1. FASSET SDF NEEDS ANALYSIS OVERVIEW

2. OBJECTIVES OF THE NEEDS ANALYSIS  To determine SDF learning needs  To determine the best methods for meeting these needs  To get SDFs’ views on a possible SDF Excellence Award

3. THE RESPONDENTS  Nine from large companies  Eight from medium companies  Eleven from small companies  Three Fasset Skills Development Advisors (FSAs)

4. THE RESPONDENTS (Cont)  SDFs who are employees and consultants  Selected randomly per company size

5. THE FINDINGS (1)  The majority of SDFs spend less that 35% of their time on SDF functions  Most SDFs gained their skills as SDFs through experience and reading information

6. THE FINDINGS (2)  SDFs greatest learning needs are: Competency-based assessment and RPL Aligning learning interventions to SAQA Requirements Developing a Quality Management System Developing a Workplace Skills Plan

7. THE FINDINGS (3)  The most popular mechanisms for acquiring SDF competencies and information are: Half day breakfast Booklets Newsletters Full day training emails

8. THE FINDINGS (4)  All respondents support the idea of completing a modular menu of training (at different levels) on various topics with multiple entry and exit points, so that they could enter and exit at their interest and competency level

9. THE FINDINGS (5)  Most SDFs feel that they would benefit from attending training  Most SDFs thought that they should have access to RPL

10. THE FINDINGS (6)  All SDFs support the idea of Fasset endorsing both the SDF and the organisation with a quality management endorsement in Skills Development Excellence  Most SDFs thought that this would benefit their careers

11. THE FINDINGS (7)  Most SDFs did not see their role as extending beyond completing the Workplace Skills Plan and Workplace Skills Plan Implementation Grant  SDFs in organisations tend to be very diverse, including : CEOs, directors, consultants and secretaries

12. THE FINDINGS (8)  There was a very strong feeling amongst SDFs that small, medium and large companies have very different needs regarding skills development and that training initiatives should take account of this