Business Team Leader

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Foreword

Foreword to the Learner The purpose of this guide is to provide the learners with process and requirements of successfully completing and submitting a Portfolio of Evidence for assessment against the unit standards of this learning programme:

Programme Learning Programme: Business Team Leader

SAQA ID 14667: Describe and apply the management functions of an organisation; NQF Level 4, 10 Credits SAQA ID 13912: Apply knowledge of self and team in order to develop a plan to

Unit Standards enhance team performance; NQF Level 3, 5 Credits SAQA ID 15224: Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks; NQF Level 5, 4 Credits

Assessment in Outcomes Based Education is not only focused on what learners can do, but intends to develop learners holistically. In other words, learners are also required to demonstrate certain life-skills, which will not only enhance their learning , but will also ensure that these skills are transferable to their private lives.

In Outcomes-based education and training we use both formative and summative assessments:

• Formative assessment refers to assessment that takes place during the process of learning and teaching .

• Summative assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme of learning .

Results initially collected for formative assessment, can be used for summative assessment, thus avoiding repetition .

Assessment Process

Learner Signature Date

Foreword

Assessment Process Steps

Step 1: Plan and prepare for the assessment

Assessor needs to: Document:

• Understand and review all the requirements of the 0 Unit Standard assessment in terms of evidence required to prove 0 Curriculum, Strategy and competence Alignment document

• Identify logistical arrangements that have to be made such 0 Assessment Guide as the venue 0 Assessment Strategy

• Familiarise him/herself with assessment instruments and and process tools 0 Assessment related policies

• Identify and prepare any resources required for 0 Assessment Feedback assessment, such as equipment, people and other document resources for the assessment 0 Assessment

• Ensure that he/she is familiar with the related policies - Preparation Checklist Assessment, Moderation, RPL and Appeals policy

Learner needs to: Document: • Be informed of, and agreement reached over: the 0 Learner Guide

requirements for the assessment; the roles and 0 Learner Workbook responsibilities of the learner with regard to his/her

0 Learner Portfolio of Evidence assessment; the special needs of the learner (and how Guide these can be accommodated) and how the evidence is to

be collected ; and also guided in preparing for assessment 0 Pre-Assessment

by the facilitator and/or assessor as per the Pre- Preparation Sheet

Assessment Preparation Sheet criteria and then complete 0 Assessment Plan

and sign the document in agreement with the assessment 0 Declaration of

process Authenticity 0 Declaration of

• Be given the contact details of the facilitator, assessor and understanding the any other support person from the training provider, for Appeals Procedure possible future assessment process assistance needs 0 Assessment Activities

• Be guided in planning for the assessment by the facilitator Checklist and/or assessor as per the Assessment Plan criteria and 0 Learner ID, CV and then complete and sign the document in agreement with certificates the assessment plan that he/she created 0 Learner Workbook

• Be guided in understanding of the requirements of placeholder authenticity as per the Declaration of Authenticity form by 0 Knowledge questions the facilitator and/or assessor and then complete and sign 0 Practical Activity for the document in agreement with the authenticity completion in the requirements in the assessment process workplace

• Be guided in understanding the Appeals Policy and 0 Witness Testimony for Procedure, as well as the Appeals Form by the facilitator supervisor observation

and/or assessor and then complete and sign the and feedback

declaration of understanding on the Appeals Procedure 0 Logbook form

• Be given answers to any assessment process related questions

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Foreword

Step 2: Conduct and record the assessment

Assessor needs to: Document:

• Conduct the assessment in an appropriate and D Unit Standard nonthreatening manner and/or environment and use the D Learner PoE guide assessment principles when assessing the evidence submitted for assessment

• Review and assess the evidence as submitted by the learner I D Assessment Guide candidate in their Learner Portfolio of Evidence Guide, by D Assessment Feedback referring to the Assessment Guide for guidelines and model document: answers (memoranda): D Assessment

0 Learner workbook filed in the Learner PoE Checklist 0 Knowledge questions D Assessment record 0 Practical Activity completed in the workplace

D Final assessment 0 Witness Testimony and Logbook completed in the

recording document workplace D VARCCS evaluation • Make a judgement about the evidence against the criteria of

the unit standard in the Final Assessment Recording D Assessment

(evidence grid) and the model answers provided, using the outcome

principles of good evidence as a guideline

• Record the assessment process undertaken and the assessment findings and decisions taken in the required format on the specific documentation in the Assessment Feedback document:

0 Assessment Checklist 0 Assessment record 0 Final assessment recording document 0 VARCCS evaluation 0 Assessment outcome

• When learners have to undergo re-assessment, they have to be given feedback so that they can concentrate on areas of weaknesses and only be re-assessed on NYC criteria. Re- assessment should comply with the following conditions:

0 Re-assessment should take place in the same situation or context and under the same conditions

0 The same method and assessment instrument may be used, but the task and materials should be changed, depending on the QMS requirements of the train ing provider.

Step 3: Provide assessment feedback to the learner

Assessor needs to : Document:

• Provide the learner with feedback about the assessment D Assessment Feedback conducted : document:

0 Provide feedback in both a positive and constructive D Assessment manner outcome document

0 Advise I inform the learners of outstanding and/or · requ ired evidence

• Record all commun ication with the learner Learner needs to:

• Confirm receipt, understanding and acceptance of the feedback by completing and signing the declaration in the Assessment Outcome section of the Assessment Feedback document

Learner Signature Date

Foreword

Step 4: Review and report on the assessment

Learner needs to: Document:

• Review the assessment process by completing the Learner's 0 Assessment Feedback Review of the Assessment Process (questionnaire) document:

Assessor needs to: 0 Learner's review of

• Review the assessment process and report on it using either the assessment the: process

0 Assessor' and Moderator's Review of the Assessment 0 Assessor' and

(questionnaire); or Moderator's Review of the Assessment

0 Group Assessor' and Moderator's Review of the Assessment (questionnaire) 0 Group Assessor'

and Moderator's Training Provider needs to: Review of the • Record the outcome of the assessment in the relevant quality Assessment

management system database I matrix 0 Training Provider specific

• Record and/or submit the assessment results to the NLRD QMS documents for: (National Learner Records Database) of the relevant ETQA 0 Record of

• Submit the specific number of learner portfolios for assessment moderation , as per the train ing provider QMS 0 submitting the

• Release the resu lts of assessment to the relevant learner results to the NLRD stakeholders, e.g. HR, mentor, supervisor; agreed to by the 0 moderation learner 0 learner assessment

• Manage any learner appeals against the assessment result release outcome, accord ing to the Appeals Policy and Procedure

• All the documents or copies thereof, as prescribed previously, must be kept on file as part of the learner portfolio of evidence.

• Learner's portfolios of evidence must be readily available for internal and external moderation and verification by the appropriate practitioners, until after the ETQA verification process has taken place. The portfolios of evidence may then be kept (storage) or returned to the learner according to the training provider's QMS policy.

The Assessment Process Role-players

The assessment team consists of the following people that each has a specific role and responsibilities to fulfil :

Learner Learners will participate in the facil itated classroom training section of the learning programme by participating in formative assessment class activities I exercises in the Learner Workbook. The learner needs to:

• Attend the learn ing I tra ining session • Participate in the learning and form part of syndicate group I small

workgroup for activities • Do research and prepare for participation during the training session • Complete the assignments, activities and portfol io

Learners will complete and submit their individual Portfolios of Evidence, using the Learner Portfol io of Evidence Guide to successfully create , gather and submit the required evidence for assessment, by completing the following :

• required administration documentation • completed Learner Workbook containing the formative assessment Class

Activities and Programme Reflection

Learner Signature Date

Foreword

• individual assignments and practical workplace activities: o Knowledge Questions o Practical Workplace Activity o Witness Testimony - supervisor confirmation of application of the

knowledge and skills in the workplace o Assessment Activities Checklist - control checklist to ensure all

required evidence is submitted by the learner Assessments are meant to be as clear and transparent as possible, therefore learners should know:

• the kinds of assessment activities that they would be asked to perform • the standard and level of performance expected • the type and amount of evidence to be collected • their responsibility regarding the collection of evidence.

