NATIONAL CERTIFICATE: 71750 -General Education · PDF file71750 -General Education and Training Certificate: Adult Basic Education and Training CREDITS: 120 NQF LEVEL 01 ... Page 4

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Learner Guide v1 ©ympg Review Date: June 2014

NATIONAL CERTIFICATE:

71750 -General Education and Training Certificate:

Adult Basic Education and Training

CREDITS: 120

NQF LEVEL 01

SAQA: 117900 Plan self-development

CREDITS: 10

NQF LEVEL: 02

LEARNER GUIDE

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TABLE OF CONTENT

Unit: 01 Explain opportunities for advancement

within the organisation.

12

Unit: 02 Plan own development. 23

Unit: 03 Explain how the NQF can help with

one's growth.

38

RESOURCES

52

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SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

2. Module Introduction

3. Purpose of the Module

4. Duration & Notional Hour Grid

5. Programme delivery structure

SECTION B: LEARNING MAP

1. Purpose

2. Specific Outcomes

3. Learner Support Pack

4. Formative Assessment

5. Summative assessment

SECTION C: SELF-REFLECTION

Addendums: Templates

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SECTION A: PROGRAMME/MODULE INFORMATION

1. Introduction

The learning experiences are designed to enable the learners to master the learning

content at the appropriate level.

The Learner Pack for this module contains the following documents/prescribed books:

Learner Orientation Guide

Learner Guide

Prescribed Material

Portfolio of Evidence

Logbook

2. Module Introduction

The module introduction with the facilitator will cover:

Overview of the module, including tasks and activities - expectations

Timetable

The Learner Guide

The Learner Portfolio of Evidence

Assessment: The importance of completing all tasks in the PoE; the neat and orderly

submission of evidence in the PoE; all forms completed and signed

Exit leaning outcomes Component

The Summative Assessment

Programme Assessment timetable schedule

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3. Purpose of the Module

NQF Unit Standard 117900 Plan self-development

Field Field 11 - Services

Subfield Wholesale and Retail

NQF Level Credit Value-10

Range of assessment methods and tools used

during the training session

Case Studies

Demonstrations

Discussions, questioning and feedback sessions

Group and small group work

Oral and Written Individual and Group Exercises

Practical Assignments

Practical, workplace-related Examples

Presentations and Observations

Questioning and Feedback Sessions

Skills practices

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1st/2nd /3rd/4th Semester

Quadmester system divides the academic year into four terms, up to 12 weeks each, and generally

counts the summer as one of the terms.

Pro

po

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n

(10%

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es

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Po

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To

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10

100

40

70

90

60

90

35

75

35

95

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Notes to the Learn

Learner Guide Introduction

Dear Learner,

Welcome to this Learning Programme. We trust that this Learning

Programme will be of great value to you during your studies and in your

future career.

To succeed in anything in life requires a lot of hard work.

It will be expected of you to work through this study guide with a great

deal of attention. It provides you with information on how to work

through the material, details exactly what will be expected of you and

what objectives you need to achieve during the study of this Learning

Programme. You will have to:

Complete your assignments with dedication and submit them in time.

Complete the self study sections for your own benefit. The self study

sections provide you with the opportunity to practice what you have

learnt.

Act as adult learners.

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Competencies

Essential Embedded

Knowledge of:

o The hierarchy applicable to the organisation. o The different departments within the organisation and what

their role is within the organisation. o Organisational opportunities in respect of training and

promotion. o How to develop an action plan. o Why the NQF came into being and its objectives. o The actual Framework and the levels on the framework. o How qualifications are made up and the makeup of unit

standards applicable to the applicable industry. o The different options open to a person within the industry

wanting a qualification on the National Qualification

Framework.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CqZN-kxFNGk-cM&tbnid=vtc2VWAr-EkR4M:&ved=0CAUQjRw&url=http://blogs.swa-jkt.com/swa/brianduffy/2013/08/14/drawing-knowledge/&ei=4qofUumAEMil0AWdvoHICg&bvm=bv.51495398,d.d2k&psig=AFQjCNE6u0u6yh3paTFZAzPZJ8_iWUvgEw&ust=1377893464378054

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SECTION B: LEARNING MAP

Introduction 1. Discuss the hierarchy applicable to the

organisation. 2. Explain the different departments within the

organisation and what their role is within the organisation.

3. Explain organisational opportunities for training and promotion.

4. Describe how your personal ambitions and desires fit or do not fit with what the organisation has to offer.

Conclusion

Introduction 1. Identify what knowledge and experience you

require to move up within the organisation. 2. Identify people, sources and training programs

that can help you obtain this knowledge and experience both within and external to the organisation.

3. Develop an action plan with timelines to access the required knowledge and gain the required experience based on information supplied by people possessing such knowledge.

Conclusion

Introduction 1. Describe why the NQF came into being and its

objectives. 2. Explain the actual Framework and the levels

on the framework. 3. Explain how qualifications are made up and

the make up of unit standards applicable to your industry.

4. Explain the different options open to a person wanting a qualification on the National Qualification Framework.

UNIT 2 Plan own development.

