skills

Seta Mandatory & Discretionary grant regulations declared invalid 21st Aug. 2015

On 3 December 2012, the SETA Grant Regulations were gazetted (Government Gazette no. 35940). These come into effect on 1 April 2013. There were many major substantial changes in the new regulations and these may have serious implications for skills development in our country.

Some of the main changes were:

  1. That the mandatory grant to employers is reduced from 50% to 20%.
  2. Any unclaimed mandatory grants must be transferred by the 15 August each financial year into the discretionary fund.
  3. Discretionary grants will mainly be paid for programmes offered by public FET colleges and universities.

As a result‚ these funds could be spent on national skills initiatives that were not related to workplace training.

Labour Court has set aside certain aspects of the 2012 Seta Grant Regulations‚ declaring them invalid!

The Labour Court’s judgment on Friday 21st of August 2015 declared both regulations to be invalid‚ and it set them aside with effect from March 31 2016.

The court found that Mr Nzimande had failed to consult the National Skills Authority as required by law.

The court also ruled that the minister had acted irrationally by reducing the mandatory grant to employers as set out in the Skills Development Act. The minister had exceeded his powers by prescribing that surplus Seta funds be moved to the National Skills Fund.

The minister was ordered to pay all costs of the application, and Seta’s now have a period of about six months to prepare for the return to the previous skills-funding regime effective in March 2016.

Busa said on Monday it viewed the judgment as a significant decision that reinforced the rule of law and that reasserted the importance of workplace skills training programmes in SA.

Management skills that will get you hired

Management skills are a clear focus of any MBA programme. Acquiring the skillset needed to further your professional development and join the ranks of C-level executives is, in many ways, what postgraduate business education is all about. So, it’s about time to clarify exactly what the most-desired management skills among employers are, as well as to look at what these employers mean when they assert the importance of such skills in their organisation.
In this article we take a look at the hard skills needed. Keep a lookout for the next article that will feature all the soft skills.

Technical skills, also known as ‘hard skills’ refer to your abilities and expertise in particular areas, based on knowledge acquired through academia and professional experience.

What has changed is that the hard skills listed below are starting to seem like a minimum requirement. In a Harvard Business Review blog, HBS professor Boris Groysberg detailed his findings from a survey of global executive search firm consultants, writing that, “Many consultants said that technical skills – once the prime goal of executive searches – are still important but have become merely a baseline requirement.”

As these management skills are quantifiable by nature, they are also easier to define, but there’s no harm in ensuring that you have taken them all into account.

Academic Achievement: Your track record in formal education. This is a measure of your success in attaining good grades both in your MBA or related degree and prior to this during an undergraduate degree or other professional qualification.

Corporate Social Responsibility (CSR): At heart, CSR represents a business’ internal attempts to monitor its practices and ensure that they comply with ethical standards, international convention as well as the spirit of the law. Companies also utilise CSR for the ‘giving something back’ part of their feeling of responsibility towards society through implementing practices and initiatives designed to yield a positive social or environmental impact. The inclusion of CSR in MBA programmes has been rapidly evolving in recent years due to the economic difficulties caused by the global recession the end of the last decade, which has led many to demand greater levels of accountability among large companies. In fact, integrity or having an ethical reputation, which for its basis on personality belongs to the soft skills, is becoming a valuable asset in itself to be increasingly sought by employers.

E-Business: Coined by IBM in 1996, this term denotes knowledge of business practices through electronic methods. It is far wider in its scope than the term ‘e-commerce’ with which it is often confused. Instead, ‘e-commerce’ refers specifically to the buying and selling of goods via computer networks, such as the internet.

Entrepreneurship: In its inclusion among hard skills, this is a person’s ability to spot a business opportunity and be able to make it a reality. As well as sourcing resources and financial backing, new ventures also need people to make the call on whether an idea is worth pursuing and to shoulder responsibility for any eventual outcome. An entrepreneur that performs this type of role within a large organisation is known as an intrapreneur.

Finance Skills: These are an embedded feature in all postgraduate business programmes and should require no explanation. It’s essential for effective managers to have a good head for figures regardless of whether or not they ever intend to enter the finance industry. Financial aspects underpin businesses in any industry.