Facilitator It is the role of the facilitator to facilitate the theoretical classroom training and skills practice sessions to groups of learners.

Assessor

The facilitator is also responsible for:

• being available for questions regarding the assessment after the training has been completed

• acting as Evidence Collection Facilitator, when facilitating formative assessment using the Class Activities in the Learner Workbook

• facilitating only a section of the summative assessment - Knowledge Questions in the Learner Portfolio of Evidence Guide

• guiding the learners on the use of the Portfolio of Evidence Guide • learning programme administration, e.g. attendance register, training

report after the session , and any other related administration required by the training provider

The assessor needs to be:

• qualified as an assessor • registered as a constituent assessor with the relevant SETA • proficient in the subject matter of the learning area in which they are

assessing and an expert in his/her knowledge of the unit standard requirements or qualification for which he/she is registered to assess- the assessor's subject matter knowledge should be at least of a level higher than the learner who is being assessed

• proficient in the process of assessment- this means that they should: o Be familiar with the unit standards that they will be assessing o Be familiar with and use the assessment guides o Plan the assessment, which includes the selection, design and

implementation of assessment activities. o Follow the assessment process, i.e. plan and agree on the

assessment with the learner; guide the learner in the collection of evidence; conduct the assessment; provide feedback to the learner about the assessment decision

o Record and report on assessment results o Participate in moderation processes o Review the assessment and make appropriate changes

The assessor needs to conduct an assessment subject to the following principles: • the application of NQF principles • the application of the principles of credible assessment • the application of the principles of the collection of and quality of the

evidence • the assessment being planned and designed on the basis of

understanding the requirements of the unit standard , part qualification or qualification that the learner is seeking credit for

The assessor needs to establish a trusting relationship with learners- not only so that they can perform optimally during an assessment, but also so that the learners will trust that the assessor has their interests at heart.

7 Learner Signature Date

Moderator

Verifier

Training Provider

Foreword

Internal moderators will be moderating assessment activities and supporting the assessors. Their task will be to do the quality assurance of the assessment activities in an ordered and structured way and develop the skills of assessors. Moderation ensures that people who are being assessed are assessed in a consistent, accurate and well-designed manner. It ensures that all assessors who assess a particular unit standard or qualification are using comparable assessment methods and are making similar and consistent judgements about the learners' performance. The moderator needs to be:

• qualified as a moderator • registered as constituent moderator with the relevant SETA • experienced in the related field of assessment and moderation

The moderator will , according to the Quality Management System of the training provider:

• Moderate 25% of all portfolios within 2 weeks of assessment or as per the requirements stated in the training provider QMS

• Validate the quality of the judgements made. The judgement is either confirmed or overturned on valid grounds.

The moderation system will in turn be quality assured by the ETQAs who will have qualified verifiers in place to monitor moderation systems and support moderators. Some larger organisations will prefer to appoint internal verifiers to take a systemic view of internal assessment and moderation

The training provider needs to ensure that qualified facilitators , assessors and moderators are employed or contracted to perform the required functions, using quality materials as is required in the training provider quality management system. The training provider also needs to provide for the appeals process. If the learner I candidate is not happy about the process or findings of the assessment, he/she can put in an appeal to have the assessment reviewed by the training provider. This will ensure that candidates have a democratic right to overturn decisions that are not fair, not properly motivated or simply not believed. The training provider and ETQA should ensure that there is an appeals procedure in place, i.e. appeals against an assessment decision. Learners should be secure in the knowledge that they can appeal against an unfair assessment.

Competent vs. Not Yet Competent

Learners being assessed are not allocated a percentage (for example 55%) on completion of the learning. Rather, they are either deemed competent or not yet competent.

Training is delivered using an outcome-based style of teaching and learning. Learners drive the process of learning and educators need to facilitate the creation of learning opportunities.

Once a learner has demonstrated his/her competence through an assignment, task, exam or performance, then s/he is awarded the credits related to that competence .

However, learners deemed not yet competent, are either given another chance to prove competence, or they are re-trained , or they are encouraged to move into a different field of learning.

8 Learner Signature Date

Foreword

Requirements for being deemed Competent

Each unit standard indicates the requirements or standards of competence. These are written as assessment criteria. In an outcome-based system learners need to meet ALL these requirements before being deemed competent. However, SAQA has recommended that assessments be weighted according to the purpose of the qualification toward which the learner is learning .

Assessments are therefore designed around the requirements that are stated in the assessment criteria , and are therefore criterion-based . In a curriculum-based system, assessments were made around the norm of a group and were therefore norm- referenced .

A criterion-based assessment can only be performed using evidence that has been generated by the Learner. Types of evidence include direct evidence, indirect evidence and historic evidence:

• Direct- this is evidence that is collected directly by the assessor, for instance an assessor finding out whether you can bake a cake will watch you while you do it.

• Indirect - this is evidence that you have collected , signed off as authentic and submitted for assessment. For instance, a video of you baking a cake.

• Historic - this is evidence of your competence - as assessed by someone else. A certificate of competence issued to you when you completed a course is an example of historic evidence. Documents that you produced while doing a job (usually a few years ago) could also be historic evidence.

Evidence has to meet certain criteria . These criteria are summarised as VARCS:

• V is for Valid : the unit standard or qualification being assessed must require evidence that is submitted for assessment. Otherwise it is not important and cannot be used to find out whether you are competent or not.

• A is for Authentic: evidence that you submit must be your own work. Group work cannot be submitted as your own work because not only you worked on it.

• R is for Reliable: the evidence must be from a reliable source. A certificate of competence issued by a provider that is not accredited could be regarded as unreliable.

• C is for Current: the evidence must demonstrate that your competence is current. It doesn't help that you were able to run a 12 km race 5 years ago - can you still do it today? Currency is also related to the technology that is used to demonstrate competence. It does not help that you are able to boil water using a pot on a stove when electric kettles are the current method used to boil water.

• S is for Sufficient: the unit standards have several assessment criteria that need to be satisfied . The evidence must satisfy all the criteria or else it is not sufficient.

However, evidence is collected using some kind of instrument. These instruments take different forms . Some instruments include questionnaires , interview schedules, simulations, role-play, observation checklists and products.

Learner Signature Date

Foreword

Note to the Learner Dear Learner,

You have opted to undergo assessment and as a result have been presented with this PoE (Portfolio of Evidence) . Please go through all sections of this PoE very carefully before submission and make sure that you have included all the information and evidence requested. Please take note of the following:

Unit Standard: A copy of the unit standard has been included. The assessment has been designed in order to meet all requirements as set by this unit standard.

Pre-Assessment Preparation Sheet: The first step towards completing this PoE is to read through the Pre-Assessment Preparation Sheet. This form contains valuable background information. Your assessor will not be able to assess your portfolio if you have not read and signed this document.

Assessment Plan: You can use the assessment plan to write down the dates on which you plan to meet specific targets .

Declaration of Authenticity: Please complete the declaration of authenticity to declare that the evidence that you submit in this PoE is your own work, with the exception of those that you list in the section provided. Your assessor will not be able to assess your portfolio if you have not read , completed and signed this document.

Appeals Procedure and Form Familiarise yourself with the appeals procedure and sign the document as requested . You will only use the Appeals Form if you would like to appeal against the assessment decision.

Assessment Instruments: By completing the assessment instruments you will generate I gather the evidence required to meet the outcomes of the unit standard(s) . Please follow instructions carefully for both the formative and summative assessments.

Assessment Activities Checklist As part of the quality management process used by the training provider and the SETA, the learner and his/her supervisor are required to check and sign off that all activities have been completed and submitted in the PoE. Please complete this form , before submitting your PoE.

