**SayPro Buy Generic Management 57712

This qualification is intended for junior managers of small organisations, junior managers of business units in medium and large organisations, or those aspiring to these positions. Junior managers include team leaders, supervisors, foremen and section heads.

The focus of this qualification has been designed to enable learners to be competent in a range of knowledge, skills, attitudes and values including:

• Gathering and analysing information.
• Analysing events that impact on a business and its competitive environment.
• Complying with organisational standards.
• Motivating an individual or team.
• Negotiating in a work situation.
• Understanding the role of business strategy as it applies to junior management.
• Managing the budget within a specific area of responsibility.
• Applying management principles and practices within a specific area of responsibility.
• Managing work unit performance to achieve goals.
• Behaving ethically and promoting ethical behaviour in a work situation.
• Demonstrating understanding of the consequences in a work unit of HIV/AIDS.

  The learners who achieve this qualification will be able to demonstrate competencies in management relating to Planning, Organising, Leading, Controlling and Ethics. Overall, this qualification will ensure that learners are capable of:

• Developing plans to achieve defined objectives.
• Organising resources in accordance with a developed plan.
• Leading a team to work co-operatively to achieve objectives.
• Monitoring performance to ensure compliance to a plan.
• Making decisions based on a code of ethics.

  Rationale:

  This qualification lays the foundation for the development of management qualifications across various sectors and industries. It specifically develops management competencies required by learners in any occupation, particularly those who are currently operating as junior managers. The qualification introduces key terms, rules, concepts, principles and practices of management that will enable learners to be informed managers in any occupation. It has also been developed to enable managers or prospective managers to access higher education and provide flexible access to life-long learning.

  The scope of management covers four domains: leadership, self-management, people management and management practices. This qualification addresses each of these domains with generic competencies, thereby enabling learning programmes to be contextualised for specific sectors and industries. Provides opportunities for people to transfer between various specialisations within management. This will therefore enable management competencies to be strengthened, and enable managers to better manage systems, processes, resources, self, teams and individuals in various occupations. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work. Ultimately, this qualification is aimed at improving the productivity and efficiency of managers within all occupations in South Africa.

• Communication at NQF Level 3.
• Mathematical Literacy at NQF Level 3
• Computer Literacy at NQF Level 3.

  Recognition of Prior Learning:

  This qualification can be achieved wholly or in part through recognition of prior learning in terms of the defined Exit Level Outcomes and/or individual Unit Standards.

  Evidence can be presented in various ways, including international and/or previous local qualifications, products, reports, testimonials mentioning functions performed, work records, portfolios, videos of practice and performance records.

  All such evidence will be judged in accordance with the general principles of assessment and the requirements for integrated assessment.

  Access to the qualification:

  Open access, bearing in mind the requirements of ‘learning assumed to be in place’ and that the learner has access to a work environment where management practice can be implemented.

To be awarded the Qualification, learners are required to obtain a minimum of 150 credits as detailed below.

Fundamental Component:

The Fundamental Component consists of Unit Standards in:

• Mathematical Literacy at NQF Level 4 to the value of 16 credits.
• Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
• Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

  It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

  All Unit Standards in the Fundamental Component are compulsory.

  Core Component:

• The Core Component consists of Unit Standards to the value of 72 credits all of which are compulsory.

  Elective Component:

  The Elective Component consists of Unit Standards in a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and Elective Unit Standards at least to the value of 22 credits.

  Administration (Learning Programme ID 58344):

• ID 110003: Develop administrative procedures in a selected organisation, Level 4, 8 credits.
• ID 110026: Describe and assist in the control of fraud in a office environment, Level 4, 4 credits.
• ID 110009: Manage administration records, Level 4, 4 credits.
• ID 109999: Manage service providers in a selected organisation, Level 4, 5 credits.
• ID 15234: Apply efficient time management to the work of a department/division/section, Level 5, 4 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 242840: Make oral presentations, Level 4, 2 credits.

