SayPro Online Course SAQA 11516667300

Description

Fundamentals:

Associated Assessment Criteria for Specific Outcomes 1:

Assessors should ensure that learners demonstrate the following competencies:

The role of management in business organisations is explained.
The meaning and components of the primary management tasks, namely, planning, leading, organizing and control are debated.
The need and ways of advancing cultural diversity in the workplace are assessed.
Motivation theories to work design and performance are discussed and applied.
Team dynamics and the ability to participate effectively as members of work teams are explained and managed.

Associated Assessment Criteria for Specific Outcomes 2:

Assessors should ensure that learners demonstrate the following competencies:

Communication theory is explained and effective communication through a variety of modes such as oral, written and electronic communication is demonstrated.
The ability to organise, conduct a meeting and to report in a professional manner within a business environment is demonstrated.
Appropriate graphic media to complement or substitute other vehicles of communication is used.
The role of effective communication in a business environment is analysed and debated.

Core:

Associated Assessment Criteria for Specific Outcomes 3:

Assessors should ensure that learners demonstrate the following competencies:

Fundamental economic questions are explained and analysed.
Economic relationships are expressed in words, numbers, graphs, and equations.
Concepts such as change in demand, change in quantity demanded, change in supply, and change in quantity supplied are investigated and compared.
Aspects of pricing such as equilibrium price and quantity, and effect of Government interference in the price mechanism are explained and debated.
Concepts such as price elasticity of demand, its determinants and significance are explained and applied.
Concepts such as income elasticity, cross elasticity of demand and price elasticity of supply are investigated and applied.
Consumer equilibrium is described using the utility approach.
Basic cost and profit concepts for short term and long term are explained and applied.
Market structure models are evaluated.

Associated Assessment Criteria for Specific Outcomes 4:

Assessors should ensure that learners demonstrate the following competencies:

Standard macroeconomics objectives are investigated and explained.
Interactions among the major sectors of the economy are explained using an appropriate model.
Concepts such as economic growth and economic development are compared.
Fiscal policy and monetary policy are analysed and instruments used compared.
Types of unemployment are analysed and inverse relation between the rate of unemployment and the rate of inflation in an economy are critiqued.
Concepts such as demand-pull, cost-push inflation, costs of inflation are investigated, analysed and compared.
The concept of money, its functions, demand and supply, and the role of the Reserve Bank are explained and debated.
The role of the financial institutions in the economy, the rationale for International trade, balance of payments and importance of exchange rate are evaluated and applied.

Associated Assessment Criteria for Specific Outcomes 5:

Assessors should ensure that learners demonstrate the following competencies:

Knowledge of mathematical and basic statistical methods are demonstrated and applied in a business environment.
Applied techniques in Business Mathematics are presented and data interpreted.
A variety of formulae, relating to accounting and business calculations is applied.
Basic exercises in Arithmetic, Algebra, Geometry and Statistics are performed and applied.

Associated Assessment Criteria for Specific Outcomes 6:

Assessors should ensure that learners demonstrate the following competencies:

Components of a computer, system and application software programmes, storage devices and the function and operating systems are explained.
Windows environment is explored and documents are created professionally.
Spreadsheets are created and formatted.
Slide presentations are produced.
A database including basic queries and reports are developed.
Aspects of emailing is demonstrated.
An electronic calendar is populated with information.
A publication is created.

Associated Assessment Criteria for Specific Outcomes 7:

Assessors should ensure that learners demonstrate the following competencies:

Basic concepts in financial accounting is explained.
A range of transactions and adjustments, using the double-entry bookkeeping system is recorded.
Financial statements, including the Income Statement, Balance Sheet and Statement of Changes in Equity is prepared.
Selected controls in the accounting system, including the trial balance, the bank reconciliation, and debtors’ and creditors’ control accounts are applied.
Depreciation of assets is calculated and recorded using straight line and declining balance methods and adjustments about disposal of assets are made.
Year end adjustments to various accounts are made.
A fundamental understanding of accounting for VAT is demonstrated.

