• Explaining HIV/AIDS.
• Interpreting current trends in the HIV/AIDS pandemic in order to explain the potential impact
  on an organization or business sector.
• Investigating the guidelines and assistance that are available to support workers affected by
  HIV/AIDS.
• Explaining the implications of the HIV/AIDS pandemic for the community, the economy, an
  organization and a specific workplace.
• Describe attitudes toward HIV and AIDS in the workplace.
• Identify factors influencing attitudes toward HIV and AIDS.
• Plan an information session in the workplace on HIV and AIDS.
• Prepare information sessions in the workplace on HIV and AIDS.
• Offer information sessions in the workplace on HIV and AIDS.
• Evaluate the information session.
• Identifying dread diseases that compromise performance and productivity.
• Indicating the minimum legal requirements related to dread disease in the workplace.
• Identifying ways of providing an environment that is conducive to disclosure.
• Investigating ways of accessing internal and external resources to minimise the effect of
  dread disease in a workplace.

The following methods of assessment have been identified as suitable and acceptable for the assessment of unit standards 244574; 8555 and 244577

• Portfolio of Evidence: The learner will gather factual information on the content of the core concepts of the unit standard. A workbook with questions that speak to the specific
  outcomes of the SAQA unit standard will be answered by the learners to determine if they have satisfactorily achieved the required performance standards.
• Practicum/Observation: An appropriate practical skills checklist will be used to assess the learners on HIV and AIDS in the workplace skills relevant to pronounce their competence on
  the unit standards, both in class and on the field. Both the Portfolio of evidence and the practicum will form the summative assessment (end-of-studies assessment) to measure how much the learners have achieved in their learning. Formative assessment methods will be used during the course of the workshop so that learners can learn from their mistakes,
  remedy them, and advance their learning. More importantly, formative assessment will give feedback than the scores or grades.

A training program will be outlined by both the training provider and the client to balance employee empowerment and productivity.