  Archaeology (Learning Programme ID 58347):

• ID 119867: Create a visual record of artefacts and features for archiving or publication, Level 4, 8 credits.
• ID 119864: Demonstrate knowledge of Archaeology applied to Colonial sites, Level 4, 6 credits.
• ID 119869: Demonstrate knowledge of Iron Age Archaeology, Level 4, 10 credits.
• ID 119877: Demonstrate knowledge of Stone Age Archaeology, Level 4, 10 credits.
• ID 119875: Investigate a maritime site, Level 4, 5 credits.
• ID 119873: Record a rock art site, Level 4, 6 credits.
• ID 119865: Recover human skeletal remains for analysis, Level 4, 6 credits.
• ID 119870: Research a Southern African archaeological site from published and unpublished material, Level 4, 6 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.

  Disaster Risk Management (Learning Programme ID 64870):

• ID 251964: Develop and implement disaster risk reduction plans, Level 5, 10 credits.
• ID 251965: Create awareness and promote a culture of risk avoidance through advocacy activities, Level 4, 6 credits.
• ID 251966: Implement disaster risk management principles in response, recovery, relief and rehabilitation activities, Level 5, 15 credits.
• ID 251967: Conduct disaster risk assessment, Level 5, 15 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.

  Food Manufacturing (Learning Programme ID 58345):

• ID 8016: Maintaining occupational health, safety and general housekeeping, Level 3, 8 credits.
• ID 8025: Controlling and locating stock, Level 3, 8 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 10631: Demonstrate an understanding of manufacturing principles, methodologies and processes, Level 5, 7 credits.
• ID 10708: Control and adjust utilities in a food or beverage manufacturing plant, Level 4, 10 credits.
• ID 113852: Apply occupational health, safety and environmental principles, Level 3, 10 credits.
• ID 114877: Formulate and implement an action plan to improve productivity within an organisational unit, Level 4, 8 credits.
• ID 118043: Supervise stock counts, Level 4, 8 credits.
• ID 119257: Produce and maintain work activity reports, Level 4, 8 credits.
• ID 119796: Monitor and control quality assurance procedures in a food or sensitive consumer product operation, Level 4, 8 credits.
• ID 120235: Demonstrate an understanding of the concept of microbiology in a food handling environment, Level 3, 6 credits.
• ID 120239: Monitor critical control points (CCPs) as an integral part of a hazard analysis critical control point (HACCP) system, Level 3, 6 credits.
• ID 120377: Identify, suggest and implement corrective actions to improve quality or project work, Level 4, 7 credits.
• ID 119802: Perform quality control practices in a food or sensitive consumer product operation, Level 3, 6 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 118045: Supervise implementation of loss control measures, Level 4, 8 credits
• ID 242875: Describe basic freight logistic principles, Level 3, 6 credits

  General Management (Learning Programme ID 74630):

• ID 242812: Induct a member into a team, Level 3 , 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 242668: Demonstrate knowledge and application of the Occupational Health and Safety Act, 85 of 1993 (OHSA) (as amended) and the responsibilities of management in terms of the Act, Level 4, 4 credits.
• ID 13952: Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit, Level 4, 8 credits.
• ID 113852: Apply occupational health, safety and environmental principles, Level 3, 10 credits.
• ID 242840: Make oral presentations, Level 4, 2 credits.

  Golf Management (Learning Programme ID 58343):

• ID 120209: Apply basic concepts of sport psychology in a golfing context, Level 5, credits 12.
• ID 120204: Apply knowledge of diet and nutrition to improving golf performance, Level 5, credits 10.
• ID 120208: Apply the rules of golf in various contexts, Level 5, credits 8.
• ID 120206: Describe, implement and teach the principles and building blocks of a golf swing, Level 5, credits 12.
• ID 120212: Plan, manage and report on a golf tournament, Level 5, credits 8.
• ID 120192: Apply anatomical and physiological knowledge to golfing activity, Level 5, credits 5.
• ID 120211: Display a holistic understanding of golf and golfing, Level 5, credits 8.
• ID 120197: Plan and implement personal and career development goals within a golfing environment, Level 5, credits 5.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.