Learner's Review of the Assessment Process As part of the quality management process used by the training provider and the SETA, the learner is required to provide feedback to the training provider about the assessment process. Please complete this form , before submitting your PoE.

Please note that you are welcome to contact your facilitator I assessor at any stage should you have any questions pertaining to the assessment.

_________ L earner Signature

Date

21440077

Highlight

PoE: Documents

Learner's Persona/Information Please provide the following information for SAQA National Learner Database. The following page provides the information form codes :

Learner's Last Name

Learner's First Name (s)

Learner title

Learner birth date (YYYYMMDD)

ID Number (attach a copy of I D)

Equity code

Nationality code

Gender code

Citizen resident status code

Home language code

Socioeconomic status code

Disability status code

Learner home address

Learner postal address

Province code

Telephone

Contact Cell phone

Details E-mail

Fax

Company Name Contact Person

Company (Supervisor) Contact Details Person Contact Number Postal Address

Learner's Designation

Date of Submission

12 Learner Signature Date

Registration Form Codes Alternative ID type

521 SAQA member ID 527 Passport No

Equity code BA Black : African BC Black : Coloured

U Unspecified

PoE: Documents

Nationality code SEY Seychelles ZAI Zaire

529 Driver's licence 531 Temporary ID no 533 None

BI Black : Indian I Asian U Unknown

SA South African SOC SADC except SA (i.e . Nam to ZAI)

ROA Rest of Africa EUR European countries AIS Asian countries NOR North American countries

535 Unknown 537 Student no 538 Work permit no 539 Employee no 540 Birth certificate no 541 Human Sciences Research Council register no 561 ETQA record no

WH White NAM Namibia BOT Botswana ZIM Zimbabwe ANG Angola MOZ Mozambique LES Lesotho SWA Swaziland MAL Malawi ZAM Zambia MAU Mauritius TAN Tanzania

SOU Central & South American countries AUS Australia & New Zealand OOC Other and rest of Oceania

Citizen/residence status Home language code Province code U Unknown SA South Africa 0 Other D Dual (SA plus other)

ENG AFR OTH SEP SES SET SWA TSH u XHO XIT ZUL NDE

Disability status N None 01 Sight (even with glasses) 02 Hearing (even with hearing aid) 03 Communication (talking, listening)

English Afrikaans Other sePedi seSotho seTswana siSwati tshiVenda Unknown isiXhosa

xiTsonga isiZulu siNdebele

04 Physical (moving, standing, grasping) OS Intellectual (difficulties in learning) ; retardation 06 Emotional (behavioural or psychological) 07 Multiple 09 Disabled but unspecified U Unknown

Learner Signature

U Unspecified 01 Employed 02 Unemployed

1 - Undefined 2 - Western Cape 3 - Eastern Cape 4 - Northern Cape 5 - Free State 6 - Kwazulu -Natal 7 - North West 8- Gauteng 9 - Mpumalanga 10 - Limpopo

Socioeconomic Status

03 Not working - looking for work 04 Not working - housewife/homemaker 06 Not working - scholar/full time student 07 Not working - pensioner/retired person 08 Not working - disabled person 09 Not working - not wishing to work 10 Not working - none of the above 97 N/A : Aged < 15 98 N/ A : Institution

Date

PoE: Documents

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There is open access to this unit standard . Learners should be competent in Communication and Mathematical Literacy at NQF Level 3

UNIT STANDARD RANGE

c Basic management activities are planning , organising , leading and controlling. c Management tasks include, but are not limited to , decision making , communicating, controlling , disciplining , motivating , coordinating , evaluating and delegating. c When the learner is already in a junior management role this unit standard should be read as referring to the learner' s own position in an organisation . c General management functions include Human Resources, Marketing, Public Relations, Production , Financial and Administration .

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe the management activities involved in running a successful business

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The business functions of an organisation are analysed and the main business functions are identified for a specific organisation .

ASSESSMENT CRITERION 2

2. The resources used in a business are analysed and the role of management in ensuring that resources of the business are used to best advantage is explained with examples from a specific organisation .

ASSESSMENT CRITERION 3

3. The responsibilities of employees in ensuring that resources are used to best advantage is explained with examples.

SPECIFIC OUTCOME 2

Explain the basic activities involved in the management process

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The basic activities involved in the management process are named with examples.

ASSESSMENT CRITERION 2

2. The planning function in an organisation is identified and an indication is given of who in the organisation is responsible for the planning function .

ASSESSMENT CRITERION 3

3. An example of the planning required in the learner's own situation is produced and an indication is given of how th is fits into the organisation's business plan .

ASSESSMENT CRITERION 4

4. The organising function in an organisation is identified and an indication is given of who in the organisation is responsible for the organising function .

ASSESSMENT CRITERION 5

Learner Signature Date

PoE: Documents

5. The organising function in the learner's own position is identified with examples.

ASSESSMENT CRITERION 6

6. The leading function in an organisation is identified and an indication is given of who in the organisation is responsible for the leading function .

ASSESSMENT CRITERION 7

7. The leading function applicable to the learner is identified and an indication is given of the learner"s own leadership style.

ASSESSMENT CRITERION 8

8. The control function in an organisation is identified and an indication is given of who in the organisation is responsible for the control function .

ASSESSMENT CRITERION 9

9. The control function in the learner"s own situation is identified and an indication is given of what the learner controls and how s/he exercises control

ASSESSMENT CRITERION 10

10. The difference between responsibility and accountability is explained with reference to delegation.

SPECIFIC OUTCOME 3

Identify and explain some of the tasks required of managers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The decision making task of managers is explained with examples.

ASSESSMENT CRITERION 2

2. The communication task of managers is explained with examples and suggestions are made as to how cultural diversity can be accommodated in communications.

ASSESSMENT CRITERION 3

3. The importance of trust in an organisation is explained and an indication is given of how trust affects communication.

ASSESSMENT CRITERION 4

4. The coordinating task of managers is explained and an indication is given of how the learner is responsible for co-ordinating based on a position description.

ASSESSMENT CRITERION 5

5. The motivating task of managers is explained with examples.

ASSESSMENT CRITERION 6

6. The delegating task of managers is explained and an indication is given of what tasks can and may not be delegated in a specific organisation .

ASSESSMENT CRITERION 7

7. The disciplinary task of managers is explained and an indication is given of the role of the team leader/low level manager in the disciplinary process.

ASSESSMENT CRITERION 8

Learner Signature Date

PoE: Documents

8. The evaluating task of managers is explained and an indication is given of the role of the junior manager in the assessing worker performance.

SPECIFIC OUTCOME 4

Apply the decision making process to make a management decision

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The steps to be followed in making a decision are explained with reference to an authentic workplace situation .

ASSESSMENT CRITERION 2

2. The decision making process is used to make a management decision .

SPECIFIC OUTCOME 5

Apply the general management functions to a selected organisation .

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The management functions in an organisation are listed and an indication is given of who in the organisation is responsible for each function .

ASSESSMENT CRITERION 2

2. The way in which each management function is addressed in a specific organisation is explained with reference to the organogram of a selected organisation .

ASSESSMENT CRITERION 3

3. The role of a team leader or low level manager in the management of an organisation is outlined with reference to the basic management functions and tasks.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical. r- Assessors must be registered as an assessor with the Services ETQA or an ETQA that represents the sectors in which the learner is employed .

Moderators must be registered as assessors with the Services ETQA, or with an ETQA that has a Memorandum of Understanding with the Services ETQA.

The mechanisms and requirements for moderation should be applied in accordance with the requirements of the relevant ETQA.

Assessment should include both formative and summative assessment. Training providers must be accredited by the Services ETQA or with an ETQA that has a

Memorandum of Understanding with the Services ETQA

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO ORGANISING

Learners can manage themselves and their activities responsibly and effectively in applying the management function to own situation.