International Awareness: That employers now increasingly want their staff to have a global outlook in business is one the biggest company trends since the turn of the century. Given the importance of global markets, organisations know all-too-well how an understanding of those markets, as well as the cultural practices pertaining to each, is closely tied to a company’s success overseas. Someone already boasting substantial international awareness and work experience will therefore be attractive to a lot of major recruiters.

IT/Computer Skills: There was once a time when senior managers could leave much of the details involved in working with computer systems and data to others, and instead concentrate on a supervisory role. However, the growth of technology has been so rapid and wide in its influence that this is no longer the case. Any manager working with technology will be constrained in their role if they do not fully understand the systems or products at a company’s disposal, making IT skills essential.

Marketing: Understanding the key concepts of marketing is integral to running a successful business – ensuring it stays ahead of the competition and seizes upon opportunities for expansion. Branding, understanding consumer behavior and retaining client loyalty all fall under the remit of marketing skills.

Multi-lingual: Similar to international awareness – if you can speak another language then this will undoubtedly help you in forming a global business outlook and in your appeal to employers – especially if you happen to speak a language of particular use to the company in question!

Relevant Experience: Related past or present employment to the industry or area in which you wish to apply is also a big consideration for employers, and where you can prove your wide selection of management skills as an MBA graduate.

Risk Management: Every element of risk represents a potential loss to a company. Hard skills in identifying, analyzing and prioritizing risk are therefore important to any C-level executive, but of particular relevance in industries where uncertainties play a central role. These could be uncertainties in financial markets, threats from competitors or legal liabilities to name but a few. In short, senior managers will often have to make difficult decisions and the understanding and preparation for elements of risk are vital to do this effectively.

The management skills employers seek

The importance of key management skills to international MBA recruiters, along with their satisfaction with the standard of these skills displayed by new hires, has been a regular feature of the annual QS Jobs & Salary Trends Reports. In its latest edition, over 4,300 MBA employers gave their opinions in 15 sub strains of management skills, divided into the categories of soft skills and hard skills. In this article we tackle the top four soft skills employers want.
Soft skills defined: from people skills to leadership traits

It’s OK if you haven’t heard the term ‘soft skills’ before – it’s highly likely you’ll already be familiar with many of the management skills this term seeks to bracket together . The term brings together qualities that emanate from a person’s personality and their interaction with people around them, rather than those which reflect specific knowledge on a given topic. These are management skills, combining a person’s leadership traits and people skills, which work to complement more definable hard skills.

Interpersonal Skills: These are a measure of your people skills with specific regard to your ability to work well with others. C-level executives can no longer hide behind the sanctuary of a closed-door-policy and be considered an effective manager. Working collegially, building and developing a team, along with making sure that everyone in the team is happy in their endeavours on behalf of the company and feels appreciated, are all aspects of necessary interpersonal skills. These are the people skills employers now demand from their senior management. In some instances, use of the terms ‘interpersonal skills’ and ‘people skills’ are broadened to encompass all soft skills, as they all involve human interaction, but here the management skills listed below are described as separate entities so that the distinct features contained within soft skills can be better described.

Leadership Skills: This was the first year since 1990 in which employers included in QS’ annual survey were satisfied with the leadership traits displayed by MBA graduates, and is a reward for the efforts of leading business schools in striving to accommodate increasing expectations in this area. Organisations need leaders to provide guidance and direction, to implement plans as well as to motivate staff. Leadership skills fall under the domain of soft skills because leadership traits differ widely between individuals, being based on a person’s philosophy, personality, and experience both in and outside of professional life. However, generally speaking, a few common leadership styles can be found, including ‘inspirational’, ‘ethical’ and ‘action’ leaders. Employers will often cite leadership traits and styles they are most in need of. For example, a company going through a period of transition may have a ‘visionary’ leader high on its agenda. Indeed, being able to drive forward the change needed to transform or develop an organisation has begun to emerge into the separate category of ‘change-management’ skills.

Strategic Thinking: This is the ability to think along a clear path of action, and to be able to apply this path, or strategy, at every stage in your work and decision-making. At C-level, strategic thinking often entails setting a company’s direction and making sure it doesn’t get knocked off the intended course. Its place on the soft skills agenda for business schools has been secure since the turn of the century as programmes seek to help students progress from just functional expertise and on to ‘seeing the bigger picture’ and getting a sense of where the future of an organisation as a whole lies.

