SAS WFD QMS

CTED A-8

Learner activity Media / Assessment Time Schedule
Training Summative Allocation (when - by
s set and commit Formative facilitator)
ules Display on wall. Aids 10 min
s assess the product. Flipchart 15 min
the problems with the
ment of product. Product

Flashcards 15 min

s give feedback 15 min
10 min
s give expectations. Pens 40 min
rner writes it on Flipchart 30 min
. Display against wall. 40 min

s unpack their unit 50 min
ds.

read allocated section Pens
es feedback. Flipchart
, pg 1-7, before 1.4. Pens
, pg 7-11, before 1.6 Flipchart
, pg 11-18.

earners into 3 groups.
roups read LU 2.
: Contextual model, pg

: Design matrix, pg 24 Format of
: Template. Pg 25 analysis.
s give feedback.

s go and do their
s, summarise and give
k

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10 Learning Activity 4: Explains different Learners
Design assessment assessment activities and assessm
activities instruments. instrume

11 Review the days
training

RESTR

CTED A-9

s design some of their 50 min and
ment activities and overnight
ents

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 13/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO 1 S. Tilley 7459

January 2018

MANAGEMENT OF CURRICULA

Reference A: FOF/R/103/2/3 Instruction for Management of Curricula dd 22 Sep 09

Appendix A: Flowchart of Curriculum Management Process
B: Template of Curriculum (first 4 pages)

INTRODUCTION

1. SAS WINGFIELD consists of a number of Training Sections, which are
geographically dispersed, and it is therefore important that clear instructions are issued
concerning the management of Curricula.

2. Although effectively managed, it creates challenges with configuration control.
This instruction is aimed at alleviating these challenges and provides a process to ensure
effective safekeeping and configuration control of curricula.

3. In order to ensure clarity, curricula are divided into the following categories:

a. Pilot Curriculum: A pilot curriculum is developed when a new
intervention/training requirement has been identified. The curriculum is only
valid for the duration of the learning opportunity it was designed for and
should then be revised and re-submitted for approval.

b. Approved Curriculum: An approved curriculum must be validated by all
role-players and is enforced for three years before it must be reviewed. It
must be noted that the curriculum has to be evaluated on completion of
each learning opportunity.

AIM

4. The aim of this SOP is to promulgate a standardised process for the management
of curricula.

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SCOPE

5. The following aspects will be covered in this SOP:

a. Curricula approval.

b. Distribution of curricula after approval.

c. Curricula control.

d. Curricula evaluation.

e Curricula review.

f. Curricula amendments.

CURRICULA APPROVAL

6. Once the curriculum has been designed and developed, the Senior Facilitator (SF)
and the Training Evaluator (TE) will manage the approval process of the curriculum.

7. TE will present the curriculum to the necessary signatories as indicated on the
approval page. Due to time constraints that generally dictate the necessity of a new
intervention/ training requirement, only the following signatures are to be obtained for an
Interim curriculum.

a. SF.

b. TE.

c. RDE/RDM.

d. TC.

e. SSO OST.

f. SSO FETD.

8. Reviewed curricula must have the following signatories:

a. SF.

b. ATO/TSO.

c. TE.

d. RDE/RDM.

e. TC.

f. OC.

g. Director Fleet Logistics (DFL).

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h. Director Fleet Human Resources (DFHR).

9. When the above-mentioned signatories recommend changes to the curriculum, it
will be routed back in writing to the OC WFD. The RDE/RDM will ensure that the
curriculum be rectified. Once the Training Commander and the Officer Commanding have
signed off the approval page, the curriculum is then presented by TE to FETD to present
the curriculum to DFHR (or representative) for final approval signature and approval
certificate. The process is depicted in Appendix A. A template of the first 4 pages of a
curriculum is illustrated in Appendix B.

DISTRIBUTION OF CURRICULA AFTER APPROVAL

10. On completion of the approved curriculum, it is returned to R&D section where
three copies are made. Each copied curriculum must be clearly marked with a copy
number. Two of the copies are kept at WFD. One is handed to the relevant training
section against a signature and the other is retained by the TE. The original and an extra
copy with the signature control sheet are then handed to FETD.

CURRICULA CONTROL

11. All original and copies of curricula will be kept secured at FETD. Under no
circumstances will the original be handed out unless QA requires it to reproduce copies.
In the event of a training section requiring more than two copies of the curricula, such
requirements are to be made known and motivated in writing to FETD. For control and
authenticity purpose, the training sections are not allowed to make copies of any curricula
in their possession. Only the QA section will make copies of the curricula.

CURRICULA EVALUATION

12. Evaluation of curricula is to be conducted by the training units after each post
learning opportunity evaluation (PLOE). This is done to assess if the training
requirements are still met as stipulated by OST, FFPD or FLD. When a requirement
exists to amend a curriculum, the amendment process should be followed (see par 14).

CURRICULA REVIEW

13. The validity period for approved curricula is three years. The validity period for
pilot curricula is considered to be for one LO. Written notice of review of approved
curricula will be given to the training units by FETD three months before the validity
period has expired. On completion of a pilot LO, the curriculum must be reviewed and
replaced by an approved curriculum

14. The review process will involve the training sections, QA and FETD. The training
units will conduct the review process with FETD co-ordinating. The review process will
determine whether the outcomes are still relevant and in line with the user specifications.
On completion of the review, the curriculum will be amended or updated accordingly by
the respective training units.

CURRICULA AMENDMENTS

15. The requirement to amend or update curricula could at any time be initiated from
FHRD, Client, Stakeholders. or the training unit. A letter indicating the need to amend the
curriculum will be forwarded to FETD, through QA and TC, with the necessary

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amendments. FETD will investigate the relevance of recommended changes and will then
in turn recommend/not recommend changes to the curriculum.

16. FETD will inform the training unit of the recommendation and provide supporting
documents where necessary. FETD together with the training units are responsible for
the configuration control of all amendments to curricula. Training units are to stipulate
amendments made to the curriculum on the amendment page. FETD is responsible for
safekeeping all relevant correspondence that supports the amendments.

