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Level: 6
SAQA ID: 50331
ETDP: ETDPS1260
Learnership Duration: 12 Months
Credits: 145
Contact Days: Customise to client-specific needs and learner experience/level
Target Market: Learning facilitators; Assessors; learner and learning supporters; Skills development facilitators; Training managers; training officers; ODETDP practitioners

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Description

Recommended entry requirements

National Certificate or Diploma at Level 5 in any field of learning other than ETD. 

Purpose

This qualification is for those who are qualified at Certificate, Diploma or Degree level within the Higher Education and Training (HET) band in an academic or occupational area, and wish to act in a variety of Education, Training and Development (ETD) related roles at a high level. This Certificate will enable a person to achieve recognition for Occupationally Directed Education, Training and Development (ODETD) competencies at a high level without needing to acquire a Degree in ETD. The Certificate includes competencies across all the ETD roles, with the opportunity to specialise at a high level in two or more of the following roles:

  • Learning Design and Development
  • Learning Facilitation
  • Assessment
  • Strategic Management
  • Quality Assurance
  • Standards Setting and Qualification Design
  • Skills Development Facilitation

Depending on areas of specialisation selected, recipients of this Qualification will be able to:

  • Analyse needs and plan learning
  • Design and develop learning programmes and processes
  • Facilitate learning in routine and complex situations
  • Engage in and promote assessment practices
  • Facilitate and manage skills development in an organisation
  • Define and evaluate standards and qualifications
  • Evaluate HRD interventions

 

Qualification rules

This qualification requires a total of 145 credits as listed below:

Fundamental component:

Fundamental: all 20 credits

Core component:

Core: all 80 credits

Elective component:

Learners are required to achieve 45 of the possible 172 elective credits, selected in line with possible career opportunities and areas of interest.

Learners are encouraged to select all or most of the Elective credits from at least two Exit Level Outcomes and then to select the remaining credits from any of the other Elective credits to make up to 45 credits. 

Exit level outcomes

On completion of this qualification, the learner will be able to:

  1. Analyse needs and plan and design learning
  2. Facilitate learning in routine and complex situations
  3. Engage in and promote assessment practices
  4. Facilitate and manage skills development in an organisation
  5. Define and evaluate standards
  6. Evaluate Human Resource Development interventions
Learning Outcomes

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.
Critical Cross-Field Outcomes:

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.
Modules

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
Unit Standards - Fundamental component
US ID US Title Level Credits
10301  Complete a research assignment  Level 6  20
Unit Standards - Core component
US ID US Title Level Credits
115753  Conduct outcomes-based assessment  Level 5  15 
114924  Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework  Level 5 
15217  Develop an organisational training and development plan  Level 5 
123397  Evaluate a learning intervention using given evaluation instruments  Level 5  10 
117871  Facilitate learning using a variety of given methodologies  Level 5  10 
117874  Guide learners about their learning, assessment and recognition opportunities  Level 5 
15221  Provide information and advice regarding skills development and related issues  Level 5 
15218  Conduct an analysis to determine outcomes of learning for skills development and other purposes  Level 6 
117856  Define standards for assessment, education, training, and development  Level 6 
123392  Design and develop instruments to evaluate education, training and development  Level 6  12 

 

Unit Standards - Elective component
US ID US Title Level Credits
15232  Coordinate planned skills development interventions in an organisation  Level 5 
123394  Develop outcomes-based learning programmes  Level 5  10 
115759  Conduct moderation of outcomes-based assessments  Level 6  10 
115755  Design and develop outcomes-based assessments  Level 6  10 
123401  Design outcomes-based learning programmes  Level 6  15 
123400  Evaluate and promote education training and development (ETD) providers, services and products for organisational use  Level 6  5

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