Associated Assessment Criteria for Specific Outcomes 8:

Assessors should ensure that learners demonstrate the following competencies:

The functions of Financial Management are explained.
Financial statements are analysed.
Ratios are calculated.
Aspects of mergers are explained.
Various sources of finance are discussed and aspects of weighted marginal cost of capital is determined and calculated.
Ascertain whether to accept or reject projects.
Aspects of present value and future value are explained and tables used effectively.
The concept of Annuity is explained.
Concepts such as share prices, future dividends and dividend growth are discussed.

Associated Assessment Criteria for Specific Outcomes 9:

Assessors should ensure that learners demonstrate the following competencies:

The value chain perspective regarding business management is explained.
Internal and external environmental analysis is performed.
Processes that effect entrepreneurial activity are identified and analysed.
The process to establish a business is understood and applied.
The role of general management and leadership are conceptualise.
Important aspects of human resources management such as legislation, planning, job analysis and appraisals are explained.
Business ethics is defined, its importance and approaches debated and code of ethics developed.
Aspects of environmental management such as legislation, international standards and responsibility are discussed.

Associated Assessment Criteria for Specific Outcomes 10:

Assessors should ensure that learners demonstrate the following competencies:

Concepts such as promotional mix, market segmentation, corporate and marketing goals are compared and debated.
The consumers role in the marketing process and promotional objectives are explained.
Mass media resources such as newspapers, television, radio, magazines, outdoor advertising, transit advertising are analysed and assessed.
Steps involved in the selling process and the management of salespeople are explained and applied.
Methods through which sellers can assist marketers in the promotion of their goods are explained.
The nature of direct marketing and database marketing are differentiated and explained.
The role of public relations in the marketing communications mix is interpreted.
The relationship between the advertiser and the agency, specialized services available to the advertiser and methods used in the copy of advertisements are analysed.

Associated Assessment Criteria for Specific Outcomes 11:

Assessors should ensure that learners demonstrate the following competencies:

Entrepreneurship is defined and the profile of an entrepreneur is debated.
Intrapreneurship is defined and the contrast between intrapreneurship and entrepreneurship is explained.
The relevance and problems with SMME’s are analysed and discussed.
Establishment factors and forms of ownership, including legalities are described.
The entrepreneurial process is critically discussed.
Concepts of creativity and innovation are explained with examples
A feasibility study is conducted and reported on.
Functional elements of a business plan is critically explained.
The concept and applications of franchising are investigated and discussed.
Key considerations when buying an existing business are evaluated.
The basic framework for exporting is analysed and explained.
A GEM report, with implications for South Africa analysis is analysed and discussed.

Associated Assessment Criteria for Specific Outcomes 12:

Assessors should ensure that learners demonstrate the following competencies:

Human Resources Management is defined and discussed.
Human Resource Management and Personnel Management are compared.
The basic components of Human Resources Management are identified and effects explained.
The concept of personality is defined and the psychological contract between the employee and the organisation is explained.
Personal and organisational goal integration is explained.
Job analysis and processes involved are described and discussed.
The advantages and disadvantages of job-oriented methods of job analysis are debated.
Human resources planning is explained and applied.
Essentials of recruitment policy, factors that influence recruitment, and internal and external recruitment methods are described and evaluated.
The internal and external factors that influences the selection decision are described and the selection process developed.
Various staffing strategies are compared and developed.
The objectives and benefits of induction is described and debated.
Affirmative action and employment equity is critically compared.
The requirements of the Employment Equity Act are discussed.
Elements of performance management are examined.
The objectives of a compensation system is explained.
The term industrial relations is defined and the type of industrial relations system in South Africa is assessed.