CONCLUSION

17. The management of curricula supported by standardised procedures are important
for the configuration control and safekeeping of curricula.

DATE OF EXECUTION

18. This SOP comes into effect immediately, and will be reviewed one year after the
date of implementation.

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DESIGN PHASE DEVELOPMENT
PHASE
DFHR to arrange
DACUM with End LBCP to R&D
member for
User, Stake- Curriculum
Holders, Development

Facilitators +
Respective R&D

member

REQUIREMENT
PHASE

Requirement
indicated by Fleet,
or Training unit to

DFHR

START HERE

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CTED APPENDIX A
TO TRG SOP 13/16

FUNCTIONAL
TRAINING

DFHR AUTHORISED
APPROVAL
MILITARY
TRAINING FOF

CTED

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SAS WIN

EF(MA

RESTRIC

CTED APPENDIX B
TO TRG SOP 13/16
NGFIELD
NBS/WFD/R/103/2/3/______

ACH)SH

CTED

RESTRIC
RESTR

CTED B-2

THIS CURRICULUM
WILL EXPIRE ON:
_______________

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BLANK

TO INSERT APPRO

RESTR

CTED B-3

K PAGE

OVAL CERTIFICATE

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NEW RESTRIC

RE

Curricul
MF(M

SAS WIN

PRINT & SIGN Dated

1.
Compiled by:
SF

3.
Confirmed by:
ATO/TSO

5.
Confirmed by:
DFFP

7.
Promoted for Authorisation by
Officer Commanding
SAS WINGFIELD

THIS NEW CURRICULUM IS VALID FOR 1 YEAR FROM DATE
THIS REVISED CURRICULUM IS VALID FOR 3 YEARS FROM D

RECORD OF AMENDMENTS, CHANGES AND CORRECTIONS
RESTR

CTED B-4

EVISED x

lum for: Copy No:
MACH)

NGFIELD PRINT & SIGN Dated

2.
Checked by:
Training Evaluator

4.
Checked by:
OST

6.
Forwarded to OC by:
Training Commander
SAS WINGFIELD
8.
Approved by:
FHRD

OF AUTHORISATION
DATE OF AUTHORISATION

S
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Change
No. Correction

Annual Renewal No changes

RESTR

CTED B-5

Date: Signature: PxP Muster
Signature

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NBS/WFD/R/103/2/3

SAS WINGFIELD TRAINING SOP: NO 14/18

Issued by

96719489MC CDR B. GOUSSARD
TRAINING COMMANDER SAS WINGFIELD

Telephone: 021 590 2665 SAS WINGFIELD
SSN: 820 2665 Private Bag X1
Facsimile: 021 590 2662 Goodwood
Enquiries: WO 1 S.R. Tilley 7459

January 2018

MANAGEMENT OF OFFICERS UNDER TRAINING AT SAS WINGFIED

Reference 1: DODI 30/2000 (Latest Edition).
2: JDP 07/2003 (Latest Edition).
3: Contract for Studies at State Expense.

INTRODUCTION

1. Officers under training at SAS WINGFIELD are widely dispersed at various
training institutions, which are geographically dispersed, and it is therefore important
that clear instructions are issued concerning the management of Officers under
training.

2. Although effectively managed, it creates challenges with configuration control.
This instruction is aimed at alleviating these challenges and provides a process to
ensure effective procedures and standards for officers under training.

AIM

3. The aim of this SOP is to promulgate a standardised process for the
management of officers under training at SAS WINGFIELD.

SCOPE

4. The following aspects will be covered in this SOP:

a. Selection Board.

b. Study Review Board.

c. Experiential Training for Officers.

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STUDY SELECTION BOARD AND INITIAL APPLICATION PROCESS

5. The TSO must remind SSO FETD and the Contract Manager to convene a
Study Selection Board on an annual basis during June. The minutes of the Study
Selection Board serves as authority for the initial application process that must be
submitted to FET providers before the closing date for new applications:

a. Contracts must be compiled by the Contract Manager and signed by the
respective stakeholders.

b. Once contracts have been approved, the Contract Manager must
compile letters of payment for the respective learners to allow
registration at the selected ETD provider.

c. The TAO must ensure that a training file is opened for each member and
that the contract, letters of payment, application and any other course
information is placed on the training file.

d. The TSO must obtain application forms from the selected ETD provider
and assist members to complete the application forms.

e. The TSO must verify acceptance.

f. The TSO must advise DFHR in writing of the support requirements
needed for the next academic year eg accommodation, transport,
computers etc.

6. The TSO is to compile and maintain a Learner Guide for prospective students.
The latest version of the Learner Guide must be forwarded to the Training
Commander of SA Naval College so that candidates can be familiar with the
arrangements and their responsibility to study a state expense.

STUDY REVIEW BOARD

7. Scheduling. The TSO is responsible for the scheduling of a Study Review
Board. A Study Review Board is to be convened by DFHR for the June/July and
December/January recess periods. TSO is to inform DFHR by signal one month
before that a Study Review Board is to take place (May/November). The following
then takes place:

a. TSO supplies DFHR with the learners’ course results two weeks prior to
the board taking place (Attn: SS0 Fleet Education Training and
Development (FETD)).

b. TSO instructs all learners that must be at the board.
c. TSO compiles board documents into a booklet.

d. The Contract Manager notifies all board members by signal.

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e. The Contract Manager notifies all learners who must appear before the
Study Review Board by signal.

8. The following are standing members of the board:

a. DFHR (Chairperson).

b. DFL Rep (Co-opted) – Functional Competency Authority.

c. DFFP Rep (Co-opted).

d. Manager NES (Co-opted) – Functional Competency Authority.

e. OC Naval College.

f. SSO FCM.

g. SSO FHRS.

h. SO1 FAS.

i. OC Fleet Maintenance Unit.

j. SSO Fleet ETD.

k. OC WFD.

l. SO1 FHRD.

m. SO2 FCM (Combat Officers).

n. SO2 FCM (Technical Officers).

o. SO2 FCM (Support Officers).

p. Contract Manager.

q. TC WFD.

r. TSO.

s. Subject Matter Expert (as appointed by FCAs).

t. Secretary (appointed by the Contract Manager).