  Human Resource Support (Learning Programme ID 93950):

• ID 10980, Induct a new employee, 4 credits.
• ID 10981, Supervise work unit to achieve work unit objectives (individuals and teams), 4 credits.
• ID 10978, Recruit and select candidates to fill defined positions, 4 credits.
• ID 117877, Perform one-to-one training on the job, 3 credits.
• ID 242655, Demonstrate knowledge and application of ethical conduct in a business environment, 4 credits.
• ID 116720, Show understanding of diversity in the workplace, 3 credits.
• ID 113915, Explain the application of the basic conditions of employment act in an employment contract, 3 credits.
• ID 11473, Manage individual and team performance, 4 credits.
• ID 113909, Coach a team member in order to enhance individual performance in work environment, 3 credits.
• ID 114251, Prepare chemical additives used in the pulp and paper industry, 3 credits.
• ID 114941, Apply knowledge of HIV/AIDS to a specific business sector and a workplace, 3 credits.
• ID 13934, Plan and prepare meeting communications, 3 credits.
• ID 377160, Explain the fundamentals of the concepts of ‘wellness’, 4 credits.
• ID 113907, Explain the impact of personal wellness on work performance, 3 credits.

  Inventory and Inventory Control (Learning Programme ID 83987):

• ID 377361: Understand the role of inventory and ordering costs, NQF Level 03, 5 Credits.
• ID 377363: Apply inventory replenishment and distribution systems, NQF Level 04, 8 Credits.
• ID 377364: Discuss the role of inventory in a manufacturing environment, NQF Level 03, 10 Credits.

  Manufacturing Control (Learning Programme ID 83989):

• ID 377360: Discuss Just in Time (JIT) and Lean Manufacturing, NQF Level 03, 5 Credits.
• ID 377380: Describe the functions of purchasing and procurement, NQF Level 04, 5 Credits.
• ID 377381: Apply Total Quality Management (TQM), NQF Level 04, 8 Credits.
• ID 377386: Perform material requirements planning (MRP), NQF Level 04, 5 Credits.
• ID 377440: Perform capacity requirements planning (CRP), NQF Level 04, 8 Credits.

  Planning and Scheduling Techniques (Learning Programme ID 83988):

• ID 377382: Perform forecasting in a manufacturing environment, NQF Level 05, 8 Credits.
• ID 377383: Planning and controlling in a manufacturing environment, NQF Level 04, 6 Credits.
• ID 377400: Perform sales and operations planning, NQF Level 04, 5 Credits.
• ID 377402: Perform master scheduling in the workplace, NQF Level 04, 5 Credits.

  Process Manufacturing (Learning Programme ID 79286):

• ID 123398: Facilitate the transfer and application of learning in the workplace, Level 5, 5 credits.
• ID 11473: Manage individual and team performance, Level 5, 8 credits.
• ID 14586: Monitor and control quality control practices in a manufacturing/engineering environment, Level 4, 8 credits.
• ID 110009: Manage administration records, Level 4, 4 credits.
• ID 114877: Formulate and implement an action plan to improve productivity within an organisational unit, Level 4, 8 credits.
• ID 244105: Participate in a task team in a process environment, Level 4, 4 credits.
• ID 252024: Evaluate current practices against best practice, Level 5, 4 credits.
• ID 255514: Conduct a disciplinary hearing, Level 5, 15 credits.

  Public Administration (Learning Programme ID 58346):

• ID 110490: Demonstrate knowledge and understanding of the basic principles of public administration and management, Level 4, 4 credits.
• ID 123460: Develop and apply administrative principles in the implementation of Municipal Office Administration, Level 4, 6 credits.
• ID 120381: Implement Project Administration processes according to requirements, Level 4, 5 credits.
• ID 120307: Apply South African legislation and policy affecting public administration, Level 5, 10 credits.
• ID 119346: Manage and develop oneself in the Public Sector work environment, Level 5, 10 credits
• ID 113955: Apply the Batho Pele principles to own work role and context, Level 3, 4 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 114215: Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path, Level 4, 3 credits.
• ID 337060: Apply knowledge of organisation structure and design to support performance to a Public Sector Department, Level 4, 5 credits.
• ID 337064: Apply knowledge of the job evaluation process in the Public Sector in order to ensure that a job has been properly evaluated, Level 4, 3 credits.
• ID 337061: Demonstrate knowledge and insight into a bid committee system applicable to an Organ of State in South Africa Level 5, 15 credits.
• ID 337063: Demonstrate knowledge and insight into the principles of monitoring and evaluation in assessing organisation and/or programme performance in a specific context, Level 5, 5 credits.
• ID 337062: Evaluate a job in the Public Sector in South Africa, Level 4, 6 credits.