Associated Assessment Criteria for Specific Outcomes 13:

Assessors should ensure that learners demonstrate the following competencies:

The fundamental concepts and knowledge areas of project management are explained.
Project management documentation management to support project processes are developed.
Project administration processes are implemented according to requirements.
A simple schedule to facilitate effective project execution is developed.
Simple project schedules are monitored, evaluated and communicated.
Project costs are identified and an appropriate project budget is prepared.
Project meetings and workshops are planned, organised and supported.
Project risks and opportunities are identified and responded to appropriately.
The purpose of teams in the project environment and effective participation are explained

Associated Assessment Criteria for Specific Outcomes 14:

Assessors should ensure that learners demonstrate the following competencies:

Primary elements of the marketing mix are explained.
The role of marketing in a business organisation, marketing environment with a determining critical economic, social and demographic factors that influence the marketing process are analysed.
The factors that influence consumer behaviour, market segmentation and selection of a target market are explained.
The basis and role of firm/product positioning, categories of products, product mix strategies, branding and packaging are discussed and compared.
The basic concepts and process of product pricing are discussed.
An overview of a marketing plan is provided.

Associated Assessment Criteria for Specific Outcomes 15:

Assessors should ensure that learners demonstrate the following competencies:

The concept of consumer behaviour is defined and organizational and personal consumers are described.
Concepts such as marketing, consumer research and market segmentation are explained applied.
Criteria for effective segmentation are discussed and the difference between concentrated and differentiated marketing are analysed.
Personality theories and the nature of personality are explained and concepts such as perception, stimulus, sensory receptors and sensation are applied to marketing practices.
The role of reference groups and their influence, and the role of the family are interpreted and applied in marketing practices.
The role of culture and sub-culture in marketing as well alternative multinational strategies are explained.
The nature, importance and dynamics of opinion leadership are critiqued and its implication for marketing constructed.
The profile of a consumer innovator is described and consumer decision making is discussed explaining a model of consumer decision making.
Concepts such as health care marketing, political marketing, marketing social causes and environmental marketing are explained and applied.

Associated Assessment Criteria for Specific Outcomes 16:

Assessors should ensure that learners demonstrate the following competencies:

The meaning of operations management is defined and various concepts and trends are described.
Product is planned and designed.
Capacity is defined and explain adjustable capacity and variable capacity planning.
The importance of demand forecasting and techniques used are explained.
Aggregate planning and master schedule are defined and material requirement planning are explained.
Operations scheduling is described and critical variables discussed.
Inventory management is defined and its importance debated.
Network as a management tool is explained

Associated Assessment Criteria for Specific Outcomes 17:

Assessors should ensure that learners demonstrate the following competencies:

Different and varied theories of how individuals/teams and organisations go through change are explained.
How different teams contribute to the organisational change process is demonstrated.
The role of leadership in a change process is evaluated and the competencies a leader needs to become a successful leader of change are discussed.
Organisational restructuring is critically analysed.
The effect of mergers and acquisitions on organisations are evaluated.
Cultural change and IT-based process change are critically debated with examples.

Associated Assessment Criteria for Specific Outcomes 18:

Assessors should ensure that learners demonstrate the following competencies:

Various ethical definitions, concepts, philosophies, theories and different schools of thought are discussed and explained.
Business ethics, descriptive and prescriptive ethics, meta ethics are discussed and applied.
Ethical decision making in business is analysed and applied to moral dilemmas.
The effect of ethics in managing businesses is debated in respect of trust, fraud, human potential, and whistle blowing.
Management of ethics by means of corporate governance, managing risk, codes, institutionalising and reporting ethics is discussed.
Holistic skills associated with ethical decision making are developed.

Associated Assessment Criteria for Specific Outcomes 19:

Assessors should ensure that learners demonstrate the following competencies:

The processes involved in mass communication in the media sector are described, explained and evaluated.
Different styles of journalistic writing are applied to create an article for a specific medium (broadcast or print) and evaluated.
The technological processes employed in the media environment are discussed.
A variety of software packages utilized in the media industry are used to create a document and evaluated.
Given tasks are completed within a reasonable period of time and a professional report on the completed tasks is professionally presented.

