SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Lead people development and talent management 
SAQA US ID UNIT STANDARD TITLE
252029  Lead people development and talent management 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for managers in all economic sectors. These managers would typically be second level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.

The qualifying learner is capable of:
  • Analysing education, training and development needs of members of a unit.
  • Recording the results of the training needs analysis.
  • Compiling a people development plan for a work unit.
  • Managing the implementation of a people development plan for a unit. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.
  • Computer Literacy at NQF Level 4. 

  • UNIT STANDARD RANGE 
  • The learner is required to apply the learning in respect of his/her own area of responsibility.
  • Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
  • Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse education, training and development needs of members of a unit. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The skills gaps and training needs of staff in the work unit are determined through the training needs analysis. 
    ASSESSMENT CRITERION RANGE 
    To demonstrate competence against this Specific Outcome, the training needs analysis must be conducted for a unit.
     

    ASSESSMENT CRITERION 2 
    The results from the recent performance appraisal are integrated into the training needs analysis. 

    ASSESSMENT CRITERION 3 
    The entity's talent management strategy was used as a basis for conducting the training needs analysis of staff in the unit. 

    ASSESSMENT CRITERION 4 
    Stakeholder input was obtained to reach agreement on the interpretation of the results of the training needs analysis. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders could include other leaders in the work unit, employee representatives, HRD practitioners in the entity and the Skills Development Facilitator (where one has been appointed).
     

    SPECIFIC OUTCOME 2 
    Record the results of the training needs analysis. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The development needs of staff to be addressed through training and non-training interventions are recorded in the training needs analysis report. 

    ASSESSMENT CRITERION 2 
    The development needs are related to the career development paths of individual staff members in accordance with the requirements of the entity. 

    ASSESSMENT CRITERION 3 
    The development needs are linked to the talent management strategy of the entity. 

    ASSESSMENT CRITERION 4 
    The report on the training needs analysis is communicated to interested parties in a usable format. 

    SPECIFIC OUTCOME 3 
    Compile a people development plan for a unit. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The types of the learning programmes described in the plan are motivated in terms of the development needs identified through the training needs analysis conducted. 
    ASSESSMENT CRITERION RANGE 
    The learning programmes could include learnerships, skills programmes, apprenticeships, internships, non-credit-bearing short courses, mentoring, coaching and continuous professional development.
     

    ASSESSMENT CRITERION 2 
    The objectives and desired outcomes of the planned learning programmes are appropriately linked to the needs identified in the training needs analysis. 

    ASSESSMENT CRITERION 3 
    The responsibilities for the implementation of the plan and time frames are stipulated to enhance effective implementation. 
    ASSESSMENT CRITERION RANGE 
    The responsibilities could include preparation, administration and logistics, programme design and development, facilitation, coaching, mentoring, assessment and moderation, recording and reporting learner achievements, and the quality assurance and evaluation of the implementation.
     

    ASSESSMENT CRITERION 4 
    The role of the unit manager in relation to talent management and people development within a unit are motivated through practical examples. 

    ASSESSMENT CRITERION 5 
    The plan is aligned to the legal framework and internal requirements relating to skills development. 
    ASSESSMENT CRITERION RANGE 
    The alignment to the legal framework should include outcomes-based education and training, applied competence, the National Qualifications Framework, internal and external assessment, moderation, Recognition of Prior Learning and quality assurance processes.
     

    ASSESSMENT CRITERION 6 
    The commitment to promoting lifelong learning within a learning culture is reflected in the development plan. 

    SPECIFIC OUTCOME 4 
    Manage the implementation of the people development plan of a unit. 
    OUTCOME RANGE 
    To demonstrate competence against this Specific Outcome, at least two interventions must be implemented, of which one must be a formal credit-bearing learning programme and one a workplace-based programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The implementation is monitored to track progress against the people development plan and the quality requirements of the national skills development system. 

    ASSESSMENT CRITERION 2 
    Implementation reports submitted are analysed to evaluate whether the planned objectives and outcomes were achieved. 