9. Compilation of Minutes. The Study Review Boards minutes are compiled by
the secretary and forwarded to WFD within 48 hours for classing-up purposes. The
minutes serve as authority for the classing up of HET learners at state expense.

10. The TSO is to execute the decisions of the board before the start of the
following semester including classing-up, leave, unpaid leave etc.

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11. Two Chance Rule. In terms of JDP 7/2003 learners are to repeat failed
subjects at own time and own cost within 12 months. Learners who do not
successfully complete failed subjects within 12 months are to appear before a SRB
where their studies at state expense may be terminated.

12. Addendums to Contracts. The Addendum to the contract (if required) is
compiled by the Contract Manager and forwarded to learner for signature. The TSO is
to ensure the Addendum is signed by the original signatories of the contract and
guardians if applicable.

13. Continuation of Studies at State Expense. The letter of Registration is
compiled by DFHR and forwarded to WFD 48 hours prior to registration.

14. TSO provides the letters of registration to the learners. The learners register.
The learners provide proof of registration to TSO for administration purposes. TSO
confirms subject choices are in line with the subjects as indicated on the learners
study contract.

Note 1: The full costing of each semester must be communicated to DFHR prior
to registration in order for DHFR to confirm that sufficient funds are available
for the payment of learner accounts. The TAO (Mr Du Toit) must provide the
information to the Training Support Co-Ordinator in order to compile a letter wrt
the funding requirements for the Semester.

15. Termination of Studies at State Expense. The member may not study further
at State Expense. The member is to be re-appointed from WFD by the Career
Manager.

16. TSO compiles a letter explaining the implication and payment options against
signature (interest on outstanding amount owed by the member) and is to interview
the member before the board takes place.

17. TSO is to supply DFHR with the study history of the learner. DFHR registers
the member as a debtor. The member is to submit a request explaining his repayment
intent. DFHR makes a decision/acceptance wrt the payment intent. The Contract
Manager is to monitor proof of payment.

18. Successful Completion of Academic Studies. The TSO is to provide DFHR
with the successful learners certificate as follows:

a. Engineering – Degree.

b. Naval Technical Officer – Diploma/Proof of S4 results.

c. Maritime – Diploma.

d. Geomatics – Diploma.

19. Promotion of Officers. The learners Divisional Officer is to follow up on the
promotion for Engineering and Naval Technical Officers. Minutes are to be taken of

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this process at the board.

EXPERIENTIAL TRAINING FOR OFFICERS

20. Engineering Learners. The TSO is to prompt DFHR via a signal to re-appoint
the learners to the Naval Engineering Services (to report to the Engineering Mentor)
for the recess period. The Engineering Mentor is to compile the Experiential Training
Program and is to ensure that the program is executed. The program is to meet the
requirements of the respective HET institutions.

21. Naval Technical Officers. The TSO is to prompt DFHR via a signal to re-
appoint learners onboard ships for the recess period. After successfully completing
S4 learners are to be re-appointed onboard ships for the period of in-service and
experiential training.

22. Maritime Learners. The TSO is to prompt DFHR via a signal to re-appoint the
learners to SO2 Career Manager for Combat Officers for the recess period. SO2
Career Manager is to compile the Experiential Training Program and is to ensure that
the learning program is executed.

23. Marine Engineering Learners. The TSO is to prompt DFHR via a signal to
appoint the learners (who have successfully completed the S2) to ships to commence
with AWK Training for a year. On completion learners will be returned to WFD to
resume with S3 and S4 studies.

Note 2: Marine Engineering Learners are not to continue with S3 and S4 prior to
having at least 1 year experience onboard ships. The S3 and S4 subjects are
based on ships systems which needs to be fully understood prior to starting the
subjects eg Diesel Engines, Generators, Boilers, Stability etc.

24. Miscellaneous Learners. The TSO is to prompt DFHR via a signal to appoint
the learners to a designated mentor who is appointed by DFHR after each semester.
The mentor is to compile the Experiential Training Program and is to ensure that the
learning program is executed.

25. CBMT LOs. CBMT LOs for officers will be conducted over the June/July and
December/January recess periods when no billets are available for members’
onboard ships. The April and September recess periods will be utilised for study as
well as administrative or divisional purposes (file musters, health assessments, fitness
tests etc).

26. CBMT LOs. CBMT LOs for officers will be conducted over the June/July and
December/January recess periods when no billets are available for members’
onboard ships. The April and September recess periods will be utilised for study as
well as administrative or divisional purposes (file musters, health assessments, fitness
tests etc).

Note 3: NTO (E) learners who completed the National Diploma Mechanical
Engineering and not National Diploma Maritime Studies may need to complete
Skills/Practical and CBMT Training to cover the gaps ito the Marine Engineering
Subjects that do not form part of the National Diploma Mechanical Engineering.
The requirement for the gap training (specifically for Submarine NTOs) should

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be planned during the Practical Semesters. The TSO is to confirm the
availability for funds and the requirement to amend the Study Contract when
training is provided for these gaps.

27. CBMT LO Scheduling. The TSO is to schedule courses in September of each
year, preceding the year of presentation. A Section Course Year Plan (SCYP) must
then be submitted to the Training Commander (TC) for approval and a copy to TSCO,
by the first working day of September. The SCYP must include the following (par 9.e
to h is included for planning and scheduling purposes):

g. CBMT Course titles and numbers.

h. CBMT Detailed Course Programme (Modules, dates and mustering).

i. Senior Facilitators responsible for the CBMT courses.

j. CBMT Dates of Post Learning Opportunity Evaluations (PLOEs).

CONCLUSION

28. The management of officers under training supported by standardised
procedures are important for the effective effective procedures and standards for
officers under training.

