saypro buy sasseta tactical road traffic operations training material 80046

This qualification will equip the learner with tools and techniques to understand the concept of Tactical Road Traffic Operations within the context of the road traffic safety management environment. It will assist learners to implement performance improvements at a team, project or small organization level. It will also enable learners to understand how different functional perspectives work together to approach the real and complex problems of Tactical Road Traffic Operations and will give learners an opportunity to apply a range of management concepts to resolve management problems in their own organisation.

The learner achieving this Qualification will be able to:

• Analyse the application of the general management functions in a selected traffic organisation.
• Induct new members into a team and coach existing members.
• Monitor and evaluate team members against performance and deal with sub-standard performance in a team.
• Build teams to achieve goals and objectives.
• Conduct a range of audits.
• Apply the principles of situational leadership in the traffic environment and analyse leadership related theories in the work context.
• Manage a diverse workforce and apply the principles of ethics to improve organizational culture.
• Develop, implement and evaluate operational plans.
• Use communication techniques effectively.
• Demonstrate knowledge of health and safety requirements within the ambit of a traffic law enforcement officer.
• Apply time management effectively.
• Create maintain and keep records.

  Rationale:

  South African leadership and in particular road traffic safety management is entering a future which is characterized by radical change. It is fast moving, integrated and extremely complex. It is complicated by immense volatility, sensitivity and international turmoil.

  In order to understand the above it is necessary to have a new and innovative approach to be competitive in an increasing dynamic environment. The increased knowledge and skills required by supervisors and managers in the traffic environment and operational activities which consume supervisors’ and managers’ attention requires well developed plans to monitor and evaluate the performance of the organisation and the organisation’s processes.

  Road traffic law enforcement constitutes one aspect in a series of essential services currently being rendered on rural and urban roads. As traffic volumes increase significantly year on year and South Africa becomes a sought after tourist destination and host for international events, the demand for this essential service is envisaged to grow astronomically. It will be in the interest of the country to ensure that the skills and knowledge of traffic law enforcement officials are enhanced and that they not only have the academic, knowledge but also the technical competence and the ability to apply specialised knowledge or expertise in various situations in order to improve safety and efficiency on South African roads. Safety and efficiency on the country’s roads are factors which lead to an improved and dependable road transport system thus benefiting society and the economy.

  This qualification is intended to meet the needs of first line managers, supervisors and section heads in the road traffic law enforcement sector.

• Mathematical Literacy at NQF Level 4.
• Communication at NQF Level 4.

  Recognition of Prior Learning:

  The structure of this Unit Standard based Qualification makes the Recognition of Prior Learning possible if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Road Traffic Law Enforcement Qualification. Recognition of Prior Learning will be done by means of Integrated Assessment.

  This Recognition of Prior Learning may allow:

• For accelerated access to further learning.
• Gaining of credits towards a unit standard.
• For full or partial recognition of the Qualification.

  All Recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance body and is conducted by a registered workplace assessor.

  Recognition of Prior Learning will allow for accelerated access to further learning and gaining of credits towards the qualification. All Recognition of Prior Learning should be carried out by a provider in agreement with the relevant ETQA or another ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

  Access to the Qualification:

  There is an open access to this qualification, keeping in mind the “Learning Assumed to be in Place”.

To be awarded the Qualification learners are required to obtain a minimum of 143 credits.

The Fundamental Component consists of Unit Standards to the value of 34 credits all of which are compulsory.

Core Component:

The Core Component consists of Unit Standards to the value of 98 credits all of which are compulsory.

Elective Component:

The Elective Component consists of a number of Unit Standards. Learners must choose Elective Unit Standards to the value of 11 credits from the Unit standards listed.

2. Monitor and improve interventions in a road traffic safety unit.

3. Conduct risk management in a road traffic unit.

Critical Cross Field Outcomes:

The programme aims to develop the SAQA critical cross-field outcomes listed below:

• Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made when operational plans are compiled.
• Work effectively with others as a member of a team, group, organisation, community when compiling skills development plans.
• Organise and manage oneself and one’s activities responsibly and effectively when the team’s performance is monitored and measured.
• Collect, analyse, organise and critically evaluate information when operational plans are initiated and developed.
• Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation when building relationships both vertically and horizontally.
• Use science and technology effectively and critically, showing responsibility towards the environment and health of others benefits of change are explained and recommendations are made to achieve intended results.
• Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation. A risk management plan is compiled considering the impact and likelihood of a variety of internal and external factors.