UNIT STANDARD CCFO COLLECTING

Learners are able to collect, organise and evaluate information when identifying the fundamental processes and tasks of management.

UNIT STANDARD CCFO COMMUNICATING

Learner Signature Date

PoE: Documents

Learners are able to communicate effectively and responsibly when explaining the basic management activities.

UNIT STANDARD CCFO DEMONSTRATING

Learners are able to demonstrate an understanding of the world as a set of related systems recognising how own position fits into the management of an organisation and how the management function contributes to the success of a business.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

r:-- QUALIFICATION I'.... TITLE

C National Certificate: ~~ Management

IOLD 'NEW I LEVEL LEVEL STATUS

[END QUALITY ASSURING IDATE BODY

F riN_Q_F--r----~2015_ As per Learning llevel 03 Reregistered 06_30 Programmes recorded , aga1nst th1s Qual

And others listed in the SAQA Unit Standard document

I o..,,.nor C j.-,,......,f. ,, ,.,..

PoE: Documents

There is open access to this unit standard. Learners should be competent in Communication and Mathematical Literacy at NQF level 2.

UNIT STANDARD RANGE

The typical scope of this unit standard is conflict arising out of interpersonal differences and group dynamics.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrate knowledge and understanding of self as a worker in a specific work position

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1.0wn strengths and weaknesses are identified , based on self-reflection and feedback .

ASSESSMENT CRITERION 2

2.A personal development plan to strengthen own performance is compiled with a view to becoming a role model for a team or group.

SPECIFIC OUTCOME 2

Identify own role in an organisation

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1.The organogram of an organisation is interpreted and an indication is given of the learner's place in the organisation .

ASSESSMENT CRITERION 2

2.An organisations expectations of a person in the learner's position are explained and an indication is given as to how performance is monitored and measured.

ASSESSMENT CRITERION 3

3.The values and attitudes of a particular organisation are explored with reference to the organisation's code of ethics or conduct.

ASSESSMENT CRITERION 4

4.The effect of the code of conduct on decisions a team leader may make are indicated with reference to the code of conduct of a specific organisation .

SPECIFIC OUTCOME 3

Use a variety of strategies to deal with potential conflict in a team or group

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1.The kinds of conflict that could arise in a team or group are identified and strategies to deal with issues in a team are demonstrated in role-play situations.

ASSESSMENT CRITERION 2

2.Strategies for creating a positive working environment in a team or group are explored and an indication is given of the role of the team leader in creating a positive work environment.

Learner Signature Date

PoE: Documents

ASSESSMENT CRITERION 3

3.Situations that hamper efficiency in a group are identified and suggestions are made to improve these situations.

ASSESSMENT CRITERION 4

4.Support systems available to the team are identified and an indication is given of the learner's own role in being supportive and using a support system.

SPECIFIC OUTCOME 4

Demonstrate knowledge and understanding of the dynamic within a specific group

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1.The strengths and weaknesses of a group or team are identified based on reflection and team performance.

ASSESSMENT CRITERION 2

2.The strengths and weaknesses of individuals within a group or team are identified in order to decide on an appropriate management strategy.

ASSESSMENT CRITERION 3

3.Situations that are a cause of concern or dissent in a group or team are identified and plan is development to minimise their negative effect on the team.

ASSESSMENT CRITERION 4

4.Positive situations in a group or team are identified and a plan is developed to maximise the affect on the team's performance

SPECIFIC OUTCOME 5

Develop a plan of action to enhance the performance of a team

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1.Goals appropriate to the team are set in order to improve performance within a specific organisation.

ASSESSMENT CRITERION 2

2.A plan of action is developed as a means of achieving group or team goals.

ASSESSMENT CRITERION 3

3.The importance of consultation and joint decision making in setting team or group goals is explained and an indication is given of how a team can be involved in a goal setting process.

ASSESSMENT CRITERION 4

4.Progress in the implementation of team goals is monitored and an indication is given of when and how it may be necessary to amend the plan .

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical. Assessors must be registered as an assessor with the Services ETQA or an ETQA that

represents the sectors in which the learner is employed . Moderators must be registered as assessors with the Services ETQA, or with an ETQA

that has a Memorandum of Understanding with the Services ETQA.

I Learner Signature I Date 22

PoE: Documents

c The mechanisms and requirements for moderation should be applied in accordance with the requirements of the relevant ETQA.

Assessment should include both formative and summative assessment. l Train ing providers must be accredited by the Services ETQA or with an ETQA that has a Memorandum of Understanding with the Services ETQA.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

The learner is able to identify and solve problems and make decisions in developing a plan of action to minimise negative influences and enhance the performance of a group, and in applying a code of conduct to own decisions.

UNIT STANDARD CCFO ORGANISING

The learner is able to organise and manage him/herself planning a work schedule for a team based on the strengths and weaknesses of individual members.

UNIT STANDARD CCFO COLLECTING

The learner is able to collect, organise and critically evaluate information by assessing the strengths and weaknesses of the group and individual members of a team.

UNIT STANDARD CCFO COMMUNICATING

The learner is able to communicate effectively in dealing with potential conflict in a team.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

~,QUALIFICATION jOLD 1 TITLE !LEVEL

~I j 183946 National Certificate : ,. Level 3 -- 1Management

iNEW !sTATUS jEND QUALITY ASSURING 1LEVEL !DATE BODY

JNQF II 12015- ,_A_s_p-er_L_e_a_rn-in-g---1 Level 03 Reregistered 06_30 Programmes recorded I agamst th1s Qual

And others listed in the SAQA Unit Standard document

Learner Signature Date

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Recognition for successful achievement could include public recognition or an incentive.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Recognise team member performance.

ASSESSMENT CRITERIA

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.

SPECIFIC OUTCOME 2

Encourage participation in decision-making.

ASSESSMENT CRITERIA

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.

SPECIFIC OUTCOME 3

Delegate tasks.

Learner Signature Date

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ASSESSMENT CRITERIA

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.

SPECIFIC OUTCOME 4

Review decisions and performance of delegated tasks.

ASSESSMENT CRITERIA

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.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical. Assessors must be registered as an assessor with the Services ETQA or an ETQA that

represents the sector in which the learner is employed and which has a memorandum of understanding with the services SETA ETQA.

Moderators must be registered as assessors with the Services ETQA, or with an ETQA

__________ _,_1 _--=L:..:.e.::...ar ___ n.cce_r S=-ignature I Date I 26

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that has a Memorandum of Understanding with the Services SETA ETQA. C The mechanisms and requirements for moderation should be applied in accordance with the requirements of the relevant ETQA. c- Assessment should include both formative and summative assessment. c Training providers must be accredited by the Services ETQA or with an ETQA that has a Memorandum of Understanding with the Services SETA ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

C Motivational theories; e.g. Herzberg , Mazlow. c Brainstorming techniques. c Negotiation techniques. c Delegation and follow-up techniques. c Feedback techniques.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems though generating and selecting solutions.

UNIT STANDARD CCFO WORKING

Work effectively with others in groups to encourage participation and when delegating tasks.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one' s activities when delegating and following up.

UNIT STANDARD CCFO COLLECTING

Collect, evaluate, organise and critically evaluate information when measuring performance.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively when providing feedback .

UNIT STANDARD CCFO SCIENCE

Use science and technology for information flow on delegated tasks.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems in terms of the wider impact of decisions.

UNIT STANDARD CCFO CONTRIBUTING

In order to contribute to the full personal development of each learner and the social and economic development of society at large , it must be the intention underlying any programme of learning to make an individual aware of the importance of: * Reflecting on and exploring a variety of strategies to learn more effectively especially through group participation in generating ideas.

