achieving objectives · 2020. 5. 28. · registration status registration start date registration...

PORTFOLIO OF EVIDENCE – SAQA ID : 242822 ...................................................................................................................... Page 1 Issue Date: 27-09-2016 Version: 2 Review Date: 27-09-2017

LEARNER NAME :

ID NUMBER :

ACHIEVING OBJECTIVES

NQF LEVEL 4

SAQA ID: 242822


TABLE OF CONTENTS

Section 1 ....................................................................................................................................................................... 4

Learner Information ................................................................................................................................................. 5

Learner’s Content Page ............................................................................................................................................ 6

Notes to the Learner ................................................................................................................................................. 7

Guidelines for the development of a Portfolio of Evidence ..................................................................................... 8

Unit Standard Details .............................................................................................................................................. 10

Appeals Procedure .................................................................................................................................................. 15

Learner’s Notice of Assessment Appeal Form ........................................................................................................ 16

Section 2 ..................................................................................................................................................................... 17

Background Information of the Learner ................................................................................................................. 18

Learner’s Curriculum Vitae, Identity Document & Qualifications .......................................................................... 20

Learner’s Declaration of Authenticity / Induction / Contract ................................................................................ 21

Assessment Process ................................................................................................................................................ 22

Terms and Conditions – General PoE Requirements.............................................................................................. 23

Learner Preparation for Assessment Checklist ....................................................................................................... 24

Planning the Assessment ........................................................................................................................................ 26

Section 3 ..................................................................................................................................................................... 28

Learner’s and Assessors Declaration ...................................................................................................................... 29

What are the differences between theory, practice and workplace activities? .................................................... 30

Learner Workbook .................................................................................................................................................. 33

Assignment 1 - Knowledge Questionnaire ........................................................................................................ 35

Assignment 3 - Summative Assessment ............................................................................................................ 44

WORKPLACE PRACTICAL .................................................................................................................................... 51

LOGBOOK ........................................................................................................................................................... 53

Section 4 ..................................................................................................................................................................... 56

Assessment Guide & Reports ................................................................................................................................. 57


Moderation Report ................................................................................................................................................. 58

Section 1


Learner Information

PLEASE FILL IN YOUR INFORMATION.

Name of Learner

Name of Mentor

Type of Business

Facilitator

Date Started

Date of Completion & Assessment


Learner’s Content Page

This content page must be completed by the Learner for assemblage of the PoE Guide and placed in front of the POE after the Cover Page

Description Page


Notes to the Learner

Dear Learner

Please pay attention to the Specific Outcomes (SO), Assessment Criteria (AC) and types of

evidence required. Evidence must be in a form of a portfolio where documented proof

exists for all research done by you.

The evidence must be placed in a file containing the following divisions:

❑ Section 1: General Information

❑ Section 2: Administration

❑ Section 3: Evidence

❑ Section 4: Reporting

Sources of indirect evidence include:

❑ Team outputs

❑ Work completed at an earlier stage

❑ Performance appraisals

❑ Training records

❑ Testimonials

❑ Reviews and recommendations

❑ Certificates and qualifications

❑ Medals, prizes and trophies

❑ Customer/client ratings

All evidence must be authenticated and signed by Supervisor or Line Manager, who will

follow the steps with you and sign each document after being satisfied that it is your

work and effort. It is very important that the Portfolio of Evidence is handed in for

assessment on the agreed date, time and venue.

Good Luck!


Guidelines for the development of a Portfolio of Evidence

DEFINITION

A Portfolio of Evidence is a collection of different types of evidence to demonstrate levels of applied competence against

organisational standards, and/or unit standards. The evidence in the Portfolio must meet the requirements of sufficiency and

currency. The evidence can be kept in the format of a hard copy or electronically.

PURPOSE

The purpose of the Portfolio of Evidence is:

❑ Method of administering unit standards and/or organisational standards and evidence collected during the formative

and summative assessment process.

❑ Assess Learner’s accomplishments of learning outcomes.

❑ Encourage the development of qualities such as pride in quality, ability to self evaluate, and the ability to accomplish

meaningful tasks.

❑ Documenting of Learner work improvement.