  Salon Management (Learning Programme ID 80746):

• ID 114592: Produce business plans for a new venture, Level 4, 8 Credits.
• ID 262500: Research and plan for the equipping of a salon, Level 4, 6 Credits
• ID 262519: Supervise the functions of a hairdressing salon, Level 4, 8 Credits.

  School Governing Bodies (Learning Programme ID 74672):

• ID 260217: Demonstrate understanding of legal aspects pertaining to human resources in a school, Level 4, 12 credits.
• ID 260237: Plan for school development, Level 4, 8 credits.
• ID 260257: Demonstrate knowledge of the legislative framework for school governance, Level 4, 10 credits.
• ID 260337: Develop and implement policy for school governance, Level 4, 9 credits.
• ID 260357: Prepare and monitor the budget of a school, Level 4, 12 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 117156: Interpret basic financial statements, Leve 4, 4 credits.
• ID 120385: Apply a range of project management tools and techniques, Level 4, 7 credits.
• ID 115209: Participate in the development of a strategic plan for fundraising, Level 4, 12 credits.
• ID 260277: Administer school assets, Level 4,12 credits.

  Service Station Site Management (Learning Programme ID 66309):

• ID 118028: Supervise customer service standards, Level 4, 8 credits.
• ID 242996: Handle dangerous goods during warehousing and storage, Level 4, 4 credits.
• ID 243301: Manage safety and emergency incidences, Level 4, 6 credits.
• ID 8016: Maintaining occupational health, safety and general housekeeping, Level 3, 8 credits.
• ID 254595: Control the flow of information in a business unit, Level 4, 8 credits.
• ID 118043: Supervise stock counts, Level 4, 8 credits.
• ID 118037: Supervise sales performance, Level 4, 8 credits.
• ID 118030: Supervise P.O.S. Operations, Level 4, 8 credits.
• ID 242668: Demonstrate knowledge and application of the Occupational Health and Safety Act, 85 of 1993 (OHSA) (as amended) and the responsibilities of management in terms of the Act, Level 4, 4 credits.
• ID 118045: Supervise implementation of loss control measures, Level 4, 8 credits.
• ID 12484: Perform basic fire fighting, Level 2, 4 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.

  Sheriffing (Learning Programme ID 64269):

• ID 252388: Explain and implement the writ of execution and enforcement process, Level 4, 10 credits.
• ID 252391: Explain legal concepts in respect of sheriffing Level 4, 7 credits.
• ID 252390: Demonstrate applied knowledge of financial administration in a sheriff’s office, Level 4, 7 credits.
• ID 252389: Explain and implement service in the civil justice system, Level 4, 7 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 110003: Develop administrative procedures in a selected organisation, Level 4, 8 credits.
• ID 116608: Demonstrate knowledge and application of ethical conduct in a debt recovery work context, Level 4, 6 credits.

  Sport Management (Learning Programme ID 80766):

• ID 117111: Apply knowledge of basic accounting principles to financial services, Level 3, 4 credits.
• ID 114738: Perform financial planning and control functions for a small business, Level 4, 6 credits.
• ID 117156: Interpret basic financial statements, Level 4, 4 credits.
• ID 243298: Apply administrative skills and knowledge in a sport organisation, Level 5, 8 credits.

  Wholesale and Retail Management (Learning Programme ID 63333):