• The need for and the benefits of change are explained and recommendations are made to achieve intended results.
• Operational projects and action plans are initiated and developed in accordance with the organisational goals and objectives.
• Operational projects and action plans are evaluated in accordance with the intended outcomes.

  Associated Assessment Criteria for Exit Level Outcome 2:

• The performance of the teams and the unit is monitored and measured according to the entity’s systems and procedures.
• Resources are identified and used to accomplish the objectives of the unit.

  Associated Assessment Criteria for Exit Level Outcome 3:

• Communication processes are developed to contribute towards building of relationships both vertically and horizontally.
• A risk management plan is compiled considering the impact and likelihood of a variety of internal and external factors.
• The intellectual assets of the unit are identified, developed and protected through the application of the principles of knowledge management.
• A skills management plan is compiled by means of a people development processes.

  Integrated Assessment

  Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever thus an integrated assessment approach is incorporated into the Qualification. Learning, teaching and assessment are inextricably linked. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the unit standards should be integrated.

  Assessment of the communication, language, literacy and numeracy should be conducted in conjunction with other aspects and should use authentic selling and specific economic sector contexts wherever possible.

  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. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques should be used to provide a context appropriate to the assessment.

  The term ‘Integrated Assessment’ implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

  Assessors and moderators should make use of a range of formative and summative assessment methods. Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience.

  Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of specific outcomes and embedded knowledge.

A direct comparison of the title, specific outcomes, assessment criteria and embedded knowledge was undertaken with each and the best practise points were highlighted and incorporated.

The United Kingdom, the United States of America and Canada are known to have highly sophisticated traffic law enforcement agencies considering the human and financial resources at their disposal. Other European countries like Germany and Sweden were also considered but the United Kingdom qualification encapsulated many of their programme competencies.

This qualification is comparable to a variety of management qualifications. In many countries the universities that offer management courses have a first degree as an entry level qualification, with the possibility of the learner, in many cases, being able to pursue a Masters in Business Administration. The qualification compares favourably with what many universities and colleges call Executive Development Programmes. These constitute a series of high level short courses, designed to meet the needs of the individual who will be managing supervisors.

United Kingdom:

The School of Management of Cranfield University in the United Kingdom offers a series of two to three week intensive short courses that cover a number of competencies offered by this qualification. The Developing General Management Potential programme is designed to accelerate the early development of promising managerial careers and allows a manager to develop his/her visibility, credibility and maturity. The manager will make a wider business contribution through personal development and the acquisition of managerial knowledge. The programme has an unconventional design with a strong personal development focus. Managerial knowledge is translated into action through a powerful development process emphasising personal contribution, style and impact.

Some of the specific competencies that a learner will acquire during the course are:

• Make the transition from an operational into a managerial role.
• Develop a wider perspective on management and business.
• Become better informed about management thinking.
• Understand the politics and social dynamics of organisations.
• Challenge the status quo in constructive ways.
• Differentiate between good and bad managerial practice.
• Creating change through pockets of good practice.

  Some of the specific areas of focus that overlap with this qualification are:

• Developing managerial potential: Understanding managerial roles distinguishing between managerial and operational contributions assessing and developing individual management style and impact.
• Organisational culture and change: Exploring how different ways of thinking affect managerial contribution determining the role of individual managers in organisational change creating change through pockets of good practice.
• Leadership and teamwork: Understanding the roles of leadership and management applying the concept of leadership at all levels understanding how to develop as a leader from within the organisation, appraising the use of teams in organisations exploring the role of the individual in teams.
• Finance and management accounting: Understanding and using financial information ratio analysis managing the budgetary process investment appraisal interpreting corporate finance issues.

  Cranfield University also offers a series of short courses under ‘leadership’, which covers most of the leadership and people management competencies of this qualification. The course explores the many diverse issues that need to be addressed so that the manager can be an effective and successful leader. The personal awareness programmes assist one in understanding own leadership style, drivers, successes and the challenges one faces.

  The management development programmes stimulate the learner to think about his/her contribution as a strategic leader. In addition the course assists the learner to lead and influence teams, lead through change and understand organisational politics to aid her/his leadership contribution.

  Some of the short courses that constitute the Leadership module are:

• High Performance Leadership (duration 10 days full-time): It provides a unique, sustainable pathway to high performance and also provides a vision and motivation for others.
• The Director as Strategic Leader (duration 5 days full-time): It addresses the question of an effective leader by understanding strategic leadership and one’s role in the process.

