Skills Development Facilitator - CTU Training Solutions

Skills Development Facilitator

Duration: 5 Days Training + 3 x contact sessions of 30 min each / 8 evenings + 3 x contact sessions of 30 min each   |   Location : Online
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Virtual Interactive Lecturer-led Teaching (VILT)

Virtual instruction environments are designed to simulate the traditional classroom or learning experience. Instructor-led training is still the number one delivery method of choice because it allows you to interact and discuss the training material, either individually or in a group setting, and you gain access to expert knowledge from certified instructors. This form of guided learning is impactful and produces positive learning outcomes. Day, evening and Saturday classes are offered.

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15217  Develop an organisational training and development plan 


Conduct an analysis to identify and define the skills requirements of the organisation.


The analysis is based on existing organisational plans, job designs, structures and strategies.

  1. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.
  2. Information is gathered from relevant sources in accordance with the plan.
  3. The range of sources utilised is sufficient to confirm the accuracy and validity of the information.
  4. The described skills requirements cover all key performance areas or jobs needed to achieve the organisational objectives.
  5. The skills requirements are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.


Analyse current skills and develop skills profile of the organisation.


“Current skills” refers to the complement of skills presently held by individuals relevant to the organisation’s needs.

  1. The method and scope of the analysis is planned thoroughly and ensures effective and efficient analysis.
  2. Methods of analysis used are cost effective, appropriate to the context and required data and in accordance with the plan.
  3. Analysis methods and results are recorded clearly and in sufficient detail to facilitate further interpretation and validation of the analysis.
  4. The skills profile is an accurate reflection of the current skills in the organisation.
  5. The current skills are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.


Define training and development needs and establish priorities.


Training and development needs refer to the difference between the current skills and the present and future skill requirements.

  1. The definition of the needs is consistent with the analysis of the current skills and skills requirements.
  2. The needs are defined in outcome terms and in sufficient detail to support further analysis, planning and decision-making.
  3. Established skills priorities are confirmed against organisational strategic objectives and equity plans.
  4. The priorities are reported in terms of race and gender categories in line with organisational and legislative requirements.
  5. Implications for addressing the needs are identified in terms of human, financial, and physical resources.


  1. The plan is developed through and supported by participative structures involving key stakeholders, decision-makers and strategists.
  2. The current capacity and capability of human and physical resources are evaluated in terms of their ability to meet priority training and development needs. Plans allocate human, physical and financial resources effectively.
  3. Plans are sufficient to address the identified training and development needs according to established priorities.
  4. Motivations are provided to demonstrate how learning provision will address the needs appropriately and effectively.
  5. The plan addresses specified categories and is presented in a format as per organisational and/or legislative requirements.
  6. The completed plan accurately reflects the analysis of present and required skills, training and development needs, agreed priorities and the means to address the needs.
  7. The plan is ready for submission within agreed time frames.


15218  Conduct an analysis to determine outcomes of learning for skills development and other purposes


Plan and organise the analysis process.

  1. The scope and purpose of the analysis is defined in line with organisational or sub-field requirements and aligns with intended reasons for formal recognition of outcomes of learning.
  2. The form of the analysis selected is appropriate to the skill areas to be analysed and enables the analyst to identify outcomes appropriate to those areas.
  3. Possible sources of information are identified and selected in terms of their potential to provide details of skills, knowledge and attributes required by people in relation to key roles and/or work processes.
  4. People with an established interest in the results of the analysis are identified and the nature of their contribution is confirmed in accordance with organisational or national policies and procedures. Sufficient notification is provided to ensure participants are aware of times, venues and purpose of any activities related to the analysis process.
  5. All resources needed to ensure an effective process are obtained so as to be ready and available on time.
  6. Insights gained from similar processes are incorporated into the planning and preparation.


Conduct the analysis.

  1. Clear definitions are provided to participants concerning the nature and purpose of any outcomes analysis workshops. The nature and purpose are confirmed with relevant stakeholders where necessary.
  2. Information is collected and recorded using structured data collection methods.
  3. The information is checked and verified for completeness, relevance and validity.
  4. Group processes and dynamics are managed to ensure the achievement of the workshop purposes.
  5. The analysis yields outcomes that are realistic, current and fit for purpose in terms of the needs of the organisation or sub-field concerned.


Develop and verify a matrix of outcomes.

  1. The matrix reflects the outcomes needed within the defined scope and a clear rationale is provided and endorsed in terms of the established needs for recognition.
  2. The matrix is continually updated so as to reflect changes that emerge through the design and implementation process.
  3. The outcomes are written in precise and meaningful language, consistent with normal and/or sub-field usage.
  4. Outcome statements are presented in the format required by approval bodies and are unique to the organisation.
  5. The presentation of the matrix allows for easy access to and interpretation of the information and Outcomes are clearly linked to the various roles or disciplines within the scope of the analysis.
  6. The Outcomes describe results of applying skill and knowledge and avoid describing methods and procedures.
  7. Key stakeholders are consulted, through structured processes, concerning the usefulness, relevance, validity and size of the proposed Outcomes.
  8. Agreed changes are made to reflect the inputs of key stakeholders, if necessary.


15221  Provide information and advice regarding skills development and related issues


Provide information and advice on legislation related to skills development.