DATE OF EXECUTION

29. This SOP comes into effect immediately, and will be reviewed one year after
the date of implementation.

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SAS WINGFIELD TRAINING SOP: NO 15/18 NBS/WFD/R/103/8

Issued by SAS WINGFIELD
Private Bag X1
96719489MC CDR B. GOUSSARD Goodwood
TRAINING COMMANDER SAS WINGFIELD 7459

Telephone: (021) 590 2665 August 2018
SSN: 820 2665
Fax: (021) 590 2662
Enquiries: Cdr B. Goussard

STANDARD OPERATING PROCEDURE (SOP) FOR CBMT AND EXTERNAL
TRAINING PROVIDER (ETP) COURSE ADMINISTRATION FOR APPRENTICES
AT SAS WINGFIELD

Reference 1: SANGP 1D Chapter 16 General Regulations for the SA Navy
2: NO 1/2/1995(E) CBMT in the SAN
3: FOF/HR/R/103/2/3 dated 24 May 2002
4: DODI 30/2000
5: SANDFO LOG/1/98
6: JDP 7/2003
7: NO 1/2016

INTRODUCTION

1. During the conducting of any Learning Opportunity (LO), it is imperative that
certain actions are taken, which will assist in the successful conclusion of the LO.

2. SAS WINGFIELD consists of a number of sections, which are geographically
dispersed, and it is therefore important that clear instructions are issued with respect
to the Course Administration procedure

3. All training and tertiary training support staff must be fully conversant with this
SOP to ensure that courses are administered correctly.

AIM

4. The aim of the Course Administration procedure is to clearly spell out the
administration procedure with respect to the implementation and maintenance of the
course Administration System (CAS) for CBMT and ETP.

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5. The Course Administration procedure is provides the necessary management
and control information to assist and ensure effectiveness in training and continuous
enhancement of the Training System. All training and tertiary training support staff
must be fully conversant with this SOP to ensure that courses are administered
correctly.
6. The purpose of the Course Administration procedure is to clearly spell out the
administration procedure with respect to the implementation and maintenance of the
CAS.
7. This section covers the following key areas:

a. CBMT Course Administration

i. Course title, number and file reference.

ii. Course scheduling and registration.

iii. Course activation.

iv. Course administration.

v. Course conclusion.

vi. Course Planning.

b. External Training Providers (ETP) Course Administration

i. Course scheduling and registration.

ii. Course activation.

iii. Course administration.

iv. Course conclusion.

v. Course planning.

c. ETP Course Administration for Officers

i. Study Review Board for Officers.

ii. Study Review Board Procedure.

iii. Experiential Training for Officers.

iv. CBMT Courses for Officers.

v. Course Administration.

vi. Course conclusion.

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d. Learner Assessment, Moderation and Verification Procedure.
e. Amendments to CBMT comprehension tests.
f. Development of CBMT comprehension tests.
g. Progress Boards (2 Chance Rule) Boards.
j. Learning Pathways and Task books.
k. Configuration Control.
8. This section covers the following key areas:
a. Course Administration

i. Course title, number and file reference. (CBMT only)
ii. Course scheduling and registration.
iii. Course activation.
iv. Course administration.
v. Course conclusion.
vi. Course Planning.

CBMT COURSE TITLE, NUMBER AND FILE REFERENCE

9. Course Title. The CBMT courses are divided into levels 1,2,3, etc. The title
for all courses must read as follows:

CBMT level for mustering eg CBMT 1 for EF(WPNS)SH.
10. Course Number. Each course has a unique number that identifies the
mustering, CBMT level, year of presentation and sequence. The example below
illustrates this:
323xCBMT1xC0310 where

i. 323 indicates EF(WPNS)SH;
ii. CBMT 1 indicates the type and level;
iii. B03 indicates the block the course started and the year; and
iv. 10 indicates the sequence number of the course for the year.

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11. The above states that the course is an EF(WPNS)SH course at CBMT level 1
and started in the B-block of 2003 and is the 3rd CBMT 1 course scheduled for the

year 2010.

12. The mustering identifying number is as follows for the Learning Opportunity

presented:

a. EF(WPNS)SH: 323.

b. MF(WPNS)SH: 320.

c. EF(RDO/RDR)SH: 330.

d. EF(MACH)SH: 250.

e. MF(MACH)SH: 290.

f. SHPT/MISC: 386.

g. OSIS: OSIS

13. File Reference. The file reference for training is NBS/WFD/R/103/2/3. The
mustering identifying number is added to make it mustering unique ie
NBS/WFD/R/103/2/3/323 indicating EF(WPNS)SH. A further digit is added to
indicate the level eg NBS/WFD/R/103/2/3/323/1 indicating Course Documentation of
CBMT level 1 for EF(WPNS)SH. This has the advantage that all relevant course
documentation for the same level of course is co-located for ease of reference and
tracking/tracing of statistical and management data.

CBMT COURSE PLANNING AND SECTION CALENDAR YEAR PLAN

14. The Section Calendar Year Plan (SCYP) is the informal planning and
projection tool for all apprentices at WFD. The SCYP information will be verified with
the Learner Record Database (Yuppie) records during the week of registration as
changes may have to be made in terms of the sequence of learning to the
unavailability of facilitators or external courses.

15. The SCYP must be 100% correct for the TAO to update Yuppie and ensure
that the statistics of the unit is 100% correct. Errors on the SCYP will result in
discrepancies on Yuppie which will require timely corrections. Any errors imply that
the information is incorrect which implies that the source information and data is
corrupt.

16. When a member joins and leaves the unit the SCYP must immediately be
updated with the learner information and customised training plan which must be
drawn up by the Senior Facilitator and approved at the Evaluation Board. When the
sequence of training changes, the change must be reflected on the SCYP.

17. The Naval Order on the Management of Artisans provides the authorised
training pathways which will be used to effect payment for learners. If the module is

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not reflected in the Naval Order, payment cannot be effected.

18. The SCYP does not include demographic information eg race, age or gender.
This information is only retained on the Yuppie Database. The Yuppie database will
thus be used for the calculation of demographic information.

