For ages, face-to-face delivery was the only preferred mode to deliver training, and for obvious good reasons. But intuitive learners and even facilitators could always find a way to circumvent the noble ideals of providers.
Since the dawn of the electronic era providers and educators endeavoured to find new ways of delivery to counter all the negatives associated with face-to-face learning
E-learning came to the forth and soared, but after a while, it also gained a negative reputation. Providers and educators identified one major missing link namely that e-learners became bored, felt lonely, experienced minimal engagement and a lack of motivation.
Then came the era of gamification and storyfication.
At Moetapele Academy (private FET with full SETA accreditation), we embraced this new development and applied it to create a unique training intervention. We converted a registered learnership to a full-fledged e-programme and with pride can say that we are the first to obtain full support from our hosting SETA to implement a learnership in e-format.
- Our Approach
The programme design carefully considered and included the following principles to enhance learning:
2.1 Educational Principles: ample use of repetition and at times to engage the learner to be a teacher
2.2 Adult Learning Principles: applying principles like self-direction, connection to past experiences, relevancy-orientation, etc.
2.3 Different Learning Styles: accommodate visual, auditory and kinesthetic learners.
2.4 Learner Barriers: Makes provision for lack of time, confidence and information
- 5 Principles of Gamification: Includes principles of gamification to create an effective learning system that enables learners to rehearse real-life scenarios and challenges in a safe environment.
- 6 Principles of Storyfication: Creates scenarios through a storyline where the learner becomes the main player in real life situations in a workplace that contribute to making learning fun
This learning programme lays the foundation for the development of management skills across various sectors and industries.
It specifically develops management competencies required by learners in any occupation, particularly those who are currently operating as operational managers.
The learning programme introduces key terms, rules, concepts, principles and practices of management that will enable learners to be informed managers in any occupation, and enable managers to better manage systems, processes, resources, self, teams and individuals in various occupations.
It has also been developed to enable managers or prospective managers to access higher education and provide flexible access to life-long learning.
The learning programme covers four domains:
- people management and
- management practices.
3.1 Specific Content
The topics covered are related to the unit standards from the Generic Management National qualification NQF 4, and the International qualification of the Institute of Leadership and Management (ILM
List of topics covered:
· Communication in Workplace
· Interviewing Skills
· Problem-solving & Decision making
· Presentation Skills
· Preparation of Business Reports
· Conduct Meetings
· Basic Finance Skills
· Time Management
· Set performance objectives
· Meeting Customer Needs
· Using information to solve problems
· Basic Financial Management
· Select team members
· Establish working teams
· Set clear working objectives
· Identify roles and responsibilities of team
· Orientate team members
· Managing workplace projects
· Brief teams
· Public Speaking
· Monitor performance of team members
· Coaching team member in the workplace
· Training in the workplace
· Planning and allocating work
· Stress management in the workplace
· Discipline in the workplace
· Leading your team
· Inducting team members
· Motivate and build teams
· Plan a budget
· Identify costing structures
· Communication and Negotiation Skills
· Manage work teams
· Conflict Management
· Health and Safety in Workplace
· Planning and allocating work
Though the content was developed with a primary focus to enhance skills of leaders in junior or mid management positions, it is clear from the list above that many generic workplace skills are transferred as well. This program is therefore also excellently positioned to transfer and enhance workplace skills to new entrants (“unemployeds”), irrespective of their levels of specialized skills, and thereby ensuring a more successful integration into the workplace.
3.2 Formal recognition
After successful completion of the programme, learners will receive
- a) A SAQA recognised FET Certificate Level 4: Generic Management
- b) International Diploma in Leadership Management issued by UK-based Institute for Leadership Management, an affiliate of City and Guilds (only if selected specifically at additional cost).
This virtual programme is self-driven, the learner manages his or her learning. The programme considers normal learning and development process and is illustrated in the figure below:
4.2 Regular Reviews
The programme regularly initiates reviews (after first month and thereafter quarterly), done electronically and directly (by mentor assigned in the workplace as required by the SETA, as well as mentor at the Academy), to establish and monitor programme functionality, learner progress and employer return on expectation.
4.3 Notional Hours of the Virtual Programme
The programme considered the guided learning hours and notional hours as prescribed in the qualifications.
4.4 Portfolio of Evidence
The programme allows that all journal activities done by the learner are automatically captured in a Portfolio of Evidence which will be formally assessed (formative and summative) by registered assessors.
To ensure learner verification, the programme uses a feature to capture at random photo snapshots of the learner behind the computer, and regularly upload these photos to form part of the PoE.
The Academy hosts a comprehensive Learner Management System to initiate, capture and monitor the registration, progress, remedial interventions, coaching reviews, comprehensive reports and final results as required for the qualification and prescribed by the Quality Assurance Body.
5.1 The learner needs to comply with entry requirements: Matric certification plus
5.1.1 NQF 3 English proficiency
5.1.2 NQF 3 Numeracy skill
5.1.3 NQF 3 computer skills
5.1.4 or at the least, a certified Grade 11 result declaration.
5.2 System requirements. The learner will need
5.2.1 Computer equipped with a camera (internal /external)
5.2.2 Occasional internet access. Please note, this is not an online intervention.
- BBB EE related considerations and other benefits to the employer
Learnership implementation is pivotal to make an impact on the BEE Scorecard. However, employers are not keen to do it due to difficult considerations like time-off for learners to attend training sessions and thereby effecting loss of production, tight schedules set by providers that make it extremely difficult for employer and learner to stay in their programs, etc.
6.1 Tax incentives
In an effort to mitigate this reluctance, government allows employers to claim substantial tax incentives for each learnership implemented in the workplace, to an extent that the tax discount can almost off-sets the initial cost of the learnership.
6.2 Salaries of learners
The BEE Code on Skills Development allows employers to add on top of the initial cost of the learnership, as additional skills expenditure, the full salary of each employee learner for at least 12 months. This means employers can gain extra points on the scorecard at no extra cost.
6.3 Ultimate benefits of this e-mode learnership
This virtual e-programme was develop with the specific objective to address and resolve the reluctance as discussed above, and to facilitate the following benefits:
6.3.1 As being a registered learnership, the employer is entitled to benefits 6.1 and 6.2
6.3.2 No more hard considerations like time-off or lost production.
6.3.3 The learner learns at own time, pace and space.
6.3.4 The employer can register any number of learners, any time from any location.
6.3.5 Gone are the inconveniences of classroom training like disruptions, absence or no-care.
6.3.6 Learners are compelled to engage, participate and perform.
6.3.7 Real education unfolds. The learner cannot escape at all – have to do all activities, complete all assignments, and pass all assessments.
6.3.7 The programme generates comprehensive reports to monitor the learner in all respects.
We have ventured into the future of training … and made it present