Facilitator Guide 100

Generic Facilitator Guide
Index
1. Purpose…………………………………………… ………...……………………………1
2. Qualifications and unit standards which may be trained……………………………..1
3. Delivery………….…………………………………………………………………………1
4. Training material………………………………………………………………………….2
5. Who will facilitate the training? …………………………………………………………4
6. Learner Support…………………………………………………………………………..6
7. Pre-Workshop Preparation……………………………………………….....................6
8. Facilitator Preparation……………………………………………………………………8
9. Appeals and Disputes ………………………………………………………………….29
10. Research material ……………………………………………………………………………30
This outcomes-based learning material was developed by Masifunde Training Centre with funding from INSETA in July 2014.
The material is generic in nature and is intended to serve as a minimum standard for the industry.
This material may be used and copied for your own personal use. This material may not be republished, nor may it be reverse
engineered, translated, modified or used to make derivative information of materials without the express written permission of
INSETA which can be obtained by contacting insetacallcentre@inseta.org.za. Short excerpts from the material may be
reproduced without authorisation on condition that the source is indicated.
Disclaimer
Whilst every effort has been made to ensure that the learning material is accurate, INSETA and Masifunde Training Centre
(Pty) Ltd take no responsibility for any loss or damage suffered by any person as a result of the reliance upon the information
contained herein.
INSETA Generic Facilitator Guide 1
1. Purpose
The purpose of this Facilitator Guide is to provide the Facilitator with a broad orientation
for facilitating unit standards for INSETA accredited Training Providers.
2. Qualifications and Unit Standards which may be facilitated
QUALIFICATIONS:
• SAQA 49929: FETC: Short Term Insurance Level 4

• SAQA 49835: FETC: Retail Insurance Level 4
• SAQA 49649: FETC: Long Term Insurance Level 4
• SAQA 57917: FETC: Wealth Management Level 4
• SAQA 57608: National Certificate Wealth Management Level 5
Every unit standard consists of the following 12 components:
• Learner Guide
Formative assessment version 1:

• Learner Work File version 1
• Facilitator Assessor Guide version 1 (answers to the Learner Work File version 1)
• Formative Assessment sheets version 1
Formative assessment version 2:

• Learner Work File version 2
• Facilitator Assessor Guide version 2 (answers to the Learner Work File version 2)
• Formative Assessment sheets version 2
• Summative assessment version 1

• Summative assessment version 1 answers
• Summative assessment version 2
• Summative assessment version 2 answers
• Unit standard mapping matrix
In addition, there is an Exit Level Outcome Matrix for each qualification.
3. Delivery
The quality management system of each individual provider will govern the roll out and
implementation of this facilitated learning programme,
Target group in terms of learning needs and employment status
This training is meant for people in the Financial Services sector who need to be compliant
in terms of the FSB’s Fit and Proper competency status.
Candidates need to achieve credits towards a recognised qualification offered through an
INSETA accredited training provider.
The qualification chosen by the learner will depend on the product subcategories in which
he offers advice or intermediary services with judgement.
INSETA copyright 2014

Methods of delivery may vary and could be:
Face to face training

Groups of 10 – 25 learners are trained by a qualified and/or experienced facilitator in a
classroom/ learning environment.
Learner Guides and Learner Work Files are supplied to each learner.
Hard copy distance training

Learner Guides and Learner Work Files are supplied to each learner. The learner studies
the Learner Guide on his own and submits the completed Learner Work File.
e- learning
e-learning involves a training site where learners can access their course material online
and complete and submit their Formative assessments online.
Blended learning
This may comprise a combination of the methods outlined above.
Process
All three methods of delivery require that the learner be found Competent on the Formative
Assessment. Thereafter he will write a hard copy invigilated exam. This is an authenticity
requirement laid down by INSETA. After that, the learner’s work goes through a
moderation process and INSETA verifies and approves the results. After this, the credits
can be uploaded onto the National Learner Records Database (NLRD) and certificates
printed.
4. Training Material
The Facilitator will teach from the Learner Guide and equip the learners with knowledge
and skills so as to be able to complete the formative assessment.
Classroom methods may include discussion, group work, role-play, peer group review etc.
Once competency in the Formative assessment has been achieved, the learner is eligible
to write a closed book invigilated Summative assessment.
4.1 Assessment
The formative assessment is in the form of a Learner Work File with assignments which
the learners will complete in their own study time. Some examples of these activities are
below:
Tasks and Independent Summative

Activities Research Assessment
Activities  Topic Web of  Reading
theory obtained
 Research
via classroom
learning
 On the Job

Observation of
Others.
 Completion of a
Checklist
 Essays
 Group exercise
Assessment Tools  Checklist  Research  Line Manager
Project Observation
 Essay
 Oral
 Group Exercise
Assessment
 Direct
 Written
Observation
assessment
Once competency has been gained in the formative assessment, the learners will write a
summative assessment which will be in the form of invigilated hard copy closed book
exams.
4.2 Learning Map
Learners must be made aware of the notional hours for each unit standard to provide an
estimation of the amount of time to be allocated to various learning activities.
Example of a Learning Path for a Unit Standard
Behave in a Professional Manner in a Workplace

Unit Standard Title:
Environment
Level: 3
Credits: 5
Summative
Assessment Formative / Continuous Assessment
Assessment
Learning Theory Reading On-the- Group Line Oral

activities for input , job exercis Manage assess
50 hours of (provide researc observat e r ment
notional policies, h, on- ion of observat
learning reading) the-job others. ion
applicati Checklis
on t/
essays
26 3 2
6 hours 10 hours 3 hours
hours hours hours