    ASSESSMENT CRITERION 3 
    The evaluation of learners and other interested parties is integrated into a final evaluation report with recommendations on improvements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The knowledge underpinning the above specific outcomes is:
  • The principles and role of Human Resource Development in building a competent workforce.
  • A working knowledge of aspects of the legal framework governing skills development and employment equity relevant to people development processes in the entity, including the National Qualifications Framework, Skills Development Act, Skills Development Levies Act, Employment Equity Act and the BBBEE Scorecard.
  • Knowledge and understanding of the main features of different types of learning programmes, in particular learnerships, skills programmes and non-credit-bearing programmes.
  • Knowledge and understanding of the main features of different delivery modes of learning programmes.
  • Principles and features of a learning organisation, learning culture and lifelong learning.
  • Techniques for conducting training needs analysis. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in relation to people development processes in a unit. 

    UNIT STANDARD CCFO WORKING 
    The learner is able to work as a member of a team in planning, promoting and managing the implementation of people development processes in a unit. 

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage him/herself and his/her activities responsibly and effectively in planning and managing the implementation of people development processes in a unit. 

    UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information and applying this in relation to compiling a people development plan for a unit. 

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations in communicating with all stakeholders on the people development plan of a unit. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in applying knowledge of and insight into people development processes and talent management in a unit. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  61589   National Certificate: Banking  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. All Access Holdings 
    2. Asiphokuhle Training and Research Institute 
    3. Avenida (Pty) Ltd 
    4. Batho - Pele 
    5. Boston City Campus and Business College (PTY) Ltd 
    6. Business Management Training College (Pty) Ltd 
    7. Career Pathing Solutions (Pty) Ltd (KRUGERSDORP) (TP) 
    8. Chartall Business College 
    9. College of Production Technology 
    10. CREATIVE FOUNDATION TRAINING 
    11. DISASTER MANAGEMENT SOLUTIONS (PTY) LTD (DMS) 
    12. DYNA TRAINING (PTY) LTD (Cape Town) 
    13. Edutel Wholesale & Retail Academy 
    14. Equal Career Services (Pty) Ltd (CENTURION) (TP) 
    15. Felix Risk Training Consultants 
    16. FLIGHT CENTRE South Africa Pty (Ltd) 
    17. Golden Ratio College (Pty) Ltd 
    18. GORDAN INSTITUTE OF BUSINESS SCIENCE 
    19. IQ Skills Academy (PTY) LTD. 
    20. Jobafrik Consulting 
    21. Kalideen Management 
    22. Kgolo Institute 
    23. Kgotla Trading Enterprise 
    24. Letlhokoa Management Services CC 
    25. LO Tantsi Fire Consultants CC. 
    26. MEGRO LEARNING LOWVELD 
    27. Mod-Mosh Projects and Consulting (PTY) LTD 
    28. Mortarboard Training Solutions 
    29. MSC Education Holdings (Pty) Ltd 
    30. Nela Kahle 80 cc 
    31. Ntsangalala Business Enterprise 
    32. OnTrack Learning Solutions CC 
    33. ORGANISATIONAL DEVELOPMENT INTERNATIONAL (PTY) LTD 
    34. Pioneer Business Consulting 
    35. Plastics Federation of South Africa (MIDRAND) (TP) 
    36. Plastics Federation of South Africa (WESTMEAD) (TP) 
    37. Power Rush Trading 170 CC. 
    38. Ronald Sewell & Associates SA (Pty) Ltd T/A Sewells (BRYANSTON) (TP) 
    39. SANDVIK MINING & CONSTRUCTION RSA (PTY) LTD 
    40. Scaw Metals Group (Pty) Ltd T/A Scaw Metals (DINWIDDIE) (TP) 
    41. SIGNA ACADEMY PTY LTD 
    42. Smollan Sales & Marketing (Pty) Ltd 
    43. Summat Training Institute 
    44. Umqondo Consultancy 
    45. University of Fort Hare 
    46. Vantage Training 
    47. Vicmat Consultants 
    48. Ya Hina Management Consulting and projects 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.