UNIT 3 Explain how the NQF can

help with one's growth.

UNIT 1 Explain opportunities for

advancement within the organisation.

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Conclusion

ICONS

Icons Type of assessment Description

Formative knowledge

assessment:

This comprises of questions

to assess your knowledge.

You must obtain at least

80% in each assessment

criterion.

Self-reflexive assessment You will be required to

answer a few reflexive

questions.

Teamwork Self-Assessment

Form

After you completed this

course, you will be required

to assess your own

behaviour regarding team

work.

Work place experience After you completed this


to assess your own

behaviour regarding work

experience.

Project research After you completed this


to assess your own

behaviour regarding

research.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2ZrGJf9sD1TuhM&tbnid=QMzQ7sF71DGEaM:&ved=0CAUQjRw&url=http://www.virtualstudio.tv/blog/post/66-work-experience-opportunities-in-video-production-and-media-for-young-people-in-the-cambridge-area&ei=dQtYUu6KPMKw0AXosoH4Dw&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627

SAQA ID:117900 Page | 12

Learner guide Date of review: June 2015

Unit1

Unit Outcomes

At the end of this unit you should be able to:

Unit1 Unit2 Unit3

Exit Learning Outcomes: Introduction 5. Discuss the hierarchy applicable to the organisation. 6. Explain the different departments within the organisation and what their role is within the

organisation. 7. Explain organisational opportunities for training and promotion. 8. Describe how your personal ambitions and desires fit or do not fit with what the

organisation has to offer.

Conclusion

Explain opportunities for advancement

within the organisation.



Example of a Job Profile

Key Functional Area Sales Support

Job Title Claims Capturer

Grade D3

Organisational Context Medical

Customers Reps

Suppliers

Accounts Manager etc

Performance Specification Outputs

(what must I provide to my customer)

Output Quality Requirements and

Measurements

(What standard I must achieve)

Captured Medical Claims

Pre-checked claim details

Verified claim details

Scanned and logged claims

Sorted and batched medical

accounts

Additional claims requirements

Documents allocated to

specific queues

Quality control

Reconciled system totals and

manual totals

Captured Medical Claims

Claims scanned and logged

according to procedures, within 24

hours of receipt and delivered to

correct team member

Scans to be clear and readable

All relevant details to be captured

100%

Rejected claims returned

immediately to Call Centre or

claims capture team for update on

system

Corrected claims processed within

24 hours

Skills/Knowledge Specifications Standards/Qualifications

Knowledge:

Product knowledge (Medical

Scheme and Provision Fund)

Computer knowledge (PC and

See Underwriting Claims

Information Technology Standards



Image system)

Tariff codes/modifiers/codes

Knowledge of business process

charts.

Skills:

Information scanning

Memory

Numerical fluency



A. The Key Drivers for Changing Nature of Work

Although many factors ultimately contribute to the changing patterns of work, organizational

theorists point to two key drivers:

Increasing pressures on organizations to be more competitive, agile, and customer

focused—to be a "lean enterprise."

Communication and information technology breakthroughs, especially mobile

technologies and the Internet that enable work to be separated from time and

space.

Changes in Organizational Focus: What does it Mean to be Lean?

The Lean Enterprise model was introduced to the world by Toyota in the 1970s. Since then,

it has fueled changes in organizations across the globe, particularly—but not exclusively—

in manufacturing and product development.

The key principles of Lean Enterprise (or "lean thinking", as it is sometimes called) are:

Define value from the customer's perspective.

Identify internal activities and processes that add value for the customer and identify

linkages between them (the "value chain").

Eliminate non-value added activities (or "waste") across the organization.

Reduce waste and inefficiencies in support (e.g., overhead) functions.

The lean enterprise principles enabled many organizations to respond more rapidly to the

marketplace by reducing cycle time, developing mass customization processes, and

supporting continual change and innovation.

Creating the Lean Machine: Changes in Organizational Structure and Relationships

Adopting lean principles and lean thinking has led to numerous changes in organizational

structure to improve the efficiency of internal processes, with a goal of eliminating waste

and defining customer value.



These changes have been supported and enabled by transformations in information and

communications technology, especially the Internet and mobile computing and

communication devices.

Key organizational changes include:

Reduced hierarchical structure—Hierarchies are cumbersome and cannot respond

quickly to changing market demands, such as pressures for reduced cycle time and

continuous innovation. Hierarchies are being replaced by cross unit organizational

groupings with fewer layers and more decentralized decision making.

Blurred boundaries—As organizations become more laterally structured, boundaries

begin to breakdown as different parts of the organization need to work more

effectively together. Boundaries between departments as well as between job

categories (manager, professional, technical) become looser and there is a greater

need for task and knowledge sharing.

Teams as basic building blocks—The move toward a team-based organizational

structure results from pressures to make rapid decisions, to reduce inefficiencies,

and to continually improve work processes.

New management perspective—Workers are no longer managed to comply with

rules and orders, but rather to be committed to organizational goals and mission.