  1. Legislation relative to skills development is identified and outlined in terms of purposes and key elements.
  2. Explanations are provided concerning the benefits, challenges and responsibilities of the legislation for organisations, providers and individuals. Common misconceptions and misgivings are identified and clarified.
  3. Descriptions of the mechanisms for the implementation of the legislation are consistent with the Acts.
  4. Structures are described in terms of their composition, function and relationships in line with current published definitions.
  5. The processes and requirements for participation in the structures are described in line with current published definitions.
  6. Information and advice is provided in a way that aligns the objectives of the legislation with the strategic objectives of the organisation. Consideration is taken of the various workplace pressures that may be encountered.


Provide information and advice concerning learning and assessment.

  1. Information and advice is relevant to the established needs of the party concerned.
  2. The information is sufficiently detailed to allow parties to make informed decisions concerning learning pathways and sources and mechanisms for learning and assessment.


Provide advice to an organisation concerning the promotion of skills development.

  1. Barriers to the implementation of skills development plans are identified and advice provided contributes to the removal of such barriers.
  2. Advice contributes to the development of effective advocacy campaigns to sensitise people and organisations to the concept, context, purpose, mechanisms and structures related to skills development.
  3. Advice is given in a manner that is sensitive to various target groups.
  4. Skills development activities are monitored and trends are evaluated resulting in sensible advice concerning the improvement of skills development.
  5. Advice is given in a manner that helps to remove the emotional, educational, cultural and economic factors that constitute barriers to effective skills development.


15227  Conduct skills development administration in an organisation 


Collate and store data related to skills development.

  1. Data is obtained from valid sources.
  2. The data is verified for accuracy.
  3. Data is recorded and captured accurately within pre-determined timeframes according to organisational policies and procedures.
  4. The data is updated accurately.
  5. Problems experienced in the collation and storage of data are resolved directly, or referred to relevant persons with the required competency and/or authority.


Provide information related to skills development.

  1. The purpose, nature and scope of the request to retrieve and present information are accurately established and interpreted correctly.
  2. Requests that fall outside the defined responsibilities or authority of the candidate are referred to the appropriate person.
  3. The information is retrieved and provided in the form and manner appropriate to the needs of the recipient.
  4. The information is presented in a manner that demonstrates respect for the individuals about whom information is given.
  5. The information provided is accurate, current and relevant.
  6. The information is provided in sufficient detail to allow parties to make informed decisions related to the purpose for which the data has been retrieved.
  7. The information is provided in a manner that is consistent with organisational policy and procedures.
  8. Confidentiality is maintained according to organisational policies and procedures.


Contribute to the improvement of systems and procedures related to processing skills.

  1. Problems related to the processing of skills development data are identified and solutions are arrived at for their solution
  2. Recommendations are made to relevant people to improve systems and procedures
  3. Organisational constraints are considered when making the recommendations.


15232  Coordinate planned skills development interventions in an organisation


Identify and prioritise learners’ learning requirements.

  1. Learning requirements are identified and defined in outcome terms at individual and group level.
  2. Justifications for learning programmes are provided in terms of available needs analyses.
  3. Learning outcomes are confirmed with relevant stakeholders.
  4. Priorities are established using agreed criteria and policies.
  5. Decisions are consistent with learner and organisational needs and take into account costs versus benefits.
  6. Prioritisation is matched with available resources, including budget, facilities, personnel and learning opportunities.


Plan and organise learning interventions.

  1. Individuals and organisations are assisted to identify and consider options for implementation of education, training and development plans.
  2. The selection of providers ensures a suitable match between identified needs of the learner/s and the availability, experience, expertise, resources and delivery style of the providers.
  3. Selection of provider/s and learners allows identified learning requirements to be met within available resources and according to established priorities.
  4. Plans consider the culture of the organisation and lessons learnt from other interventions.
  5. Location, facilities and equipment support learning requirements and are ensured to be ready and available.
  6. Interventions are promoted, grouped and scheduled to accommodate stakeholder requirements and learner availability.


Coordinate learning interventions.

  1. Coordination activities are carried out according to the plan.
  2. Communication is maintained between involved parties in such a way as to maximise efficiency.
  3. Implementation difficulties are addressed through appropriate mechanisms.
  4. Records are maintained to reveal the progress of learning interventions.


Review and report on learning interventions.

  1. Reviews provide information on the strengths and weaknesses of the learning interventions.
  2. Recommendations made have the potential to improve the planning and implementation of future learning interventions.
  3. Outcomes are reviewed for conformity with identified needs so as to define and determine successes and discrepancies.
  4. Learning data is recorded in accordance with quality management requirements for format and content.
252041  Promote a learning culture in an organisation 


Investigate and analyse the status of the learning culture within the organisation.

  1. Information is gathered from relevant and representative sources. The range of sources utilised is sufficient to confirm the accuracy and validity of the information across the full spectrum of the organisation.
  2. The analysis defines the extent to which learning is needed within the organisation across levels of work and/or functional work areas.
  3. Quantitative indicators include proportion of active learners to the total personnel, proportion of active learning in relation to identified needs, proportions of active learners across levels of work and/or functional areas.
  4. Qualitative indicators include perceptions of different categories of personnel in terms of the value, relevance and effectiveness of learning in general and the learning opportunities provided.
  5. The analysis identifies possible explanations for the current status of the learning culture, whether positive or negative, in terms of historical trends, current influences and future prospects.
  6. The analysis identifies the potential contribution of learning and development to the attainment of organisational and individual goals.
CTU Training Solutions , Updated: May 20th, 2021

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The course information above is subject to change without notification due to market trends in the industry, legislation and/or programme version updates. Terms and Conditions

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