Communications Skills: This soft skill relates to interpersonal skills in your ability to communicate with others and to get on well with your team in the interests of working towards common goals. Miscommunication within a company is much more widespread than it should be, and can lead to wasted resources if people are not all on the same page. However, communication skills also extend to your presentation ability, both on paper and through speech. Much of the art of persuasion rests in the way you come across when presenting to stakeholders and the importance of the manner in which you represent your company will only increase along with the scrutiny to which your businesses is subjected to as you grow, by the media and general public for example.

Public Speaking Skills

Every public speaker should be able to:

Research a topic – Good speakers stick to what they know. Great speakers research what they need to convey their message.
Focus – Help your audience grasp your message by focusing on your message. Stories, humour, or other “sidebars” should connect to the core idea. Anything that doesn’t needs to be edited out.
Organize ideas logically – A well-organized presentation can be absorbed with minimal mental strain. Bridging is key.
Employ quotations, facts, and statistics – Don’t include these for the sake of including them, but do use them appropriately to complement your ideas.
Master metaphors – Metaphors enhance the understandability of the message in a way that direct language often can not.
Tell a story – Everyone loves a story. Points wrapped up in a story are more memorable, too!
Start strong and close stronger – The body of your presentation should be strong too, but your audience will remember your first and last words (if, indeed, they remember anything at all).
Incorporate humour – Knowing when to use humour is essential. So is developing the comedic timing to deliver it with greatest effect.
Vary vocal pace, tone, and volume – A monotone voice is like fingernails on the chalkboard.
Punctuate words with gestures – Gestures should complement your words in harmony. Tell them how big the fish was, and show them with your arms.
Utilize 3-dimensional space – Chaining yourself to the lectern limits the energy and passion you can exhibit. Lose the notes, and lose the chain.
Complement words with visual aids – Visual aids should aid the message; they should not be the message. Read slide:ology or the Presentation Zen book and adopt the techniques.
Analyze your audience – Deliver the message they want (or need) to hear.
Connect with the audience – Eye contact is only the first step. Aim to have the audience conclude “This speaker is just like me!” The sooner, the better.
Interact with the audience – Ask questions (and care about the answers). Solicit volunteers. Make your presentation a dialogue.
Conduct a Q&A session – Not every speaking opportunity affords a Q&A session, but understand how to lead one productively. Use the Q&A to solidify the impression that you are an expert, not (just) a speaker.
Lead a discussion – Again, not every speaking opportunity affords time for a discussion, but know how to engage the audience productively.
Obey time constraints – Maybe you have 2 minutes. Maybe you have 45. Either way, customize your presentation to fit the time allowed, and respect your audience by not going over time.
Craft an introduction – Set the context and make sure the audience is ready to go, whether the introduction is for you or for someone else.
Exhibit confidence and poise – These qualities are sometimes difficult for a speaker to attain, but easy for an audience to sense.
Handle unexpected issues smoothly – Maybe the lights will go out. Maybe the projector is dead. Have a plan to handle every situation.
Be coherent when speaking off the cuff – Impromptu speaking (before, after, or during a presentation) leaves a lasting impression too. Doing it well tells the audience that you are personable, and that you are an expert who knows their stuff beyond the slides and prepared speech.
Seek and utilize feedback – Understand that no presentation or presenter (yes, even you!) is perfect. Aim for continuous improvement, and understand that the best way to improve is to solicit candid feedback from as many people as you can.
Listen critically and analyze other speakers – Study the strengths and weakness of other speakers.
Act and speak ethically – Since public speaking fears are so common, realize the tremendous power of influence that you hold. Use this power responsibly.

BBBEE Points – Skills Development Pillar

Learnership Tracking

www.learnershiptracking.co.za

BBBEE Points – Skills Development Pillar

Under the DTI’s Generic Scorecard, for companies with turnover greater than R35 million, 15 BEE points are allocated to skills development with two measurements:

1. Spend on skills development
• Target 3% of payroll spent on the training of black
people with an emphasis on black women
(adjusted recognition for gender applies) 6 points
• Target 0.3% of payroll spent on black disabled people 3 points

2. Learnerships
• Target 5% of staff (headcount) should be black people
on learnerships, an emphasis on black women 6 points
Learnerships can amount to 12 BEE points. The advantage with learnerships is that the salaries (stipends) paid to the learners whilst they are engaged on the learnership are also considered skills development spend, together with the cost of the learnership. This makes a sizeable impact on the skills development spend target of 3% of payroll. Adding black disabled learners can attract a further 3 points.