QUALIFICATIONS UTILISING THIS UNIT STANDARD: -·

QUALIFICATION TITLE

:OLD NEW :LEVEL LEVEL STATUS

END QUALITY ASSURING DATE BODY

~ National Certificate: Level 3 NQF Reregistered 2015- As per Learning _j

I .::.~rn.:.r ~ inn::::~~h u·o

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~jManagement Level 03 1 ~~Programmes recorded I !against this Qual

And others listed in the SAQA Unit Standard document

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Pre-Assessment Preparation Sheet This document serves to orientate and prepare you in the assessment(s) that you are about to embark in . It is a map that informs you of the steps involved in the assessment process and will allow you to prepare for your assessment(s) , helping to set you at ease, and give you the best opportunity for success.

This document MUST be completed by the Learner in the presence of the Assessor I Facilitator conducting the Pre-Assessment Process :

Programme Learning Programme: Business Team Leader SAQA ID 14667: Describe and apply the management functions of an organisation ; NQF Level 4, 10 Credits SAQA 10 13912: Apply knowledge of self and team in order to develop a plan to

Unit Standards enhance team performance; NQF Level 3, 5 Credits SAQA 10 15224: Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks; NQF Level 5, 4 Credits

Venue of Pre- Date Assessment Meeting

Learner Full Name

Learner 10

Facilitator Full Name

Assessor Full Name Assessor Number

Moderator Full Name Moderator Number

Please read the discussion points below. Tick yes , indicating that you have read and understand the information provided . Please contact your facilitator or assessor if you do not understand or need additional information on any of the points below:

I have read and understand the Please take note of the following discussion points: information provided:

Yes No Comments

1. Were you welcomed and made to feel at ease?

2. Was the purpose and objectives of the meeting explained?

3. Was the Assessment process and principles of good assessment is explained?

4. The purpose of the assessment is to determine and recognise my competence aga inst the un it standards in th is qual ification

5. I understand the roles and responsibilities of all parties involved in the assessment:

• The learner: To complete and submit all required evidence by submission date.

• The assessor: To assess evidence submitted and provide learner with feedback.

• The moderator: To quality assure the assessment process . Assessment results are subject to change pending moderation.

6. Were you informed of you r rights , appeal process and reassessment policies?

• You have the right to appeal against any judgement given as a result of any assessment. You must have val id reasons for doing this

Learner Signature Date

Please take note of the following discussion points:

• You have the right to an interpreter if you need one to perform this function . However if one of the learning assumptions for the standard is that you are competent within the language of assessment, you may not have an interpreter

• You can ask that an impartial observer attend any assessment. This observer may not take any part of the assessment

• If you do not agree with the assessment you have the right to have your assessment internally moderated. If you still do not agree with the result of the assessment you can ask that the ETQA perform an external moderated on the assessment. If any verification upholds the assessment findings you will be held liable for all costs of the verifications. If any verification rules that you have been aggrieved as a result of the assessment, your assessor will be liable for all costs of verification

7. I will communicate any special or particular needs that may affect my performance during the assessment to my Assessor 15 working days before the submission date.

• Special and particular needs, i.e. disabilities , language and literacy needs.

• Special needs will be provided for as long as the validity of the assessment is not compromised .

8. This PoE (Portfolio of Evidence) contains the following Assessment Instruments that have to be completed and submitted for every Programme:

• Learner Workbook (Formative Assessment) • Reflection • Knowledge questions (Summative Assessment) • Practical assignments • Witness Testimony • Logbook Note: The assessor can be contacted with any questions regarding the

assessment.

9. I am aware that all evidence has to be:

• Valid (evidence provided will speak to the unit standard) • Authentic (all evidence submitted will be my own work, I will indicate

where this is not the case. If it found that I am guilty of plagiarism, I will have to apply to be assessed again and pay the bearing associated assessment costs)

• Reliable (evidence is from a reliable source) • Current (evidence can not be older than 3 years ) • Sufficient (prove consistent competence- not a "once-off'

occurrence)

10. I know that I have to complete all sections of this PoE and sign all sections where requested .

11 . The assessor will evaluate the evidence submitted in my PoE against the Unit Standard Specific Outcomes with their associated Assessment Criteria, Essential Embedded Knowledge and CCFOs that is outlined in the Unit Standards related to this Programme in the qualification.

12. The submission date of the PoE has been communicated to me (fill in date on the right hand side here)

• No late submissions will be accepted . An extension request has to be submitted 5 working days prior to the agreed submission date.

• We reserve the right to charge an admin fee to process extension requests .

Learner Signature Date T---'--.L- - - ,...,. _ , , .

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I have read and understand the information provided:

Yes No Comments

Date:

PoE: Documents

I have read and understand the Please take note of the following discussion points: information provided:

Yes No Comments

• I will make a copy of the PoE before submission and retain for safekeeping.

• I accept the consequences of my actions should I not have retained a copy of my PoE and the document is lost or destroyed as a result off circumstances beyond the control of the training provider.

13. The Assessor will provide feedback no later than 1 month after the submission date.

• Assessment results are communicated via e-mail. • Feedback is confidential. • The assessor can be contacted to clarify feedback received . 14. If the assessor identifies evidence requirements that I have

not met:

• One opportunity for re-assessment is included in the assessment price.

• Should the assessment result remain unchanged upon re- submission , the action plan will be discussed.

• Once areas of remediation have been addressed, the learner can re- apply for assessment, bearing the associated assessment costs.

15. I understand the appeals policy:

• I have read and signed the Appeals Policy and Procedure in this PoE

16. I understand the recordkeeping and reporting of results :

• All learner records are confidential. • The company sponsoring your training will have access to

Assessment results .

• Assessment results are communicated to the ETQA who will upload learner results to the National Learner Record Database.

Declaration of Understanding statement: Yes I No

1. I understand the importance of the meeting I workshop

2. I declare that the above mentioned points of the pre-assessment document were explained by the Assessor/Trainer

3. I declare that I have rece ived copies of the qualification , assessment plan , assessment schedule and copies of the relevant policies and procedures pertaining to my assessment

4. I have read the above and understood the contents thereof

5. I was given the opportunity to clarify any issues relating to the assessment process and my assessment plan

6. I have requested this assessment in accordance with my own free will and without duress

Learner Signature Date

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

Learner Signature Date

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Assessment Plan Use the assessment plan to write down the dates on which you plan to meet specific targets. This document MUST be completed by the learner in the presence of the Assessor I Facilitator conducting the Pre-Assessment Process:

Programme Learning Programme: Business Team Leader

SAQA 10 14667: Describe and apply the management functions of an organisation; NQF Level Credits SAQA ID 13912: Apply knowledge of self and team in order to develop a plan to enhance team

Unit Standards performance; NQF Level 3, 5 Credits SAQA ID 15224: Empower team members through recognising strengths , encouraging particip< decision making and delegating tasks; NQF Level 5, 4 Credits

Learner Name

Learner ID Number

Facilitator Name

Assessor Name I Assessor ID I Action Planned Actual Commen~ Date Date 1. Read and Sign Assessment Preparation Sheet

2. Complete the formative assessments -class activities in the Learner Workbook

3. Complete the Reflection in the Learner Workbook

4. Place the entire Learner Workbook in the PoE

5. Complete the summative assessment activities in the Learner Portfolio of Evidence Guide:

a. Knowledge Questionnaire

b. Practical Activities

C. Witness Testimony

d. Logbook

6. Complete the Assessment Activities Checklist in the Learner Portfolio of Evidence Guide

7. Complete the Learner's Review of the Assessment Process in the Learner Portfolio of Evidence Guide

8. Submit the PoE

I, the learner, hereby agree to the above plan and to commit to preparing for the assessment a submitting the specified documents (in my Portfolio of Evidence) on the dates specified .