• ID 12544: Facilitate the preparation and presentation of evidence for assessment, Level 4, 4 credits.
• ID 114589: Manage time productively, Level 4, 4 credits.
• ID 118028: Supervise customer service standards, Level 4, 8 credits.
• ID 118029: Supervise housekeeping and hygiene in a store, Level 4, 6 credits.
• ID 118030: Supervise P.O.S. Operations, Level 4, 8 credits.
• ID 118033: Supervise promotional activities, Level 4, 8 credits.
• ID 118037: Supervise sales performance, Level 4, 8 credits.
• ID 118043: Supervise stock counts, Level 4, 8 credits.
• ID 118045: Supervise implementation of loss control measures, Level 4, 8 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 254595: Control the flow of information in a business unit, Level 4, 8 credits.
• ID 254596: Manage time keeping records, Level 4, 5 credits.
• ID 242812: Induct a member into a team, Level 3, 4 credits.
• ID 13915: Demonstrate understanding of HIV/AIDS and its impact on the workplace, Level 3, 4 credits.
• ID 242820: Maintain records for a team, Level 3, 4 credits.
• ID 242814: Identify and explain the core and support functions of an organisation, Level 3, 6 credits.
• ID 242813: Explain the contribution made by own area of responsibility to the overall organisational strategy, Level 4, 5 credits.
• ID 242818: Describe the relationship of junior management to other management roles, Level 4, 5 credits.
• ID 251960: Identify and describe disaster related risks and threatening situations utilizing basic disaster management concepts and indigenous knowledge, Level 3, 5 credits.
• ID 11473: Manage individual and team performance, Level 4, 8 credits.
• ID 335915: Schedule suppliers to deliver to a Wholesale and Retail unit, Level 4, 5 credits.

Organising
2. Organise resources in accordance with developed plan.

Leading
3. Lead a team to work co-operatively to achieve objectives.

Controlling
4. Monitor performance to ensure compliance to a developed plan.

Ethics
5. Make decisions based on a code of ethics.

Critical Cross-Field Outcomes:

The learner will be expected to demonstrate the ability to:

• Identify and solve problems and make responsible ethical decisions within own limit of authority.
• Work effectively with others as a member of a team, group, organisation or community to achieve work unit objectives.
• Organise and manage oneself and one’s activities responsibly and effectively to plan, lead, organise and control towards achievement of work unit objectives.
• Collect, organise and critically evaluate information in order to measure performance.
• Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations to lead a team.
• The learner will be required to demonstrate an understanding of the world as a set of related systems by aligning work unit objectives to organisational strategy.
• Be culturally and aesthetically sensitive across a range of social contexts in managing and interacting with diverse people in the workplace.
• Use science and technology effectively in researching, recommending and implementing management solutions, showing responsibility towards the environment and health of others.

1.

• Information is analysed and presented according to organisational objectives and requirements.
• A plan is developed by using a systematic process.
• Tasks, resources, timeframes and measurement criteria are defined and aligned to meet organisational objectives.

  Organising

  2.

• Methods, procedures and techniques to organise a work unit are applied in accordance with organisational requirements.
• The activities of the work unit are analysed and adjusted in order to align to the organisational strategies.
• Resources are allocated to achieve the developed plan.

  Leading

  3.

• The principles of leadership are explained and applied within a work unit.
• The organisation’s objectives and Standard Operating Procedures (SOPs) are analysed in order to determine the direction of work units.
• Knowledge of group dynamics is applied to build a team.

  Controlling

  4.

• Work unit performance is measured against organisational objectives.
• Corrective action is taken in response to performance variances in accordance with Standard Operating Procedures (SOPs).

  Ethics

  5.

• The concept of ethics is explained in terms of its influence on the activities of a work unit.
• The value of a code of ethics is explained in terms of its impact on decision making.
• Ethical decisions are made in the workplace.

  Integrated Assessment:

  Integration implies that theoretical and practical components are assessed together. It also implies that learning in different unit standards could and should be assessed in a integrated way where possible. Integrative assessment techniques may be used to assess multiple specific outcomes within multiple unit standards within the learner’s work context. Within each unit standard, the specific outcomes and associated assessment criteria guide the learning process. The assessment determines whether the outcomes have been attained.

  Assessments should be flexible and must cater for a wide range of options and contexts. Assessment must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged.

  Assessment of Communication and Mathematical Literacy should be contextually based in accordance with the specialisation and context chosen and applied. Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner’s skill and knowledge level. Its goal is to assess the learner’s competence providing feedback to both learner and facilitator for further learning. 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.

  Assessment must also have a summative component. Summative assessment may be used on completion of a unit standard, 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. Where it is not possible to assess all competencies in the workplace, simulations, case studies and other techniques should be used to provide a context appropriate to the assessment.

