Institute of People Development Advisor - September 2010
Adult learning practitioners open the door for you.
You enter by yourself. - M. Orpen

In this month's issue

  • What's new?
  • News flash
  • Business game: Let me introduce you
  • The power of the purse
  • Public Training Schedule


Graduates are reminded that the graduation is scheduled for 15 October 2010.


Over the last few months we have been receiving many requests to complete programmes and RPL assessments that have been put on a back burner. Everyone knows how time flies, and it is extremely important to us that you, our existing and former learners know that we will assist you with the process of getting your studies and career back on track!


Lecturers are most often under the impression that lecturing to students enrolled on a first degree is challenging and dream of the day to facilitate/lecture to "mature" adult learners. Surprise - managing a programme for adult learners made me realise that the principles of adult learning needs to be re-inforced on a continuing basis. The following principles are shared with ETD practitioners to assist you when planning learning interventions:

Malcom Knowles identified the following characteristics of adult learners:

  • Adults are autonomous and self-directed.
  • Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education.
  • Adults are goal-oriented.
  • Adults are relevancy-oriented.
  • Adults are practical, focusing on the aspects of a lesson most useful to them in their work.

Stephen Lieb states that facilitators must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class. He is also of the opinion that there are four critical elements of learning that must be addressed to ensure that participants learn. These elements are:

1. motivation
2. reinforcement
3. retention
4. transference

The first two elements is an abstract from Lieb's article and the remaining two will be discussed in the October issue.

Motivation. If the participant does not recognize the need for the information (or has been offended or intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must establish rapport with participants and prepare them for learning; this provides motivation. Instructors can motivate students via several means:

  • Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn.
  • Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.
  • Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.

Participants need specific knowledge of their learning results (feedback ). Feedback must be specific, not general. Participants must also see a reward for learning. The reward does not necessarily have to be monetary; it can be simply a demonstration of benefits to be realized from learning the material. Finally, the participant must be interested in the subject. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn the subject.

Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.

  • Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
  • Negative reinforcement is the contingent removal of a noxious stimulus that tends to increase the behavior. When instructors are trying to change behaviors (old practices), they should apply both positive and negative reinforcement.

Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to use it on a frequent and regular basis early in the process to help the students retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behaviour (S. Lieb).


Purpose: Ice-breaker/Get to Know each other Better

Group size: small to medium

Resources: Roll of toilet paper


As the learners enter the class, ask them to take some toilet paper give no reason why, even if asked. If they ask how much they should take, tell them it is up to them. Once they are all seted, get them to quickly break the toilet paper into sections. Once this is done, ask them to now stand and provide one fact about themselves, per piece of toilet paper section they have.

LOTS OF FUN AND GIGGLES and usually very revealing!


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 SAQA Registered Qualification Training Dates 2010
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
13-17 Sep
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
05-08 October
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
119661 - Demonstrate knowledge of the foundations of human rights and democracy
06-08 October
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
11-15 October
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.
115791 - Use language and communication strategies for vocational and occupational learning.
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.
01-05 Nov
Qualifications, Standards & Curricula Design & Development 117856 - Define standards for assessment, education, training and development.
117858 - Design and develop qualifications for assessment, education, training and development.
08-11 Nov
ETD Coordination & Administration 123393 - Carry out course administration
15227 - Conduct skills development administration
15-16 Nov
Learning & RPL Advising 10294 - Identify and respond to learners with special needs and barriers to learning
117865 - Assist and support learners to manage their learning experiences
12544 - Facilitate the preparation and presentation of evidence for assessment
7389 - Help learners with language and literacy's across the curriculum
17-19 Nov
Recognition of Prior Learning 50332 - FET Certificate in OD-ETD Practices - NQF 4 (120 credits)
50334 - National Certificate in OD-ETD Practices - NQF 5 (120 credits)
50333 - National Diploma in OD-ETD Practices - NQF 5 (240 credits)
29 Sep 2010
27 Oct 2010
NQF 4 Qualification 50332 - FET Certificate in OD-ETD Practices - NQF 4 (120 credits) 06 Oct 2010
NQF 5 Qualification 50334 - National Certificate in OD-ETD Practices - NQF 5 (120 credits) 05 Oct 2010
NQF 5 Qualification 50333 - National Diploma in OD-ETD Practices - NQF 5 (240 credits) 05 Oct 2010
NQF 6 Qualification 50331 - National Certificate in OD-ETD Practices - NQF 6 (145 credits)
1-year programme - 8 x CPD modules
16 Oct 2010
NQF 6 Qualification 50331 - National Certificate in OD-ETD Practices - NQF 6 (145 credits)
Distance learning: CPD Toolkit + e-Tutor support
Purchase CPD Toolkit NOW!

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