SAQA ID: 50081
LG Seta: LGRS-US-CK200-111205
Learnership Duration: 12 Months
Contact Days: Customise to client-specific needs and learner experience/level
Target Market: Councillors, leaders and municipal managers in local government
Learners should be competent in the following:
- Communication at Level 3
- Mathematical Literacy at Level 3
- Computer Literacy at Level 3, or the equivalent thereof
The purpose of the qualification is to enable qualifying learners to apply leadership competencies to ensure service excellence.
Learners will develop competencies to utilise leadership skills to enhance service delivery in a specific sector or context. Individual learners will benefit through enhancing their personal competencies, knowledge and skills to be able to complete tasks required in their employment contracts and by legislation, relating to:
- Applying emotional intelligence in a leadership context
- Motivating self and others
- Applying leadership to relationship management
- Applying visionary thinking skills in leadership problem-solving contexts
- Developing service culture of a specific sector
The qualification is aimed at councillors, leaders and municipal managers in local government. The typical learner will be an employee in local government, wishing to gain the competence to fulfil the requirements of his/her current job obligations or a municipal employee or councillor wishing to gain a qualification to advance his/her career opportunities. In addition, persons seeking future employment in the local government sector may choose to complete this qualification.
This qualification requires a total of 160 credits as listed below:
Fundamental: all 56 credits
Core: all 88 credits
The Elective Component consists of Unit Standards to the value of 183 credits. Learners are to choose Unit Standards to the minimum of 16 credits and a minimum of three Unit Standards.
On completion of this qualification, the learner will be able to:
- Demonstrate an understanding of leadership skills in a specific sector or context
- Apply innovative and creative strategies and visionary thinking skills in developing and implementing strategic planning
- Apply leadership skills to enhance service delivery
- Apply knowledge of ethical standards in a leadership role
- Demonstrate an understanding of the role that emotional intelligence plays in leadership
Communicate in the workplace
- Oral communication accommodates audience and context needs.
- Range: Audience can include internal organisation customers such as supervisor, serviceman, peers, co-workers and suppliers and communication can be about materials or product characteristics and quality).
- Interpretation of information from texts is justified in terms of literal and implicit content of text.
- Range: Text includes production plans, job instructions, and work procedures, policies.
- Use of information from texts is relevant for specific contexts.
- Written texts are relevant for specified communicative contexts.
- Range: Written text pertains to routine maintenance, safety, quality, and production documentation, production
- Data and process control parameters that are recorded.
- Use of language and communication in occupational learning programmes meet specified requirements.
Optimise organisational structures
- The organisational structure and functions are explained to reflect the inter-relationship between the production process and the broader organisation.
- The systems and processes related to the workplace is identified and applied to reflect an understanding of organisational operations.
- The role of the individual is identified and explained to demonstrate the impact on the achievement of production specifications and targets.
- The role of individuals and their impact is identified and explained to reflect the achievement of quality specifications and targets.
Safety in the workplace
- Factors that constitute safe workplace practices are demonstrated to ensure safe work conditions for production.
- Factors that pose a risk are identified and reported to address the specific risk.
- The impact of maintenance on safe machine operations is explained to contribute to a safe and healthy work environment.
- Routine maintenance is conducted, and records are kept to meet safety requirements.
- How an individual contributes to health, safety and environmental practices is demonstrated through personal hygiene and adherence to policies and procedures.
Demonstrate an understanding of production technology practices
- Production technology practices, terminology and systems are explained in terms of its relationship to production.
- Production input, process and output variables and its influence are identified and explained to optimise resource utilisation and the production process.
- Production targets are explained in terms of production requirements and contribution to organisational goals.
- Range: Production requirements include given time, cost, quality, quantity, value-add and customer specifications.
- Safety, health and environmental policies, procedures and legislation are complied with during the production process.
Apply quality standards and procedures in production activities.
- Quality control principles and practices are interpreted and applied to meet quality specifications in production.
- An understanding of the importance of continuous quality checks are demonstrated to reflect its impact on production.
- Quality problems are solved by comparing and interpreting quality data in the workplace.
- Basic monitoring of production is undertaken to ensure that the product stays within the limits of quality specifications.
- Range: Basic monitoring: sensory, simple measurement, defect charts, samples.
The following Critical Cross-Field Outcomes are embedded in the associated Unit Standards:
- Identifying and solving problems in which responses indicate that responsible decisions using critical and creative thinking have been made.
- Working effectively with others as a member of a team, group, organisation or community.
- Organising and managing oneself and one's activities responsibly and effectively.
- Collecting, analysing, organising and critically evaluating information.
- Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion.
- Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
- Demonstrating and understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
Learning programmes directed towards this qualification will also contribute to the full personal development of each learner and the social and economic development of the society at large, by making individuals aware of the importance of:
- Reflecting on and exploring a variety of strategies to learn more effectively.
- Participating as responsible citizens in the life of local, national and global communities.
- Being culturally and aesthetically sensitive across a range of social contexts.
- Exploring education and career opportunities; and developing entrepreneurial opportunities.
Module 1: Orientation to a contact centre
- Identifying and defining what a Contact Centre is
- Identifying Contact Centre principles and concepts
- Identifying the benefits of instilling in self a Contact Centre culture
- Persuading others of the benefits of a Contact Centre culture
Module 2: Business-Writing Skills
- Use a range of reading and/or viewing strategies to make meaning of texts.
