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In this lesson learners we will deal with the action one can take when someone you are in contact with is threatening suicide.

In this Course:

When we say we knew something in our gut, we’re not just talking metaphorically.

Husband-and-wife microbiologists Justin and Erica Sonnenburg, Ph.D.s, run Stanford University’s Sonnenburg Lab, which studies intestinal microbiota, and are the co-authors of The Good Gut: Taking Control of Your Weight, Your Mood, and Your Long-Term Health. As they explain, our brain and gut are connected by a vast network of neurons, chemicals and hormones. When we walk into our partner’s or boss’s office to discuss the latest sales figures, take one look at their gloomy expression and feel a tightening in our intestines, that’s evidence of the brain-gut axis in action.

Current research shows the axis works two ways, with the bacteria in our gut actually sending signals to the brain that affect mood and our worldview.

Besides being a strong argument to eat more probiotic-rich food like yogurt, kimchi and sauerkraut, this research suggests those gut feelings are smarter than we might suspect.


Who the Course is aimed at?

The course has open access.  

 

Estimated duration:

20 minutes

Having the confidence to deal with various people and situations we encounter every day is maybe one of the most important requirements in positive psychology. This lesson will help you build your confidence and reasons why you at times feel less confident about yourself and situations you face.

Duration: 20 minutes

There is an old truth we often hear: You are what you think you are. To be a positive person therefore requires us to always think positively about ourselves, others and situations we find ourselves in. This short lesson deals with the key issues surrounding positive thinking and how we can cultivate and ensure our thinking patterns are positive, and also how we can counter negative thinking.

Duration: 20 minutes

Don't we all have influence over others? How positive or negative is the influence you have over others? What kind of role model are you? This lesson deals with your ability to positively influence others and to become a positive role model to others.

Duration: 20 minutes

In this short lesson we look at why aggression or passiveness often robs you of happiness and undermine your ability to cultivate positive and healthy relationships. Being assertive will help you get what you want in a firm but healthy way.

Duration: 15 minutes

In this the 11th Lesson in our series on Positive Psychology, we will teach you the art of self-forgiveness

“Turn down the volume of your negative inner voice and create a nurturing inner voice to take it’s place. When you make a mistake, forgive yourself, learn from it, and move on instead of obsessing about it. Equally important, don’t allow anyone else to dwell on your mistakes or shortcomings or to expect perfection from you.”  - Beverly Engel

Who the Programme is aimed at?

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

20 minutes


In this Lesson:

In this the 1st Lesson in our series on Positive Psychology, we will define the concept of positive psychology and look at why it is important to you.

Who the Programme is aimed at:

The programme has open access.

Estimated duration: 

20 minutes


In this Lesson:

In this the 2nd Lesson in our series on Positive Psychology, we will look at building your character strengths. Strong character is key to boosting your happiness and reducing negative thinking patterns that lead to depression.

Who the Programme is aimed at:

The programme has open access.

Estimated duration: 

45 minutes



In this Lesson:

In this the 3rd Lesson in our series on Positive Psychology, we look at what a positive self-image entails, what it can do for you and how to build it.

Who the Programme is aimed at:

The programme has open access.

Estimated duration: 

45 minutes


In this Lesson:

In this the 4th Lesson in our series on Positive Psychology, we look at Life Satisfaction. How to appreciate who you are, what you have, who you are with and where you are at. The past is not important, its what you build around you now that makes all the difference.

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

45 minutes



In this the 5th Lesson in our series on Positive Psychology, we look at what true Happiness means. Someone once said that "happiness is a thought away" It may sound over optimistic, but there are some truth in it. We will explore how to rediscover happiness in your life, dealing with demons that rob you of your happiness, and finally we look at what you can do to achieve lasting states of happiness.

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

45 minutes

“Because one believes in oneself, one doesn't try to convince others. Because one is content with oneself, one doesn't need others' approval. Because one accepts oneself, the whole world accepts him or her.” ― Lao Tzu

In this the 6th Lesson in our series on Positive Psychology, we look at what true Contentment means. Contentment is the inner state of being fulfilled, happy and satisfied. Whenever you think about all you are grateful for, hopefully you feel a sense of contentment. When we list and ponder all those things we have around us and inside us, we'll start to feel contentment. Contentment isn't an excited kind of happy, it's more like having true peace of mind.

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

45 minutes


“We can always find something to be thankful for, and there may be reasons why we ought to be thankful for even those dispensations which appear dark and frowning.” – Albert Barnes

In this the 7th Lesson in our series on Positive Psychology, we will teach you the true definition of thankfulness: to be glad every single moment in your day just because things are, and because you are there with them.

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

30 minutes


The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's growth, smile at someone and receive a smile in return, are to me continual spiritual exercises. Leo Buscaglia


In this the 8th Lesson in our series on Positive Psychology, we will teach you the true spirituality and how being spiritual will improve your awareness of your inner states. Creativity at work is a spiritual process that involves the whole person, and not just the intellect or manual skill, and the new class of knowledge workers is devoting more of their time to work because they find deep meaning and a sense of purpose on the job. Workplace spirituality focuses on cultivating values that inspire us to be noble and decent in how we engage our jobs and professions.

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

30 minutes


Hey!

I'm not giving up today

There's nothing getting in my way

And if you knock knock me over

I will get back up again, oh

If something goes a little wrong

Well you can go ahead and bring it on

'Cause if you knock knock me over, I will get back up again

Whoa oh oh oh oh, get back up again, whoa oh oh oh oh oh. Get Back Up Again lyrics © Universal Music Publishing Group from 2016 DreamWorks Movie Trolls


In this the 9th Lesson in our series on Positive Psychology, we will teach you the art of getting up gracefully after a nasty tumble. We're taught that it's bad and weak to fall down or make mistakes. We're taught that we have to always be composed and in control, and that any sign of us slipping is a symptom of weakness. This isn't true. To be strong, you have to experience weakness. That doesn't mean you are weak — it's a way that you grow stronger. 

Sometimes you have to lose yourself to find yourself. Sometimes you have to know what it feels like to be powerless to be able to handle power. We all fall from time to time, some of us many times a day. We fall "over our own feet" or we get knocked over by others. Just when you think you can't take get up again, simply lift your head, look up, get up, dust yourself off and give one step, forward — and that's how you know you're strong.


Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

30 minutes


The weak can never forgive. Forgiveness is the attribute of the strong. Mahatma Gandhi

Forgiveness says you are given another chance to make a new beginning. Desmond Tutu


In this the 10th Lesson in our series on Positive Psychology, we will teach you the art of forgiveness, which can be defined as a conscious, deliberate decision to release feelings of resentment or vengeance toward a person or group who has harmed you, regardless of whether they actually deserve your forgiveness. Forgiveness does not mean forgetting, nor does it mean condoning or excusing offenses. Who have you yet to forgive?  What is holding you back? What would you gain in you forgave?

Who the Programme is aimed at:

The series has open access. Any individual seeking a more positive and fulfilled life will benefit from the series.

Estimated duration: 

40 minutes



PURPOSE OF THE UNIT STANDARD 

The purpose of this unit standard is to facilitate learning and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes, and other learning programmes. Many adult learners in the FET band have not been in a learning situation for a long time, and need learning and study strategies and skills to enable successful progression. 

Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do this with an understanding of the features and processes of the workplace and occupations to which their learning programme refer. 

Access and use suitable learning resources

Use learning strategies

Manage occupational learning programme materials

Conduct basic research, analyse and present findings

Function in a team

Reflect on how characteristics of the workplace and occupational context affect learning 

UNIT STANDARD RANGE 

Learning materials appropriate to the learners in a given context. 

The complexity of the texts in the learning programme are appropriate to the levels of the learning programme, which will in turn influence the application of this unit standard. 

Specific range statements are provided in the body of the unit standard where they apply to particular outcomes or assessment criteria. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 

Access and use available learning resources. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Relevant learning resources are identified. 

ASSESSMENT CRITERION RANGE 

Resource centres, general texts, printed and visual media, internet, other people.

ASSESSMENT CRITERION 2 

Learning resources are used effectively through appropriate selection of information and acknowledgement of sources. 

SPECIFIC OUTCOME 2 

Use learning strategies. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Information is summarised and used for learning purposes. 

ASSESSMENT CRITERION 2 

Specific techniques are selected and applied appropriately. 

ASSESSMENT CRITERION RANGE 

Group activities such as brainstorming, group analysis, peer and self-assessment mind maps, note taking, memorising, key words, underlining, skimming and scanning.

ASSESSMENT CRITERION 3 

Relevant questions are asked. 

ASSESSMENT CRITERION RANGE 

Checking understanding, clarifying meaning, getting information, confirming accuracy of information.

ASSESSMENT CRITERION 4 

Texts are read/viewed for detail, interpreted and analysed for a given context. 

ASSESSMENT CRITERION 5 

Spoken/signed input is listened to/viewed for detail, interpreted and analysed for a given context. 

ASSESSMENT CRITERION 6 

Learning takes place through communicating with others in groups or as individuals. 

ASSESSMENT CRITERION RANGE 

Facilitators, other learners, colleagues.

SPECIFIC OUTCOME 3 

Manage occupational learning materials. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Occupational learning materials are organized for efficient use. 

ASSESSMENT CRITERION RANGE 

Videos, internet, texts, handouts, text books, charts, maps, plans, diagrams.

ASSESSMENT CRITERION 2 

Layout and presentation of learning materials are understood and used effectively. 

ASSESSMENT CRITERION RANGE 

Index, contents page, glossaries, electronic texts.

ASSESSMENT CRITERION 3 

Technical language/ terminology is engaged with, and clarification sought if needed. 

SPECIFIC OUTCOME 4 

Conduct basic research and analyse and present findings. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Appropriate or relevant topic and scope is identified and defined. 

ASSESSMENT CRITERION 2 

Research steps are planned and sequenced appropriately. 

ASSESSMENT CRITERION 3 

Research techniques are applied. 

ASSESSMENT CRITERION RANGE 

Gathering information, reading/viewing, interviewing, observing, using appropriate electronic sources.

ASSESSMENT CRITERION 4 

Information is evaluated for relevance. 

ASSESSMENT CRITERION 5 

Information is classified, categorized and sorted. 

ASSESSMENT CRITERION 6 

Research findings are analysed and presented in the appropriate format. 

SPECIFIC OUTCOME 5 

Function in a team. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Active participation takes place in group learning situations. 

ASSESSMENT CRITERION RANGE 

Meetings, site/field visits, excursions, discussions, activities, workshops.

ASSESSMENT CRITERION 2 

Responsibilities in the team are taken up and group work conventions are applied in learning situations. 

ASSESSMENT CRITERION RANGE 

Turn taking, rotation of roles: conducting, chairing, recording, reporting.

ASSESSMENT CRITERION 3 

Conflict management and negotiating techniques are practised in a defined context. 

ASSESSMENT CRITERION 4 

Team work results in meaningful product or outcomes. 

ASSESSMENT CRITERION RANGE 

Reaching consensus, completed tasks.

SPECIFIC OUTCOME 6 

Reflect on how characteristics of the workplace and occupational context affect learning. 

OUTCOME RANGE 

Environmental features, technological resources, communication resources, communication strategies, and multilingual needs in relation to client or colleague interaction. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Sector and organisation type is identified. 

ASSESSMENT CRITERION RANGE 

Sector/occupational focus: Services, manufacturing, financial, educational, etc. 

Organisation type: Government, parastatal, heavy/light industry, large organisation, small business.

ASSESSMENT CRITERION 2 

Features of the occupational environment are described and discussed. 

ASSESSMENT CRITERION 3 

Ways in which these features affect learning processes and/or application of learning are described and discussed. Learners at this level read and view a range of texts. 


PURPOSE OF THE UNIT STANDARD 

This programme is presented against SAQA ID: 12433: Use communication techniques effectively, NQF level 5, Credits 8, Notional Hours 80.

The skills, values and knowledge reflected in this unit standard are required by people in the field of manufacturing and engineering. 

The learning outcomes in this unit standard also contribute to the exit level outcomes required for various manufacturing and engineering qualifications. 

Qualifying learners can demonstrate an understanding of a range of oral and written communication techniques. They are able to effectively use these techniques as required during the course of their work in a supervisory and/or senior technical capacity in an organisation. 

Specific Outcomes: 

SO1: Discuss and explain a range of written and oral communication techniques used in the workplace

SO2: Lead discussions and chair meetings

SO3: Generate a variety of workplace reports using various data gathering techniques

SO4: Deliver presentations

Introduction to Programme:

Effective communication it is the number one skill you need to learn if you want to become successful. Developing your communication skills can help all aspects of your life, from your professional life to social gatherings and everything in between.  The ability to communicate information accurately, clearly and as intended, is a vital life skill and something that should not be overlooked.  It’s never too late to work on your communication skills and by doing so improve your quality of life.