The blurring of boundaries also affects organizational roles. As employees gain

more decision authority and latitude, managers become more social supporters and

coaches rather than commanders.

Continuous change—Organizations are expected to continue the cycles of reflection

and reorganization. However, changes may be both large and small and are likely to

be interspersed with periods of stability. Kling and Zmuidzinas identify three types of

change—"metamorphosis" (far reaching, fundamental change), "migration" (shifts

toward a new form), and "elaboration" (changes that enhance some aspect of work).

B. How Work is Changing for Individuals and Groups

Over the past two decades, a new pattern of work is emerging as the knowledge economy

realizes the full potential of both new technologies and new organizational models. The

changes fall into the following domains:

Cognitive competence

Social and interactive competence



The new "psychological contract" between employees and employers

Changes in process and place

Although these domains are discussed separately, they overlap. We briefly discuss the

overlaps, where they exist, and point to the benefits and concerns the new work patterns

present for workers and managers.

Cognitive Competence

Cognitive workers are expected to be more functionally and cognitively fluid and able to

work across many kinds of tasks and situations. The broader span of work, brought about

by changes in organizational structure, also creates new demands, including:

Increased complexity of work—Workers need to know more, not only to do their jobs

and tasks, but also to work effectively with others on teams. Many knowledge-based

tasks require sound analytical and judgment skills to carry out work that is more

novel, extemporaneous, and context based, with few rules and structured ways of

working. Although demand for high cognitive skills are especially prominent in

professional, technical, and managerial jobs, even administrative tasks require more

independent decision making and operational decision making.

Continuous competency development—Not only do workers need to keep their

technology skills up to date, they need to be continuous learners in their knowledge

fields and to also be more conversant with business strategy. Time to read and

attend training classes is no longer a perquisite of only a few, it is essential for all

workers.

Different ways of thinking—Rosabeth Kantor argues that cross-functional and cross

boundary teams require "kaleidoscope thinking," the ability to see alternative angles

and perspectives and to create new patterns of thinking that propel innovation.

Workers also need to be able to synthesize disparate ideas in order to make the

cognitive leaps that underlie innovation.



Formative assessment

Role play

Activity: 1.1

Instructions Explain the hierarchy applicable to the organisation.

Method Individual Activity

Media Method Flipchart

Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 1.2

Instructions Explain the different departments within the organisation and

what their role is within the organisation.

CCFO

COMMUNICATING

Method Group Activity

Answers:




Research PROJECT

Activity: 1.3

Instructions Explain organisational opportunities for training and promotion.

CCFO Collecting



Answers



Summative assessment

Simulation

ACTIVITY 1.1

Instructions Describe how your personal ambitions and desires fit or do not

fit with what the organisation has to offer.

CCFO

ORGANISING



Mark 10

Answer:



Essay

Take some time to reflect on what you have learnt in this module and assess your knowledge against the following pointers. Write down your answers. Should you not

be able to complete each of these statements, go back to your notes and check on

your understanding? You can also discuss the answers with a colleague.

How do you explain opportunities for advancement within the organisation?



Unit2

Unit Outcomes


Unit1 Unit2 Unit3

Exit Learning Outcomes: Introduction 4. Identify what knowledge and experience you require to move up within the organisation. 5. Identify people, sources and training programs that can help you obtain this knowledge

and experience both within and external to the organisation. 6. Develop an action plan with timelines to access the required knowledge and gain the

required experience based on information supplied by people possessing such knowledge.

Conclusion

Plan own development.



Use the sample business plan provided to you by your facilitator to plan the required

activities for the implementation of this particular plan according to the table given below.

Explain who will be responsible for the following activities.

ACTIVITY BY WHOM BY WHEN HOW IT MUST BE

DONE

LOCATING AND

SECURING THE

PREMISES

REGISTRATION OF THE

NEW BUSINESS

OPENING OF COMPANY

BANK ACCOUNTS

SECURING THE

FINANCE FOR THE NEW

VENTURE

OBTAINING

CONTRACTS WITH

SUPPLIERS



Why we have an Unemployment Insurance Fund:

The government established the Fund to assist those who could lose their jobs or stop

receiving a salary for a period of time as a result of -

pregnancy,

illness,

adopting a child under the age of two years, or

upon the death of the breadwinner of the family

5 types of benefits provided by the Fund:

Unemployment benefits – If you lose your job you must apply within 6 months of

becoming unemployed. You can claim benefits for up to 34 weeks (238 days).

Illness benefits – If you are ill you can claim if you are unable to work for more than

14 days and not receiving a salary or receiving only a part of your salary from your

employer. Illness benefits cannot be claimed is the contributor refuses to undergo

medical treatment.

Maternity benefits – When you are due to have a baby you are entitled to 17

weeks (121 days) maternity benefits. If you have had a miscarriage you can claim

for 6 weeks (42 days). Maternity benefits are separate from ordinary unemployment

benefits.

Adoption benefits can be applied for when you adopt a child under the age of two

years and take unpaid leave or receiving only a portion of your salary while you are

at home caring for the child. Only one parent may claim. Benefits are only payable

if the child is adopted in terms of the Child Care Act and the period that the

contributor was not working was spent caring for the child.

