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HOW TO USE THE INDIVIDUAL DEVELOPMENT PLANS

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To comply with the Skills Development Act. To ensure that training meets ... Co-ordinate with others. Responsibility for quantity and quality of output ... – PowerPoint PPT presentation

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Title: HOW TO USE THE INDIVIDUAL DEVELOPMENT PLANS


1
HOW TO USE THE INDIVIDUAL DEVELOPMENT PLANS
2
WHY DO WE NEED IDPs
  • To comply with the Skills Development Act
  • To ensure that training meets individual and
    organisational skills needs
  • To redress previous educational disadvantage
  • To provide a record of employees training needs

3
WHAT WILL THE IDPs BE USED FOR?
  • To conduct an organisational skills audit
  • To ensure that all employees have the necessary
    skills and knowledge to perform their jobs to the
    required safety, quality and performance
    standards
  • To develop employees and assist them to advance
    in their careers.

4
WHY SHOULD EMPLOYEES CONTINUE TO LEARN?
  • Seek and find fulfilment in life.
  • Contribute to the stability and growth of society
    and the well being of all members of a community.
  • Progress in the field of education.
  • Respond effectively to future situations and
    expectations.
  • Meet his/her own economic needs and to contribute
    to the economic survival and growth of a
    community throughout her/his working life.
  • Gain employment in specific sectors of
    employment.
  • Gain employment in specific jobs/occupations.
  • To be recognized as competent in an occupation or
    job.
  • Improve performance in specific work roles or
    tasks.
  • Learn new skills and knowledge applicable to
    specific work roles or tasks.

5
DEFINITIONS
  • A qualification is a planned combination of
    learning outcomes with a defined purpose or
    purposes, intended to provide qualifying learners
    with applied competence and a basis for further
    learning
  • A unit standard is a statement of competence in a
    specific task. There are 3 types of unit
    standard
  • Fundamental learning that learning that forms
    the grounding or basis needed to undertake the
    education, training or further learning required
    in the obtaining of the qualification
  • Core learning that compulsory learning required
    in situations contextually relevant to the
    particular qualification
  • Elective learning a selection of additional
    credits at the level of the National
    Qualifications Framework specified, from which a
    choice may be made to ensure that the purpose of
    the qualification is achieved
  • A skills programme is a learning intervention
    (including training, assignments, practice, etc)
    that is based on unit standards and by means of
    which an individual can accumulate credits
    towards one or more qualifications

6
WHY A NATIONAL QUALIFICATIONS FRAMEWORK?
  • Disparities of esteem qualifications
  • Society awards status qualifications and also
    opportunities and privilege
  • Disparities between formal education and
    workplace
  • Disparities between education and training
    institutions
  • All learning pathways are equally valuable

7
VISION OF THE NATIONAL QUALIFICATIONS FRAMEWORK
  • A single, coherent framework
  • Redress for past disadvantage
  • Access to education and training opportunities
  • Articulation Progression routes/career mobility
  • Recognition of prior learning
  • Relevant qualifications (social and economic)
  • Lifelong learning learning pathways

8
THE NATIONAL QUALIFICATIONS FRAMEWORK
9
NQF LEVEL DESCRIPTIONS
10
NQF LEVEL DESCRIPTIONS
11
NQF LEVEL DESCRIPTIONS
12
HOW WILL THE IDPS BE IMPLEMENTED?
  • Each Supervisor should complete the form in
    consultation with each employee who reports to
    him/her and who has been in the employ of the
    Durban Container Terminal for at least 6 months
  • An IDP is not a performance appraisal. The
    objective is to identify training needs, NOT to
    assess performance levels.

13
HOW WILL THE INFORMATION BE USED?
  • To train employees and ensure that all employees
    have the skills and knowledge they need to do
    their jobs and meet job standards
  • To arrange for RPL to ensure that all employees
    are credited for their skills and knowledge and
    that they have certificates of achievement to
    prove their levels of competence
  • To identify employees who are fully competent in
    their jobs and are ready for further development
    in order to advance their careers

14
HOW TO USE THE IDP FORM
  • Go through the lists of unit standards and
    discuss each one with the employee concerned. Try
    to reach agreement on the rating and rate each
    unit standard as follows
  • If you give a rating of 1 The employee is
    probably competent in this unit standard and
    should be assessed to recognise prior learning
    (RPL). If an employee seems to be competent in
    most of the unit standards for a qualification,
    RPL for the qualification is indicated.
  • If you give a rating of 2 The employee is
    probably partially competent in this unit
    standard and some development is indicated before
    assessment (on-the-job coaching)
  • If you give a rating of 3 The employee is not
    competent in this item and training is indicated
    (skills programme)

15
THE NEXT STEP
  • Go through a sample IDP in detail with the
    participants and discuss how they would implement
    it
  • End this workshop by discussing and agreeing on
    Supervisors responsibilities such as
  • Meet with each employee
  • Record identified training needs
  • Obtain signature of the learner and supervisor
  • Agree timeframes with the participants
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