     
Portfolio of
Compilation of Portfolio of Evidence
Evidence
Complement
ary
Coaching and Mentoring; Performance Management
workplace
practices
5 Who will facilitate the learning?
If the method of delivery is facilitated training, the trainer will be qualified and/or
experienced as a trainer and preferably in the subsector of the qualification that is being
taught.
As far as possible, subject matter experts will be sourced to facilitate the Fundamental unit
standards.
The Training Provider will sign Service Level Agreements with their facilitators and contact
facilitators to train designated groups of learners as per their Service Level Agreements.
Facilitator Contract and Conduct
The Training Provider will have a Facilitator Code of Conduct and standard Service Level
Agreement that needs to be discussed and agreement signed before commencement of
any learning programme. Make sure that these legal documents are in place before
embarking on the facilitation of any programme.
5.1 The Facilitator will be contracted to carry out the following:
a. Allow himself to be fully conversant with the content of the course material for
each Unit Standard requiring facilitation.
b. Facilitate the Learner Guide and the Learner Work File as provided by the
Training Provider.
c. Informally assess each learner’s competence in terms of the answers provided
for the formative exercises in the Facilitator Guide provided by the Training
Provider.
d. Collect portfolios of evidence from the Learners and ensure that they are
handed to either the assessor or to a nominated representative of the Training
Provider.
Inform the Training Provider of any relevant feedback in order to improve the facilitation
and assessment process.

Should the Facilitator be unavailable for any reason, the Facilitator undertakes to inform
the Training Provider of the non-availability timeously (i.e. not less than one week’s notice,
except in the case of illness or an emergency) so other arrangements can be made.
The Facilitator agrees to carry out the facilitation and formative assessment according to a
timetable mutually agreed by the parties.
5.2 The Training Provider undertakes to carry out the following:
a. Organize the training event,

b. Provide induction to the Unit Standards and the course material,
c. Provide all course material,
d. Provide the assessment tools,
e. Provide the accredited assessor to carry out the summative assessments
f. Provide the moderation of the assessment.
5.3 Copyright/Confidentiality Agreement
The Training Provider will disclose certain confidential information, including but not limited
to training methodology and documents and manuals supporting the training programme
together with other confidential information. This information and all other information
disclosed to the Facilitator is disclosed subject to the Facilitator and any partners, co-
workers, associates or employees agreeing to the following terms of confidentiality:
a. The Facilitator acknowledges that all right, title and interest in and to any
confidential information disclosed, vests in the Training Provider and that
it and its partners, co-workers, associates or employees have no claims
of any nature in and to any confidential information disclosed unless
specifically agreed to in writing.
b. The Facilitator undertakes to maintain the confidentiality of any

confidential information to which the Facilitator may be allowed access by
the Training Provider, either before or after the commencement date of
this undertaking. The Facilitator will not divulge or permit to be divulged to
any person any aspect of such confidential information otherwise than
that which may be allowed in terms of this undertaking
c. The Facilitator shall take all such steps as may be reasonably necessary
to prevent the confidential information falling into the hands of an
unauthorized third party
d. All documentation, whether in hard copy or electronic format, furnished to

the Facilitator by the Training Provider pursuant to this undertaking shall
remain the property of the Training Provider and upon the request of the
Training Provider shall be returned to the Training Provider.

6. Learner Support
Please remember that this programme is Outcomes Based – this implies the following:
• The Learner is responsible for his/her own learning – as Facilitator you are required
to make sure he/she has exposure to structured, highly participative contact sessions, and
that he/she provides input to contact sessions activities where required.
• Activities are learner driven – make sure you assist the learner in using the Learner
Guide and Portfolio Guide in the manner intended, and are familiar with the requirements
for summative assessment.
• Due to the vocational nature of the qualification / learning programme, the

Facilitator is required to facilitate all practical activities as closely as possible to actual
working conditions, and to cover all formative activities in the Learner Guides.
• Assessment Support – Facilitators are required to provide support to learners in

identifying coaching and mentoring requirements, and provide support to learners between
facilitated sessions. Learners will return to the workplace for a period of time between each
facilitated contact session, and must complete their Portfolios of Evidence in that period.
Working together.
Learners are encouraged to work together but are cautioned that their work must be their
own authentic work. Plagiarism will not be condoned. Where group activities are indicated,
the learner must acknowledge the members of his group.
7. Pre-workshop preparation
The Training Provider will provide an Orientation or Induction Session with the learners
before the training event takes place. The Pre-Assessment Checklist below, in addition to
a General Orientation Powerpoint presentation, may be used to cover the important
information that must be conveyed to the learners.
Example of a Pre-assessment Checklist
Qualification:
Company / Group/
Learner:

Method of information Email Training Face to Manual

delivery site face
Orientation Manual
Technology Start-up
document
Powerpoint
Orientation
presentation
Acknowledgement of understanding and/or Declaration of Authenticity
Evidence Ticked in the Learner Declaration of

Work File Administration Authenticity in
Document of each unit Summative
standard Assessments
Assessment Plan
Plagiarism
Reassessment
process
Appeals process
Readiness for
Summative
assessment
Special needs
Date:
Training
Provider/Moderator

The following information must be conveyed to the learners:

Yes No
Assessment Plan
Dates, time & venue of orientation and assessment briefing

Training schedule, dates, time, venue
Unit standards to be trained
SOs, ACs and CCFOs linked to assessments in Assessment Plan
Dates, time, venue of assessment
Formative and summative (exam) assessment
Assessment Policy and competency requirements
Dates, time & location of feedback
Pre-assessment information
Overview of current developments: SAQA & NQF

Purpose of workplace assessment
Roles & responsibilities of learners and assessors
Role of the moderator
Authenticity
Plagiarism and consequences
The collecting of evidence: knowledge questionnaire, assignment,
observation
Historic evidence & RPL
The observation process
Re-assessment opportunity for formative and summative
assessments
Appeals procedure is explained
Administrative issues: Dating and signing of documents
Agreement on Assessment Plan
Agreement on unit standards learner will be assessed against
Special & particular needs are discussed
8. Facilitator Preparation
The facilitator must always be well prepared for the lesson.