Dependents benefits can be applied for if the person who has been financially

supporting the household dies. The spouse of the deceased can claim the benefit

even if he or she is in employment. The application must be made within 6 months

of the date of the death of the deceased contributor. If the surviving spouse does

not make an application within 6 months, a dependent child under the age of 21

years and includes any person under the age of 25 years who is a learner and who

was wholly or mainly dependent on the deceased, can apply for the benefits. The



application must be made within 14 days after the 6-month period has expired,

during which the spouse should have applied.

Benefits can be claimed when:

Benefits may be claimed for any period of unemployment lasting more than 14 days, if -

The reason for the unemployment is the termination of a contract of employment,

dismissal of the contributor or insolvency;

Application is made in accordance with the prescribed requirements;

The contributor is registered as a work-seeker with a labour centre established

under the Skills Development Act;

The contributor is capable of and available for work.

A contributor is not entitled to a benefit when:

If the contributor is receiving a monthly pension from the state.

If the contributor is receiving payment from the Compensation Fund for illness or

injuries that caused the temporary or total unemployment of the contributor.

If the contributor is receiving benefits from any other scheme established by the

Labour Relations Act.

If the contributor resigns from employment.

If the contributor fails to comply with the provisions of the Act.

If the contributor is suspended from receiving benefits because the contributor has

been caught working and collecting benefits or committed fraud. (In this case the

Unemployment Insurance Commissioner may deny a contributor access to the fund

for a period of up to five years.)

If the contributor fails to report at the times and dates stipulated by the claims

officer.

If the contributor refuses without just reason to undergo training and vocational

counselling for employment.



Documents needed to apply for benefits:

Unemployment

Benefits

Illness Benefits Maternity

Benefits

Adoption

Benefits

Dependents

Benefits

Dependent

Benefits

(children)

13 digit bar-

coded identity

document or

passport

13 digit bar-

coded identity

document or

passport

13 digit bar-

coded identity

document or

passport

13 digit bar-

coded identity

document or

passport

Certified copies

of 13 digit bar-

coded identity

document or

passport of

both the

deceased and

spouse/life

partner

Certificated

copies of 13

digit bar-coded

identity

document or

passport of the

deceased,

guardian and

child if

applicable

Last 6 payslips Last 6 payslips Last 6 payslips Last 6 payslips Last 6 payslips

of deceased

Last 6 payslips

of deceased

Information

supplied by

employer

(U119)

Information

supplied by

employer

(U119)

Information

supplied by

employer

(U119)

Information

supplied by

employer

(U119)

Information

supplied by

employer

(U119)

Information

supplied by

employer

(U119)

A fully

completed

application

booklet (U12)

A fully

completed

application

booklet (U12)

A fully

completed

application

booklet (U12)

A fully

completed

application

booklet (U12)

A fully

completed

application

booklet (U12)

A fully

completed

application

booklet (U12)

Proof that you

are registered

as a work-

seeker with the

Dept. of Labour

Proof of

banking details

Proof of

banking details

Proof of

banking details

Proof of

banking details

Proof of

banking details



PAYE

An employer is obliged to deduct PAYE from all amounts of remuneration paid to an

employee. The rules relating thereto are set out in the Fourth Schedule to the Income Tax

Act. Any person employing others and paying for services rendered, is generally obliged to

deduct PAYE from the amounts of remuneration paid and to issue an IRP 5 certificate

shortly after the end of the tax year in question. The South African Revenue Service

(SARS) recently issued guidelines on the issue of IRP 5 certificates for the 1999 and 2000

tax years. A substantial amount of information has to be supplied on the IRP 5 certificates

compared to those issued in the past. SARS is also conducting far more PAYE inspections

than in the past and is identifying areas where employers are not dealing with fringe

benefits tax correctly. The purpose of this article is to touch on certain of the rules relating

to the deduction of PAYE from remuneration paid by an employer to its employees, as well

as the requirements of the new IRP 5 certificates.

WHAT IS INCOME TAX?

Income tax is the money you pay to government from your wages to pay for roads, schools,

hospitals etc. The amount of tax that you pay depends on:

How much you earn

Your age (whether you are under 65 or over 65)

Whether you are a member of a pension fund or pay towards a retirement annuity fund

Examples of income on which you can be taxed include:

Income from employment eg. salaries, wages, bonuses, overtime

fringe benefits and certain lump sums

income from a business or trade

Investment income eg. interest, rental income, and foreign dividends

annuities

pensions

Income from your own business



WHO SHOULD REGISTER FOR INCOME TAX?

A person earning an annual salary of over R60 000 a year (PAYE employees) - after

deductions of contributions to pension funds and retirement annuities

A person earning less than R60 000 a year (SITE employees) - only when allowances

(travel, medical aid etc) are included in their remuneration

A person earning investment income (interest) of more than R11 000 per year

A person earning rental income

A person earning business income

A person who receives a travel or public office allowance as part of their salary

Members of Close Corporations and Directors of Companies

You can register for income tax at a SARS office by completing an IT 77 form. You will

need a copy of your ID and an IRP5 form. Your registration will be confirmed within 21

working days and you will be issued with a tax reference number.