Professionally, if you are applying for jobs or looking for a promotion with your current employer, you will almost certainly need to demonstrate good communication skills. For example, the ability to: speak appropriately with a wide variety of people whilst maintaining good eye contact, demonstrate a varied vocabulary and tailor your language to your audience, listen effectively, present your ideas appropriately, write clearly and concisely and work well in a group all require good communication skills. Many of these are essential skills that employers seek. As your career progresses, the importance of communication skills increases; the ability to speak, listen, question and write with clarity and conciseness are essential for most managers and leaders.

UNIT STANDARD RANGE 

For the purposes of this unit standard, the learner is required to use a range of advanced written and oral communication techniques required when working in a supervisory and/or senior technical capacity in an organisation.

PURPOSE OF THE UNIT STANDARD  

This Unit Standard is intended for managers in all economic sectors. These managers 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:

• Identify dreaded diseases and their impact on the unit.

• Promote a non-discriminatory work environment and practices in relation to dreaded diseases.

• Describe ways of dealing with the effects of dread diseases in a unit. 

 UNIT STANDARD RANGE  

• The learner is required to apply the learning in respect of this/her own area of responsibility.

• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.

• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation.

• Dread diseases include, but are not limited to, HIV/AIDS, tuberculosis, sexually transmitted diseases (STDs), malaria and cancer. 

 

PURPOSE OF THE UNIT STANDARD 

This Unit Standard is intended for managers in all economic sectors. These managers 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: 

Applying critical and analytical skills to analyse an issue or problem.

Engage with stakeholders in analysing the issue/problem and developing solutions.

Selecting feasible solutions through a systems approach.

Formulating and communicating the decision. 

Programme Overview
Welcome to this learning programme that will lead the learner to a greater understanding of formulating recommendations for a change process. This programme is presented against SAQA US ID 252021 - Formulating recommendations for a change process, 80 hours of learning for 8 Credits at NQF Level 5.

Who should attend this programme?

This learning programme is intended for all persons who need to formulate recommendations for a change process. This Unit Standard is intended for managers in all economic sectors. These managers 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.

For Learners registered for the full  qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

For Learners registered for the part qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is an optional module to complete.

Learners who wish to register for the Programme only (Not for qualification or achievement of learning credit purposes) must enroll for the Change Enablement Programme instead.

Programme Outcomes

In this learning programme, we will be covering the following learning outcomes:
Section 1: Understand the Need for Change
- Explain the nature of change and its impact on organisational sustainability with reference to internal and
external environmental change affecting a specific unit
- Motivate the need for change by identifying the benefits of change for a unit
Section 2: Analyse an Area Requiring the Implementation of a Change Process
- Identify the need for change in a unit of an entity in terms of a desired state compared with the current state
- Present the results of a SWOT or other suitable analysis to substantiate the argument in favour of a change
process
Section 3: Select a Model for Implementing a Change Management Process
- Describe the characteristics of two change models with reference to their appropriateness for different change
processes
- Describe the reasons for selecting the model with reference to the findings of the analysis

Section 4: Formulate Recommendations on Implementing the Change Process
• Ensure that the change management plan presented describes the changes to be implemented in relation to the needs identified in the SWOT analysis
• Ensure that the actions proposed for managing the anticipated human responses to the change process are appropriate to the findings of the SWOT analysis
• Motivate the role and competencies of the change leader responsible for facilitating the dynamics of the change process in relation to the proposed change process


PURPOSE OF THE UNIT STANDARD 

This Unit Standard is intended for managers in all economic sectors. These managers 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. 

Programme Options:

For Learner registered for the full  qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

 For Learner registered for the part qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

For learners registered for the Programme only (Not for qualification purposes) the following credits will be achieved on completion of the programme:

SAQA US ID 252022 Develop, implement and evaluate a project plan NQF Level 5, 80 Hours and 8 Credits 

PURPOSE OF THE UNIT STANDARD 

This Unit Standard is intended for managers in all economic sectors. These managers 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. It is also particularly useful for Trainers, education staff, workplace coaches and learning content developers.

Programme Options:

For Learner registered for the full  qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

 For Learner registered for the part qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

For learners registered for the Programme only (Not for qualification purposes) the following credits will be achieved on completion of the programme:

SAQA US ID 252029 Lead People Development and talent management  NQF Level 5, 80 Hours and 8 Credits


PURPOSE OF THE UNIT STANDARD 

This Unit Standard  is intended for managers in all economic sectors. These managers 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. 

Programme Options:

  1. For Learner registered for the full  qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.
  2.  For Learner registered for the part qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.
  3. For learners registered for the Programme only (Not for qualification purposes) the following credits will be achieved on completion of the programme:

SAQA US ID 252040 Manage Finances of a Unit NQF 5, 80 Hours with 8 Credits.

Who is it aimed at?

This programme will help you understand and teach you leadership and related theories. This programme is based on the SAQA unit standard US ID 120300 Analyse leadership and related theories in a work context

This programme will also teach you about the roles and qualities of a leader and how to use those in a practical work environment. 

For Learners registered for the full  qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is a compulsory module to complete.

For Learners registered for the part qualification: SAQA QUALIFICATION ID 59201(60269) NATIONAL CERTIFICATE: GENERIC MANAGEMENT  NQF LEVEL 5, this is an optional module to complete.

Learners who wish to register for the Programme only (Not for qualification or achievement of learning credit purposes) must enroll for the Fundamental Leadership Programme instead.

What to expect to take home?

You should expect concrete outcomes from this leadership module. Greater self-awareness, stronger operational and leadership skills, new perspectives and good networks are lifelong assets as you advance in your career goals. Expect to lead with clear-sighted, ambitious strategies for excellence and make an impact on your company’s performance (and on your career.

Ready, Set, Lead! 

We are sure you are ready and set to... 

…build self-confidence and wisdom. Leadership training programs can help teach you the essential skills and techniques you need in order to look at challenges from a different perspective. Doing so can add clarity to a difficult situation, and also promotes wisdom and facilitates self-confidence. 