19. The statistics drawn from the SCYP and Yuppie is used within the unit and
also submitted to external stakeholders. The following statistical information must
thus be readily available as it is often required by the OC, DFHR, Fleet HQ, Navy HQ
or adhoc stakeholders:

a. Performance Against Plan report and appendices.

b. Navy Command Council stats.

c. Fleet Command stats.

d. Training Evaluation reports.

e. Accreditation Status reports.

f. Monthly statistics.

g. Total Quality Management meetings.

h. Briefings.

i. Internal General Audit presentations.

CBMT COURSE SCHEDULING AND REGISTRATION

20. Course Scheduling. The Senior Facilitator (SF) of each section is to
schedule courses in July of each year, proceeding the year of presentation. A
Section Course Year Planner (SCYP) must then be submitted to the Apprentice
Training Officer (ATO) for approval (Copy to TSCO for Info), by the first working
day of August. A final SCYP is to be submitted to TSCO by the first week in
September each year. The SCYP must include the following information:

a. CBMT course titles and numbers.

b. CBMT detailed course programme (Modules, dates and instructor(s)
presenting).

c. CBMT Dates of Post Learning Opportunity Evaluations (PLOEs).

d. External Training Providers Course titles. (Titles to be written out, plus
acronyms)

e. Detailed Course Programme for External Training Providers.

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f. Dates of External Training Providers Post Course Evaluations
(PLOEs). This must include Trade Tests.

g. Experiential Training Dates and Venues. Experiential Training
Providers are to be informed one month prior to experiential training
taking place of the proposed dates thereof.

21. Course Registration. ATO is to forward the SCYP for all sections to the
Training Support Co-ordinator (TSCO) by 15 August of the year. The TSCO then
compiles a Unit Course Year Plan (SCYP) for submission to the Training
Commander (TC), for approval, by 31 August of that year.

22. On approval the TSCO registers the courses. This process must be
completed by 15 September every year. The approved SCYP must be stored in
electronic file format (Excel) on the T-drive in directory T:\CBMT\Training Program.

23. A personal hard copy of the approved SCYP must be placed on file
(NBS/WFD/R/103/2/3) and forwarded, by TSCO, to each of the following members
by end September of every year:

a. OC.

b. TC.

c. TSO.

d. ATO.

e. QA.

f. SFs.

ETP COURSE SCHEDULING AND REGISTRATION

24. Scheduling and registration of ETP courses must be done in accordance with
the registration dates of the ETP. As far as possible SFs are to ensure that LOs are
scheduled in order to ensure that learners are accepted prior to the opening of
registration for private learners.

CBMT COURSE ACTIVATION

25. Four weeks prior to the start of a course the SF must submit, via hard copy,
the names of nominated and accepted members classed-up to TSCO and the TAO.

26. Once members have been classed-up, the SF must submit a Course Program
to the TC and ATO two weeks prior to the commencement of the course.
Experiential Training Providers are to be informed one month prior to experiential
training taking place of the proposed dates thereof.

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27. On commencement of the course, the SF must inform the TSCO via “T”Drive:/
Transfer Docs/TSCO of members that reported and that all meet the entry
requirements. This step is required, because the Technical College results only
become available at the start of a block.

28. The Course Facilitator must appoint a Class Leader, in consultation with the
learners on the specific course, and issue a delegation against signature. The
delegation of each section and course is to be developed by ATO and his staff.

ETP COURSE ACTIVATION

29. Six weeks prior to the start of a course the SF must submit the names of
nominated and accepted members to the ATO and TSCO for classing-up. The
names are required well in advance to ensure that scheduling can be finalised prior
to the opening of registrations to the public.

30. The SF must appoint a Class Leader, in consultation with the learners on the
specific course (apprentice courses), and issue a delegation against signature.

ACCREDITED UNIT STANDARDS

31. Registration of Learner Against Accredited Unit Standards. On completion of
the MERSETA Accredited Unit Standards (Keep Work Place Safe and Productive
(SAQA Registration Number 13220) and Select, Use and Care for Engineering Hand
Tools (SAQA Registration Number 119744) the registration process of learners
(SOP XXX) shall be completed by the TAO.

CBMT COURSE ADMINISTRATION
32. Class Register. The Class Register must be completed daily at the
commencement of the class by the class leader. The SF must check this register
against the Roll Call Register monthly. The SF must submit discrepancies iro the
Class Register on a weekly basis to the ATO. The Class Register must be up-to-
date and readily available to the OC and TC at any given time. The must comprise
of the following sections:

a. Title page with course details and ETD Practitioner details.

b. Attendance register.

c. Gender statistics.

d. Time table (learner event plan).

e. Learner comments. (To be signed by both parties on a weekly basis.)

f. ETD Practitioner (Facilitator) comments.

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g. Course results.
h. Assessment criteria for practical evolutions.

i. Course costing / consumables per week.

j. Elements restricting performance.

33. Completion of Each Module. On completion of each module the following
must happen:

a. The module assessment(s) (tests) is/are marked by the Assessor.

b. The completed and marked assessments must be moderated by the
SF and then forwarded to the TSCO/TAO, within five working days, for
control, record and archive purposes. If an extension to the prescribed
time frame is required, reasons in writing to be submitted to TE prior to
the due date.

c. QA must draw samples of moderated assessments from TAO to
perform quality assurance (verification process), and submit results to
the ATO.

d. Feedback is to be given to the learner and is to make provision for
dialogue and interaction between Learner and Assessor.

e. The proceedings of the feedback sessions are to be formally
documented, against the signature of the learner, and the Assessor.
The response of the learner to the feedback is to be clearly minuted in
the Assessors Documentation.

f. The Participant Evaluation Sheet must be completed by the learners
immediately after the module assessment. The SF must consolidate
the responses per module and forward the result together the
assessment instruments to TAO.

g. The learners compile the “Student Impression of Module” (see Form 4)
after each particular module.

ETP COURSE ADMINISTRATION

34. The SF shall ensure that learners attending external training be visited on a
weekly basis by the respective guardian facilitator. The SF shall ensure that all
progress, problems and issues relevant to training be recorded in the Sections Assist
and Support Register.