Learner Signature Date

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

32 Learner Signature Date

Trentstone College

21440077

Cross-Out

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Programme Learning Programme: Business Team Leader

SAQA ID 14667: Describe and apply the management functions of an organisation; NQF Level 4, 1 C Credits SAQA ID 13912: Apply knowledge of self and team in order to develop a plan to enhance team

Unit Standards performance; NQF Level 3, 5 Credits SAQA ID 15224: Empower team members through recognising strengths , encouraging participation decision making and delegating tasks; NQF Level 5, 4 Credits

Learner Name

Learner ID Number

Facilitator Name

Assessor Name I Assessor ID I Action Planned Actual Comments Date Date 1. Read and Sign Assessment Preparation Sheet

2. Complete the formative assessments- class activities in the Learner Workbook

3. Complete the Reflection in the Learner Workbook

4. Place the entire Learner Workbook in the PoE

5. Complete the summative assessment activities in the Learner Portfolio of Evidence Guide:

a. Knowledge Questionnaire

b. Practical Activities

c. Witness Testimony

d. Logbook

6. Complete the Assessment Activities Checklist in the Learner Portfolio of Evidence Guide

7. Complete the Learner's Review of the Assessment Process in the Learner Portfolio of Evidence Guide

8. Submit the PoE

I, the learner, hereby agree to the above plan and to commit to preparing for the assessment an submitting the specified documents (in my Portfolio of Evidence) on the dates specified .

Learner Signature Date

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

32 Learner Signature Date

PoE: Formative Assessment

Formative Assessment

"Formative Assessment refers to assessment that takes place during the process of learning and teaching"

(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please place the entire contents of your Learner Workbook here, so that it can be assessed as your formative assessment:

• Learner Workbook with Class Activities completed

During and after the initial training the learner will be required to complete a number of class activities. These activities will be both individual and group activities (class activities - formative) . The activities are numbered and are to be included in the learner's portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten.

Learner Signature Date

PoE: Formative Assessment

Learner Workbook

Please insert your entire Learner Workbook, with all the Class Activities here.

• Ensure that all the Class Activities are completed , including the Reflection activity.

Learner Signature Date

PoE: Summative Assessment

Summative Assessment

"Summative Assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme

of learning'' (SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please complete the following summative assessment activities and submit as part of your Portfolio of Evidence:

• Knowledge Questions

• Practical Activities

• Witness Testimony

• Logbook

The learner needs to individually complete the summative assessment activities. The summative assessment is conducted by means of a knowledge questionnaire and various integrated assessment activities. The learner needs to follow the summative assessment activity instructions to create the evidence required for the portfolio of evidence.

Note: The Critical Cross Field Outcomes are referenced in the following manner: CCF01 - Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made CCF02- Work effectively with others as a member of a team, group, organisation , community CCF03- Organise and manage oneself and one's activities responsibly and effectively CCF04- Collect, analyse , organise and critically evaluate information CCF05- Communicate effectively using visual , mathematical and/or language skills in the modes of oral and/or written presentation CCF06- Use science and technology effectively and critically , showing responsibility towards the environment and health of others CCF07- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation CCFOS- Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds

Learner Signature Date

PoE: Summative Assessment

Knowledge Questions Please answer the following knowledge questions related to the unit standard embedded knowledge and assessment criteria and place it in your portfolio of evidence. Remember to number the answers according to the question numbers, should you need to attach a document.

You have to complete th is Knowledge Questionnaire individually based on the theory that you covered in your Learner Guide and the formative assessments you completed in your Learner Workbook.

f Knowledge Questions Unit Standard Individually complete the following: Reference 1. Identify and list the 4 basic management functions and give an

14667.2.1 example of each

(4)

2. Identify and list at least 5 management tasks 14667.3.1

(5)

Learner Signature Date

PoE: Summative Assessment

3. Expla in the decision making task of managers with examples (2) 14667.3.1

(3)

4. Expla in the communication task of managers with examples (2) 14667.3.2

(3)

5. Make at least 2 suggestions of how cultural diversity can be 14667. 3.2

accommodated in communications

(2)

40 Learner Signature Date

PoE: Summative Assessment

6. Explain the importance of trust in an organisation and how trust affects communication

7. You can make your communication within a team more effective by understanding, learning, and applying the five language characteristics of the TRUST acronym . Provide an explanation of the TRUST acronym

8. Explain the coordinating task of managers with examples (2)

Learner Signature Date

14667. 3.3

(2)

14667. 3.3

(5)

14667.3.4

(3)

PoE: Summative Assessment

9. Explain the motivating task of managers with examples (2) 14667.3.5

(3)

10. Explain the delegating task of managers with examples (2) 14667.3.6

(3)

11 . Identify and list at least 2 tasks that can and at least 2 tasks that 14667.3.6

cannot I should not be delegated

(4)

I P.arner Sianature Date

PoE: Summative Assessment

12. Define delegation and explain the difference between responsibility and accountability with reference to delegation

13. Explain the disciplinary task of managers with examples (2)

14. Describe the role of the team leader/low level manager in the disciplinary process as it relates to the following

Warnings

Learner Sianature Date

14667.2.10

(3)

14667.3.7

(3)

14667.3.7

PoE: Summative Assessment

Investigations and Inquiries

(4)

15. Explain the evaluating task of managers 14667.3.8

(2)

16. Describe the role of the junior manager in the assessing worker 14667.3.8 performance in the following 3 categories

Tasks

Learner Signature Date

PoE: Summative Assessment

Groups I Teams

Performance

(6)

17. Identify and list at least 5 general management functions l 14667.5.1

(5)

Learner Sionature

PoE: Summative Assessment

18. Relate the relevance of motivational theories to empowering employees by completing the table below (based on Maslow's 15224 EEK1 Hierarchy of Needs):

Maslow's "needs" Relevance

Biological I Physiological

Security

Social

Esteem

Self- actualisation

(12)

19. Describe at least 10 brainstorming techniques/rules: 15224 EEK2

I 46

Learner Signature Date - ..

PoE: Summative Assessment

20. Explain the impact of the following variables on your negotiation techniques:

Goals

Trading

Alternatives

The relationship

Expected outcomes

Learner Signature Date

(1 0)

15224 EEK3

PoE: Summative Assessment

The consequences

Power

Possible solutions

21 . Explain what you want to achieve by applying follow-up techniques when you have delegated a task to a team member:

22. List 9 points to remember when giving feedback

Learner Sianature

(16)

15224 EEK4

(3)

15224 EEK5

PoE: Summative Assessment

(9)

23. How can a team member contribute towards a participative 13912.3.2 environment for the team?

(8)

49 Learner Signature Date

PoE: Summative Assessment

24. Certain behaviour builds interdependence in a group or team. List 4 13912.3.2

of these behaviours .

(4)

25 . Explain the importance of values in an organisation . 13912.2.3

(5)

26. One of the core values of a team should be trust. How can trust be 13912.2.4 created or strengthened in a team?

(7) I

50 Learner Signature Date

PoE: Summative Assessment

27 . If you were a team leader, how would you have created a positive working environment for your team to ensure goal achievement?

28. Discuss diversity in an organisation with specific reference to teams.

29. Receiving and accepting criticism is not an easy task. Name and shortly describe four possible steps that can be followed to manage criticism positively.

1 """ ...... ...... ... c ; ........... t. .. ...... rr.. ...........

13912.3.2

(4)

13912.3.2

(3)

13912.4.3

(8)

PoE: Summative Assessment

30. Explain the SMART principle in goal setting

31 . What kind of questions will you ask to assist you in drawing a action plan for your team?

32. What will the purpose be of monitoring the progress of an action plan?

Assessor signature

Total

Moderator signature

Learner Signature Date

13912.5.'

(10)

13912.5.2

(4)

13912.5.2 13912.5.4

(2)

/165

PoE: Summative Assessment

Practical Activities Individually complete the following activities to show your ability to integrate and apply your knowledge and skills in the workplace.