Companies with turnover under R35 million can earn 25 BEE points for skills development. The target spend is 2% of payroll on training black employees.

To qualify, the spending must be done in the financial period that is being measured for BEE points. Learners are regarded as “employees” for the period of the learnership. They sign one-year fixed term contracts that place no further obligations on the funder.

Skills Development Act and Skills Levy Act requirements

The implementation of the Skills Development Act and Skills Levy Act required all employers with an annual payroll of R500 000 or more to pay a skills levy equal to 1% of their annual payroll. In order to qualify for a mandatory grant equal to 50% of the skills levy paid, the employer had to appoint a Skills Development Facilitator, complete an Annual Training Report (ATR) with all training provided to staff during the reporting period and a Workplace Skills Plan – indicating the planned training for the coming reporting period. The WSP and ATR had to be submitted to the relevant Sector Education Fund (SETA) by 30 June every year.

Towards the end of 2011 the SETA’s started introducing a PIVOTAL grant. PIVOTAL grant can be defined as professional, vocational, technical and academic learning programmes that result in qualifications or part qualification on the National Qualifications Framework (NQF). The mandatory grant would be reduced to 40% and the other 10% would be allocated to PIVOTAL grants. The SETA’s however did not finalise or enforce the PIVOTAL grant during the 2011 and 2012 submission periods.

In December 2012 the Department of Higher Education and Training published the SETA grant regulations regarding monies received by a SETA and related matters.

The intent of the regulations is to:

      “Regulate the proportion of funds available for skills development that is spent on administration.

 

      Provide for SETA’s to contribute to the cost of the work of the Quality Council for Trade and Occupations (QCTO).

 

      Discourage the accumulation of surpluses and the carry-over of unspent funds at the end of the financial year.

 

      Improve the quantity and quality of labour market information received by SETA’s in the form of WSP, ATR and PIVOTAL training reports, to inform planning.

 

      Promote the NQF registered and quality assured PIVOTAL programmes that address priority scarce and critical skills needs identified in sector skills plans.

 

      Create a framework within which expanded use is made of public education and training providers for the provision of skills development programmes. “

 

    (Government Gazette, 3 December 2012)

My Skills Development Services Offered

All Companies/Organizations that have a wage bill (inclusive directors drawings) in excess of R500 000 per annum, must pay 1% of this wage bill as a training Levy (SDL). In order to get some of this money back, they need to have an qualified SDF – Skills Development Facilitator (either internal or external) to advice/assist them with various processes.

Why an Skills Development Facilitator?

  • Have you been getting your grants back from your SETA?
  • Is someone planning , monitoring  and ensuring that your training suits your BBBEE strategy ?
  • Have you got learnerships and other BEE training programmes in place?
 
If the answer no , then the chances are that you need help.
 
  • Your business is paying a monthly 1% skills  levy to the receiver of revenue .
  • This is 1% of your total payroll.
  • A portion thereof , 20% is allocated to the National Skills fund.
  • The balance is paid over to your  SETA – Sector  Education and Training authority.
  • The Seta is entitled to withold a small amount for administration costs.
  • You stand to recover at least 20% for basic compliancy and
  • another 50% by way of pre planned training grants from the SETA.

What is the purpose of a Workplace Skills Plan (WSP)? 

The Workplace Skills Plan serves to structure the type and amount of training for the year ahead, and is based on the skills needs of the organisation. A good WSP should consider current and future needs, taking into account gaps identified through a skills audit, the performance management system, succession planning initiatives, and any new process or technology changes planned for the year.

By when is the levy payable?

The levy must be paid to SARS not later than SEVEN days after the end of the month in respect of which the levy is payable, under cover of a SDL 201 return form.