…empower you to succeed. If you think great leaders are born and not made, think again. Leadership training courses use various techniques and examples to emphasize the point that with a little hard work we all have it in us to be great leaders. 

…teach valuable skills. Leadership training courses can teach you the skills you need to lead effectively, including the often-tricky skills needed to persuade and influence people — even those over whom you have little direct authority. Be sure to check out Bring out the Leader in Each Employee for more tips and tricks.

 … Encourage introspection. Before you get started, training courses typically test you to find out where you need development. Only after realizing these areas can you begin to improve your skills. You’ll have the opportunity to get to know yourself a little better by exploring your motivation to lead, and to test your level of self-confidence, your emotional intelligence, and other qualities that are needed to become a good leader. 

… Surround you with other leaders. Leadership training programs allow you to study how leadership ideas have emerged and changed over time, helping you make sense of the often-conflicting ideas about leadership that cause so much confusion. You’ll also get the opportunity to network with other leaders, and to draw on their experiences. 

… Help lead you to the next level. Most entrepreneurs have never taken classes that teach them how to run a company. Because of this, you might not have a clear idea of where you want to go. Maybe there are expansion opportunities that you haven’t considered, or maybe there are business relationships you haven’t fostered. The next level is about progress, and one way to achieve that progress is to add to your skill set. 

… Help you clarify your vision. Successful leaders have a clear, sound vision of where they want to go. Training gives you the chance to step back from your daily responsibilities, to examine your organization, and to think about how the future may unfold. You’ll learn how to communicate your vision in a way that truly motivates the people around you. 

… Teach you how to influence people. Part of leadership training is about teaching participants the power to influence those around them. They uncover the elements of motivation and show you how to motivate your team. They also help you discriminate between good and bad sources of power, and between strong and weak methods of influence. 

… Teach you how to build a team. You’ll gain insights on how to pick a good team, how to build a team capable of delivering your vision, and how to give orders without coming off as either too weak or too overbearing. 

… Teach you how to avoid mistakes. Training will give you a glimpse at the worst mistakes you can make as a leader. It was also teach you how to help map out a plan for avoiding the traps and pitfalls that can end your leadership career.

Master Class in Talent Acquisition presented in Sandton November 2019.

This link can be used by learners who still have to submit their Final Written Exam Essay.

Please note that you have until Friday 15 March 2019 to do so.

This programme is aimed at inducting and orienting learners who want to enrol for the 2019 Monyetla Workplace Readiness Programme.

Learner Orientation Mandatory Programmes

Learning Glossary

Learning Clossary

What does CCFO's or Critical Cross-Field Outcomes mean?

Quality Assurance Procedures

How to complete a Reflexive Questionnaire?

How to complete a Written Knowledge Assessment?

Understand Moderation of POE's

Understand Assessment

How we do Certification?

Portfolios of Evidence requirements

Learner Appeal Procedure

Workplace Evaluation

Weekly Shift Roster

Guide to better learning

Disciplinary Procedures

Understanding Unit Standards

Qualification Structure


This Section provides all the required documentation and templates to enable learners to compile their workplace Application POE to be submitted for Assessment and Moderation Purposes.

This section covers the period directly following the initial 25 days of Class Room training.

Duration: 55 Days completed under the supervision of a dedicated Line Manager/Head of Department/Coach.

This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

Timetable: Week 2 of 5

Days: 4 and 5.

Overview of the Programme: 

On completion of this programme the qualifying learner would be capable of:

  • Demonstrating knowledge and understanding of the principles and concepts of emotional intelligence in respect of life and work relations.
  • Analysing the role of emotional intelligence in interpersonal and intrapersonal relationships in life and work situations.
  • Analysing the impact of emotional intelligence on life and work interactions.ping.
  • Evaluating own level of emotional intelligence in order to determine development areas.
  • The programme is presented against the following Unit Standard:  SAQA US ID 252031 Apply the principles and concepts of emotional intelligence to the management of self and others.  This is presented at NQF Level 5 and carries a total credit value of 4.

    Who its aimed at:

    This Unit Standard is intended for managers in all economic sectors. These managers 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 Programme will cover the following:

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Demonstrate knowledge and understanding of the principles and concepts of emotional intelligence in respect of life and work relations

    ASSESSMENT CRITERION 1

    The principles of emotional intelligence are explained with reference to examples from life and work situations.

    ASSESSMENT CRITERION 2

    The concepts of emotional intelligence are described with reference to examples.

    SO2: Analyse the role of emotional intelligence in interpersonal and intrapersonal relationships in life and work situations

    ASSESSMENT CRITERION 1

    The importance of personal and interpersonal competencies is explained in relation to interactions in life and work situations.

    ASSESSMENT CRITERION 2

    Techniques for giving and receiving feedback are analysed to identify practices reflecting emotional intelligence.

    SO3: Analyse the impact of emotional intelligence on life and work interactions

    ASSESSMENT CRITERION 1

    The positive and negative impact of emotional intelligence is motivated through examples on intrapersonal and interpersonal level.

    ASSESSMENT CRITERION 2

    The consequences of applying emotional intelligence are explained with reference to examples from life and work situations.

    SO4: Evaluate own level of emotional intelligence in order to determine development areas

    ASSESSMENT CRITERION 1

    Own responses to life and work situations are analysed in terms of the principles and concepts of emotional intelligence.

    ASSESSMENT CRITERION 2

    Strengths and weaknesses are analysed with reference to the concepts and principles of emotional intelligence in order to identify development areas.

    ASSESSMENT CRITERION 3

    Techniques for improving own emotional intelligence are described in relation to development areas identified.

    Learners will be automatically enrolled for this programme.

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 1 and 2 of 5

    Days: 5 to 10 (Duration: 6 Days)


    1. Learning Outcomes:

    At the end of this module you must be able to discuss and explain a range of written and oral communication techniques used in the workplace

    2. How will you be assessed against this outcome?

    In order to demonstrate your competence, you should be able to understand and do:

    - An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated

    - Discussions are led and meetings chaired in an effective manner according to standard meeting procedures

    - A variety of generated workplace reports and presentations are available for scrutiny

    - Presentations are effectively delivered and meet the needs of the target audience

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Discuss and explain a range of written and oral communication techniques used in the workplace

     

    ASSESSMENT CRITERION 1

    An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated.

    ASSESSMENT CRITERION 2

    Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.

    ASSESSMENT CRITERION 3

    A variety of generated workplace reports and presentations are available for scrutiny.