Practical Activity 1: Business Team Leader Individually complete the following :

You need to show that you can:

• Describe and apply the management functions of an organisation

14667 13912 15224

Related EEKs CCF01-8

• Apply knowledge of self and team in order to develop a plan to enhance team performance

• Empower team members through recognising strengths, encouraging participation in decision making and delegating tasks

Complete the following in your workplace:

1. Demonstrate knowledge and understanding of self as a worker and team leader/first-line manager in a specific work position . Complete the following for your own business I team:

a. Provide your job description showing what you are responsible I accountable for and the tasks you are required to perform. Highlight the management functions that you perform:

• Planning function

• Organising function

• Leading function

• Control function b. Submit examples (at least one each) of the documents you use in your

organisation when:

• Planning

• Organising/coordinating

• Leading

• Controlling

• Making decisions

• Communicating

• Motivating

• Delegating

• Disciplining

• Evaluating

PoE: Summative Assessment

c. Identify your own strengths and weaknesses, based on self-reflection and feedback. Use the activities that you completed in your Learner workbook and summarise your strengths and weaknesses in a table - submit the table

d. Compile a personal development plan to strengthen your own performance with a view to becoming a role model for your team or group. Refer to what you have done in your Learner Workbook and create your own personal development plan - submit the personal development plan , showing the actual knowledge I skills that you want to develop, how you are going to develop it and a date by when this should be completed .

2. Identify management roles and own role in an organisation. Complete the following for your own business I team:

a. Submit a copy of the organogram of your organisation and indicate your position in the company on the organogram.

b. Show the job titles of those that make up "management" in your organisation on the organogram

c. Indicate the way in which each management function is addressed in your specific organisation with reference to the organogram of your selected organisation , e.g. you can use a yellow highlighter to show all the people on the organogram involved in the Finance management function , pink highlighter for those involved in the HR function , etc.

d. Explain the organisation 's expectations of a person in your position and give an indication as to how performance is monitored and measured - attach your job description document to substantiate your answer

e. Submit a copy of your organisation 's code of ethics or conduct. On the document (or another supporting document) highlight the values and values and attitudes that your organisation expects of you

f. Provide a workplace example to indicate the effect of the code of conduct on decisions a team leader, like you, may make

3. Use a variety of strategies to deal with potential conflict in a team or group. Complete the following for your own business I team:

a. Provide an example of a conflict that did I could arise in your team

b. Describe how you would I did deal with the issues in the conflict situation

c. Provide an example from your workplace (team) that hampers the efficiency of your team I group and make a suggestion to improve this situation

d. Describe how you could be a support person to your team . Give an example to substantiate your answer.

4. Demonstrate knowledge and understanding of the dynamic within a specific group. Complete the following for your own business I team:

a. Identify the strengths and weaknesses of your group or team based on reflection and team performance - use the co p e ed class activities as a

Learner Signature Date

PoE: Sum a· _ !-==:::::::

guideline. Submit a table listing the strengths and weaknes::: team.

b. Provide at least one example of how you can use both the s re~ = weaknesses of your team to the advantage of the team .

5. Develop a plan of action to enhance the performance of a team. Comp e·:= · = following for your own business I team :

a. Set up and hold a team meeting - submit the agenda of the mee support this

b. Hold a meeting with your team and with your team :

• set a goal to improve the performance of your team -submit the agreed goal to support this

• create an action plan to achieve the team goal(s). Ensure that the action plan shows the tasks that need to be performed, the person responsible for completing the task and the due date for the completion of the task. Submit the action plan to support this

• Remember: During the meeting, make sure that you use consultation and joint decision-making to agree on the goal that needs to be achieved.

• Submit the minutes of your meeting to show the process that you used with your team to set the goal(s) and agree the action plan

a. Implement the action plan with your team and monitor the progress. Submit the action plan (completed) showing on the plan where you have had to amend the plan, if needed.

6. Empower team members. Complete the following tasks:

a. Submit workplace documents containing the following information about your team:

• the structure of the team,

• the individual role and responsibilities of the team members

• the level of performance expected of each team member.

b. Provide workplace documents that show that you have delegated at least 2 of your tasks I activities to 2 of your team members, e.g. minutes of a meeting , email , etc. showing details of the task that is being delegated, such as:

• what is expected

• how it must be done

• where to get help, if necessary

• the decision-making authority required to execute the task

• regular feedback and reporting schedule (dates)

c. Review the performance of the delegated tasks with the 2 team members in one-on-one meetin s and ive feedback about the team member's

L Learner Signature Date 55

=> E Summative Assessment

performance. Submit minutes of these meetings and any documentation that you used during the meeting, e.g. appraisal arms. You need to give feedback about the following :

• what he/she does well ,

• what needs improvement, and • reach agreement about what is expected in the future- make sure that

you encourage the team member to participate in this decision-making process

d. Request the 2 team members to complete the following written feedback forms about how you delegated tasks and provided performance feedback. Each team member (~aff membe~ needs to complete the feedback document by entering either Yes or No in the column provided and then provide comments to substantiate their rating :

Feedback form for team members:

Learner Date Name

Delegation and feedback to team members Yes/No Comments Did the learner:

1. Provide me with the details and requirements of the delegation task?

2. Encourage my participation in the decision-making process as part of the delegation of this task?

3. Measure all feedback against performance expectations, which have been communicated to me, the team member?

4 . Give feedback at the time that the event occurred?

5. Provide feedback that is honest, simple, specific and constructive?

6. Deal with me (a team member) as a valued and trusted member of the team?

Team member Signature

Team member Name

Team member Designation

Team member Contact Details

Learner Signature Date

PoE: Summative Assessment

e. Review the delegation process and summarise your findings in a ~ page document. Refer to :

• what worked well

• what could be changed in the future to make the delegation process more effective

• how delegation empowers team members

Ask your supervisor/mentor to sign and date your summary to verify that s/he agrees with the findings

Remember: Provide workplace evidence to support your answers and show your ability to do what is re uired of ou in this activit .

Place your evidence after this page; clearly marked for easy reference.

Learner Signature Date Tr~nt~:.tnno r"nllon o

PoE: Summative Assessment

Practical Activity Checklist

Please tick that you have submitted the following evidence as per the instructions above:

I Learner Name

Practical Activity 1

I Date

Submitted Yes/No

Name of my document I Comments

Demonstrate knowledge and understanding of self as a worker and team leader/first-line manager in a specific work position

a. Provide your job description showing what you are responsible I accountable for and the tasks you are required to perform. Highlight the management functions that you perform:

• Planning function

• Organising function

• Leading function

• Control function

b. Submit examples (at least one each) of the documents you use in your organisation when:

• Planning

• Organising/coordinating

• Leading

• Controlling

• Making decisions • Communicating

• Motivating

• Delegating

• Disciplining

• Evaluating c. Identify your own strengths and weaknesses,

based on self-reflection and feedback. Use the activities that you completed in your Learner Workbook and summarise your strengths and weaknesses in a table -submit the table

-----------'---~Learner Signature

Date

PoE: Summative Assessment

Practical Activity 1 Submitted Name of my document I Yes/No Comments

Identify management roles, including own role in an organisation

a. Submit a copy of the organogram of your organisation and indicate your position in the company on the on::Janoqram

b. Show the job titles of those that make up "management" in your organisation on the organogram

C. Indicate the way in which each management function is addressed in your specific organisation with reference to the organogram of your selected organisation, e.g. you can use a yellow highlighter to show all the people on the organogram involved in the Finance management function , pink highlighter for those involved in the HR function , etc.

d. Explain the organisation 's expectations of a person in your position and give an indication as to how performance is monitored and measured -attach your job description document to substantiate your answer

e. Submit a copy of your organisation's code of ethics or conduct. On the document (or another supporting document) highlight the values and values and attitudes that your orqanisation expects of you

f. Provide a workplace example to indicate the effect of the code of conduct on decisions a team leader, like you , may make

Use a variety of strategies to deal with potential conflict in a team or group

a. Provide an example of a conflict that did I could arise in your team

b. Describe how you would I did deal with the issues in the conflict situation

C. Provide an example from your workplace (team) that hampers the efficiency of your team I group and make a suggestion to improve this situation

d. Describe how you could be a support person to your team. Give an example to substantiate your answer.