Associated Assessment Criteria for Specific Outcomes 20:

Assessors should ensure that learners demonstrate the following competencies:

The origin and sources of South African Law and the different classification of the Law are explained.
The South African Judicial process is described.
Law is defined and legal subjects and laws under private law are explained.
A contract is defined and requirements for a valid contract, contractual capacity of a minor and termination of contracts are explained.
The essentialia of a contract of sale are indicated and the duties of the seller and the buyer are criticised.
Patent and latent affects are explained.
Remedies for breach of contract are argued.
A lease is defined and essentialia for a lease and termination of a lease is indicated.
The relationship between the landlord and third parties with specific reference to cession, sub-lease, and assignment is explained and applied.
An agency is defined, duties of an agent is described and express, implied and ostensible authority is compared.
Different forms of business enterprises are explained.
Immediate and remote parties to a cheque are discussed.
The concept of ‘actionable omissions’ is described.
Elements of the Employment contract, duties of the employer and procedures for strikes and lock-outs are discussed and explained.

Associated Assessment Criteria for Specific Outcomes 21:

Assessors should ensure that learners demonstrate the following competencies:

Perform a given task in response to a request.
Knowledge required in a work setting is mapped.
Results of work performed are presented and communicated professionally.
The ability to make judgements and take decisions appropriate to context are demonstrated.
The ability to work as a member of a team is applied.
Time management as appropriate to the given task and deliverables is performed satisfactorily.
Self-assessment is practised by monitoring own performance and identifying areas of improvement.

Electives:

Learners are to elect one of the following:

Associated Assessment Criteria for Specific Outcomes 22:

Assessors should ensure that learners demonstrate the following competencies:
Gross pay is defined, explained and compiled.
Basic entitlements such as pay rates, contracted conditions, and authorisation are discussed and applied and employee details are entered correctly.
Fringe benefits are identified and correctly applied to employee records.
All relevant temporary entitlements are identified, checked for authorisation, variations handled and correctly applied.

Associated Assessment Criteria for Specific Outcomes 23:

Assessors should ensure that learners demonstrate the following competencies:

The history of the South African Labour and Industrial system is described and roles of various participants in the Industrial relations relationship debated.
Basic principles regarding the formation, breach and termination of labour relationships are explained and applied.
Basic provisions and impact on labour relationship as described in the Labour Relations Act 1995 as amended, the Basic Conditions of Employment Act 1997 as amended, the Occupational Health and Safety Act of 1993 and the Compensation for Occupational Injuries and Diseases Act of 1993, the Unemployment Insurance Act of 1966 and the Employment Equity Act of 1998 as amended are discussed and applied.
The role of the employer, State and trade unions in the labour relationships are analysed and explained.
Basic principles of collective bargaining and dispute resolution are explained and applied.
The importance of a sound Industrial Relations policy with regard to dismissals, discipline, retrenchments and grievances is critically discussed.
Basic principles of the law of dismissal under the Labour Relations Act of 1995 as amended are explained and applied.

Associated Assessment Criteria for Specific Outcomes 24:

Assessors should ensure that learners demonstrate the following competencies:

General concepts of public relations are explained.
Functions, codes, ethics and techniques of a public relations practitioner are discussed and applied.
The impact of the origin of public relations is analysed in comparison to people’s interpretation of the present place and purpose of public relations in society.
Basic research techniques is performed to solve defined public relation problems.
Procedures of a public relations programme is discussed and applied.
Various tools that are important for the success of public relations are identified and applied.
Difference between corporate image and corporate identity are investigated and reported on.
The concept of corporate social investment is critically analysed.
Corporate public relations and consulting public relations are compared and critically discussed.
Advantages and disadvantages of corporate and consulting public relations are analysed.
Various components and approaches to advertising are investigated and presented.
Communicating policies and practices are explained.
Informational rights of employees are debated.
Formal and informal communication networks are explained.
The functions of mass media are critically discussed.
The relationship between the public relations practitioner and the media is explored and discussed.
A public relations programme in a business or non-business setting is reviewed and implemented.
Public relations functions are applied in a commercial and industrial context.
Public relations functions are analysed and applied in a training and educational institutions’ context.
Public relations functions are applied in Entertainment, Sports and Travel context.

Integrated Assessment:

Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all Exit Level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Exit Level Outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration.