 2: Develop the learning delivery and assessment strategy: HR
managers (OFO version 6: 1323)
Table 4.15 Technology-based training methods
Table 4.16 Aspects to consider when choosing training methods
Table 4.17 Elements of well-designed outcomes-based learning material
Table 4.18 Characteristics of effective learning materials
Table 4.19 Example of a facilitator process guide
Table 4.20 Quality checklist: Skills programme design
Table 5.1 Synchronous and asynchronous e-learning
Table 5.2 Examples of learning management systems (LMS)
Table 5.3 Social collaboration preferences
Table 5.4 Advantages and disadvantages of e-learning
Table 5.5 Steps in designing e-learning programmes
Table 6.1 Advantages and limitations of classroom training
Table 6.2 Guidelines for designing blended learning classes
Table 6.3 On-the-job training methods
Table 6.4 Characteristics of effective learning facilitation

xvi

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 List of figures and tables

Table 6.5 Example of an agenda

Table 6.6 Elements of learning facilitation in the classroom
Table 6.7 Examples of behaviours to facilitate throughout the learning cycle
Table 6.8 Learning environment preferences of various generations
Table 6.9 Guidelines for asking questions
Table 6.10 Example of a feedback contract
Table 6.11 Reading body language
Table 6.12 Dysfunctional and emotionally intelligent L&D professional responses to
classroom behaviour
Table 6.13 Techniques for handling problem behaviours in the classroom
Table 6.14 Characteristics of emotionally warm and cold behavioural styles
Table 6.15 Quality checklist for the training environment
Table 6.16 Barriers to the transfer of learning
Table 6.17 Responsibilities in managing classroom training
Table 7.1 Role-players in assessment
Table 7.2 Formative and summative assessment
Table 7.3 Assessment methods and instruments
Table 7.4 Uses of assessment methods
Table 7.5 Uses of assessment instruments
Table 7.6 Assessment plan
Table 7.7 Example of an assessment strategy
Table 7.8 Example of candidate declaration of authenticity
Table 7.9 Example of a witness declaration of authenticity
Table 7.10 Principles of assessment
Table 7.11 Types of evidence
Table 7.12 Example of a summative assessment form
Table 7.13 The VACS analysis of evidence
Table 7.14 Example of candidate evaluation of the assessment process
Table 7.15 Example of a moderation report
Table 8.1 Timing of evaluation and its related purpose
Table 8.2 Example of formative classroom training evaluation
Table 8.3 Example of summative evaluation
Table 8.4 SAQA quality requirements for L&D providers
Table 8.5 Steps to establish an L&D quality assurance system
Table 8.6 Steps in conducting a compliance evaluation
Table 8.7 Tangible organisational results
Table 8.8 Intangible organisational results
Table 8.9 Example of a training cost spreadsheet
Table 8.10 Advantages and disadvantages of interviews as an evaluation technique
Table 8.11 Steps to follow in an interview process
Table 8.12 Example of an evaluation plan
Table 8.13 Quality checklist for an evaluation report
Table 9.1 Challenges of HRM in the 21st century and competencies required to deal
successfully with the challenges

xvii

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 Practising Learning and Development in South African Organisations

Table 9.2 Organisation capabilities and HRD roles

Table 9.3 Implications of the L&D value proposition
Table 9.4 Criteria of an effective HRD function
Table 9.5 L&D resource questions
Table 9.6 Key functions of strategic L&D management
Table 10.1 Roles of the L&D professional
Table 10.2 Core values and principles of an L&D professional
Table 10.3 Core and advanced skills for L&D professionals
Table 10.4 SABPP professional levels of registration
Table 10.5 Checklist for being a proactive and ethical L&D professional
Table 10.6 Guidelines for dealing with ethical dilemmas in L&D
Table 10.7 Ethical standards in L&D

xviii

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 ABOUT THE AUTHORS
Melinde Coetzee (Editor)
Contact details:
Cell: 083 500 8621 Tel: 012 429 8204
Email: [email protected]
Melinde Coetzee (DLitt et Phil) is a professor in the Department of Industrial and
Organisational Psychology at the University of South Africa, Pretoria. She has extensive
experience in the corporate environment on psychological interventions pertaining to
organisational development, human capacity and career development and talent retention.
Professor Coetzee’s research interests include issues of employability, skills development and
career and retention psychology in multicultural work contexts. She is Chief Editor of the
South African Journal of Industrial Psychology and also the author, co-author and editor of a
number of academic books. She has published in numerous accredited academic journals,
co-authored and contributed chapters to books, both nationally and internationally,
and has presented numerous academic papers and posters at national and international
conferences. Professor Coetzee is a professionally registered Industrial Psychologist with
the Health Professions Council of South Africa (HPCSA) and a Master Human Resource
Practitioner with the South African Board for People Practice (SABPP).

Jo-Anne Botha
Contact details:
Cell: 074 215 9868 Tel: (012) 429 4318
Email: [email protected]
Jo-Anne Botha (D.Com) is a lecturer in the Department of Human Resource Management
at the University of South Africa, Pretoria. She has 25 years’ experience in the learning
and development field, designing, developing and implementing learning programmes
on various topics in the business world, such as training supervisors, middle and senior
managers, team building, communication skills, time management and strategic planning.
Jo-Anne has been teaching at Unisa in the HRD field since 2006. She is co-author of various
study guides relating to human resource management, human resource development
and industrial and organisational psychology. She has contributed to chapters in various
prescribed books.

Jerome Kiley
Contact details:
Cell: 082 464 5521 Tel: (021) 959 6350
Email: [email protected]
Jerome Kiley (MA, BA Hons HRD) is registered as a Master Personnel Practitioner
(Human Resource Development) with the South African Board for Personnel Practice. He
is currently a lecturer in the Department of Human Resource Development at the Cape
Peninsula University of Technology. Jerome also runs the first-year Industrial Psychology

xix

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