This includes:
 Thorough preparation of the subject matter content
 Current examples and illustrations
 Awareness of the academic level of the learners and possible barriers to learning

Positioning and contextualising
During training, the facilitator must put the subject matter that is being studied into the
broader context of the Financial Services industry and discuss the interrelationships
between the components and aspects.
Venues
All facilitated training is delivered on the Client’s premises or in a suitable Offsite venue.
The trainer will make sure that the Offsite Safety Checklist is completed and signed as per
the OSH requirements.
8.1 Facilitator Administration

Please make sure that you complete the following documents and submit to the provider at
the end of the facilitation session:
 Attendance Registers
 Facilitator Report
The purpose of the Facilitation Report is to evaluate the following:

 logistics and support
 facilitation
 training material
 assessment
An example of a Facilitator Report
No Criteria / Question
Sufficien
Excellen
Standar
Standar
Above
Below
Poor
t
1 2 3 4 5
1 Was communication regarding attendance of the
programme efficient and effective?
2 Was the Programme Coordinator helpful and
efficient?
3 Was the training equipment and material used
effective and prepared?
4 Was the training venue conducive to learning (set-
up for convenience of learners, comfortable in
terms of temperature, etc.)?
Additional Comments on Logistics and Support

Above Standard
Below Standard
Sufficient
Excellent
Poor
1 2 3 4 5
B Facilitator Evaluation
1 Learners were prepared and motivated to attend the
programme
2 Learners participated well and provided constructive
input
3 The programme allows for the use of a variety of
methods, exercises, activities and discussions
4 Learners were punctual and kept to the schedule
Additional Comments on Facilitation
Sufficient
Standard
Standard
Excellent
Above
Below
Poor
1 2 3 4 5
C Learning Programme Evaluation
1 The learning outcomes of the programme are
relevant and suitable.
2 The content of the programme was relevant and
suitable for the target group.
3 The length of the facilitation was suitable for the
programme.
4 The learning material assisted in learning new
knowledge and skills to apply in a practical
manner.
5 The Learning Material was free from spelling and
grammar errors
6 Handouts and Exercises are clear, concise and
relevant to the outcomes and content.
7 Learning material is generally of a high standard,
and user friendly

Spelling/ Grammatical Errors

Trainer/Learner File, etc. Section/Page What?
Additional Comments on Learning Material
Above Standard
Below Standard
Sufficient
Excellent
Poor
1 2 3 4 5
E Assessment Evaluation
1 A clear overview provided of the assessment
requirements of the programme was provided
2 The assessment process and time lines were clearly
explained
3 All assessment activities and activities were
discussed
Additional Comments on Assessment
Further Comments:
(Please note any relevant information, difficulties incurred, etc. that you regard as important.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________
Facilitator Date:
Sign:

An example of an Attendance Register
Programme Name Facilitator Name
Dates of Attendance Venue
Name & Surname ID Number Contact Details 1 2 3 4 5

8.2 Guidelines for Facilitators
This Facilitators Guide is a resource, which will help you to:

 Understand the programme, as well as its objectives, characteristics and the
requirements it places on you the trainer.
 Work through this Facilitators’ Guide thoroughly in the early stages of delivering this
programme.
 Develop your confidence and ability to deliver, in a way that is best for you.
You will probably find yourself moving through three stages of your development as a
trainer as you prepare for the facilitation of a unit standard:
 Learning: While learning to train a unit standard / programme, you may need to
use the Learner Guide and Facilitator Assessor Guide as it will provide you with a
simple and low-risk method for delivering the training.
 Prompting: As you become more comfortable with the programme, you may be
able to move onto using the Lesson Plan. This document has been written as a
prompt sheet to remind you of the contents to be covered, the structure and the
sequence.
 Creating: You will inevitably reach a stage when you experience the Facilitator
Assessor Guide as being "restrictive" and find that you can contribute many
additional ideas in the delivery of this programme, go ahead, keeping to the Lesson
Plan.
The notes are generally governed by a key verb. These are usually Explain or Elicit.
 Explain: will be followed by information that you need to tell the group.
 Elicit: will be followed by information that you need to make clear to the group
either by asking them questions or that they generate information for themselves or
by telling them and seeking their agreement/testing their understanding. How you
elicit is up to you, you will need to plan your own questions, which you may state
slightly differently each time that you train.
 A number of other key words have been used, i.e. discuss, model, demonstrate,
etc, which will be self -explanatory.

The way you deliver the programme and the selection of the additional role-plays and
exercises will be affected by the experience of the delegates. Get to know more about
them prior to the training session:
 How many people do they do reviews with, i.e. how much time do they spend on
performance management?
 When they do reviews (currently), i.e. how much more time do they need to invest
in performance management?
 How long have they been doing reviews, i.e. their experience and knowledge of
dealing with employees in this context?
 Their style of conducting reviews, i.e. how much participation do they encourage
from their employees?
If you have not attended the programme as a delegate, you should spend time reflecting
on your own experiences of performance reviews, as a Manager or as an Employee.
This will help you to:

 Apply the contents of the programme to your own experiences and develop a level
of authority on the subject. Think about the various people who have reviewed your
performance and how they did it. Think about the various people whose
performance you have reviewed and how you went about doing it.
 Generate examples and case studies of your own to illustrate points as you make
them.
8.3 Competencies for Facilitators
You will be required to be proficient in the following competencies.