SITE AND PAYE

There are two main types of tax that are deducted from an employee's salary or wages:

SITE (Standard Income Tax on Employees)

PAYE (Pay As You Earn).

If you earn more than R27 000 per year, you pay SITE tax which is deducted from your

salary every week or month. Your employer must work out how much needs to be

deducted. If you earn more than R60 000 per year, you will pay SITE tax on the first R60

000 and then PAYE on everything that you earn over and above R60 000. The amount of

PAYE you pay depends on how much you earn and is calculated from tax tables issued by

the South African Revenue Services.

TAX RETURNS

Once a year, your employer will give you an IRP5 tax certificate that shows the total amount

that you earned and the total tax that was deducted. If you earn more than R60 000 a year,

you need to complete a tax return and send it with your IRP 5 certificates to SARS. You

must register with SARS before you complete a tax return. If you are already registered,

your tax return forms will be sent to you in the post. You can also collect the forms from

your nearest SARS office. You can also receive and submit your tax returns electronically



using the SARS eFiling system. eFiling is an electronic tax return and submission service.

You can register for eFiling if you are already registered as a tax payer. You will need your

tax reference number and ID number. You will receive detailed instructions on how to

complete the tax return with the forms. When you submit your return SARS will check that

you have paid the correct amount of tax. If you have paid too much tax you will get a

refund. If you have not paid enough tax you will be asked to pay the outstanding amount.

You can also collect a copy of the forms from your nearest SARS office. You can be fined

or imprisoned if you are found guilty of:

tax evasion (i.e. not paying your income tax )

not completing an income tax return

not disclosing all your income on your income tax return.

On your Own

Complete the handout IT 77 form as given to you by your facilitator.

VAT

VAT registration

If your business turnover is likely to be in excess of R1 million per year, by law you are

obliged to register for value-added tax (VAT). From July 2008 the threshold is R1,5 million

for farmers who submit VAT returns every 6 months, and for businesses that submit returns

every 4 months. While it brings a regular administrative load, VAT also allows the business

owner to claim VAT paid on expenses (input VAT). Value-added tax ("VAT") is an indirect

system of taxation that is currently levied at 14% on the value of all goods and services

supplied by vendors. It does not matter if the supply of the goods is of a capital or trading

nature. The VAT system works as follows: You buy your goods from your supplier. The

price will include VAT. When you sell these goods to your customer, you will charge VAT

on the goods sold. The difference between VAT you have paid and the VAT you have

collected, you will pay over to the Receiver of Revenue according to the VAT cycles.

VAT is levied on the value of the supply of goods or services. Supply includes the

performance in terms of a sale, rental agreement, installment credit agreement, and all

other forms of supply, whether voluntary, compulsory, or by operation of law. Where supply

between unconnected parties is done at no consideration, no VAT is levied.



A vendor is any person who is required to register in terms of the VAT Act. Person includes

any natural person, public or local authority, company, trust, body of persons (i.e.

partnerships) and the estate of any deceased or insolvent person.

An enterprise is any activity carried on continuously or regularly in the Republic of South

Africa, or partly in the Republic, whether or not for profit, in the course of furtherance of

which goods are sold or services are rendered for a consideration. There are specific

inclusions and exclusions relating to enterprises. If a person carries on an enterprise, it has

to register as a vendor if its turnover (value of taxable supplies/sales) at the end of any

twelve months period has exceeded R1 million, as from 1 July 2008.

Registration is also necessary if there are reasonable grounds for believing that turnover in

the next twelve months will exceed R1 million. A person can also register voluntarily if

turnover in a 12 month period has exceeded R20 000 or is likely to exceed R20 000. The

minimum turnover limit is higher, at R48 000, where the enterprise is an accommodation

business. To register for VAT, you need to complete a VAT101 form

On your Own

Complete the Handout of the SDL UIF Application form and attach it to this module.



Health & Safety requirements

The following is an extract of an employer’s Health and Safety regulations which they have

enforced in their organisation. It is basically their promise to their employees, what they will

do to ensure that the health and safety standards are met in the organisation.

Business principle of an employer – health and safety:

The company is committed to complying with all relevant occupational health and safety

laws, regulations and standards. In the absence of such standards, leading practice will be

adopted.

We are committed to providing a working environment that is conducive to safety

and health.

The management of occupational safety and health is a prime responsibility of line

management, from the executive level to the first line supervisory level.

We strive for employee involvement and consultation with employees or their

representatives to gain commitment in the implementation of these principles.

The company is committed to providing all necessary resources to enable

compliance with these principles.

The company will not tolerate or condone deliberate breaches in standards and

procedures.

We will implement safety and health management systems based on internationally

recognised standards and we will assess the effectiveness of these systems

through periodic audits.

We will conduct the necessary risk assessments to anticipate, minimise and

control occupational hazards.