35. Pressing matters shall be brought to the attention of the ATO and TC.

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CBMT COURSE CONCLUSION

36. Course Documentation. The SF must submit the following course
documentation within seven working days of the PLOE, to the TAO:

a. Class Register.

b. Course Grid.

c. PLOE Agenda.

d. Learners’ Impression of the Course.

e. Consolidated Course Report.

f. Course Costing.

g. Copies of Course Certificates.

h. Exam Paper Control Sheet.

i. Clearance Certificate.

j. Facilitator Evaluation Report.

k. Course Program.

37. A Clearance Certificate is submitted by the course facilitator to TAO. It is the
TAOs responsibility to place the endorsed Clearance Certificate on the sections file.
The Clearance Certificate serves as proof that the responsible instructor has
completed all course documentation requirements.

ETP COURSE CONCLUSION
38. Course Documentation. The SF must submit the following course
documentation within seven working days of the PLOE, to the TAO:

a. PLOE Agenda.

b. PLOE Minutes.

c. Learners Impression of the Course.

39. All Course Documentation as above must be placed on the relevant section
file. The TAO then routes the file to the following members in the order as listed:

a. TE.

b. QA.

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c. ATO.

d. TC.

e. OC.

40. The Participant Evaluation Sheets must be archived by the QA for a minimum
period of 24 months.

41. On completion of the PLOE the SF must add comments in the PLOE minutes
indicating corrective actions taken or planned to address identified/highlighted
shortcomings or recommended improvements.

42. Corrective actions iro PLOE anomalies shall become a standing Training
Committee agenda until the item is resolved. The TC will be the coordinator to
ensure all activities are finalised. SF to provide regular feedback to the TC iro
progress made in terms of anomalies highlighted.

43. CBMT Curriculum. The SF is to ensure that the curriculum (if necessary) is
updated after the completion of each course e.g. CBMT 1, CBMT2, etc and before
commencement of the same course/module. All relevant matters requiring
corrective action that were identified at PLOE’s pertaining to the curriculum is to be
corrected before the commencement of the next relevant course.

44. Course Cancellation/Rescheduling/Newly Scheduled. Any amendment to the
SCYP may only be affected with the personal approval of the TC and
recommendation of the ATO. A written request must be submitted. The request
must be filed on the relevant course once the TC has made a decision. The
following must be addressed:

a. Reason for amendment to be communicated by memo.

b. Effect on Unit Business Plan.

c. Budget implication.

d. Recommended action to be put in place to avoid future incidents.

e. Impact on specific training section.

f. MILQUAL Changes required.

45. The approved SCYP must be amended and re-distributed in electronic format
via the TC folder on Transfer Documents. The layout and format of the SCYP
should not be changed ie do not add columns, change fonts, hide information etc.

46. The record of learners must be kept throughout the calendar year. As
learners complete, the learner line must be moved to the bottom of the SCYP and
the font must be changed to red. The TAO will verify completion dates and the TC
will delete/hide learner information at the end of the calendar year.

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47. Colour Coding of Courses. The following colour coding must be used on the
SCYP as compiled and updated by TSCO:

a. Orange: Course scheduled.

b. Green: Course running.

c. Blue: Course completed and Clearance Certificate Issued.

d. Red: Course cancelled.

48. MERSETA Logo. The MERSETA logo may be used on certificates issued
against Accredited Unit Standards with the permission of the MERSETA. The ATO
shall be responsible to ensure that such permission is obtained from the MERSETA
which will issue a logo template. This template shall be held and controlled by the
TE. The logo may not be reshaped as this may deform the logo.

CONCLUSION

49. Senior Facilitators, Facilitators and Training Admin Members are to ensure
that the above-mentioned process is followed in order to ensure that LO’s are
concluded with minimum disruption.

DATE OF EXECUTION

50. This SOP comes into effect immediately and will be reviewed one year after
the date of implementation.

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SAS WINGFIELD TRAINING SOP: NO 16/18 NBS/WFD/R/103/2/3

Issued by SAS WINGFIELD
Private Bag X1
96719489MC CDR B. GOUSSARD Goodwood
TRAINING COMMANDER SAS WINGFIELD 7459

Telephone: 021 590 2665 January 2018
SSN: 820 2665
Facsimile: 021 590 2662
Enquiries: WO 1 S. Tilley

LEARNER SUPPORT

Reference A: DODI PERS/13/99: Mentorship guidelines for the DoD
B: Unit Standard 117865: Assist and support learners to manage

their learning experiences
C: Unit Standard 117874: Guide learners about their learning,

assessment and recognition opportunities
D: Unit Standard 114215: Mentor a colleague to enhance the

individual’s knowledge, skills , values and attitudes in a
selected career path
E: Unit Standard113909: Coach a team member in order to
enhance individual performance in work environment
F: Develop learning programmes to enhance participation of
learners with special needs
G: Unit Standard: 10294: Identify and respond to learners with
special needs and barriers to learning
H: Implementing the Mentor role – Africa Competency
Development
I: Guide and support learners – People Development Africa

Appendix A: Mentoring/Coaching Contract
B: Mentor/Coach/Trainer self-evaluation
C: Mentor/Coach/Trainer evaluation report (by learner)
D: Mentoring/Coaching Report
E: Flowchart of the mentoring/coaching process

INTRODUCTION

1. Mentorship/Coaching is encouraged within an organisation to provide learners
with the necessary support and guidance from members with years of experience. It
is an important training and development vehicle for upward advancement of
individuals within an organisation.

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2. SAS WINGFIELD is a training unit that is committed to delivering world-class
training, therefore all trainers are to avail themselves to address the needs of
learners assigned to them.

AIM

3. The aim of this SOP is to provide guidelines to trainers at SAS WINGFIELD to
guide, advise and support learners about their learning and assessment needs.

SCOPE

4. The following aspects will be covered in this SOP:

a. Understanding the Terminology.

b. Overview of Mentoring/Coaching process.