    ASSESSMENT CRITERION 4

    Presentations are effectively delivered and meet the needs of the target audience.

    SO2: Lead discussions and chair meetings

    ASSESSMENT CRITERION 1

    An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated.

    ASSESSMENT CRITERION 2

    Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.

    ASSESSMENT CRITERION 3

    A variety of generated workplace reports and presentations are available for scrutiny.

    ASSESSMENT CRITERION 4

    Presentations are effectively delivered and meet the needs of the target audience.

    SO3: Generate a variety of workplace reports using various data gathering techniques

     

    ASSESSMENT CRITERION 1

    An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated.

    ASSESSMENT CRITERION 2

    Discussions are led and meetings chaired in an effective manner according to standard meeting procedures

    ASSESSMENT CRITERION 3

    A variety of generated workplace reports and presentations are available for scrutiny

     

    ASSESSMENT CRITERION 4

    Presentations are effectively delivered and meet the needs of the target audience

    SO4: Deliver presentations

     

    ASSESSMENT CRITERION 1

    An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated.

    ASSESSMENT CRITERION 2

    Discussions are led and meetings chaired in an effective manner according to standard meeting procedures

    ASSESSMENT CRITERION 3

    A variety of generated workplace reports and presentations are available for scrutiny

    ASSESSMENT CRITERION 4

    Presentations are effectively delivered and meet the needs of the target audience.

    Learners will be automatically enrolled for this programme.

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 2 of 5

    Days: 11 and 12 (Duration 2 days)


    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard is intended for managers in all economic sectors. These managers 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. 

    Specific Outcomes:

    SO1: Analyse own unit in terms of opportunities for innovation

    SO2: Demonstrate understanding of the techniques for promoting creativity

    SO3: Develop a plan for creating an environment conducive to innovation

    SO4: Lead a team through a creative thinking process

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Analyse own unit in terms of opportunities for innovation

    ASSESSMENT CRITERION 1

    Identify features of an environment that promotes innovation.

    ASSESSMENT CRITERION 2

    Analyse own unit in relation to the features of an environment conducive to innovation.

     ASSESSMENT CRITERION 3

    The findings of the analysis are interpreted to determine whether the current environment promotes innovation.

     ASSESSMENT CRITERION 4

    Areas for improvement are identified on the basis of the analysis conducted.

    SO2: Demonstrate understanding of the techniques for promoting creativity

    ASSESSMENT CRITERION 1

    Creativity and innovation techniques are identified in terms of generally accepted theory and practice.

     ASSESSMENT CRITERION 2

    Three techniques for promoting creativity are explained with practical examples.

    SO3: Develop a plan for creating an environment conducive to innovation

    ASSESSMENT CRITERION 1

    The role of the unit manager in creating an environment conducive to innovation is described with reference to continuous improvement and innovation of the unit.

     ASSESSMENT CRITERION 2

    The processes, actions and approaches necessary to create an environment conducive to innovation are recorded in the plan.

     ASSESSMENT CRITERION 3

    The implementation of the plan is described with reference to the environment and availability of resources.

    ASSESSMENT CRITERION 4

    The plan is promoted within the unit in order to encourage commitment.

    SO4: Lead a team through a creative thinking process

    ASSESSMENT CRITERION 1

    Techniques for promoting innovation and creativity are applied to generate ideas for a new or improved process, project or product.

    ASSESSMENT CRITERION 2

    A number of alternative solutions are generated in relation to the process, project or product.

    ASSESSMENT CRITERION 3

    The best alternative is selected from the solutions generated on the basis of evaluation criteria.

    ASSESSMENT CRITERION 4

    A concept is developed for implementation in accordance with the entity's policies and procedures.

    ASSESSMENT CRITERION 5

    The concept is recorded and communicated for implementation.

    For learners registered for the Programme the following credits will be achieved on completion of the programme:

    SAQA US ID 252020 Create and manage an environment that promotes innovation NQF Level 5, 60 Hours and 6 Credits 

    Learners will be automatically enrolled for this programme


    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 3 of 5

    Days: 13 and 14 (Duration 2 days)


    PURPOSE OF THE UNIT STANDARD 

    It is intended for managers in all economic sectors. These managers 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. 

    Unit Standard Specific Outcomes:

    SO1: Developing an operational plan for a unit.

    SO2: Implementing an operational plan.

    SO3: Monitoring the achievement of goals and objectives

    SO4: Measuring and evaluating the achievement of goals and objectives

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Developing an operational plan for a unit

    The strategic plan of an entity is examined to determine the purpose of a unit in contributing to the achievement of the entity's strategy. 

    Operational strategies for achieving the purpose of a unit are developed and recorded. 

    The operational strategy of a unit is aligned with the overall strategy of an entity. 

    A systematic process is followed to develop goals, objectives and performance standards that are clear, concise, measurable and achievable. 

    Stakeholders are involved in the formulation of the goals, objectives and performance standards of a unit to obtain their commitment

    SO2: Implementing an operational plan

    The operation plan is developed to transform the goals and objectives into tasks, responsibilities, time frames, performance measures, resource needs and contingencies. 

    Measurable parameters are validated against customer and unit performance requirements. 

    Monitoring systems are described in the operational plan to enable the measurement of progress and results against the performance standards. 

    Feedback on the operational plan is obtained from team members to promote buy-in in the implementation of the plan. 

    Implement an operational plan. 

    The operational plan is implemented, with amendments where necessary, to meet the specified goals, objectives and performance standards. 

    Optimal use of available resources is ensured during implementation to promote cost-effectiveness. 

    The use of control measures by first line managers is encouraged in the areas of their responsibility. 

    SO3: Monitoring the achievement of goals and objectives

     

    The performance of the unit is monitored against the goals, objectives and performance standards in the plan using established monitoring systems. 

    Performance reviews are conducted to measure inputs and outputs of team members against the operational plan.

    SO4: Measuring and evaluating the achievement of goals and objectives

     

    Recommendations on corrective action are implemented with the agreement of the responsible first line managers. 

    Results are evaluated in terms of the teams' contribution to the performance of a unit


    Learners registered for the Programme the following credits will be achieved on completion of the programme:

    SAQA US ID 252032 Develop, Implement and evaluate an operational plan  NQF Level 5, 80 Hours and 8 Credits



    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 3 of 5

    Days: 15 and 16 (Duration 2 days)


    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard is intended for managers in all economic sectors. These managers 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: 

    •  Selecting a work-based project for a unit. 