The most researched and systematic coverage of the subject of ‘generic qualifications’ is to be found in what is loosely termed ‘The Bologna Process’, which originated in the Bologna Declaration by European Ministers of Education of 19 June 1999 and is still in progress today. This project has resulted in a myriad of publications, one numbering 200 pages, dealing with almost every conceivable facet of qualification design, qualification frameworks, qualification articulation and portability, quality assurance, assessments, lifelong learning and related matters. One of the most comprehensive reference works on this is the February 2005 publication ‘A Framework for Qualifications of the European Higher Education Arena’ , Appendix 6 of which sets out an expose of what is termed the ‘Dublin Descriptors’.

The ‘Dublin Descriptors’ come the closest to defining various generic descriptors for higher education across Europe, which have been widely debated by those participating in the Bologna Process. They embody knowledge and understanding; the application of knowledge and understanding; the ability to make judgment, and the ability to communicate and learning skills. Within these nests, a more detailed view of the ‘sub-descriptors’ is given.

The Bologna papers make it clear that the integration of vocational education and training into academic education are central to the success of the system as a whole.

While the above does not directly correlate with work on the FETC: Management, it is clear that this qualification is not at variance with the broad principles enunciated by the leading researchers in Europe.

As shared by, including, or typical of are common synonyms for the term ‘generic’, it is clear that a qualification in generic management must include all which is common to management in all disciplines, and should attempt to exclude all that which applies to specific applications of management in any one of these disciplines.

Other International Developments

Moving beyond Bologna, in a paper by Pete Dalton & Kate Levinson read at the 66th International Federation of Library Associations and Institutions Council and General Conference in Jerusalem, a strong case is made for a generic academic qualification process. The authors state, however, that ‘NARIC may be useful as a model for comparing academic reciprocity of qualifications between countries that do not have additional professional accreditation. However, this would create a system which ignored professional standards and accreditation and which would be unsuitable for those countries where professional accreditation takes place’.

The term ‘generic management’, ‘generic qualification’ and ‘vocational qualification’ is used loosely in a number of contexts in the international literature throughout diverse fields of knowledge, as illustrated below.

It receives considerable attention in the Financial Services Industry in Australia. The Commissioner of Local Government in Australia has issued a strong endorsement of the importance of generic qualifications and a diagram is depicted illustrated what he has in mind.

In an article by Fiona Becker and Judith Niechcial published in April 2004 the importance of generic qualifications to the social worker community in the UK is stressed. Also in a UK health context, an NHS report on Health Informatics Qualifications Mapping dated March 2006 makes numerous references to the importance of generic qualifications. Again in the UK, the public sector IT Industry is seeing the benefits of generic learning. Britain’s Public Management Institute has introduced generic management qualifications coupled to a professional qualification. The Institute of Leadership and Management (ILM), a member of the City and Guilds Group, has a range of generic management qualifications on offer which also offer professional linkages. In a study by Birmingham University, Katy Lancaster and Pete Dalton (edited by Fiona Parsons) make a particularly strong case for well-honed generic management skills in the IT Industry. The UK motor industry has also introduced a 10-unit work-based Certificate Course in generic management. In an article in Questionline in September 2005 dealing with vocational qualifications for members of the armed forces, the role of a generic technique (PRINCE 2) is alluded to as follows: ‘The most common generic method is PRINCE2, with over 20,000 people attempting its exams (pass rate is 65 per cent) since its introduction in 1996’.

In Singapore, an initiative called ‘Generic Skills’ empowers what is termed a ‘National Skills Recognition System’ which overlays ‘Workforce Skills Qualifications’ in the Retail, Financial and Training industries, to enable upward mobility of these ‘learner-workers’.

New Zealand has developed one qualification in IT and has begun to develop generic unit standards. (This URL requires a search for ‘Generic’). New Zealand has also developed a number of so-called ‘Maori Management’ unit standards. The University of Auckland offers generic programmes in nursing up to Masters level.