UNDERSTANDING THE TERMINOLOGY

5. In order to perform the role of a coach or mentor efficiently, it is necessary to
understand the difference in terminology as explained hereunder:

a. Guiding. The process of directing an individual or a group along the path
leading from the present state to the desired state.

b. Coaching. Helping a person to improve awareness, to set and achieve
goals in order to improve a particular behavioural performance.

c. Mentoring. The process of using specially selected and trained individuals
to provide guidance and advice that will help to develop the careers of the
protégés assigned to them.

d. Teaching. Helping an individual or group develop cognitive skills and
capabilities.

e. Counselling. Helping an individual to improve performance by resolving
situations from the past.

f. Supporting. Support is required to make a learner feel confident that
someone is available to give his/her attention and empathy.

g. Protégé. The role of the mentor has given rise to the French word
“protégé” which means, “to protect”. This document will refer to a learner
being the “protégé”.

6. To prevent confusion, the difference between mentoring and coaching is
illustrated below:

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Serial Mentoring Coaching
No
a b
1 Ongoing relationship that can last for a long Relationship generally has a set duration.
2 period of time.
More informal and meetings can take place More structured in nature and meetings are
3 when learner needs advice, guidance or scheduled on a regular basis.
4 support.
More long term and takes a broader view of Short-term and focussed on specific
5 the person. development areas/issues.
6 Mentor is usually more experienced and Coaching is generally not performed on the
qualified than the learner. Often a senior basis that the coach need to have direct
7 person in the organisation who can pass on experience of their client’s formal
knowledge, experience and open doors to occupational role, unless coaching is specific
otherwise out-of-reach opportunities. and skills-focused.
Focus is on career and personal Focus is generally on development/issues at
development. work.
Agenda is set by the learner, with the mentor Agenda is focused on achieving specific,
providing support and guidance to prepare immediate goals.
them for future roles.
Resolves more around developing the Revolves more around specific development
learner professionally. areas/issues.

7. Based on the above-mentioned illustration it can be assumed that, at SAS
WINGFIELD, the trainer will perform the role of the coach and the
supervisor/divisional officer, in the workplace, the role of a mentor.

OVERVIEW OF THE MENTORING/COACHING PROCESS

8. The mentoring/coaching process is divided into the following 5 stages:

STAGE 1: BUILDING A RELATIONSHIP

9. Define roles and responsibilities. It is vitally important that the
mentoring/coaching relationship is clearly defined from the start to ensure that both
the mentor and the protégé know their roles and responsibilities. At the first meeting
start-up issues, expectations, and initial goals should be addressed.

10. Discuss learning barriers. Barriers could include, language, culture, numeracy,
literacy, level of confidence, gender, general knowledge, age, physical ability, health
problems, substance abuse, emotional stress, etc. Discuss each potential barrier
and propose a solution to overcome the barrier.

11. Initiate a Mentoring/Coaching Contract. Negotiate clear objectives for the
relationship and formulate a mutually agreed contract that includes timelines,
reporting targets and goals. The contract is to be signed by both parties. An
example of a Mentoring Contract is illustrated in Appendix A.

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STAGE 2: UNDERSTANDING LEARNER REQUIREMENTS

12. Review current situation (analyse learner issues/problems). Establish the
learner’s level of understanding and competence in a specific task. This can either
be done via questioning or by writing a diagnostic test. Learning should always be in
the context of what the learner needs to know and be able to do in the workplace.

13. Determine learner needs. Learner needs can stem from various areas such as
individual career planning, organisational need (eg staffing, fast tracking, etc),
correcting poor performance and initiating a performance enhancement process. A
clear distinction should be made between needs and either “wants” or “demands”.
Ensure that the learner’s needs are in line with the organisation’s needs. Trainers
are to identify learner needs at the onset of the learning programme.

14. Document learner gap and goals in mentoring contract. Once the learner’s
gaps have been identified, the mentoring contract is to be drawn up encapsulating
the short, medium and long-term goals. Identify how and when the competency is to
be assessed or measured. The learner should influence, challenge, agree and sign
the contract.

STAGE 3: ACTION PLANNING – ADVICE, SUPPORT, REFERRALS, ETC

15. Brainstorm ideas for development. Decide on a mentoring method that would
be the most effective eg demonstration, presentation, shadowing, discussion, project
based, and/or referrals to experts.

16. Explore alternative methods. The contract is to be flexible to allow changing to
another method of mentoring/coaching if the current method proves to be ineffective.

17. Document an action plan. Specific tasks to measure performance are to be
documented in the contract.

18. Gather evidence and monitor progress. Evidence of achievement or progress
is to be gathered and is followed by a decision to either sign off, or continue the
mentoring/coaching. Feedback from the learner is to be used to adapt an action
plan or change the approach.

STAGE 4: PROVIDING LEARNER SUPPORT

19. Identify type of learner support required. Learner support can be in the form of
learning groups, peer guidance, subject matter experts, referrals to support services,
access to relevant information, handouts, publications, policies, etc. Assistance or
support is to be provided to learners by explaining the learning programme content,
structure, admission requirements, exit level outcomes, learning contracts,
approaches to learning and assessment.

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20. Identify extra people to be involved. In some instances, it might be required to
call in the assistance of subject matter experts or support services such as language
practitioners, career managers, occupational therapists, social workers, chaplains or
psychologists. All schools are to include the subject Study Skills on the LO
programme as part of induction process and is to make use of a subject matter
expert to present the subject.

21. Mentor availability. The mentor/coach is to ensure that he/she is available at
the dates/times agreed in the contract. Provide the learner with contact numbers in
case of an emergency.

22. Feedback. The learner is to be kept informed of his/her progress at all times.

a. Feedback hints

i. Feedback is a two-way process.

ii. Start off with something positive.

iii. Provide formative feedback that will contribute to the learning
experience.

iv. Identify weaknesses together.

v. Agree on an action plan for further training, development or
assessment needs.

b. When the learner is deemed not yet competent

i. be precise about gaps in the learner’s competence;

ii. identify part(s) of the assessment that need to be repeated;

iii. arrange for further opportunities to obtain evidence; and

iv. be positive about repeating part(s) of the assessment.