We will promote initiatives to continuously reduce the safety and health risks

associated with our business activities.

We will set safety and health objectives based on comprehensive strategic plans

and will measure performance against these plans.

We will monitor the effects of the company's operational activities on the safety and

health of our employees and others, and we will conduct regular performance

reviews.

We will provide all necessary personal protective equipment.



We will establish and maintain a system of medical surveillance for our employees

We will communicate openly on safety and health issues with employees and other

stakeholders.

We will ensure that employees at all levels receive appropriate training and are

competent to carry out their duties and responsibilities. We will require our

contractors to comply with these principles and we will seek to influence joint

partners to apply them as well.

The Occupational Health and Safety Act aims to provide for the health and safety of

persons at work and for the health and safety of persons in connection with the activities of

persons at work and to establish an advisory council for occupational health and safety.

The Occupational Health and Safety Act applies to all employers and workers, but not to:

• Mines, mining areas or any mining works (as defined in the Minerals Act);

•load line ships, fishing boats, sealing boats, whaling boats (as defined in the Merchant

Shipping Act) and floating cranes; whether in or out of the water; and

•people in or on these areas or vessels

On your own

Complete the OHS application form as given to you by your facilitator.




Role play

Activity: 1.4

Instructions Identify what knowledge and experience you require to move up within the organisation.



Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 1.5

Instructions Identify people, sources and training programs that can help

you obtain this knowledge and experience both within and external to the organisation.

CCFO

COMMUNICATING


Answers:




Research PROJECT

Activity: 1.6

Instructions Develop an action plan with timelines to access the required

knowledge and gain the required experience based on information supplied by people possessing such knowledge.

CCFO Collecting



Answers



Essay

Take some time to reflect on what you have learnt in this module and assess your

knowledge against the following pointers. Write down your answers. Should you not



How do you plan own development?



Unit3

Unit Outcomes


Unit1 Unit2 Unit3

Exit Learning Outcomes: Introduction 5. Describe why the NQF came into being and its objectives. 6. Explain the actual Framework and the levels on the framework. 7. Explain how qualifications are made up and the makeup of unit standards applicable to

your industry. 8. Explain the different options open to a person wanting a qualification on the National

Qualification Framework.

Conclusion

Explain how the NQF can help with

one's growth.



THE NEW NQF

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SAQA

NQF

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10

General Education &

Training Certificate

(Grade 9)

Adult Basic

Certificate of Education

National Certificate:

Vocational Level 2

National Senior

Certificate (Grade 12)

Adult National

Senior Certificate National Certificate:

Vocational Level 3

National Certificate:

Vocational Level 4

Advanced National

Certificate Vocational

Higher Certificates

Diplomas

Advanced Certificates

Bachelor Degree

Advanced Diploma

Postgraduate Degrees (Honors)

Professional Qualifications

Masters Degrees

Doctoral Degrees

CCHHIILLDDRREENN AADDUULLTTSS aatt WWOORRKKPPLLAACCEESS AADDUULLTTSS iinn SSCCHHOOOOLL

GETFET-QF

UMALUSI

DOE

HE-QF

CHE~HEQC

DOE

OQF

QCTO

SETAS

DOL

Increase in Quality



Skills Development Levies

Process Overview

An overview of the process of claiming Skills Development Levies are illustrated

below:

DEVELOP A WSP

Obtain business detail according to WSP format

Determine beneficiaries for relevant skills year according to skills matrix and include this in WSP

Obtain authorization and emplo yee representation

DEVELOP ATR

Collect proof of training (attendance)

Obtain authorization from management and employee representation

Use relevant SETA form

SUBMIT TO RELEVANT SETA

WSP Claim Form (Mandatory Grants)

Authorization Page

Proof of SDL contribution

Confirmation of client bank details

Before 30 June each year MONITOR PROGRESS AND QA

Assist in identification and interpretation of quality assurance

Plan, prepare and assist in the design of a quality management system for skills development practices

Collate and store data related to skills development

IMPLEMENT SD INTERVENTIONS

Identify and prioritise learners’ learning requirements

Plan and organize learning interventions

Coordinate learning interventions

Review and report on learning interventions

CONDUCT SKILLS AUDIT

Obtain input via training committee to staff members

Compile a skills matrix

Identify training interventions

Identify training providers

Compile a budget for training

REGISTER AS SDF WITH SETA

Determine Employer Affiliation with SETA

Obtain appointment as SDF

Complete and submit SDF registration form to relevant SETA

SUBMIT TO SETA

ATR Claim Form (Mandatory Grants)

Authorization page

Proof of SDL contribution

Attendance registers

Receipts for training done



WORKPLACE SKILLS PLANS

The ideal way to approach the development of an Organisational training and

Development Plan (TDP) or Workplace Skills Plan (WSP) is to treat the plan not as an

isolated administrative chore to track and facilitate training but as a key business tool to

examine the direction of the business as a whole and lace training in its strategic place

within that context. Although this implies a bit more work that just doing the bare

minimum to get your skills development levy grant back, you will see the benefits impact

your whole business and ensure that every cent you spend on training is a cent added

to the momentum of your company’s chosen forward direction. For ease of reference

we will use the term workplace skills plan (WSP) throughout this section.