Demonstrate knowledge and understanding of the dynamic within a specific group a. Identify the strengths and weaknesses of your

group or team based on reflection and team performance- use the completed class activities as a guideline. Submit a table listing the strenqths and weaknesses of your team.

b. Provide at least one example of how you can use both the strengths and weaknesses of your team to the advantage of the team .

PoE: Summative Assessment

Practical Activity 1 Submitted Name of my document I Yes/No Comments

Develop a plan of action to enhance the performance of a team

b. Set up and hold a team meeting -submit the agenda of the meeting to support this

C. Hold a meeting with your team and with your team:

• set a goal to improve the performance of your team - submit the agreed goal to support this

• create an action plan to achieve the team goal(s) . Ensure that the action plan shows the tasks that need to be performed, the person responsible for completing the task and the due date for the completion of the task. Submit the action plan to support this

• Submit the minutes of your meeting to show the process that you used with your team to set the goal(s) and agree the action plan

d. Implement the action plan with your team and monitor the progress. Submit the action plan (completed) showing on the plan where you have had to amend the plan, if needed.

Emp_ower team members

a. Submit workplace documents containing the following information about your team :

• the structure of the team, • the individual role and responsibilities of

the team members

• the level of performance expected of each team member

• what is expected • how it must be done • where to get help, if necessary • the decision-making authority required to

execute the task

• regular feedback and reporting schedule (dates)

L Learner Signature Date 60

PoE: Summative Assessment

Practical Activity 1 Submitted Name of my document I

Yes/No Comments

C. Review the performance of the delegated tasks with the 2 team members in one-on-one meetings and give feedback about the team member's performance. Submit minutes of these meetings and any documentation that you used during the meeting , e.g. appraisal forms. You need to give feedback about the following :

• what he/she does well , • what needs improvement, and • reach agreement about what is expected in

the future- make sure that you encourage the team member to participate in this decision-making_Q_rocess

d. Request the 2 team members to complete the following written feedback forms about how you delegated tasks and provided performance feedback:

• 2 completed feedback forms e. Review the delegation process and summarise

your findings in a ~ page document. Refer to :

• what worked well • what could be changed in the future to

make the delegation process more effective

• how delegation empowers team members Ask your supervisor/mentor to sign and date your summary to verify that s/he agrees with the findings

Leamer

I Signature

61 I o~rnor C::::: inn "lt ltro m'!lto

PoE: Summative Assessment

Witness Testimony

In the workplace, you need to show your ability to integrate what you hav1 learnt. This can be measured with the Specific Outcomes and the Critic<: Cross Field Outcomes of the Unit Standard.

Request your supervisor to complete the following form to show that you are able to integrate your learning into everyday workplace application :

I Learner Name: I Date:

Did the Learner: Comment Yes

1. Describe the management activities involved in running a successful business?

2. Analyse the application of the general management functions in a selected organisation?

3. Explain the basic activities involved in the management process?

4. Identify and explaining the main tasks required of managers?

5. Apply the decision making process to make a management decision?

6. Encourage participation in decision-making?

7. Understand him/herself as worker in a specific position?

8. Identify own role in an organisation?

9. Understand the dynamics within a specific group?

10. Use a variety of strategies to deal with potential conflict in a team or group?

11 . Develop a plan of action to enhance team performance?

12. Delegate tasks?

13. Review decisions and the progress with delegated tasks?

14. Recognise team member performance?

15. Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made?

16. Work effectively with others as a member of a team , group, organisation , community?

17. Organise and manage oneself and one's activities responsibly and effectively?

18. Collect, analyse, organise and critically evaluate information?

19. Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation?

62 Learner Signature Date

Nol

PoE: Summative Assessment

Did the Learner: Comment Yes No

20. Use science and technology effectively and critically, showing responsibility towards the environment and health of others?

21 . Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation?

22. Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds?

Supervisor Name:

Supervisor Signature:

Supervisor Designation:

Supervisor Contact Details:

Learner Signature:

Assessor Signature Date

Moderator Signature Date

Learner Siqnature Date

PoE: Summative Assessment

Assessment Activities Checklist The learner needs to complete all the required activities that are guided by the Specific Outcomes and Assessment criteria of the Unit Standard(s) in this programme:

Programme Learning Programme: Business Team Leader

SAQA ID 14667: Describe and apply the management functions of an organisation ; NQF Level4, 10 Credits SAQA ID 13912: Apply knowledge of self and team in order to develop a plan to

Once you have completed all the assessment activities, request your supervisor to check that you have completed all the required activities and that they have all been placed in your Portfolio of Evidence, in the following order:

Did the learner provide Reference: Comments I Feedback Yes the required evidence:

f Formative - Class Activities 14667.1

Class Activity 1 14667.5 13912.2.1

14667.2.1 14667.2.2 14667.2.3 14667.2.4

Class Activity 2 14667.2.5 14667.2.6 14667.2.7 14667.2.8 14667.2.9

14667.2.10

Class Activity 3 14667.3

14667.5.3 15224 EEK1

14667.4 15224.2

Class Activity 4 15224.4.1 15224.4.2

15224 EEK2

Class Activity 5 13912.1

13912.2.2

15224.1.1 13912.3.2 13912.3.3

Class Activity 6 13912.3.4 13912.4.1 13912.4.2 13912.4.4

75 Learner Sianature Date

PoE: Summative Assessment

Did the learner provide Reference: Comments I Feedback Yes No the required evidence:

Class Activity 7 13912.3.1 13912.4.3

15224.3.1 Class Activity 8 13912.5

15224 EEK3

15224.3.2 15224.3.3 15224.3.4 15224.3.5

Class Activity 9 15224.3.6 15224.3.7 15224.4.3 15224.4.4

15224 EEK4 15224.1.2 15224.1.3

Class Activity 1 0 15224.1.4 15224.1.5 15224.1.6

15224 EEK5 14667

Reflection 13912 15224

Facilitator Observation 14667

Checklist 13912 15224

~ Summative - Knowledge Questions Question 1 14667.2.1

Question 2 14667.3.1

Question 3 14667.3.1

Question 4 14667.3.2

Question 5 14667.3.2

Question 6 14667.3.3

Question 7 14667.3.3

Question 8 14667.3.4

76 Learner Signature Date

------------------~--~~~~~~--~--

PoE: Summative Assessment

Did the learner provide Reference: Comments I Feedback Yes No the required evidence:

Question 9 14667.3.5

Question 10 14667.3.6

Question 11 14667.3.6

Question 12 14667.2.10

Question 13 14667.3.7

Question 14 14667.3.7

Question 15 14667.3.8

Question 16 14667.3.8

Question 17 14667.5.1

Question 18 15224 EEK1

Question 19 15224 EEK2

Question 20 15224 EEK3

Question 21 15224 EEK4

Question 22 15224 EEK5

Question 23 13912.3.2

Question 24 13912.3.2

Question 25 13912.2.3

Question 26 13912.2.4

77 Learner SianaliJrP

PoE: Summative Assessment

Did the learner provide Reference: Comments I Feedback Yes N~ the required evidence:

Question 27 13912.3.2

Question 28 13912.3.2

Question 29 13912.4.3

Question 30 13912.5.1

Question 31 13912.5.2

Question 32 13912.5.2 13912.5.4

~ Summative - Practical Activities 14667 As per the Practical Activity 1 Checklist: 13912

Practical Activity 1 15224 Related EEKs

CCF01-8

t · Summative -Witness Testimony 14667

Witness Testimony 1 13912 15224

~ Summative- Logbook 14667

Logbook 13912 15224

Learner Name:

Learner Signature:

Date:

Supervisor Name:

Supervisor Signature:

Supervisor Designation:

Supervisor Contact Details:

Assessor Signature

Moderator Signature

Learner Signature Date

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