Institute of People Development Advisor - May 2009
Keep your fears to yourself, but share your courage with others - RL Stevenson

In this month's issue

  • What's New?
  • ASTD - 5TH Global Conference and Exhibition
  • Researching for Good Practices in Education, Training and Development
  • Public Training Schedule


Following an intense application process, 40 skills development practitioners qualified for bursaries from the SERVICES SETA and this week, from 11 - 13 May 2009, they are attending a planning session and their first continuous professional development lectures in Midrand. After nearly 18 months of preparation, IPD and SERVICES are excited about the prospects this project aims to bear on both the sector and the national training and development field. We wish Dr Miemsie de Jager, Dr Fanie von Solms and Melanie Bushney every success as they facilitate this process of developing strategic leadership in skills development across the country through this CPD programme

The newly updated IPD brochure is ready for you to download and print; we welcome you to have a look at it: download here


Of the many conferences held across the country each year in the field of ETD Practices, for many there is one annual event as the highlight of the year. During 21 - 23 April 2009 the ASTD annual conference held at Cape Sun in Cape Town was a roaring success illuminated by inputs, presentations, feedback on research, patterns and trends in the field of Skills Development. Contributions from celebrities and authors, industry specialists and academics, amongst them Clem Sunter, Raymond Ackerman, Marius Meyer and our very own CEO, Mark Orpen shaped a 3 day experience that many left with a renewed vision of the field of ETD practices. Astounding statistics revealed that in 2008 there were more than 270 learners to 1 trainer against the more than 130 of the previous year and growing. This ratio raises a significant concern about the country's capacity to deliver skills and compromising quality of learning in chasing the numerical goals of the National Skills Development Strategy.

The fields of practice has been characterized by ghururism from both academic and business sectors and an increase in demand for contextual research based, benchmarked Good ETD Practice was presented by many speakers. Evaluation on the impact of learning across workplaces like SASOL, Eskom and UJ utilizing a variety of ROI models once again confirmed the commitment of corporate SA to implement quality workplace learning.

The emerging QCTO has stated their objective to rationalise NQF standards and qualifications as well as increase in the number of learning programmes and materials for providers of learning. Historically, there was a tendency for providers wanting to train but not being willing (or able) to develop the necessary learning material. Research conducted by Meyer and Bushney (2009) shows that an increase in the outsourcing of design and that this tendency can have an influence on the quality. Knowledge transfer needs to take place and the question to be asked is - who is going to take responsibility and manage the process. Ronnie Phillips describes knowledge management as the creation, archiving and sharing of valued information, expertise and insight within and across communities of people and organisations with similar interests and needs, the goal of which is to build competitive advantage.

Clem Sunter emphasized that in order to achieve a per annum economic growth of 6% plus, South Africa will need to embrace the characteristics of a winning nation that includes:

  • A good quality of education at all levels
  • A strong work ethic and spirit of entrepreneurship
  • Adequate infrastructure to support a high-growth economy, and
  • Efficient government

Prof Gert Roodt expressed the need for good quality education by highlighting the fact that South Africa has a critical shortage of 11 800 school teachers and 24 000 further education and training practitioners.

Building on the information following from conferences like these The Institute of People Development's CPD programme for Skills Practitioners is fast becoming a sought after sustainable approach toward improving good ETD practice both for the Workplace and the Skill Development Practitioners working there. Facilitated over 12 units with an average of 2,5 contact days per month - professionally designed blended learning lecturers and working group sessions assist participants to gain deeper levels of knowledge reflect on and improve on their own practice.

The ASTD in SA has again commissioned research into the patterns and trends in ETD 2009 and all workplace providers, public and private providers and institutions of learning are invited to participate in this research. IPD is encouraging all providers of work based learning to participate in this research: now available on


In our previous newsletter we indicated that research is not only conducted by old absent-minded professors. According to Earl Babbie (2004) social research and science is a process of inquiry that we all use in everyday life. Observing and trying to interpret what we are observing is an inborn human activity. It has been the foundation of human survival. In our everyday life we are often only semiconscious in our observations and interpretations. On the other hand, scientists make these observations and interpretations, conscious and deliberate acts.

As an ETD Practitioner you may in future experience ETD performance problems in your working environment. This will necessitate that you will have to conduct research in order to find solutions to specific problems. Your research could include aspects like a target group analysis, a needs analysis, intended outcomes, an analysis of the relevance of content, perceived reactions of learners, and many other possible research projects. It is therefore clear that all ETD Practitioners will have to be able to conduct research on the level at which they are employed. This will enhance the quality of ETD in South Africa and ensure that ETD practices are based on a scientific approach.

The industrial world, particularly in the free-market environment, is based on competition. Steve Smith (1995) wrote, that the elite group of world class organisations which are outstanding in performance and distinctive in methods, have some common characteristics from which other companies can learn in order to enhance their competitiveness.