A WSP is a document that outlines the planned training and education interventions for

a specific organisation in the coming year. It is created out of and in-depth evaluation of

the business goals and an understanding of the challenges and forces at work both for

and against the organisation in the wider business environment. The WSP should

cover all skills development training and refers to:

Strategic priorities for skills development

Sectoral/national skills plans

Linkages to employment equity



Key stakeholders in the process

1. Training Committee

A training committee is a selected group of people from within an organisation that help to

create, write and implement the Workplace Skills plan for that organisation.

Any organisation that has more than 50 employees is obliged to form a training committee.

The committee should be constituted in line with the occupational categories and levels in

the Employment Equity Act to ensure representation of all employees within the company.

Where there is a recognised trade union in place within the organisation, a trade union

should nominate its own representatives using their own nomination structure. A

representative from the HR department and the training department should also be included

on the training committee. Don’t forget to include representatives for both hourly and

monthly paid employees when formulating representation on the training committee.

Companies with less than 50 employees may still find it useful to appoint one or two

employees to the training committee to make it more representative of the needs of

learners and to help the SDF by giving feedback on the calibre of training provided and the

effectiveness of training interventions. A training committee is necessary because a

Workplace Skills Plan will carry no credibility or organisational commitment unless it has

been formed with the input and contributions of all those who will be affected by it.

They will also help develop the Workplace Skills Plan in line with SETA requirements and

consult with employees in the workplace on training needs. They ensure that feedback is

given to employees in the workplace on skills development and keep accurate training

records.

In the past, companies decided on their training strategies with little or no consultation

beyond top management. This is part of the reason why South African companies have

found training to be generally ineffective learning interventions that are imposed on people.

They used to have considerably less impact than those where learners play some role in

the choice of learning program content, venue times or means of assessment.

Furthermore, before the NQF came into being, training was provided with little thought as to

how it could benefit the learners’ long term career prospects. Now that training and



education have to take place in the context of quality assurance, life-long learning and the

impact from training interventions. But to make the new training system work, there must

be a closer partnership than before between management and employees – hence training

committees.

2. Sector Education and Training Authorities (SETA)

SETAs will assist in a number of ways:

They will encourage and help employers to prepare workplace skills plans. They

will also pay a grant to an employer who prepares a plan. The SETAs will monitor

these plans and their implementation. A workplace skills plan matches strategies

and activities in the workplace to the skills that workers require.

The SETAs will liaise with the skills development facilitator so that each employer

knows about skills development. The facilitator will be the point of contact between

the employer and SETA.

SETAs will also be involved in the implementation of the National Skills

Development Strategy. Each will agree the contribution its sector will make to the

achievement of the national targets. A SETA will need to be

3. Organisations

Organisations that prepare and submit workplace skills plans have the following

obligations:

They must appoint a training committee, and get collaboration for their workplace

skills plans from everyone in the organisation at all levels

Ensure that the workplace skills plan forms an integral part of the human resource

development program of the organisation, and is not simply a paper exercise aimed

at getting levy money back

Make sure that systems and processes are in place to monitor the implementation

of the workplace skills plan and that training results in return on investment for the

organisation

Identify and record challenges to implementation of the workplace skills plan.

Monitor the cost of training and keep track of funds paid out for training and skills

development in the organisation.



4. The Skills Development Facilitator (SDF)

In addition to having a good understanding of the National Qualifications Framework, the

SDF will be expected to perform the following functions:

Conduct a Training Needs Analysis and develop organisation’s Workplace Skills

Plan

Compile reports on the organisation’s implementation of its Workplace Skills Plan

Prepare, submit and steer the organisation’s application for accreditation as a

training and development site or to manage the contracting out of training and

development to accredited providers

Advise on and monitor implementation of the workplace skills plan including training

delivery assessment and quality assurance.

SKILLS AUDITS

Planning

You need to carefully plan a skills audit you will undertake in your organization. You must

ensure that the necessary resources and people will be available to conduct a meaningful

skills audit.

The plan must also state how you will gather the data. For example through questionnaires,

interviews etc as well as how the information will be recorded. Target dates for completion

of the skills audit are also important since the SETA’s require the workplace skills plan to be

submitted by a certain date.

1. Questionnaires (usually used in larger organisations)

These can be used to obtain information regarding biographical particulars, typical

behaviour and attitudes. The questions should focus on the specific issue being

investigated and provision should be made for each and every possible response. For



example, when asking employees what they think is the most important skill lacking in

their development it is best to use an open-ended question. Questionnaires that are

developed by the organisation itself should preferably be tested in a pilot study.

2. Interviews (usually used in smaller organisations)

Structured Interviews:

In a structured interview the interviewer puts a collection of pre-planned questions to the

respondent and records the latter’s responses. The interviewer is restricted to the

questions and has little freedom to deviate from the schedule of questions. The

interviewer should be familiar with the questions so that they can make use of semi-

structured interviews, which can be used when the research topic is very sensitive and

when the respondents come from diverse background. Interview guides are used and

the interviewer may adapt the questions.