Conclusion

Generic qualifications are either being used or developed throughout the world with considerable success. Their role seems in some applications (particularly in industry) to be that of a precursor to more advanced specialisation qualifications, while in others it is applicable to the most advanced levels of purely academic knowledge. Given the accepted understanding of the term ‘generic’ seen against the latter observations, the FETC: Management at Level 4 would seem to be in line with best practice internationally.

Some detailed practical applications of Generic Qualifications internationally

The Hybrid Information Management Skills for Senior Staff (HIMSS) Project in the UK identified strategic management and leadership; ability to manage change and an understanding of customer focus and service orientation as the most widespread generic skills lacking in potential managers. Generic management skills stood at the top of a host of other desirable skills for an IT professional in their estimation. Generic Management development programmes were strongly endorsed.

In Australia, the Financial Services Industry has designed two distinct pathways, one leading to a generic qualification, and the other to a specialist qualification. The chief difference between the two approaches is that the generic route offers elective units, while the specialist route requires specialist units to be selected. It points out, however, that certain sectors have mandatory competency pathways, which must be met in order to gain employment. Similar observations are made under the discussion of NARIC, below.

The University of Auckland Faculty Education Unit offers an interesting array of tools provided via their Generic Centre. These chiefly cover assessment, rubric grading and curriculum design, rather than qualifications, per se.

New Zealand and offers a large number of unit standards termed ‘generic’ under various domains such as self-management; social and cooperative skills and work and study skills. It also offers further unit standards in a subfield called ‘Maori Business and Management’ with domains entitled finance – Maori; Maori Management – generic; Maori Management in Maori organisations and Maori Office systems. No generic qualifications exist at this time. The various unit standards serve as a useful international benchmark of the perceived components and levels of complexity of management.

Research conducted in the UK within the Health Industry has identified three main types of qualifications, namely dedicated Health Industry (HI) qualifications; those that combine health and information in some manner and generic qualifications that have application to (all) working in the HI. Examples of generic qualifications include a Postgraduate Certificate from the University of York; National Vocational Qualifications for IT; Institute of IT Training (ITT) qualifications; the Information Systems Examinations Board (ISEB) and the European Computer Driving License (ECDL).

The report concludes that ‘It is clear from the number and variety of vocational awards available, that individual qualifications in ITC are well catered for’.

The Social Work profession in the UK offers a generic degree in social work based on the national occupational standards for social work and the Quality Assurance Agency (QAA) subject benchmark statement for social work.

The Chartered Management Institute in the UK offers one of the most comprehensive ladders of learning for generic management studies.These range from (UK) Level 2 right through to (UK) Level 5 – i.e. team leading through to Management. All qualifications consist of mandatory units and optional units over and above these, the latter greatly outnumbering the former. This also serves as a useful international benchmark of the perceived components and levels of complexity of management. The auto industry in the UK has also introduced a Business and Administration National Vocational Qualification (NVQ) at (UK) Level 2. It is claimed that this generic qualification is of benefit throughout the auto industry to both technical and non-technical staff.

The Open University in the UK offers a variety of generic courses at a variety of levels in IM and ICT. Research has also indicated that some National Health Service (NHS) employees believe that a generic qualification will give them greater transferability in the future. [It is interesting to observe that UK literature in particular uses the terms ‘vocational’ and ‘generic’ interchangeably].

The International Federation of Library Associations and Institutions (IFLA) undertook research into methods of determining the equivalency of Library and Information Science (LIS) qualifications worldwide. They identified three approaches, namely professional association approach; generic academic qualification equivalency approach and institutional course approach. In researching the generic option, the National Academic Recognition Information Centre for the UK (NARIC) was closely investigated. The conclusion was that while NARIC was a useful tool for academic comparison purposes, it ignores the additional requirements for professional accreditation.

This qualification articulates horizontally with the following qualifications:

• FETC: New Venture Creation, SAQA ID: 23953
• FETC: Leadership Development, SAQA ID: 50081
• FETC: Business Systems Operations: End User (ERP), SAQA ID: 49176
• FETC: Small Business Advising (Information Support), SAQA ID: 48883

  Vertical Articulation:

• The FETC: Management articulates with the National Certificate: Management at Level 5, SAQA ID: 1093

.

When developing offerings for a specific Learning Programme, please adhere to the Qualification Rules (above) for that Learning Programme.