    •  Scoping a work-based project for a unit. 

    •  Developing a project plan. 

    •  Developing tools to measure key performance parameters. 

    •  Implementing the plan and evaluate project progress. 

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Select a work-based project for a unit.

     

    ASSESSMENT CRITERION 1

    Project alternatives are considered in relation to their viability in achieving unit objectives.

    ASSESSMENT CRITERION 2

    The decision on the preferred alternative is motivated in terms of viability, cost and results.

    SO2: Scope a work-based project for a unit. 

     

    ASSESSMENT CRITERION 1

    The scope of work and deliverables are defined in relation to the unit objectives.

    ASSESSMENT CRITERION 2

    The principal work activities are determined that will be required to achieve the unit objectives.

    ASSESSMENT CRITERION 3

    The potential risks are identified and analysed in relation to the likelihood of risks materialising.

    ASSESSMENT CRITERION 4

    Change processes that are essential to project success are described in terms of their contribution to the project results.

    SO3: Develop a project plan.

     

    ASSESSMENT CRITERION 1

    The overall objectives of the plan are described with reference to the achievement of unit objectives.

    ASSESSMENT CRITERION 2

    The sponsor, project team and other stakeholders are described with their contributions to the project.

    ASSESSMENT CRITERION 3

    A work breakdown structure (WBS) is developed to describe the main activities of the project and the interrelationship between them.

    ASSESSMENT CRITERION 4

    The project activities, required performance levels and quality criteria are stipulated and communicated to team members and other stakeholders to promote quality and effectiveness.

    ASSESSMENT CRITERION 5

    The project plan is checked for accuracy, completeness and compliance to internal and external requirements.

    SO4: Develop tools to measure key performance parameters. 

    ASSESSMENT CRITERION 1

    A gantt chart is developed for managing and evaluating the time dimension.

    ASSESSMENT CRITERION 2

    A budget is developed for managing and evaluating the cost dimension.

    ASSESSMENT CRITERION 3

    Quality parameters are developed for managing and evaluating quality.

    SO5: Implement the plan and evaluate project progress. 

     

    ASSESSMENT CRITERION 1

    Project implementation is monitored and evaluated against the plan, the stipulated performance criteria and quality requirements.

    ASSESSMENT CRITERION 2

    Project results are monitored to establish progress and effectiveness.

    ASSESSMENT CRITERION 3

    Deviations from the project plan are identified and analysed in order to take corrective action.

    ASSESSMENT CRITERION 4

    Corrective actions are implemented to ensure the achievement of project objectives.

    ASSESSMENT CRITERION 5

    Results are evaluated against the scope and objectives of the project.

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

    It is assumed that learners are competent in: 

    •  Communication at NQF Level 4. 

    •  Mathematical Literacy at NQF Level 4. 

    •  Computer Literacy at NQF Level 4. 

    UNIT STANDARD RANGE 

    •  The learner is required to apply the learning in respect of his/her own area of responsibility. 

    •  This Unit Standard relates to once-off projects and events that have to be planned and implemented in a unit. 

    •  Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff. 

    •  Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation. 

    Learners will be automatically enrolled for this programme

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 3 of 5

    Days: 17 (Duration 1 day)


    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard  forms part of Module 4 of this programme. It is intended for managers in all economic sectors. These managers 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. 

    Specific Outcomes:

    SO1: Demonstrate knowledge of and insight into the theory of teams and the importance of teams in workplace activities

    SO2: Apply the theory of teams to team dynamics

    SO3: Explain the process of building teams

    SO4: Analyse the role of team leader in promoting team effectiveness

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Demonstrate knowledge of and insight into the theory of teams and the importance of teams in workplace activities

    ASSESSMENT CRITERION 1

    The characteristics of a team and team interaction are compared with those of a group.

    ASSESSMENT CRITERION 2

    Different types of teams are described in terms of their unique roles and characteristics.

    ASSESSMENT CRITERION 3

    The importance of teams for   is motivated with examples of the contributions of teams.

    SO2: Apply the theory of teams to team dynamics

    ASSESSMENT CRITERION 1

    The dynamics of teams are explained in terms of practical examples.

    ASSESSMENT CRITERION 2

    The reasons for disagreements and conflict that could disrupt the functioning of the team are analysed with reference to interpersonal and other factors.

    ASSESSMENT CRITERION 3

    Unique challenges presented by different types of teams are identified with specific reference to cross-functional and virtual teams.

    SO3: Explain the process of building teams

    ASSESSMENT CRITERION 1

    The process of building a team is explained with reference to the steps in the process.

    ASSESSMENT CRITERION 2

    Stages of team development are analysed in terms of the human behaviour that drives the different stages.

    SO4: Analyse the role of team leader in promoting team effectiveness

    ASSESSMENT CRITERION 1

    The role of the team leader is explained in relation to improving team effectiveness.

    ASSESSMENT CRITERION 2

    The impact of different leadership styles is considered in relation to the leader's role in promoting team effectiveness.

    ASSESSMENT CRITERION 3

    Techniques for the constructive management of team dynamics and conflict are described with specific reference to promoting trust, cohesion, creativity and productivity.

    SO5: Evaluate the effectiveness of a team and propose ways to improve team effectiveness

    ASSESSMENT CRITERION 1

    The functioning of a team is evaluated against the characteristic of high performance teams.

    ASSESSMENT CRITERION 2

    An action plan is developed for improving the effectiveness of the team.

    For learners registered for the Programme the following credits will be achieved on completion of the programme:

    SAQA US ID 252037 Build Teams to achieve goals and objectives NQF Levl 5, 60 Hours and 6 Credits

    Learners will be automatically enrolled for this programme

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 4 of 5

    Days: 18 and 19 (Duration 2 days)

    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard  forms part of Module 1 of the  covered as part of this programme. It is intended for managers in all economic sectors. These managers 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. 

    Specific Outcomes:

    SO1: Demonstrate knowledge and understanding of diversity in the workplace

    SO2: Demonstrate understanding of the reality of diversity and its value in a unit

    SO3: Manage team members taking into account similarities and differences

    SO4: Deal with disagreements and conflicts arising from diversity in a unit

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Demonstrate knowledge and understanding of diversity in the workplace

    ASSESSMENT CRITERION 1

    Diversity is defined in terms of differences within a unit, including difference in backgrounds, culture, beliefs, values, race, age, sex, language and education.