The functions of a Skills Development Facilitator

  • Assist the employer and employees to develop a Workplace Skills Plan (WSP).
  • Submit the Workplace Skills Plan (WSP) to the relevant Seta.
  • Advise on the implementation of the Workplace Skills Plan.
  • Assist to draft an Annual Training Report (ATR) on the implementation of the Workplace Skills Plan.
  • Advice on the quality assurance requirements set by the Seta.
  • Act as a contact person between you and the Seta.
  • Serve as a resource for all aspects of skills development.

Companies/Organisations can either train their own internal person to become the represented SDF or contact any of our Top Students/Facilitators or Agents.

We at TRAINYOUCAN offer a free service where we create the opportunities for Companies / Organisations to get in contact directly with these qualified staff with no hidden cost. Simply another way that we support our learners and members of the group

 

Written communication skills

Written communication has several advantages. First, it provides a record for referral and follow‐up. Second, written communication is an inexpensive means of providing identical messages to a large number of people.

The major limitation of written communication is that the sender does not know how or if the communication is received unless a reply is required.

Unfortunately, writing skills are often difficult to develop, and many individuals have problems writing simple, clear, and direct documents. And believe it or not, poorly written documents cost money.

How much does bad writing cost a company annually? According to a Canadian consulting and training firm, one employee who writes just one poorly worded memo per week over the course of a year can cost a company $4,258.60.

Managers must be able to write clearly. The ability to prepare letters, memos, sales reports, and other written documents may spell the difference between success and failure. The following are some guidelines for effective written communication:

      -Use the P.O.W.E.R. Plan for preparing each message: plan, organize, write, edit, and revise

 

      -Draft the message with the readers in mind

 

      -Give the message a concise title and use subheadings where appropriate

 

      -Use simple words and short, clear, sentences and paragraphs

 

      -Back up opinions with facts

 

      -Avoid “flowery” language, euphemisms, and trite expressions

 

    -Summarize main points at the end and let the reader know what he must do next

15221 Skills Development Advice

15221 Skills Development Advice

COURSE SUMMARY

  • Short name:    Skills Development Advice
  • Full description:  15221 Provide information and advice regarding skills development and related issues
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits:  4
  • Duration: 1 day
  • Re-Assessment fees: None
  • Hidden fees: None
  • 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.
  • BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

    SUPPORTING STRUCTURES

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

    • Telephone support.
    • Whatsapp –
      • Cell. 0825507946 Tel. 0867227014 English, Tel. 0318115749 English/Zulu.
    • Helpdesk – www.trainyoucansupport.co.za – 7 days a week (integrated email and sms notifications).
    • Members private forum with model answers to all  activities including JOB opportunities.
    • Check-out our reviews: www.trainyoucanreviews.co.za

    BOOKINGS: Book online through our booking site www.coursesdirect.co.za here.

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COURSE DETAIL

  •  This course is based on the Unit Standards 15221  – click here to read more
  • People credited with this unit standard are able to:
    • provide information related to skills development, including relevant legislation, learning and assessment,
    • advise an organisation concerning the alignment of skills development practices to the information provided; and
    • advise on the promotion of skills development.
  • Purpose of the course:
    • This Unit Standard is for people who are involved in some capacity in human resource development. This Unit Standard will be of particular application for those involved in skills development facilitation.
  • 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)
  • Certified copy of ID and a detailed CV for registration purposes. (Indicating previous workplace experience)
  • Large A4 lever arch file.
  • Organisation or Provider policies where available or at least knowledge of the organisations assessment policy if any. These might include: *The assessment Policy of your organisation, The Moderation Policy of your organisation, The RPL Policy of your organisation, The re-assessment policy of your organisation, The appeals policy of your organisation. Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Copy of your organisations Assessment Guides if any implemented.
  • 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.
  • Research the meaning and purpose of RPL.
  • Research the meaning and purpose of OBE Education in South Africa.

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

  • Laptop, I-Apple, I-Pot or I-Orange : Please bring! We will provide FREE WIFI Spot.
  • Internet access to view additional support on our Forum

How do we comply with the Unit Standards and Credits

PROCESS FLOW  for the TRAIN THE TRAINER or FACILITATORS course.

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”.

How to confirm that you are not caught in a SCAM!

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

  • Is the course accredited and with what SETA? (Phone the SETA and ask to speak to the ETQA Manager or check their website for detail.
  • 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?
  • Can you provide a list of references or reviews of learners who completed these courses before?
  • Is this course even the correct course for what I’m trying to do?