SayPro Online Course SAQA 11516648494

Description

Qualifying learners should be capable of:

1. Carrying out simple research and tasks and explaining the role of a specific team or business unit within the structure of a financial services organisation and the context of the financial services sector.

Associated unit standards
Investigate and explain the structure of a selected workplace or organisation.
Explain the structure of the Financial Services Industry in South Africa.
Research the history of the Financial Services industry in South Africa.
Interpret current affairs related to a specific business sector.

Assessment Criteria
New developments and trends in the financial services industry are interpreted from reports in the media and current developments in industry are discussed with reference to the potential impact on the financial services sector.
The financial services industry is explained with reference to its clients, market and services and the role in wealth creation and wealth management.
The structure of a specific organisation is analysed and a business unit is aligned to the business strategy.
Information is gathered, analysed and presented according to the requirements of a specific work role.
The role of a specific team or business unit is explained in the context of a specific financial services organisation and the financial services industry.

2. Making significant choices from a wide range of procedures and operating in a number of contexts in a financial services environment.

Associated unit standards
Investigate and explain the structure of a selected workplace or organisation.
Explain the structure of the Financial Services Industry in South Africa.
Research the history of the Financial Services industry in South Africa.

Assessment Criteria
New developments and trends in the financial services industry are interpreted from reports in the media and current developments in industry are discussed with reference to the potential impact on the financial services sector.
The structure of a specific organisation is analysed and a business unit is aligned to the business strategy.
Information is gathered, analysed and presented according to the requirements of a specific work role.

3. Performing basic management functions in a financial services environment.

Associated unit standards
Identify and keep of records that a team manager is responsible for keeping.
Manage time and the work process in a business environment..
Discuss the role of the team leader in ensuring that a team meets an organisation`s standards.
Induct a new member into a team.
Coach a team member in order to enhance individual performance in a team.
Interpret current affairs related to a specific business sector.

Assessment Criteria

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 within a financial services environment.
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.
Information is gathered, analysed and recorded according to the requirements of a specific work role and with due regard for compliance.
A plan is developed to enhance team performance within a specific organisation.

4. Explaining the implications and consequences of non-compliance with FAIS and FICA legislation.

Associated unit standards
Explain how money laundering legislation impacts on monetary transactions in South Africa.
Explain the implications of the Financial Advisors and Intermediaries Services Act, (FAIS) for employees in financial services organisations.

Assessment Criteria
The consequences of non-compliance are clearly indicated for practices required in a specific work role in a financial services environment.

5. Explaining compulsory, statutory insurance and the impact of wellness on work performance.

Associated unit standards
Explain the impact of personal wellness on work performance.
Explain the types of compulsory statutory insurance in South Africa.

Assessment Criteria
The consequences of non-compliance are clearly indicated for practices required in a specific work role in a financial services environment.
The impact of wellness on a business unit or team is explained and an indication is given of the factor`s that influence the wellness of a specific team.
Legislation that impacts on a team is explained for a specific team or business unit in a financial services environment

6. Co-ordinating with others and applying knowledge of self and team to enhance team performance and meet an organisation`s standards in a financial services environment.

Associated unit standards
Apply knowledge of self and team in order to develop a plan to enhance team performance.
Discuss the role of the team leader in ensuring that a team meets an organisation`s standards.

Assessment Criteria
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 within a financial services environment.
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.
Information is gathered, analysed and presented according to the requirements of a specific work role.

7. Managing their own finances and risk in their own lives.

Associated unit standards
Manage risk in own life.

Assessment Criteria
The risk management process is applied to own role as a manager and a plan is developed to minimise the risk.

8. Applying basic business ethics in a work environment.

Associated unit standard
Demonstrate an understanding of basic business ethics in a work environment.

Assessment Criteria

Knowledge of basic business ethics are applied to deal with situations in the team or business unit.

Intergrated 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 Inseta.

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 a 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 3 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.