Presentation of Content:
 Understanding and explaining key concepts.
 Effective presentation skills, i.e. use of training aids, verbal and non-verbal
communication.
 Summarising key points in an effective and succinct manner.
Management of the Group:

 Using facilitation skills to promote a positive, comfortable learning environment

for each delegate while maintaining appropriate control of the group process in
order to achieve the learning objectives.
 Using questioning techniques that draw relevant information maximise group
participation and check for understanding.
 Dealing with unplanned behaviour/events so that the objectives are still
achieved.
 Managing time.
Management of exercises/skills practices:

 Providing sufficient rationale/instructions for exercises/skills practices to
enable delegates to carry out the exercises.
 Following the procedure in the Leaders Guide in a proper sequence.
Feedback Skills:
 Analysing behaviors during role-plays accurately.
 Representing feedback accurately, meaningfully with appropriate evidences, i.e.
using the same guidelines as in the Workbook.
 Presenting feedback that highlights learning, involves delegates in the process,
specific actions are applied.
Facilitation of Skills Transfer:

 Using relevant examples/analogies to link concepts/skills practices to on the job
experience.
 Stressing the value of the use of the skills in the workplace and making it easy for
delegates to "transfer" this training.
 Drawing out connections from delegates by using knowledge of the organisation,
their job environment and responsibilities.
 Modeling the skills with energy and enthusiasm.

8.4 Feedback skills for Facilitators

As feedback skills are critical throughout this programme, we have provided some
guidelines, which will assist you.
Provide Structure:
Providing structure means telling people what is going to happen next, and what is going
to be expected of them when it happens. This information will help them to relax and to
prepare themselves.
Specifically:
 Give an overview of the feedback process at the beginning of the session.
 Give clear explanations of the next stage at major shift points; for example: at the
end of the introduction; the end of group feedback; the end of individual feedback.
 Summarise the main conclusions reached by the group or individuals periodically
for example; the end of a graph slide, or group feedback; the end of an individual's
feedback.
Shift the Focus of Power:

In the face of objective data, the group can feel pretty powerless. The power rests with the
data and with the person presenting it. It is important to shift the focus of power away from
the facilitator/trainer and towards the group.
Specifically:
 Providing structure will help the group to feel in some control of the session.
 Clarifying the purpose of the feedback will help the group to take some
responsibility for the session (for example the session is to help them make
decisions, etc.)
 Getting the data up in front of the group as quickly as possible, so that there are no
unnecessary delays (for example over-explanation of behaviour definitions or
pieces of research; or perception gap exercises).
 Encouraging the individual and group to take ownership of assessing their own
progress and development.

Be Quick:
One of the advantages of Behaviour Analysis is that it can help someone decide on a
practical action for skill development relatively quickly.
This is because:
 It doesn't go for the whole picture.
 It doesn't explore in great depth why people behave in the way that they do.
 Ensures that you move through feedback at the right speed and do not become
"bogged down"
 Focuses on the impact of someone's behaviour rather than its causes;
understanding of impact provides the motivation to change.
 Moves from problem to solution; having established an area of concern or difficulty,
explore what can be done, behaviourally, that will help.
Use Questions:
The role of the facilitator/trainer should be as a guide. This will involve some explanation;
behaviours; explaining the slides; covering on research models. But the behavioural style
should be primarily a questioning one.
Specifically:
 Seek information to encourage the group to discuss the data. In particular use
Seeking Information to help the group evaluate the data, their own and the impact
of other people's behaviour.
 Test Understanding to clarify the group's understanding of the data and meaning to
them. Use it also to challenge people whom are avoiding or resisting messages
from the data or from the rest of the group.
 Seek Proposals from the group and individuals about how they could improve their
effectiveness.
Be specific:
As much as possible, be specific when you are giving feedback.
Specifically:
 Give specific examples of people's behaviour when appropriate. This is especially
useful of Defend/Attack behaviour, when it is important to let people know exactly

what was said. It is relevant for other behaviours and helps people to relate the data
to what actually happened.
 Avoid vague comments such as "That's interesting" or "You might want to think
about that". Comments like these, if left in the air unexplained, create the
impression that you're withholding (negative) information from the group. The locus
of power will shift back towards you and away from the group.
 When members of the group are talking, ask them to be specific and give
examples. If they are talking about their job, ask them to give details.
Be non-evaluative:
Because the source of the feedback is objective data, the facilitator/trainer cannot afford to
be evaluative or judgmental in any way. Subjective opinion will undermine the data and
confuse the group. When you've just spent an hour observing a group make a complete
hash of an activity, or being irritated beyond measure by the level of someone's Shutting
Out behaviour, being non-evaluative and non-judgmental can be hard.
Specifically:
 Avoid using words which betray your value judgments, for example: "That's a good
level of summarising there"; “If you Shut Out too much you're going to start irritating
people". Not only do these words express your opinion, they suggest to the group
that there are "right answers" that you are judging them against.
 Get the group to do their own evaluation. They may feel very differently to you
(found the Summarising tedious or the Shutting Out acceptable). They may feel
exactly the same as you. Either way, how they feel is more important than how you
feel.
Be solution-centered:
Behaviour Analysis feedback is essentially solution-centered. Put it another way;
Behaviour Analysis is about asking: "How could you be more effective?" rather than: "Why
are you ineffective?” A common reason why people initially take a long time giving
Behaviour Analysis based feedback is because they focus too heavily on problems, and
often don't switch to solutions at all, which means that it's difficult to know where to stop! It
also means that the person receiving the feedback has no way forward; they have been
left with the problem.