- Identify the main ideas in different text types
- Read/view and respond to texts for a variety of purposes
- Identify and discuss how language structures and features may influence a reader/audience
- Write/sign for a specific purpose, audience and context
- Use grammatical structures and writing/signing conventions to produce coherent and cohesive texts
- for specific contexts
- Adapt language to suit context
- Draft and edit own writing/signing
Module 3: Language and Communication
- Find and use suitable learning resources
- Use learning strategies
- Manage occupational learning programme materials
- Plan and gather relevant information for use in each context
- Function in a team
- Reflect on how characteristics of the workplace and occupational context affect learning
Module 4: Numeracy Skills
- Use mathematics to plan and control personal and/or household budgets and income and expenditure
- Use simple and compound interest to make sense of and define a variety of situations including investments, stokvels, inflation, appreciation and depreciation
- Investigate various aspects of financial transactions including costs, prices, revenue, cost price, selling price, loss and profit.
- Use and analyse computational tools and strategies, and make estimates and approximations
- Demonstrate understanding of numbers and relationships among numbers and number systems, and represent numbers in different ways
- Convert flexibly between and within various representations of functions.
- Compare, analyse and describe the behaviour of patterns and functions.
- Estimate, measure and calculate physical quantities in practical situations.
- Explore transformations of two-dimensional geometric figures.
Module 5: Oral Communication
- Use a variety of strategies to maintain communication.
- Adapt language to accommodate socio-cultural sensitivities without losing own meaning.
- Use knowledge of language structures and conventions to shape or decode meaning of unfamiliar vocabulary or constructions.
- Organise and present information in a focused and coherent manner.
- Identify and explain how speakers/signers influence audiences.
Module 6: Diversity of a Contact Centre
- Communicating within a diverse environment - internal and external.
- Interacting within a diverse environment both within a Contact Centre and to external customers.
Module 7: Problem Solving in a Contact Centre
- Obtain and evaluate project information to facilitate Contact Centre problem solving
- Provide advice and support regarding received information to facilitate problem solving
Module 8: Service Excellence in a Contact Centre
- Identify customer needs in a Contact Centre
- Respond to customer needs in a Contact Centre
- Identify the customer's problem
- Commit to solving the customer complaint
- Arrange correct planning and solutions to the customer's problems
- Communicate with all stakeholders
- Provide practical business solutions
Module 9: Telephone Skills in an Inbound Contact Centre
- Demonstrating and applying knowledge of computer packages within a Contact Centre
- Using a computerised system
- Retrieving calls from customers
- Identifying customer needs in a Contact Centre
Module 10: Working in Teams in a Contact Centre
- Communicating with all relevant stakeholders to enhance teamwork
- Reporting on team progress to appropriate authority and team
- Displaying tendencies to work with others as a member of a Contact Centre team
- Handling and resolving areas of conflict
Module 11: Working in an Emergency Contact Centre
- Retrieving calls within a Contact Centre from customers in emergency situations
- Documenting information from customers in emergency situations
- Responding within a Contact Centre to emergencies
- Following up on customers in emergency situations
Module 12: Telesales
- Placing calls to customers
- Recording information from customer
- Responding to queries from customers
- Providing follow up to customers' request
|US ID||US Title||Level||Credits|
|8968||Accommodate audience and context needs in oral communication||Level 03||5|
|8972||Interpret a variety of literary texts||Level 03||5|
|8969||Interpret and use information from texts||Level 03||5|
|8970||Write texts for a range of communicative contexts||Level 03||5|
|9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 04||6|
|8974||Engage in sustained oral communication and evaluate spoken texts||Level 04||5|
|8975||Read analyse and respond to a variety of texts||Level 04||5|
|9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 04||4|
|7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 04||6|
|12153||Use the writing process to compose texts required in the business environment||Level 04||5|
|8976||Write for a wide range of contexts||Level 04||5|
|US ID||US Title||Level||Credits|
|14534||Apply knowledge of community issues concerning development projects||Level 03||4|
|113955||Apply the Batho Pele principles to own work role and context||Level 03||4|
|120394||Apply communication principles, strategies and processes in a leadership role||Level 04||6|
|120391||Apply leadership skills to relationship management||Level 04||8|
|120392||Apply the concept and principles of knowledge management to leadership||Level 04||8|
|113960||Demonstrate and apply knowledge of the ethical standards in the Public Sector||Level 04||4|
|120390||Develop and apply a service culture to a leadership role||Level 04||8|
|120393||Explain and apply legislation and policies applicable to leadership in a specific sector or context||Level 04||10|
|120389||Explain and apply the concept, principles and theories of motivation in a leadership context||Level 04||6|
|114585||Plan strategically to improve business performance||Level 04||4|
|120300||Analyse leadership and related theories in a work context||Level TBA: Pre-2009 was L5||8|
|120305||Analyse the role that emotional intelligence plays in leadership||Level TBA: Pre-2009 was L5||8|
|120311||Apply visionary leadership to develop strategy||Level TBA: Pre-2009 was L5||10|
|US ID||US Title||Level||Credits|
|120303||Apply principles of risk management||Level TBA: Pre-2009 was L5||8|
|115407||Apply the principles of change management in the workplace||Level TBA: Pre-2009 was L5||10|
|114226||Interpret and manage conflicts within the workplace||Level TBA: Pre-2009 was L5||8|
|119336||Manage the development and performance of human capital in the public sector||Level TBA: Pre-2009 was L5||12|