FACILITATOR GUIDE

National Certificate: Generic Management

ID 59201 - Level 5 – Credits 162

Unit Standard: 252021

Formulate recommendations for a change process

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Facilitator Guide Information

The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the following
skills program/unit standard, FORMULATE RECOMMENDATIONS FOR A CHANGE PROCESS and is
intended for use by the accredited Training Providers, for the following qualification: NATIONAL
CERTIFICATE: GENERIC MANAGEMENT ID 59201   LEVEL 5 – CREDITS 162

US ID US Title Level Credits

252021 FORMULATE RECOMMENDATIONS FOR A CHANGE PROCESS 5 8

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the
outcomes of the module are met, while ensuring that all participants are valued and is able to contribute to
the learning process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction
and personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in
English.
The contact session uses a participatory methodology. This is appropriate for adult audiences who come
with a wide range of experiences and skills. It also accommodates a broader range of learning styles.
Some techniques that can be used include:
Method Description
Structured Participants engage with a complex game or activities that represent real-life situations that

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learning they may encounter in the course of their work as a Ward Committee member.
experience
Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel This is a planned presentation by one or more experts. It may be followed by a discussion
discussion session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

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Time Contact/ Facilitation Time 24 Hours/3 Days
Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

Facilitator’s Checklist & Training Aids

Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment, documents
and training aids for a successful session.
Preparation: Tick/Cross
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with
ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace
& have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:

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Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames

Total time allocated Theoretical learning Practical learning time

(hours) time allocated (hours) allocated (hours)
Complete Program 160 hours 15 hours 35 hours
(including summative
assessment)

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Briefing Session: Day 1
Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

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 1
US: 252021, NQF Level 5 Worth 8 Credits
FORMULATE RECOMMENDATIONS FOR A CHANGE PROCESS
Learning Unit

Unit Standard This Unit Standard is intended for managers in all economic sectors. These managers
Purpose would typically be second level managers such as heads of department, section heads
or divisional heads, who may have more than one team reporting to them.

The qualifying learner is capable of:

 Demonstrating knowledge of and insight into the need for change within the
context of environment change.
 Analysing an area requiring a change process.
 Selecting a model for implementing a change management process.
 Formulating recommendations on implementing the change process.
Learning Assumed to It is assumed that learners are competent in:
be in Place Communication at NQF Level 4.
Mathematical Literacy at NQF Level 4.
 Computer Literacy at NQF Level 4.

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 Session 1 Demonstrate knowledge of and insight into the need for change within the context of
SO 1 environment change.
Learning  The nature of change and its impact on organisational sustainability are explained with
Outcomes reference to internal and external environmental change affecting a specific unit.
(Assessment  The need for change is motivated by identifying the benefits of change for a unit.
Criteria)

Activity

Demonstrate knowledge of and insight into the need for change within the context of environment change.
Environmental change is defined as a change or disturbance of the environment by natural ecological
processes and is described in the following articles:
 Climate change
 Environment (biophysical)
Effects of climate change on the partner countries
The capacity to adapt to climate change is determined by factors such as economic resources and other assets,
technology and information, infrastructure and stable and effective institutions. Since many partner countries are
poorly endowed with these attributes and are consequently highly vulnerable to climate change, the enhancement of
their adaptive capacity is therefore likely both to reduce vulnerability to climate change and promote sustainable
development.
Adverse effects on ecosystems, natural resources and related economic sectors will affect poor people hardest.
Climate change could cause many complex alterations: a shift in temperature zones caused by climate change could
lead to the extinction of species in many locations while many areas where the warm seasons will become dryer will
be at risk of land degradation, drought and desertification.
In the short-term food security could be affected by projected increases and severity of extreme weather events,
whereas in the longer term it could be affected by the climate change that has been projected for the period 2050-
80 in current food-insecure areas.
Changes in temperatures and precipitation are also likely to increase the geographic range of vector-borne diseases
such as malaria, dengue fever, cholera and diarrhoea. The loss of low-lying landmass in coastal areas, which could
be ravaged by severe storms and increased sea-level rise is likely to lead to displacement of populations, loss of life
and damage to infrastructure.
To address the challenge of climate change the partner countries can adapt to these changes and mitigate the cause:
GHG emissions. Some of these adaptation goals involve improving the design of infrastructure and increasing long-

