SayPro Online Course SAQA 11516621796

Description

Rules of available products are applied to different situations in order to perform a clearly defined work role in short term insurance. (The range includes underwriting a short term personal/domestic policy, processing a claim giving financial advice, marketing a short term insurance product, administering an agreement, broker liaison and operating in a financial services call centre environment).

Work output is in line with an agreed mandate, relevant service agreements and an organisation`s customer service standards applicable to a clearly defined work role in short term insurance.

Methods, procedures and techniques of a clearly defined work role in short term insurance are applied consistently in terms of specific company policy, legislative requirements and standard industry practices.

The consequences of non compliance are clearly indicated for practices required in a specific work role in short term insurance.

New developments and trends in the short term insurance industry are accessed, analysed and interpreted from reports in the media.

Knowledge of current developments in short term insurance is discussed with reference to the potential impact on short term insurance.

The structure of the short term insurance industry is analysed and an indication is given of the contribution of a specific work role to the short term insurance industry.

The short term market is described and an indication is given of the role short term insurance plays in a changing market.

Information is gathered, analysed and presented according to the requirements of a specific work role in short term insurance.

A computerised database is used to access information from electronic media and to perform a specific function in short term insurance.

The learner is able to demonstrate ability to:

Identify and solve problems in familiar short term insurance contexts in which responses show that responsible decisions have been made, adjust common solutions to meet changes in the problem and motivate the change within own limit of authority.

Work effectively with others as a member of a team, group, organisation or community. As the qualification is intended to be part of a learnership it is unlikely that the learner would work alone.

Organise and manage oneself and one`s activities responsibly and effectively in that it is expected that the learner will be responsible for his/her own learning and for organising his/her own work allocated tasks responsibly in the work environment. S/he is required to complete research assignments timeously and to apply knowledge of different aspects of short term insurance. S/he should be able to provide for his/her own financial security and manage his/her own finances.

Collect, organise and critically evaluate information. These competencies are built into the assessment criteria in many of the unit standards and the learner is required to do research projects and analyse information from the media.

Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations. These competencies are an integral part of all the unit standards and are built into the assessment criteria.

Use science and technology effectively and critically showing responsibility towards the environment and the health of others in that the short term insurance environment is technology driven and very few activities take place without the application of technology. The inclusion of computer end user standards ensures that this critical cross-field outcome receives attention. The learner is also expected to access information from electronic media and use a computerised database.

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in that references are made wherever applicable to the learner`s part in the big picture and how his/her actions have implications up and down the line. The learners are expected to know and understand the insurance organisation as a system within the wider financial services context.

In addition this qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:

Reflecting on and exploring a variety of strategies to learn more effectively in order to become an informed worker in short term insurance.

Being culturally and aesthetically sensitive across a range of social contexts in dealing with diverse people in the workplace including customers, co-workers and people who are surveyed or interviewed. The inclusion of an additional official South African language further supports this outcome.

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 the Insurance Sector Quality Authority, INSQA.

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 insurance contexts wherever practical.

Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner`s 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 a unit standard, but should not be the only form of assessment. A summative assessment of the exit outcomes is required on completion of all the necessary unit standards and before a qualification is awarded.

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.