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Training and Development Management Specialist

About eric dube

Programs

Eric Dube is an outstanding online and onsite freelance training facilitator and assessor. He possesses various qualifications and years of practical working experience in the programs he facilitate and assess.

Programs

Eric Dube is an outstanding online and onsite freelance training facilitator and assessor. He possesses various qualifications and years of practical working experience in the programs he facilitate and assess.

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Affordability

Training and development is an essential component for organizations in order for them to function productively and efficiently. This in turn boost our country's economic growth. Inline with this Eric Dube's rates are market related.

Affordability

Training and development is an essential component for organizations in order for them to function productively and efficiently. This in turn boost our country's economic growth. Inline with this Eric Dube's rates are market related.

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Certification

All qualifications Eric Dube is accredited for are NQF aligned ensuring that learners receive a nationally recognized qualification at the end of their training. This ensures value for money for both the learners and their work organizations.

Certification

All qualifications Eric Dube is accredited for are NQF aligned ensuring that learners receive a nationally recognized qualification at the end of their training. This ensures value for money for both the learners and their work organizations.

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Calendar

My calendar is still much opened for the year with only a few projects running. Enquire by sending me an email or calling me on the below details: eric@hrdpractitioners.co.za or +27 76 460 3006

Calendar

My calendar is still much opened for the year with only a few projects running. Enquire by sending me an email or calling me on the below details: eric@hrdpractitioners.co.za or +27 76 460 3006

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What
 
Eric Does
Skills Development Facilitation

Conducting facilitation trainings such that there's a link between the learner, the outcome to be achieved and the learner's working environment in which learning outcomes should be achieved. Creating an atmosphere of trust and synergy in which outcomes are achieved during training sessions. Skillfully blending group technologies with personal styles to create a fruitful facilitation environment. Successfully leading the learners by artfully combining structure with freedom so that learners can operate with maximum flexibility and creativity. During facilitation continually applying the basic techniques and practices to ensure successful facilitation environment. These include verbal techniques, nonverbal techniques, listening skills, recording techniques, reading the group and facilitating consensus. Ensuring that I place more focus on the learners rather than information to ensure that my facilitation technique is more learner-centered. Analyzing the leaner group prior to facilitation to ensure that I understand the learners so that I can tailor make my facilitation techniques to suit the learners thereby ensuring that my facilitation approach is learner centered. Analyzing and reading the learner group during facilitation so as to ensure that necessary adjustments to the learning process should the need arise. During facilitation ensuring that I understand the learners different learning styles to ensure that learning is effective. These styles includes the activist, pragmatist, theorist and the reflector. Understanding that learners have different learning modes (Visual, Auditory and Kinesthetic) to ensure that in my facilitation approach I use this knowledge to ensure that learners learn using the best way of learning suited to their learning mode style. Adapting my facilitation style depending on the learner group and the outcome that must be achieved. Prior to facilitation sessions developing a facilitation plan which includes (Outcomes of that session, Prioritization those outcomes into those that must be covered & those that could be covered, Arranging the learning outcomes into logical order; Selecting resources needed for the learning activities, Selecting the learner activities & facilitation methods to be used at each stage of the facilitation, Monitoring of activities so as to monitor progress of learning outcomes and finally Estimating time needed for each segment)  
Conducting Outcomes Based Assessments


1. Planning for the assessments by:
Preparing for assessments to ensure that they meet the requirements by organizing logistics and other resources. Notifying parties involved in the assessments to ensure that they will be ready and available. Explaining all assessment details to the learners by providing opportunities for clarification and explaining the NQF framework. Seeking inputs from learners to ensure that potential assessment barriers are addressed and the assessment approach adapted accordingly. Confirming learners readiness for assessments and also documenting this by completing an assessment readiness checklist and other documents.
2. Conducting the actual assessments by: 
Following assessment practices which are valid, fair, reliable and properly administered which are also in line quality assurance requirements, recognized codes of good practice and workplace standard operating procedures. Carrying out the assessments according to the assessment design and plan for formative and summative assessments. Also adjusting the assessment plan and design when the need arise in situations such as special needs of learners. Using the appropriate questioning techniques to elicit appropriate responses. Gathering of sufficient evidence that is valid, authentic, reliable, current and sufficient to ensure that valid, consistent, reliable and fair assessment judgements are made. Applying the evidence rules to evaluate evidence in order to make proper assessment judgements of whether learners have been found competent on not yet competent.
3. Providing feedback on assessments by:
Giving a clear and specific feedback to all the relevant parties whilst also noting confidentiality requirements. Obtaining feedback on the assessment process from the learners. Providing relevant and constructive feedback to learners. If the learner has been found not yet competent identifying the gaps for reassessment against the outstanding specific outcomes. Dealing with disputes and appeals that arise. Recording of agreements reached by the relevant parties.
4. Reviewing the assessments by:
:
Reviewing the assessment instruments. Reviewing the assessment process. Talking to learners. Using self assessment. Analyzing feedback and using it to influence future assessments. Identifying any weaknesses in the assessment design and process. Identifying weaknesses in the assessment arising from poorly defined outcomes and criteria.