Learnerships

1. PROJECT IMPLEMENTATION AND QUALITY ASSURANCE (PIMQA 101)

Whilst NSDS II is clear on the objectives surrounding the enhancement & improvement of Quality Management Systems, little attention is given to the combination of Quality Management Systems and Project Management Plans. As a result, quality management and project management is often seen in isolation. Project management is mostly seen as the step-by-step plan to take a learner from NYC to C. The QMS on the other hand, is viewed as a set of policies and procedures aimed at checking if the quality of the process is acceptable.

But what is quality? Seriously, what is quality in training?

Quality or Quality Management starts with setting a Standard - the same standard set by Project Management, followed by the development of Systems to measure the degree of attainment to these Standards. In the Provider business this means that the step-by-step objectives as per the project plan, functions as the quality standards. The system to measure attainment of these objectives is normally written as Policies & Procedures into a Provider Quality Management Systems - a QMS.

The relationship between the QMS and the Project Plan for implementation of a skills programme or Learnerships should therefore be symbiotic. The quality management should take place as part of the project management on an integrated basis.

2. FROM START TO FINISH - TWELVE STEPS

During the implementation of a Skills Programme or Learnerships, the process from start to finish can be divided into 12 (not so basic) steps:

1. Establish training brief. This will come in the form of an appointment, or a training contract, or simply a training brief in a department.
2. Develop project plan. The project plan should function as a step-by-step plan to evolve the level of competency of a learner from one point to the next. This plan will have to identify all the steps such as material development, training, assessment, moderation and upload onto the national learner record database.
3. Develop a training schedule. The training schedule should function as a calendar of the training activity for learner and facilitator.
4. Take bookings & learner registration. Learners have to register, and sign an agreement to agree to their development.
5. Appoint facilitators. All facilitators must meet the criteria of being a subject matter expert on the appropriate level, as well as demonstrable competency as a facilitator. The appropriate level normally means that the facilitator is qualified one level higher than the level on which the facilitator is training learners.
6. Develop & print material. Material development should be aligned to unit standards and cover all specific outcomes as well as assessment criteria in the relevant unit standards or qualification. Material should demonstrate how all the specific outcomes are met, via an alignment matrix. Training material should include; Learner material; Facilitator guide; assessor guide; assessment instrument and a POE template.
7. Conduct training & facilitate the POE. Facilitation should include a combination of methods. Traditional theory discussions remains popular, but a part of the facilitation should include time spent on creating competency in class, via assistance to complete the POE.
8. Measure the learner satisfaction rate. Learner should also evaluate the facilitation process. This should be done with a normative questionnaire that indicates the degree of learner satisfaction.
9. Plan & conduct assessment. Assessments should be conducted on the prescribed format and in alignment with the unit standards. Assessors should be subject matter experts - qualified one level higher than the level on which they assess as well as being qualified assessors.
10. Moderate assessments. Qualified moderators should conduct moderation. Moderators should also be subject matter experts. The relevant ETQA must complete supply guidelines for the moderation report.
11. Verify results. The relevant ETQA must verify results. This process involves a review of the above process and steps.
12. Upload results on the NLRD. Once the ETQA is satisfied that results are acceptable, the provider will upload results on the NLRD - National Learner Record Database. Once completed a learner result statement is released and a certificate of competency issued.

3. LOOKING AT THE CURRENT QMS

Most providers have Quality Management Systems that are somewhat generic. The reason for this is that the original QMS started from the ISO 9000:2000 basis. ISO, although a great system for quality management, does not suggest maximum standards, but like all standards, deals with minimum standards. As a result, the provider QMS is often generic and serves compliance to format and ISO type thinking more than what it does business practice.

The QMS suggests a couple of interesting principles such as management review & continuous improvement. Under these principles the QMS can develop into a sophisticated system that integrates quality management and project management into a single system. This could enable us to have a system where implementation is quality assured step by step. This enables the project manager to be more aware of possible deviations. As an early detection system this System enables remedial action when required rather than when it is too late!

In consolidating Project Management (PM) and Quality Management Systems (QMS), it deserves to be mentioned that PM is the benchmark of required outcomes whilst QMS is words and system to measure the attainment of these benchmarks.