The notion of a good practice or better known as a best practice is not new. Frederick Taylor stated in 1911 that "among the various methods and implements used in each element of each trade there is always one method and one implement which is quicker and better than any of the rest". In the literature the definitions for best practice demonstrate two main aspects or approaches to this concept. Usually Best Practices are believed to be programmes, initiatives or activities, which are considered leading edge, or exceptional models for others to follow. It therefore means activities shown in practice to be the most effective and allow a business to outperform all others in a particular business process.

In some fields and government departments the term Best Practices is, however, described as the prescribed minimum standards. According to this view Best Practices are prescribed handbooks or documents to set standards of practice within a professional, government or municipal department.

Individuals and many organisations therefore do not really distinguish between "Best" and "Good" practices and even use these terms interchangeably (The Australian Human Rights Commission: 2009). Due to the belief that the best practice is impossible to determine or that the situation may require the use of different good practices, more organisations are implementing research to verify a range of possible good practices. These good practices are then presented as, Codes of Good Practice, Employee Guidelines, Manuals or Working Procedures. An example that could be mentioned is the Department of Labour (2009). Section 240 of the Labour Code provides that the Minister may publish codes of good practice after consultation with the Industrial Relations Council. A code of good practice is what is called 'soft law'. This means that the provisions of the code do not impose any obligation on any person.

Many researchers are presently joining the popular approach to conduct case studies in order to determine which activities or approaches could improve practice. Lessons learnt or recommendations for improvement are then formulated from each case study. The publication of Valency (2007) on disaster resilient communities is a good example of such an approach.

The Institute of People Development realises the value of researching for Good Practices in Education, Training and Development. The CPD programme for Skills Development Practitioners (NQF 6) includes offering participants the opportunity to achieve a unit standard in Research but also provides these participants an opportunity to be involved in determining and formulating good practices in the fields included in this programme.


For more information about all our OD-ETDP training programmes, visit our website at and embark on an exciting journey of Outcomes-Based Learning through IPD. All programmes are available in other Provinces on demand.

Click the programme title below to download a detailed PDF brochure.

Learning Programme Registered qualifications/unit standards included in the programme Training Dates
Recognition of Prior Learning Intake NQF4 Certificate in OD-ETD Practices (120 credits)
NQF5 Certificate in OD-ETD Practices (120 credits)
NQF5 Diploma in OD-ETD Practices (240 credits)
26 August 2009
Train The Trainer 114924 - Demonstrate understanding of the OBET approach within the context of a NQF
123396 - Define target audience profiles and skills gaps 117870 - Conduct targeted training and development using given methodologies
117877 - Perform one-to-one training on the job
07 - 11 Sep
ETD Co-ordination and administration 123393 - Carry out course administration
15227 - Conduct skills development administration in an organisation
19 - 20 Nov
Learning and RPL advising 10294 - Identify and respond to learners with special needs and barriers to learning
117865 - Assist and support learners to manage their learning experience
12544 - Facilitate the preparation and presentation of evidence for assessment
7389 - Help learners with language and literacy across the curriculum
16 - 18 Nov
Needs Analysis & Skills Planning (SDF Training) 123396 - Define target audience profiles and skills gaps
15218 - Conduct an analysis to determine outcomes of learning for SD and other purposes
15217 - Develop an organisational training and development plan
15232 - Coordinate planned skills development interventions in an organisation
15222 - Promote a learning culture in an organisation.
15221 - Provide information and advice regarding skills development and related issues
06 - 09 Oct
Learning Programme Design & Materials Development 114924 - Demonstrate an understanding of OBETů
123401 - Design outcomes-based learning programmes
123394 - Develop outcomes-based learning programmes
10305 - Devise interventions for learners with special needs
12 - 16 Oct
Facilitation, Coaching & Mentoring 117871 - Facilitate learning using a variety of given methodologies
10294 - Identify and respond to learners with special needs and barriers to learning
117874 - Guide learners about their learning, assessment and recognition opportunities
117865 - Assist and support learners to manage their learning experiences
123398 - Facilitate the transfer and application of learning in the workplace
12 - 16 Oct
Assessment, Moderation & Evaluation 115755 - Design and develop outcomes-based assessments
115753 - Conduct outcomes-based assessments
115759 - Conduct moderation of outcomes-based assessments.
123397 - Evaluate a learning intervention using given evaluation instruments
14 - 18 Sep
ETD Management & Quality Management 15237 - Build teams to meet set goals and objectives
15233 - Harness diversity and build on strengths of a diverse working environment
10146 - Supervise a project team of a developmental project to deliver project objectives
114226 - Interpret and manage conflicts within the workplace
15224 - Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks
15228 - Advise on the establishment and implementation of a QMS for SD practices in an organisation
114925 - Manage learner information using an information management system
17 - 21 Aug
CPD Programme in OD-ETD Practices (Continuous Professional Development) 50331 - National Certificate in OD-ETD Practices - NQF 6 (145 credits)
1-year programme - 8 x CPD modules
Aug 2009 (Western Cape)
Nov 2009 (KZN)
Jan 2010 (Gauteng)

To download IPD House Training Center Brochure including map: click here.

Submit Enquiry, send us an email, or call us on (011) 315-2913.
Institute of People Development - Accredited Education & Training Provider ETDP 0133