Steps to Follow when Conducting Job Profiling Workshops and or

Interviews

Ask the following questions to identify role outputs:

Activities

What do you know most about your jobs?

What is it that we do? Eg

- training needs analysis

- learning program design and development

- trainee selection

- training

- facilitation

- feedback



Outputs

What leaves your hand?

What is it that you produce/make available?

What is the end result of what you do eg

- Developed learning programs

- Trained staff

Outcomes

Cluster activities into common outcomes by asking;

Why do you do this? Eg

- Design learning programs

- Train staff

When checking the skills matrix, you should look out for the following:

Do not list tasks instead of outcomes

Ensure that each outcome has at least two quality measures

Link skills from the skills matrix

Check that the internal customers have at least one output linked to them

Check that all the skills are matched to the outputs and quality measures

If you include behavioural indicators then include a measure

Check that the job profiles are discrete and unique eg management job profiles are

different from an operator’s job profile

Check that there is consistency in terminology, language between job profiles

Check that the same tense is used throughout




Role play

Activity: 1.7

Instructions Describe why the NQF came into being and its objectives.



Answers:

CCFO

DEMONSTRATING

Marks 10



Project

Group Activity: 1.8

Instructions Explain and discuss the actual Framework and the levels on

the framework.

CCFO

COMMUNICATING


Answers:




Research PROJECT

Activity: 1.9

Instructions Explain how qualifications are made up and the makeup of unit

standards applicable to your industry.

CCFO Collecting



Answers



Summative assessment

Simulation

ACTIVITY 1.2

Instructions Explain the different options open to a person wanting a

qualification on the National Qualification Framework.

CCFO

ORGANISING



Mark 10

Answer:



Essay

Take some time to reflect on what you have learnt in this module and assess your

knowledge against the following pointers. Write down your answers. Should you not



How do you explain how the NQF can help with one's growth?



References

Prescribed Booklist

Learning unit Supplier

117900 Plan self-development

Yellow Media Publishers

Senior learning material Developer:

Ms Duduzile Zwane

www.yellowmedia.co.za

[email protected]

http://www.yellowmedia.co.za/



SECTION C: SELF REFLECTION

I enjoyed/did not enjoy this module because:

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I enjoyed/did not enjoy this module because:

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I found group work ___________________________________!!!

The most interesting thing I learnt was:

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http://www.google.co.za/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=KyAZdx6IHHcxqM&tbnid=OAQUeiKZhmWJgM:&ved=0CAgQjRw&url=http://blogs.adobe.com/captivate/2012/01/what-i-learned-from-the-scenario-based-learning-book-by-dr-ray-jimenez.html&ei=FPUrU5XPKNSy7AaLmoDAAg&psig=AFQjCNEiKc2arHbYvTSfnH28cOIbFLv6Nw&ust=1395476116753780



I feel I have gained the necessary skills and knowledge to:

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Please add the following to this module:

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Some comments from my classmates about my participation in class:

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Self-Assessment

Self-Assessment:

You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:

Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable

NO OUTCOME

SELF RATING

1. Explain opportunities for advancement within the organisation.

2. Plan own development.

3. Explain how the NQF can help with one's growth.



Learner Evaluation Form

Learning Programme Name

Facilitator Name

Learner name (Optional)

Dates of Facilitation

Employer / Work site

Date of Evaluation

Learner Tip:

Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:

logistics and support

facilitation

training material

assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=RDpok8B544sOWM&tbnid=0J9bAREawM5bSM:&ved=0CAUQjRw&url=http://manchesterundergradcareers.wordpress.com/tag/work-experience/&ei=7QtYUtv6F6me0QWnkIDoDQ&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627



A Logistics and Support Evaluation

No Criteria / Question

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1 Was communication regarding attendance of the programme efficient and effective?

2 Was the Programme Coordinator helpful and efficient?

3 Was the training equipment and material used effective and prepared?

4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?

Additional Comments on Logistics and Support


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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the

subject of the programme

2 The Facilitator encouraged learner participation and input

3 The Facilitator made use of a variety of methods, exercises, activities and discussions

4 The Facilitator used the material in a structured and effective manner

5 The Facilitator was understandable, approachable and respectful of the learners

6 The Facilitator was punctual and kept to the schedule

Additional Comments on Facilitation


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C Learning Programme Evaluation 1 The learning outcomes of the programme are

relevant and suitable.

2 The content of the programme was relevant and suitable for the target group.

3 The length of the facilitation was suitable for the programme.

4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.

5 The Learning Material was free from spelling and grammar errors

6 Handouts and Exercises are clear, concise and relevant to the outcomes and content.

7 Learning material is generally of a high standard, and user friendly

Additional Comments on Learning Programme

D Assessment Evaluation


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1 A clear overview provided of the assessment requirements of the programme was provided

2 The assessment process and time lines were clearly explained

3 All assessment activities and activities were discussed

Additional Comments on Assessment