STAGE 5: EVALUATION AND RECORDING

23. Evaluation

a. Review progress and results to check that outcomes are consistent
with goals/expectations.

b. Evaluate your mentoring/coaching effectiveness and implement
improvements. (Appendix B).

c. The learner is to complete the mentor evaluation report. (Appendix C).

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24. Recording. Record interaction and evaluate the effectiveness of the
mentoring/coaching process. Records are to be kept through every stage of the
mentoring/coaching process and should include:

a. Learner details.

b. Attendance records.

c. Record of meetings between learner and mentor/coach.

d. Diagnostic reports.

e. Qualitative comments about the learner.

f. Feedback obtained from the learner (mentor evaluation report).

g. Overall achievement of the learner.

h. All assessment tools (observation checklists, embedded knowledge
tests, assignments, etc).

25. Learners should be aware and form part of the recording mechanism used.
This will assist them in tracking their own progress. Strict confidentiality is to be
maintained and records are to be stowed in a lockable safe.

26. The trainer is to complete a mentoring report (as per Appendix D) at the end of
the mentoring contract.

27. A flowchart of a successful mentoring/coaching illustrating the 5 phases can be
seen as Appendix E.

CONCLUSION

28. Mentorship/Coaching is a powerful tool to enhance an individual’s knowledge,
skills, values and attitudes in a selected career path. A good mentor/coach can
transform the way learners/protégés see themselves, their careers, their relationship
with the organisation as well as their full potential as individuals.

DATE OF EXECUTION

29. This SOP takes effect immediately, and is to be reviewed one year after its
implementation date.

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RESTRIC

MENTORING/COACHING CONTRACT

Force No Rank MENTOR/COA
Nam

Force No Rank LEARNER/PRO
Nam

Learning Barriers and proposed solution: Barriers coul
dyslexia, etc
Learner Support: A possible so
Purpose of the Learning: therapist into
Learning Gaps: Eg Class
Goals:
Learn

Eg Prepa
Prepa

Eg Langu
Comp

Eg Advan
Use M

RESTRIC

CTED

APPENDIX A
TO TRG SOP NO 16/16
DD AUG 16

ACH DETAILS Contact No
me Unit/Department

OTéGé DETAILS Contact No
me Unit/Department

ld include language, numeracy, literacy, age, physical ability,
c
olution for dyslexia could be to incorporate an occupational
o the mentoring/coaching programme.
sroom or cabin fitted with a computer and printer.
ner Guide, Publications (CSW), Handouts, etc

aration for re-assessment
aration for functional/military LO

uage Literacy
puter literacy
nce to intermediate level English (NQF3).
MS Word to produce a CSW correct document.

CTED

RESTRIC

The following goals and target dates have been agreed to:

Ser No Meeting Goals
Date
Correctly use the following MS Word applicatio
1 1 Jul 08  Open and save.
 Print.
2 7 Jul 08  Grammar/Spell-check.
 Set headers/footers/page no’s.
 Format sentences/paragraphs.
 Set up borders.
Select the correct correspondence type for the

3 9 Jul 08 Compile the following documents:
4  Typed Memorandum.
 Routine letter.
 Formal letter to a civilian.
 Formal letter between service personnel.

RESTR

CTED A-2

Target date Signatures

Coach Learner

ons:

occasion.

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OF TRG SOP NO 16/16
MENTOR/COACH/TRAINER SELF EVALUATION DD AUG16

Trainer Details Rank Name Unit/Department
Force No
Unit/Department
Learner Details Rank Name
Force No

Serial Points to be reviewed Future Action Plan
No b
a
1 How did you identify learner
needs?

2 The mentoring methods you
used.

3 Discuss the support you gave
the learner throughout the
learning.

4 Who would you add to your list of
specialists of providing learner
guidance?

5 How effective was the mentoring
log for planning and
implementing the learning?

6 How effective was the mentoring
log for recording?

_______________________ ________________________
TRAINER’S SIGNATURE DATE

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OF TRG SOP NO 16/16
DD AUG 16

MENTOR/COACH/TRAINER EVALUATION REPORT (to be completed by learner)

Trainer Details

Force No Rank Name Unit/Department

Learner Details Rank Name Unit/Department
Force No

Mark appropriate space with a tick ()

1. Yes 2. Normally 3. Sometimes 4. Never

The Trainer 1234
1 Adhered to the time schedules as per contract.
2 Is a good role model.
3 Has a wide knowledge of the organisation.
4 Enjoyed helping me.
5 Believed in my ability to perform and contribute.
6 Showed empathy and understanding of my situation.
7 Was perceptive to my feelings, emotions and ideas.
8 Was open to feedback from me.
9 Encouraged and praised my efforts.
10 Showed understanding of cultural differences.
11 Was tolerant of mistakes.
12 Showed understanding of individual preferences.
13 Encouraged independent thinking.
14 Gave constructive feedback to me.
15 Verbally supported me and my contribution.

Additional Remarks:

LEARNER’S SIGNATURE DATE
Remarks by Trainer:

TRAINER’S SIGNATURE DATE

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OF TRG SOP NO 16/16
DD AUG16

MENTORING/COACHING REPORT: [PERIOD OF CONTRACT]

Trainer Details

Force No Rank Name Unit/Department

Learner Details Rank Name Unit/Department
Force No

1. Outline of Activities (meetings, activities between mentor/coach/trainer
and learner).

2. Managerial Performance (setting and achieving goals, delegating,
communicating).

3. Working style (planning, initiative, performance under stress).

4. Interpersonal skills (teamwork, performance and verbal ability).
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5. General (assimilation, flexibility and creativity).

6. Additional Remarks (achievements, limitations and overall progress in
this period).

Remarks by Trainer:

TRAINER’S SIGNATURE DATE

Remarks by Learner
:

LEARNER’S SIGNATURE DATE

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