As the facilitator/trainer, your role is to help people to:

 Identify areas where they have behaved inappropriately or not as effectively as they
could have.
 Ways in which they could change their behavioural strategy so that they are more
effective.
 Specific skills that they can develop in order to carry out their new strategy and
ways in which they can develop these skills.
Be non-prescriptive:
The emphasis must always be on the receiver of the feedback identifying his/her own
solution. There may be times when it is blindingly obvious to you what someone should
do. If you tell them, the chances of them actually doing it are reduced. They will be far
more committed to the solution if they identify it themselves.
Specifically use:
 Seeking proposal behaviour to encourage them to find solutions to issues that have
arisen.
 Testing understanding to clarify their proposal, and as an alternative to
disagreement if you think it is a poor solution.
 Building behaviour to modify the proposal in order to overcome any flaws that you
have identified.
Integrate to other points:

The same issue will often arise at different points in the session: points raised during group
feedback will re-emerge in someone's individual feedback, or the same point is reflected in
two different graph slide displays. When this happens, try to refer back accurately to what
people have said earlier.
This is important because:

 It shows you have heard and respected what they said.
 It avoids needless repetition and thus saves time.
 It can allow you to go into the issue more deeply, using their earlier responses as a
starting point.

Make it relevant:
With Behaviour Analysis based feedback, it is easy to become absorbed by the data and
thus focus too heavily on the "snapshot" that the data represents. It is important that you
use the data, rather than, as can sometimes happen, the data using you.
Specifically:
 Help the group to explore whether the data is typical of their behaviour in other
situations.
 Explore problems they experience in their job situations, to see if they are reflected
by the data on display.
 Explore the ways in which they would like to be more effective in their present (and
possible future) job situations.
 Identify action plans that are practical and which will be a step towards achieving
greater effectiveness.

8.5 Preparing for the session

 Use the Session Preparation Checklist as a guideline to ensure that all required
resources and materials are available prior to the training session.
 The lesson plan will also assist in preparing for the session.
NOTE:
 The Attendance Register should be completed by all candidates attending the
training session.
Suggestions for Lesson Plan

Introduction
Welcome everyone to the session. Give a general overview of the training modules you
will cover during the entire training process.
Confirm the training session by showing the OHT.

Exercise - Ice Breaker
To help set the atmosphere and put delegates at ease use one of the following ice
breakers.
Explain how you would like delegates to introduce themselves.
Write the following on the flip chart:

 Who are you?
 What is your current job?
 Share some personal information about yourself.
 How many employees' performance will you be reviewing?
 Suggest a ground rule for the day.
 What are your expectations and/or reservations for this session?
Explain what you mean by ground rules. They should think about likes/dislikes about
training, i.e. confidentiality, cell phones off, no interruptions, keep to agreed breaks, etc.

Explain that unless people have thought about what they want to get out of a training
session, they rarely achieve anything of value from the session. Expectations include
getting answers to questions, learning new skills, hearing different opinions etc.
Model how long you want delegates to take by introducing yourself using the questions on
the flip chart. Explain that introductions should not take much longer than one to two
minutes. These introductions can be carried out in a variety of ways.
Trainer Tip: It is possible that delegates have attended training courses together and
know each other well. Here are a few variations that you can use for the ice breakers.
Option One: Divide the group into pairs. Request the individuals to introduce themselves
to their partners. Ask their partners to introduce them to the group.
Option Two: Ask each individual to introduce themselves to the group.
Option Three: Non-verbal introduction. This icebreaker can be used very effectively if the
delegates know each other very well and do not want to do the usual introductions. Divide
them into pairs. Demonstrate the introduction to them by doing a non-verbal introduction
of yourself and asking them to tell you what you have “told” them about yourself. Give
them two minutes each to introduce themselves. When you have returned to the larger
group get the partner to introduce the individual while the individual evaluates how
accurately the partner introduces himself/herself. You can use this as a short discussion
on the importance of non-verbal communication.
Option Four: Unprepared introduction. This introduction may be used to demonstrate that
even if we work with people day after day, we don’t often get to ‘really’ know them. Change
the list on the flip chart to read: Name of person, what is their current job, some personal
information about their family, their hobbies, and their favourite possession. Ask a delegate
to introduce another delegate by using the above topics. The only rule is that they may not
ask the delegate the information, they simply have to guess. Once the delegate has
completed the introduction, ask the person he/she was introducing to supply the correct
information where applicable. Also ask them to share a ground rule and their expectations
and capture this on the flip chart.

Debrief by explaining how important it is to get to know your employees in order to

manage their performance effectively.
Review the ground rules you’ve captured on the flip chart to ensure that everyone agrees
with them. They can be added onto as needed. Place flip chart on wall.
Summarise the expectations and reservations. If there are any expectations that will not
be covered in the session, highlight them and discuss with the group how best to deal with
it, i.e. build it in, discuss in with the particular delegate, send them follow up information,
etc.
Administrative Arrangements
Explain the administrative arrangements with the group in terms of:
 Smoking arrangements;
 Breaks;
 Meals and refreshments;
 Starting and finishing times; and
 The importance of attending the full session.
Elicit whether any special arrangements need to be made regarding times, special meals,
etc.
Training Methodology
Explain the training methodology of the session, i.e. that the session is practical and
experiential:
 Minimal theory just enough to cover principles, models and processes;

 Experiential by learning as much as possible through participation as individuals
(sharing their experiences in group discussions).
Explain that this session belongs to the delegates and that they should feel free to
question, argue constructively and ensure that they understand the process by the end of
the session.

Workbooks
Hand out the workbooks and explain how it is designed and how it should be used.
Tell the delegates that the manuals are theirs and that in order to make their learning
effective, they should feel free to make additional notes, jot down questions they have or
simply sketch diagrams which will help them link information.
Discuss how the workbook is designed and meant to be used by talking them through the
information in the workbook.
Course Contents and Outcomes

Explain the course outcomes and contents in context with the Unit Standard and the Index
below.