  Ashridge Business School in the United Kingdom has a 5-day leadership programme called the Ashridge Leadership Process Fact File. It is a blend of small group development activities and one-to-one leadership coaching and delivers real impact and lasting change for the learner and her/his organization.

  Insead, which has campuses in Europe (Paris) and Singapore, offers several management programmes of a short duration. The following is a brief comparison of their programmes. They offer an Advanced Management Programme, an International Executive Programme and a Management Acceleration Programme.

  The Institute of Leadership and Management (ILM), based in the United Kingdom, is Europe’s largest awarding body for leadership and management qualifications. It is also a professional membership body for leaders and managers providing a wide range of career support services to members.

  ILM qualifications are practically based, designed to complement the individual’s role at work. Aligned to the UK’s National Qualifications Framework (NQF), ILM qualifications begin at Level 2 and continue right up to Level 7. Other specialist qualifications cover skills in volunteer management, business start-up, coaching, and personnel management. All ILM qualifications have been accredited by the Qualifications and Curriculum Authority (QCA).

  The ILM offers the following Generic Management Qualifications:

• Level 2 Introductory Certificate in Team Leading.
• Level 2 Certificate in Team Leading.
• Level 3 Introductory Certificate in First Line Management.
• Level 3 Certificate in First Line Management.
• Level 5 Introductory Diploma in Management.
• Level 5 (new NQF) Diploma in Management.
• Level 7 (new NQF) Introductory Executive Diploma in Management.
• Level 7 (new NQF) Executive Diploma in Management.

  The ILM Level 5 (new NQF) Diploma in Management qualifications are for those people who are likely to be either practising or aspiring middle managers, particularly those who are already in posts but have had little or no formal training. They may work in factories and offices, in hospitals, in call centres, on building sites, in leisure centres, in the armed services and in the voluntary sector. Wherever people and resources are employed, middle managers with an ILM Level 5 (new NQF) Diploma qualification ensure that they are employed effectively.

  Both qualifications are designed to improve performance in the organisation through their strong focus on the specific job role. These highly practical programmes can generate significant payback for the employer in terms of cost savings and quality improvements in the workplace. They may also have internal short training sessions in the organisation which can be incorporated into the programme structure.

  Australia:

  Monash University in Australia has a similar programme called Executive Certificate in Management. This course has been designed for experienced managers without a first degree to enable them to obtain an introductory qualification in management. The course content focuses on an appreciation of the management role and the crucial contribution that managers make to organisational effectiveness. The course examines major theories and concepts concerning the behaviour and performance of individuals and groups in organisations. Moreover, it explores the importance of self-awareness, learning and learning styles, self-management and specific managerial competencies.

  Malaysia:

  As part of Malaysia’s integrated road safety strategy a pilot programme is being undertaken to support the professional development of the traffic police in strategic law enforcement and road safety. The aim of the programme is to strengthen the capacity of traffic law enforcement professionals in Malaysia to reduce the incidence, severity and costs of road trauma in the community.

  These Qualifications however lack content like leadership, effective use of intelligence, planning strategies and tactics and collision investigation.

  Conclusion:

  In conclusion the Certificate: Road Traffic Supervisory Management is a more comprehensive Qualification for first line supervisors within the road traffic safety environment than those surveyed and covers a wide variety of management aspects of three levels of complexity. Although many of the aspects in management are generic this Qualification is very specific to the South African law enforcement environment.

Horizontal articulation is possible with the following Qualifications:

• ID 59201: National Certificate: Generic Management, NQF Level 5.
• ID 50122: National Certificate: Policing, NQF Level 5.
• ID 49398: National Certificate: Incident Management, NQF Level 5.

  Vertical articulation is possible with the following Qualifications:

• ID 62270: Advanced Diploma: Management, NQF Level 6.
• ID 73496: Diploma: Public Administration, NQF Level 6.
• ID 21779: Advanced Diploma: Management: Human Resource Management, NQF Level 6.
• ID 19436: Advanced Certificate: Administration and Policy, NQF Level 6.
• ID 72826: Bachelor of Administration, NQF Level 7.

Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA’s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA’s (including professional bodies); and in terms of the moderation guideline detailed immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards and the integrated competence described in the Qualification.

Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA.

• Be registered as an assessor with the relevant ETQA.
• Be in a possession of a relevant Qualification at NQF Level 6 or higher.
• Have two years’ work experience in traffic law enforcement.