    ASSESSMENT CRITERION 2

    Diversity is explored as a potential source of discrimination.

    ASSESSMENT CRITERION 3

    The implications of diversity for external and internal relationships is examined and explained with examples.

    ASSESSMENT CRITERION 4

    Cultural biases, stereotypes and perceptions are identified together with the influence they can have on dealing with diversity.

    SO2: Demonstrate understanding of the reality of diversity and its value in a unit

    ASSESSMENT CRITERION 1

    The benefits of diversity in team members and clients are explained with examples.

    ASSESSMENT CRITERION 2

    Ways of utilising the diversity among team members are explored with a view to enhancing relationships and improving the productivity of a unit.

    ASSESSMENT CRITERION 3

    Ways of meeting the diverse needs and goals of team members in a unit are explored in relation to the goals and objectives of a unit.

    ASSESSMENT CRITERION 4

    Ways of meeting the needs of diverse clients and communities through a range of products and services is explored to identify new opportunities.

    SO3: Manage team members taking into account similarities and differences

    ASSESSMENT CRITERION 1

    Diversity in beliefs, values, interests and attitudes are identified through interaction within a unit.

    ASSESSMENT CRITERION 2

    Common beliefs, values, interests and attitudes that will serve a basis for leading the team are recognised through interaction within a unit.

    ASSESSMENT CRITERION 3

    The expression of diverse viewpoints and ways of being is encouraged in a unit through management activities.

    ASSESSMENT CRITERION 4

    Sensitivity towards and understanding of diversity are demonstrated through management activities.

    SO4: Deal with disagreements and conflicts arising from diversity in a unit

    ASSESSMENT CRITERION 1

    Incidents of conflict and disagreement are acknowledged and managed in a way that enhances relationships in a unit.

    ASSESSMENT CRITERION 2

    Cases of unfair discrimination and discriminatory practices are identified and managed at the appropriate level of authority in the entity.

    ASSESSMENT CRITERION 3

    Disagreements and conflict are used as opportunities for learning to improve the cohesion in a unit.

    For learners registered for the Unit the following credits will be achieved on completion of the programme:

    SAQA US ID 252043 Manage a diverse work force to add value NQF Level 5, 60 Hours and 6 Credits


    Learners will be automatically enrolled for this programme

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 1 of 5

    Days: 2 and 3

    Overview:

    The programme introduces learners to Change Management Fundamentals and Process. It provides learners with the knowledge of and insight into the need for change within the context of environment change, help analysing an area requiring change, selecting a model for implementing a change management process and formulating recommendations on implementing the change process.

    Learning Outcomes:

    At the end of this programme the qualifying learner is capable of: 

    1. Demonstrating knowledge of and insight into the need for change within the context of environment change.
    2. Analysing an area requiring a change process.
    3. Selecting a model for implementing a change management process.
    4. Formulating recommendations on implementing the change process

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Demonstrate knowledge of and insight into the need for change within the context of environment change

    ASSESSMENT CRITERION 1

    The nature of change and its impact on organisational sustainability are explained with reference to internal and external environmental change affecting a specific unit.

     

    ASSESSMENT CRITERION 2

    The need for change is motivated by identifying the benefits of change for a unit.

    SO2: Analyse an area requiring the implementation of a change process

    ASSESSMENT CRITERION 1

    The need for change in a unit of an entity is identified in terms of a desired state compared with the current state.

     

    ASSESSMENT CRITERION 2

    The results of a SWOT or other suitable analysis are presented to substantiate the argument in favour of a change process.

    SO3: Select a model for implementing a change management process

    ASSESSMENT CRITERION 1

    The characteristics of two change models are described with reference to their appropriateness for different change processes.

     

    ASSESSMENT CRITERION 2

    The reasons for selecting the model are described with reference to the findings of the analysis.

    SO4: Formulate recommendations on implementing the change process

    ASSESSMENT CRITERION 1

    The change management plan presented describes the changes to be implemented in relation to the needs identified in the SWOT analysis.

     

    ASSESSMENT CRITERION 2

    The actions proposed for managing the anticipated human responses to the change process are appropriate to the findings of the SWOT analysis.

     

    ASSESSMENT CRITERION 3

    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.

    Who the programme is aimed at?

    This Unit Standard is intended for managers in all economic sectors. These managers 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 following credits will be achieved on completion of the programme:

    SAQA US ID 252021 Formulate recommendations for a change process NQF Level 5 Credits 8, 80 hours of learning

    Learners who want to register for a Change Management Programme only (Not for qualification and learning credit purposes) must register for the following Change Enablement Programme.


    Learners will be automatically enrolled for this programme.

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 4 of 5

    Days: 20 and 21 (Duration 2 days)


    PURPOSE OF THE UNIT STANDARD 

    It is intended for managers in all economic sectors. These managers 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. 

    Unit Standard Specific Outcomes:
    • SO1: Can demonstrate understanding of the relationship between values, ethics and org- anisational culture and its impact on achieving goals and objectives, in that: 
      • - The relationship between personal values, organisational ethics, and the entity's culture is demonstrated through examples from the South African workplace. 
      • - The complexity of the conflicts between personal values and the entity's values and ethical codes is illustrated with examples from the South African workplace. 
      • - The potential impact of organisational values and culture on the entity's triple bottom line are analysed and described. 

    • SO2: Can apply the concept of corporate ethics to a unit, in that:  
      • - The imperatives for ethical conduct in South African organisations are explained with reference to acts, regulations, codes and other documents relevant to the entity. Relevant documents include the South Africa's Constitution, the King Report, as well as acts, regulations and codes governing the sector or specific industry.
      • - The role of corporate governance within an entity is analysed to determine the contribution of a unit in promoting internal organisational codes and ethical practices. 
      • - specific ethical practices of a unit in different areas are analysed with examples. Areas include accounting information, marketing, sales, production, intellectual property, tendering processes, Information Technology and Human Resources.

    • SO3: Can analyse a unit in relation to the principles of corporate ethics, in that: 
      • - An instrument is selected for analysing individual and organisational conduct in respect of organisational values, codes of conduct and corporate ethics. 
      • - The instrument is applied to gather and record information within a unit in respect of organisational values, codes of conduct and corporate ethics. 
      • - The instrument is applied to evaluate the current state in a unit against the desired state in respect of organisational values, codes of conduct and corporate ethics. 