Facilitator’s Checklist
Preparation Yes no
Content Knowledge
I have sufficient knowledge of the content to enable me to facilitate
with ease.
Application Knowledge
I understand the program matrix and have prepared for program
delivery accordingly.
Ability to Respond to Learners Background and Experience
I have studied the learner demographics, age group, experience and
circumstances, and prepared for program delivery accordingly.
Enthusiasm and Commitment
I am passionate about my subject and have prepared my program
delivery to create a motivating environment with real commitment to
success.
Enterprise Knowledge
I know and understand the values, ethics, vision and mission of the
service provider under whose auspices the program will be
conducted, and have prepared my program delivery, reporting and
administrative tasks accordingly.
Equipment Checklist:
Learner Guides: 1 per learner
Learner Assessment Guides: 1 per learner
Writing material and stationery for facilitator and learner
White board and pens
Flip chart paper
Proxima projector and screen
Notebook computer and program disk
Documentation Checklist:
Attendance register
Course evaluation
Learner course evaluation
Portfolios of evidence

Example of a Lesson plan
Welcome and opening 8:30- 9:30

Activity Resources Time minutes
Welcome - 5
Ice breaker Ice breaker 10
Introductions Name tags 10
Expectations Flip chart 5
Programme over view Flip chart 5
SA learning environment Flip chart/ Projector 5
Programme Flip chart projector 15
outcomes/assessment process
(refer to the assessment guide)
Rules Flip chart 5
Time management Flip chart 3
Resources and facilities - 2
Programme lay out Flip chart/ projector 5
Example of a Training Program
DAY 1 SESSION 1 Human Resources data is analysed in order to

Analyse the needs and motivation of compile a profile of the organisation (SO 1, AC 1)
an organisation in establishing a
retirement fund (SO 1)
Topics Covered Time Remarks
1. Define and explain key terms 20 min  Pages 5-10
2. Explore human resources data 20 min  Guide learners group activity learner
3. Discuss how to compile a profile of 30 min guide page 8-9
an organisation  You may use discussion/ lecturing or
4. Demonstrate how to compile a 40 min facilitation to cover these topics.
profile of an organisation  Q & A session
TEA BREAK
SESSION 2 Economic and labour relations issues are analysed
Analyse the needs and motivation of to determine the motivation for the fund.
an organisation in establishing a (SO 1, AC 2)
retirement fund (SO 1)
1. Explore economic and labour 45 min  Allow learners to complete group
relations issues to determine the 20 min activity: learner guide page 10

motivation for the fund  You may use discussion/ lecturing or

20 min facilitation to cover these topics.
20 min  Q & A session
LUNCH BREAK
SESSION 3  Legislation that impacts on the structure of a
Apply knowledge of legislation to fund is identified with reference to how
determine the possible structure of a legislation determines the possible structure of a
fund (SO 2) fund. (SO 2, AC 1)
 The implications of potential changes in
legislation for the structure of a fund are
discussed with reference to current information.
(SO 2, AC 2)
1. Explore legislation that impacts on 60 min  Learner guide from page 11
the structure on a fund  You may use discussion/ lecturing or
2. Discuss how legislation determines 60 min facilitation to cover these topics.
the possible structure of a fund  Q & A session
3. Discuss the implications of potential 30 min  Allow learners to complete group
changes in legislation for the activity learner guide page 17
structure of a fund
4. Conclude
DAY 2 SESSION 1 A fund structure is selected and substantiated with

Develop a proposal to meet the reference to the identified needs of the client
identified needs of a specific (SO 3, AC 1)
organisation (SO 3)
1. Define key terms 20 min  Learner guide from page 18
2. Explore different types of fund 30 min  You may use discussion/ lecturing or
structures facilitation to cover these topics.
3. Demonstrate how to select a fund 40 min  Q & A session
structure for a client
TEA BREAK
SESSION 2 The tax implications of the selected fund structure
Develop a proposal to meet the are explained with reference to the tax profile of the
identified needs of a specific client and the tax structure and salaries of the
employees (SO 3, AC 2)
organisation (SO 3)
1. Explain tax implications of fund 45 min  Learner guide from page 21
structures  You may use discussion/ lecturing or
2. Explore the concept of tax profile 30 min facilitation to cover these topics.

and tax structure  Q & A session

3. Evaluating the balance in your
lifestyle
4. Support structures
LUNCH BREAK
SESSION 3  An insurance strategy is proposed to reinsure
Develop a proposal to meet the benefits. (SO 3, AC 3)
identified needs of a specific  Labour relations implications are assessed with

reference to conditions of employment.
organisation (SO 3)
(SO 3, AC 4)
1. Explore insurance strategies 30 min  Learner guide from page 26
2. Demonstrate how to propose an 30 min  You may use discussion/ lecturing or
insurance strategy to reinsure facilitation to cover these topics.
benefits  Q & A session
3. Explore labour relations 30 min  Guide learners Chapter 3 tasks
implications
4. Explore conditions of employment 30 min
5. Demonstrate how to assess labour 30 min
relations implications
6. Conclude
DAY 3 SESSION 1 An organisation's capacity is tested against the
Develop a proposal to meet the proposed structure. (SO 3, AC 5)
identified needs of a specific

organisation (SO 3)
1. Demonstrate how to test an 20 min  Learner guide from page 28
organisation’s capacity against  You may use discussion/ lecturing or
proposed structure facilitation to cover these topics.
2. Conclude 20 min  Q & A session
 Allow learners to complete individual
activity: learner guide page 28
TEA BREAK
SESSION 2  The rules of the fund are drafted in accordance
Design and implementation plan with the proposal and relevant legislation.
(SO 4) (SO 4, AC 1)
 Systems and procedures are outlined to
facilitate implementation. (SO 4, AC 2)
1. Introduce the session 5 min  Learner guide from page 29
2. Define and explain key terms 10 min  You may use discussion/ lecturing or