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term investments, increasing the flexibility of vulnerable systems (e.g. changing activity or location) and improving
the preparedness and awareness of society.
The environment is life, supporting people and other living things. Environment is widely recognized as a ‘pillar’ of
sustainable development. It provides essential goods and services which contribute to meeting basic human needs,
and is essential to human development and quality of life. It provides services to ecosystems, including water
catchments which protect freshwater resources, wetlands, riverbank environments, biodiversity habitats and
ecologically functioning landscapes. The environment is also a sink of the wastes generated from different human
activities.

In Africa, there is a high dependency on agro-sylvoecological systems, which are very sensitive to the impacts of the
state of the environment and environmental change. The root causes of environmental change have both natural and
humanmade factors, and include interactions between them.

The environmental changes which have occurred in Africa since 1972 have been highlighted in Chapter 2, which
provides a comprehensive overview of the key issues facing the region today. The changes highlighted in Chapter 2
do not only have regional dimensions, but also have sub-regional and national implications. Global processes also
influence environmental change in Africa, for example, greenhouse gas emissions and their impact on climate
change. The vulnerability of people in the region to environmental change, therefore, manifests itself—to a lesser or
greater extent—at these different levels, and is a major factor in terms of sustainable development in Africa.

Activity
2
What are internal and external environmental factors that affect an environmental management system?

If there is anything that is stead fast and unchanging, it is change itself. Change is inevitable, and those organizations
who do not keep up with change will become unstable, with long-term survivability in question. 

There are things, events, or situations that occur that affect the way a business operates, either in a positive or
negative way. These things, situations, or events that occur that affect a business in either a positive or negative way
are called "driving forces or environmental factors." 

There are two kinds of driving forces; Internal driving forces, and external driving forces.Internal driving forces are
those kinds of things, situations, or events that occur inside the business, and are generally under the control of the
company. Examples might be as follows
 organization of machinery and equipment,
 technological capacity,
 organizational culture,

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 management systems,
 financial management
 employee morale.
External driving forces are those kinds of things, situation, or events that occur outside of the company and are by
and large beyond the control of the company. Examples of external driving forces might be, the industry itself, the
economy, demographics, competition, political interference, etc. 

Whether they are internal or external driving forces, one thing is certain for both. Change will occur! A company
must be cognizant of these changes, flexible, and willing to respond to them in an appropriate way. 
External driving forces can bury a business if not appropriately dealt with. The question is, how does a business
know what changes are occurring so that they can deal with them in a positive way. OK, that's the next issue. 

In order for a business to succeed and gain the competitive edge, the business must know what changes are indeed
occurring, and what changes might be coming up in the future. I guess you might call this forecasting. Thus, critical
to the business is what we call"informational resources." It is the collection and analyzation of data. Some examples
of critical information might include the following:
 Competition (what are they doing?)
 Customer behavior (needs, wants, and desires)
 Industry out look (local, national, global)
 Demographics (the change populations, there density, etc.)
 Economy (are we peaking, or moving negatively)
 Political movements and/or interference
 Social environment
 Technological changes
 General environmental changes

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 Session 2 Analyse an area requiring the implementation of a change process.
SO 2
Learning  The need for change in a unit of an entity is identified in terms of a desired state compared
Outcomes with the current state.
(Assessment  The results of a SWOT or other suitable analysis are presented to substantiate the
Criteria) argument in favour of a change process.