    • SO4: Can formulate recommendations for strengthening shared organisational values, the code of conduct and ethical practices, in that: 
    - An implementation plan is prepared that described the strengthening of the entity's values, code of conduct and ethical practices in the unit. 
    - The role and responsibilities of the manager are described in terms of decision making to strengthen the values, code of conduct and ethical practices in a unit and the entity. 
    - The communication activities for promoting the entity's values, code of conduct and ethical practices are outlined in the plan, with role allocation and time frames. 
    - The process for monitoring and evaluating improvements in relation to the entity's organisational values, code of conduct and ethical practices in a unit is described with role allocation and time frames

    For learners registered for the Programme only  the following credits will be achieved on completion of the programme:

    SAQA US ID 252042 Apply the principles of ethics to improve organisational culture NQF Level 5, 50 Hours and 5 Credits

    Learners will be automatically enrolled for this programme

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 4 of 5

    Day: 22 (Duration 1 day)


    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard is intended for managers in all economic sectors. These managers 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. 

    Specific Outcomes:

    SO1: Recognise team member performance

    SO2: Encourage participation in decision-making

    SO3: Delegate tasks

    SO4: Review decisions and performance of delegated tasks

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Recognise team member performance

    ASSESSMENT CRITERION 1

    1. The role, duties and responsibilities of each team member in the section/division/department are identified together with the level of performance expected of them and an indication of how they fit into the work of the section.

    ASSESSMENT CRITERION 2

    2. Team members are told what they do well, what needs improvement and what is expected in the future.

    ASSESSMENT CRITERION 3

    3. All feedback is measured against performance expectations, which have been communicated to the team member.

    ASSESSMENT CRITERION 4

    4. Feedback is given at the time that the event occurs.

    ASSESSMENT CRITERION 5

    5. Feedback is honest, simple, specific and constructive.

    ASSESSMENT CRITERION 6

    6. Team members are dealt with as valued and trusted members of the team.

    SO2: Encourage participation in decision-making

    ASSESSMENT CRITERION 1

    1. Team members are included in division/section/department decision-making by fully informing them of the situation and the decision(s) that needs to be taken.

    ASSESSMENT CRITERION 2

    2. Team members are encouraged to think of solutions to the problem being as innovative as possible.

    ASSESSMENT CRITERION 3

    3. Team members must be asked to provide alternatives, evaluate the alternatives and select one for implementation.

    ASSESSMENT CRITERION 4

    4. The best solution is sought through getting team members to debate their viewpoints and work towards finding common ground.

    SO3: Delegate tasks

    ASSESSMENT CRITERION 1

    1. The work plan or task is analysed and broken down into smaller tasks, programmes or units of work and a decision taken as to who in the section is best suited to carry them out.

    ASSESSMENT CRITERION 2

    2. The delegated tasks must be clearly communicated to employees indicating what is expected, how it must be done and where to get help, if necessary.

    ASSESSMENT CRITERION 3

    3. Decision-making authority required to execute the task is indicated to the employee so that team members can react to situations immediately and effectively.

    ASSESSMENT CRITERION 4

    4. A regular feedback and reporting schedule must be agreed upon.

    ASSESSMENT CRITERION 5

    5. A system to enable the flow of information must be established by team members.

    ASSESSMENT CRITERION 6

    6. The successful completion of delegated tasks must be monitored and the performance used a means of ongoing development.

    ASSESSMENT CRITERION 7

    7. Successful achievement of delegated tasks must be given recognition.

    SO4: Review decisions and performance of delegated tasks

    ASSESSMENT CRITERION 1

    1. Decisions taken are reviewed in small-group and/or whole group situations to decide on their success in reaching the stated objectives.

    ASSESSMENT CRITERION 2

    2. Correct decisions are confirmed and incorrect decisions are rescinded or amended so as to enable the objectives to be met.

    ASSESSMENT CRITERION 3

    3. Delegated tasks are reviewed with the person to whom it is delegated to ensure successful completion of task/plan.

    ASSESSMENT CRITERION 4

    4. Alternative plans of action are drawn up by the group/team for incorrect decisions and delegated tasks which are not being carried out successfully.

    For learners registered for the Programme the following credits will be achieved on completion of the programme:

    SAQA US ID 15224 Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks NQF Level 5, 40 Hours and 4 Credits

    Learners will be automatically enrolled for this programme.

    This Unit Standard forms part of the curriculum of  Learners registered for the Monyetla Workplace Readiness ProgrammeTM

    Timetable: Week 5 of 5

    Days: 23 to 25 (Duration 3 days)


    PURPOSE OF THE UNIT STANDARD 

    This Unit Standard  forms part of Module 1 of the  covered as part of this programme. It is intended for managers in all economic sectors. These managers 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.

    Specific Outcomes:

    SO1: Use mathematical techniques to collect and organise data

    SO2: Apply mathematical techniques to calculate and represent financial and economic data

    SO3: Apply mathematical analysis to indicate economic relationships

    SPECIFIC OUTCOME

    ASSESSMENT CRITERIA

    SO1: Use mathematical techniques to collect and organise data

    AC 1: Appropriate methods are selected for collecting, recording and organising financial and/economic data. 

    AC 2: Financial and demographic relevant to the unit are collected. 

    AC 3: Financial and demographic relevant to the unit are recorded in a usable format.

    SO2: Apply mathematical techniques to calculate and represent financial and economic data

    AC 1: Averages and standard deviations are calculated using the data collected. 

    AC 2: The lines of best fit are calculated using the data collected. 

    AC 3: Calculations relating to the time value of money are performed for different transactions. 

    AC 4: Data collected and calculations are represented in a graphical format. 

    ASSESSMENT CRITERION RANGE 

    Graphical formats could include histograms, pie charts, bar charts, line graphs and stack bar charts.

    SO3: Apply mathematical analysis to indicate economic relationships

    AC 1: Economic relationships are indicated through graphical representation techniques. 

    AC 2: Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation. 

    AC 3: Projections are made on the basis of mathematical analysis.

     

    For learners registered for the Programme the following credits will be achieved on completion of the programme:

    SAQA US ID 252036 Apply mathematical analysis to economic and financial information NQF Level 5, 60 Hours and 6 Credits

    Learners will be automatically enrolled for this programme


    Courses