3. Demonstrate how to draft the rules 40 min facilitation to cover these topics.
of the fund  Q & A session
4. Allow learners to practice 60 min
5. Outline systems and procedures to 30 min
facilitate implementation
6. Debrief 5min
LUNCH BREAK
SESSION 3 Role players are identified to liaise with the proposed
Design and implementation plan fund. (SO 4, AC 3)
(SO 4)
1. Identify role players to liaise with 30 min  Learner guide from page 31
the proposed fund  You may use discussion/ lecturing or
2. Allow learner contribution 30 min facilitation to cover these topics.
3. Conclude 20 min  Q & A session
4. Allow learners to complete
formative assessments
9. Appeals and Disputes

The candidate has the right to appeal against assessment decision or practice they regard
as unfair.
Table to show Appeals Procedure
Stage 1 1. Discuss the issue with the assessor.

2. Try to find a solution for the problem.
Stage 2 3. If there is still a disagreement, submit a

written complaint to the internal moderator
within two weeks of the assessment.
4. The internal moderator will conduct an

investigation and meet with both parties.
Stage 3 5. A decision will be taken by the internal
moderator, who will provide both parties with
a report within four weeks.
Stage 4 6. If the learner is still unhappy about the

outcome, he/she should refer the matter to
INSQA.

10. Research material.
Learners are encouraged to carry out independent research. Training Providers may
provide a list of resources for learners to use.
For example, the information below is based on information supplied by iisa for their
learners:
Resources and information

RESEACH GUIDE
HOW TO COMPLETE THE ACTIVITIES
General guidelines
 Be guided by the specific instructions in the Learner Work File to answer each
activity.
 It is very important that you complete each of the activities in order to meet with the
learning outcomes required by the respective unit standards.
 Our Assessment Policy requires that you achieve 50% overall in the Learner Work
File and that marks must be achieved for every activity.
1. What is the main focus of the activity?

 What kind of knowledge do you think you need to be able to answer the
activity?
2. What sources can you use to complete the activity?

 Is there any information that you can obtain from people with whom you
work?
 Can you use books, magazines, newspapers, the internet?
 Is the information reliable and trustworthy?
3. Do you understand the words used as instructions in the activities?

 The following table explains briefly what the specific verbs mean that are
used in the context of the Learner Work File activities.

Word Explanation
To study a concept, theory or case study to determine its essential, most

Analyse
important parts, or to uncover the relationship of the constituent parts.
Apply Provide a practical example or illustration of a concept or theory.
Categorise To place something in a category.
Classify To categorise; to place something in a category.
Draw a comparison between two things; to highlight the differences

Compare
and/or similarities between two ideas, concepts, approaches, beliefs.
Define To describe or explain the basic qualities of a concept.
Describe Explain or tell what you have read or experienced.
To establish or ascertain definitely, after consideration, investigation or

Determine
calculation.
Word Explanation
Discuss To examine a specific subject, looking at facts and reasons.
Evaluate To appraise something; to make a judgment.
Explain To make the nature or meaning of a subject or concept understandable.
Explore To investigate and examine a topic or concept systematically.
Graphs A pictorial method, such as a pie chart or bar graph, used to illustrate
(graphically) quantitative relationships between two or more factors.
Identify To name the identifying characteristics of a concept, subject or topic.
Illustrate To clarify a concept, topic or subject, using examples or comparisons.
To point out, discover, direct to knowledge of or, to show or to make

Indicate
known.
Interpret Explain the meaning of something, using your own words.
To systematically observe, inquire into or examine a subject, topic or

Investigate
concept in detail.
To provide examples and reasons for making certain statements or

Justify
claims.

List To itemise aspects related to a topic or subject.
To provide a general description that covers the main points of a topic or

Outline
subject.
Provide an account of something; describe something in your own

Recount
words.
Relate To name or mention a connection of association of one thing to another.
Solve To find a solution to a specified problem.
Explain something shortly; to sum up the main ideas related to a

Summarise
particular topic or concept.
Tabulate To arrange in tabular form; in other words, to condense and list.
4. Is your information organized?

 Decide which information you will use to complete the activity.
 File the other information for future reference.
 Make sure you answer the question that is being asked.
 Present your information in a structured and logical way.
5. How will you present your answer?

 Write or type your answers into the answer block or space provided below
the activity.
 Remember to reference your sources
 Be careful to put information in your own words so that you are not guilty of
plagiarism.
USEFUL TOOLS AND RESOURCES

Useful information can be found in many different areas, e.g. the local newspaper, television and
company-specific publications. Colleagues and industry specialists may prove to be valuable
sources of information.
Consider using some of these resources when completing your Learner Work File activities:
 insurance intermediaries, legal advisors and financial advisors;

 policy wordings;
 the Internet (a list of some websites that you may wish to visit is provided below);
 newspaper and financial magazine publications, such as Cover, the Financial Mail,
Business Times, and the Business Day;

 company forms, brochures, publications, materials and annual reports;

 relevant legislation;
 industry circulars or publications, especially those published by bodies such as SAIA,
the LOA and the IRF;
 specific insurance-related text material (published, in the main, by Butterworths);
 a good dictionary, such as the Concise Oxford Dictionary.
WEBSITE ADDRESSES THAT YOU MAY FIND USEFUL
Insurance-related Organisations
Association of Collective Investments http://www.aci.co.za
Board of Healthcare Funders http://www.bhfglobal.com
Financial Intelligence Centre http://www.fic.gov.za
Financial Planning Institute of SA http://www.fpi.co.za
Financial Services Board http://www.fsb.co.za
Institute of Loss Adjusters http://www.ilasa.org.za
Institute of Pension and Provident Fund

http://www.pensionsworld.com
Trustees
Institute of Retirement Funds http://www.irf.org.za
Institute of Risk Management http://www.irmsa.org.za
Insurance Brokers Council http://www.ibcsa.org.za
Insurance Gateway http://www.insurancegateway.co.za
Life Offices Association http://www.loa.co.za
Insurance-related Organisations
Life Underwriters Association of SA http://www.luasa.co.za
Office for the Long Term Insurance

http://www.ombud.co.za
Ombudsman
Office for the Short Term Insurance
http://www.osti.co.za
Ombudsman
Road Accident Fund http://www.raf.co.za
South African Financial Services Intermediaries’

http://www.safsia.co.za
Association
South African Institute of Financial Markets http://www.saifm.co.za

