SayPro Online Course SAQA 11516648640

Description

An organisation’s business strategy is analysed and an indication is given of how a business unit can support the business strategy and what problems, if any, the business unit will have in aligning to the strategy.
Risks in a work situation are analysed, performance of the business unit is measured against a performance agreement and suggestions are made as to how the performance of the unit can be improved or maintained at a high level.
The consequences for the organisation if a business unit under- performs are explained and an indication is given of how underperformance can be addressed in a specific business unit.
Work output is in line with an agreed mandate, relevant service agreements and an organisation’s customer service standards applicable to a business unit.
Methods, procedures and techniques of a clearly defined work role are applied consistently in terms of specific company policy, legislative requirements and standard industry practices.

New developments and trends in the financial services industry are accessed, analysed and interpreted from reports in the media.
Current developments in industry are discussed with reference to the potential impact on the financial services sector.
Current events that could impact on the financial services sector are analysed and the information is used to inform ethical business decisions in a specific business unit.
Examples of ethical and unethical conduct are identified in financial journals and newspaper.

Potential liabilities in a business unit are identified and an indication is given of what action is necessary to ensure compliance with all appropriate legislation.
The consequences of non-compliance with an organisation’s policy and/or legislative requirements are clearly indicated for practices required in a specific work role.
Legislated requirements are applied in a business unit.

The budget needs of a business unit are analysed and a budget is drawn up for a specific business unit.
Expenses and revenue in a business unit are monitored against a projected budget.

Assessment Criteria for the Critical Cross-Field Outcomes

Essential methods, procedures and techniques of the Financial Services industry are applied within the legislated environment in order to make management decisions.
Industry knowledge is applied in order to solve common problems within a familiar context, to adjust an application of a common solution within relevant parameters to meet an identified need and to motivate proposed changes using relevant evidence within the learner’s licensing mandate and the organisation’s code of ethics.
Information is gathered, analysed and evaluated in order to determine a management strategy for a specific business unit.
Information is communicated coherently in writing and verbally in compliance with legislated requirements.

Exit points for learners who do not complete the Qualification

Learners will be credited with Unit Standards in which they have proved
competence.
Learners who complete individual Unit Standards but who do not
complete this Qualification retain their credits. However, should the substance of the Unit Standards change, the validity of the credit towards the Qualification may be reviewed.
Learners who change their provider or learning site before completing
the Qualification may transfer their credits to the new learning site.
An official, original SAQA record of learning is required as proof of learning before the learner is officially transferred to the new learning site.

Integrated assessment

Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against this standard should direct enquiries to a relevant ETQA.

The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.

Learning, teaching and assessment are inextricably linked. Where appropriate assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in communication, mathematical literacy and financial literacy should use authentic workplace contexts wherever practical.

Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners’ skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such, it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner’s needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes.

Assessment should also have a summative component. Summative assessment may be used on completion of Unit Standards, but should not be the only form of assessment.

A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

Integration implies that theoretical and practical components should where possible be assessed together.

Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment should ensure that all Specific Outcomes, embedded knowledge and Critical Cross Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some Unit Standards and programmes should be designed to extend and further reflect the integration.

Before The National Certificate in Financial Services: Management: Level 4 is awarded learners are required to demonstrate competence in the required Unit Standards and complete a summative assessment based on the exit outcomes of the Qualification.