Activity
3
Analyse an area requiring the implementation of a change process.
The purpose of defining these change management areas is to ensure that there is a common understanding
among readers. Tools or components of change management include:
 Change management process
 Readiness assessments
 Communication and communication planning
 Coaching and manager training for change management
 Training and employee training development
 Sponsor activities and sponsor roadmaps
 Resistance management
 Data collection, feedback analysis and corrective action
 Celebrating and recognizing success
 
Change management process
The change management process is the sequence of steps or activities that a change management team or project
leader would follow to apply change management to a project or change. Based on Prosci's research of the most
effective and commonly applied change, most change management processes contain the following three phases:
Phase 1 - Preparing for change (Preparation, assessment and strategy development)
Phase 2 - Managing change (Detailed planning and change management implementation)

Activity
4

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Identify and describe the need for change in a unit of an entity
An organization, such as a holding company or a corporation, is made up of business units. A business unit is a unit
of the top-level organization. Business units can be parents of other business units (child business units). The first
business unit created for an organization is called the root business.
A parent business unit is any business unit with one or more business units that report to it in the hierarchy.
A child business is a business unit that is immediately under another business unit in the business hierarchy of an
organization.
The following illustration shows the entity relationships between a business unit, teams, and users.

The following table lists which entities are managed at each level in the deployment and organization hierarchy.
Official system of record for campus operational elements
Deployed in the early 1980’s
Resides on a campus mainframe
Pervasive links to other campus systems
Has evolved in response to changing business needs
Updated regularly
Maintained by Institutional Analysis

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 Session 3 Select a model for implementing a change management process.
SO 3
Learning  The characteristics of two change models are described with reference to their
Outcomes appropriateness for different change processes.
(Assessment  The reasons for selecting the model are described with reference to the findings of the
Criteria) analysis.

Activity
5
Explain the model for implementing a change management process.
"Change is the only constant."
There are many theories about how to "do" change. Many originate with leadership and change management guru,
John Kotter. A professor at Harvard Business School and world-renowned change expert, Kotter introduced his
eight-step change process in his 1995 book, "Leading Change." We look at his eight steps for leading change below.
Step 1: Create Urgency
For change to happen, it helps if the whole company really wants it. Develop a sense of urgency around the need for
change. This may help you spark the initial motivation to get things moving.
This isn't simply a matter of showing people poor sales statistics or talking about increased competition. Open an
honest and convincing dialogue about what's happening in the marketplace and with your competition. If many
people start talking about the change you propose, the urgency can build and feed on itself.
What you can do:
 Identify potential threats, and develop scenarios showing what could happen in the future.
 Examine opportunities that should be, or could be, exploited.
 Start honest discussions, and give dynamic and convincing reasons to get people talking and thinking.
 Request support from customers, outside stakeholders and industry people to strengthen your argument.

Note: 
Kotter suggests that for change to be successful, 75 percent of a company's management needs to "buy into" the
change. In other words, you have to work really hard on Step 1, and spend significant time and energy building
urgency, before moving onto the next steps. Don't panic and jump in too fast because you don't want to risk further
short-term losses – if you act without proper preparation, you could be in for a very bumpy ride.

Step 2: Form a Powerful Coalition

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Convince people that change is necessary. This often takes strong leadership and visible support from key people
within your organization. Managing change isn't enough – you have to lead it.
You can find effective change leaders throughout your organization – they don't necessarily follow the traditional
company hierarchy. To lead change, you need to bring together a coalition, or team, of influential people whose
power comes from a variety of sources, including job title, status, expertise, and political importance.
Once formed, your "change coalition" needs to work as a team, continuing to build urgency and momentum around
the need for change.
What you can do:
 Identify the true leaders in your organization.
 Ask for an emotional commitment from these key people.
 Work on team building within your change coalition.
 Check your team for weak areas, and ensure that you have a good mix of people from different departments
and different levels within your company.
Step 3: Create a Vision for Change
When you first start thinking about change, there will probably be many great ideas and solutions floating around.
Link these concepts to an overall vision that people can grasp easily and remember.
A clear vision can help everyone understand why you're asking them to do something. When people see for
themselves what you're trying to achieve, then the directives they're given tend to make more sense.
What you can do:
 Determine the values that are central to the change.
 Develop a short summary (one or two sentences) that captures what you "see" as the future of your
organization.
 Create a strategy to execute that vision.
 Ensure that your change coalition can describe the vision in five minutes or less.
 Practice your "vision speech" often.

Step 4: Communicate the Vision

What you do with your vision after you create it will determine your success. Your message will probably have
strong competition from other day-to-day communications within the company, so you need to communicate it
frequently and powerfully, and embed it within everything that you do.
Don't just call special meetings to communicate your vision. Instead, talk about it every chance you get. Use the
vision daily to make decisions and solve problems. When you keep it fresh on everyone's minds, they'll remember it
and respond to it.
It's also important to "walk the talk." What you do is far more important – and believable – than what you say.
Demonstrate the kind of behavior that you want from others.
What you can do:
 Talk often about your change vision.
 Openly and honestly address peoples' concerns and anxieties.
 Apply your vision to all aspects of operations – from training to performance reviews. Tie everything back
to the vision.

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  Lead by example.
Step 5: Remove Obstacles
If you follow these steps and reach this point in the change process, you've been talking about your vision and
building buy-in from all levels of the organization. Hopefully, your staff wants to get busy and achieve the benefits
that you've been promoting.
But is anyone resisting the change? And are there processes or structures that are getting in its way?
Put in place the structure for change, and continually check for barriers to it. Removing obstacles can empower the
people you need to execute your vision, and it can help the change move forward.
What you can do:
 Identify, or hire, change leaders whose main roles are to deliver the change.
 Look at your organizational structure, job descriptions, and performance and compensation systems to
ensure they're in line with your vision.
 Recognize and reward people for making change happen.
 Identify people who are resisting the change, and help them see what's needed.
 Take action to quickly remove barriers (human or otherwise).
Step 6: Create Short-term Wins
Nothing motivates more than success. Give your company a taste of victory early in the change process. Within a
short time frame (this could be a month or a year, depending on the type of change), you'll want to have results that
your staff can see. Without this, critics and negative thinkers might hurt your progress.
Create short-term targets – not just one long-term goal. You want each smaller target to be achievable, with little
room for failure. Your change team may have to work very hard to come up with these targets, but each "win" that
you produce can further motivate the entire staff.
What you can do:
 Look for sure-fire projects that you can implement without help from any strong critics of the change.
 Don't choose early targets that are expensive. You want to be able to justify the investment in each project.
 Thoroughly analyze the potential pros and cons of your targets. If you don't succeed with an early goal, it
can hurt your entire change initiative.
Reward the people who help you meet the targets.

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 Session 4 Formulate recommendations on implementing the change process.
SO 4
Learning  The change management plan presented describes the changes to be implemented in
Outcomes relation to the needs identified in the SWOT analysis.
(Assessment  The actions proposed for managing the anticipated human responses to the change process
Criteria) are appropriate to the findings of the SWOT analysis.
 The role and competencies of the change leader responsible for facilitating the dynamics
of the change process are motivated in relation to the proposed change process.

Activity
5
Discuss formulate recommendations on implementing the change process.
Here are some rules for effective management of change. Managing organizational change will be more successful if
you apply these simple principles. Achieving personal change will be more successful too if you use the same
approach where relevant. Change management entails thoughtful planning and sensitive implementation, and above
all, consultation with, and involvement of, the people affected by the changes. If you force change on people
normally problems arise. Change must be realistic, achievable and measurable. These aspects are especially relevant
to managing personal change. Before starting organizational change, ask yourself: What do we want to achieve with
this change, why, and how will we know that the change has been achieved? Who is affected by this change, and
how will they react to it? How much of this change can we achieve ourselves, and what parts of the change do we
need help with? These aspects also relate strongly to the management of personal as well as organizational change.
Change management principles
1. At all times involve and agree support from people within system (system = environment, processes, culture,
relationships, behaviours, etc., whether personal or organisational).
2. Understand where you/the organisation is at the moment.
3. Understand where you want to be, when, why, and what the measures will be for having got there.
4. Plan development towards above No.3 in appropriate achievable measurable stages.
Communicate, involve, enable and facilitate involvement from people, as early and openly and as fully as is
possible.

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