South African Insurance Association http://www.saia.co.za
South African Reserve Bank http://www.reservebank.co.za
South African Revenue Services (SARS) http://www.sars.gov.za
South African Special Risks Insurance

http://www.sasria.co.za
Association
Legislative Information
Acts http://www.acts.co.za
Policy and Law Online News http://www.polity.org.za
South African Government http://www.gov.za
Media
Business Day http://www.businessday.co.za
Business Report http://www.busrep.co.za
Business Times http://www.btimes.co.za
FA News http://www.fanews.co.za
Finance24.com http://www.finance24.com
Financial Mail http://.free.financialmail.co.za
iAfrica Business http://business.iafrica.com
Mail & Guardian Online http://www.mg.co.za
News24.com http://www.news24.com
SABC News http://www.sabcnews.co.za
South African Search Engines
Aardvark http://www.aardvark.co.za
Ananzi http://www.ananzi.co.za
International Search Engines
Altavista http://www.altavista.com
Google http://www.google.com
Yahoo http://www.yahoo.com

All the Web http://www.alltheweb.com
Mamma Metasearch http://www.mamma.com
Webcrawler http://www.webcrawler.com
Insurance Education
INSETA http://www.inseta.org.za
Insurance Institute of South Africa http://www.iisa.co.za
SAQA http://www.saqa.org.za
International Insurance Resources
http://www.virtualchase.com/resour
The Virtual Chase
ces/insurance.shtml
http://astre.scor.com/astrehelp/en/g
Astre
eneral/Insurance/biindex.htm
http://www.irmi.com/expert/insuran
IRMI.com
ce.asp#Drafting
Risk Smart Solutions http://www.risksmartsolutions.com
http://www.insweb.com/research/gl
Insweb
ossaries.htm
Harvard Centre for Risk Analysis http://www.hcra.harvard.edu
riskINFO http://www.riskinfo.com
IIABA http://www.iiaa.org
Business Insurance http://www.businessinsurance.com/
International Insurance Resources
American International Underwriters http://www.aiu.com/
http://www.insweb.com/learningcen
Insweb
ter/default.htm
Insurance News Net http://www.insurancenewsnet.com
Insurance Information Institute http://www.iii.org
Insurance Dictionaries
http://www.insurance-
Insurance Dictionary
y2k.com/dictionary/uatdict.html

http://www.glossarist.com/glossarie
Glossarist
s/economy-finance/insurance.asp
http://www.pittsburghinsurance.net/i
nsurance_dictionary.htm
Insurance Dictionary
http://www.insurance.com/Learning
center/Glossary
http://www.insureteam.com/insuran
Insure Team
ce_dictionary_glossary
General
Dictionary.com http://www.dictionary.com
Business Referral and Information Network http://www.brain.org.za

Facilitator Guide 100

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Generic Facilitator Guide

2. Qualifications and unit standards which may be trained……………………………..1

5. Who will facilitate the training? …………………………………………………………4

9. Appeals and Disputes ………………………………………………………………….29

10. Research material ……………………………………………………………………………30

2. Qualifications and Unit Standards which may be facilitated

• SAQA 49929: FETC: Short Term Insurance Level 4

Every unit standard consists of the following 12 components:

Formative assessment version 1:

Formative assessment version 2:

• Summative assessment version 1

In addition, there is an Exit Level Outcome Matrix for each qualification.

Target group in terms of learning needs and employment status

INSETA copyright 2014

Methods of delivery may vary and could be:

Face to face training

Hard copy distance training

Tasks and Independent Summative

INSETA copyright 2014

4.2 Learning Map

Example of a Learning Path for a Unit Standard

Behave in a Professional Manner in a Workplace

Learning Theory Reading On-the- Group Line Oral

INSETA copyright 2014

5 Who will facilitate the learning?

Facilitator Contract and Conduct

5.1 The Facilitator will be contracted to carry out the following:

INSETA copyright 2014

5.2 The Training Provider undertakes to carry out the following:

a. Organize the training event,

5.3 Copyright/Confidentiality Agreement

b. The Facilitator undertakes to maintain the confidentiality of any

d. All documentation, whether in hard copy or electronic format, furnished to

INSETA copyright 2014

• Due to the vocational nature of the qualification / learning programme, the

• Assessment Support – Facilitators are required to provide support to learners in

Example of a Pre-assessment Checklist

INSETA copyright 2014

Method of information Email Training Face to Manual

Evidence Ticked in the Learner Declaration of

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The following information must be conveyed to the learners:

Dates, time & venue of orientation and assessment briefing

Overview of current developments: SAQA & NQF

The facilitator must always be well prepared for the lesson.

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Positioning and contextualising

8.1 Facilitator Administration

The purpose of the Facilitation Report is to evaluate the following:

An example of a Facilitator Report

INSETA copyright 2014

Additional Comments on Facilitation

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Spelling/ Grammatical Errors

Additional Comments on Learning Material

INSETA copyright 2014

An example of an Attendance Register

Programme Name Facilitator Name

Dates of Attendance Venue