RESPONSIBILITY FOR THE PORTFOLIO OF EVIDENCE

The Portfolio of Evidence is compiled by the Learner under guidance of the Assessor. It is the responsibility of the Learner to

safeguard the Portfolio of Evidence and to submit it to the Assessor for the purposes of assessment.

FORMAT OF PORTFOLIO OF EVIDENCE

Any kind of file in which evidence could be filed in an orderly manner can be used by the Learner.

LAYOUT OF A PORTFOLIO OF EVIDENCE

The Portfolio of Evidence consists of 4 sections namely:

Section 1: General Information

❑ Learner Information

❑ Learner’s Contents Page

❑ Notes to the Learner

❑ Guidelines for the development of Portfolio of Evidence

❑ Unit Standard details

❑ Appeals Procedures and Form

❑ RPL Procedures

Section 2: Administration

❑ Background information of the Learner

❑ CV , ID Copy, Certificates

❑ Declaration of Authenticity / Induction

❑ Learner preparation for assessment checklist

❑ Assessment Plan

Section 3: Evidence

❑ Assessment Contract

❑ Knowledge Evidence

❑ Role Play Evidence

❑ Workplace Evidence

❑ Summative Evidence

Section 4: Reporting

❑ Assessment Feedback

❑ Assessment Reports

❑ Moderation Report


❑ Additional/historical Evidence

PORTFOLIO OF EVIDENCE – SAQA ID : 242822 .................................................................................................................... Page 10 Issue Date: 27-09-2016 Version: 2 Review Date: 27-09-2017

Unit Standard Details

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Employ a systematic approach to achieving objectives

SAQA US ID

UNIT STANDARD TITLE

242822 Employ a systematic approach to achieving objectives

ORIGINATOR

SGB Generic Management

QUALITY ASSURING BODY

-

FIELD SUBFIELD

Field 03 - Business, Commerce and Management Studies Generic Management

ABET

BAND

UNIT

STANDARD TYPE

PRE-2009 NQF

LEVEL

NQF LEVEL CREDITS

Undefined Regular-Fundamental

Level 4 NQF Level 04 10

REGISTRATION STATUS REGISTRATION

START DATE

REGISTRATION

END DATE

SAQA DECISION

NUMBER

Reregistered 2015-07-01 2018-06-30 SAQA 10105/14

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2019-06-30 2022-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The person completing this Unit Standard should be able to adopt a systematic approach to achieving objectives. This Standard is intended for junior managers of organisations. The qualifying learner is capable of: • Specifying objectives.

• Formulating a plan. • Co-ordinating people and other resources.


• Implementing the plan to meet objectives.

• Evaluating results and making corrections and improvements.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners should be competent in Communication and Mathematical Literacy at NQF Level 3.

UNIT STANDARD RANGE

• 'Area of responsibility' includes, but is not limited to, cost centre, section, department or team.

• 'Junior managers' include, but are not limited to, team leaders, supervisors, foremen and section heads. • 'Standard Operating Procedures' (SOPs) may comprise formal written documents or accepted practices in the

organisation. • 'Organisation' includes but is not limited to, workplace, work context, work unit, company, department or

section.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify and develop objectives.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

A statement of general intent is written specifying the aim, according to identified needs.


Measurable parameters are specified to meet the need.

ASSESSMENT CRITERION RANGE

Measures include, but are not limited to, performance outputs, cost, quantity, quality, dimensions, tolerances, deadlines and safety.


Involvement of team members is encouraged to refine the objective and the measurable parameters.

SPECIFIC OUTCOME 2

Formulate a plan to meet the objective.

ASSESSMENT CRITERIA


Information is obtained and verified to specify the required tasks to achieve the objectives.


Tasks are sequenced according to priority, and resources allocated.


Time allocations are estimated according to the requirements to achieve objectives.


Criteria for success are established to facilitate monitoring.



Criteria for success include, but are not limited to, checkpoints, indicators and contingency plans, avoiding potential threats, that measure output from tasks in terms of quality and quantity.


Contributions from team members are encouraged and decisions are motivated where necessary.


Plans are formulated which are clear, visible and understood by all affected parties.

SPECIFIC OUTCOME 3

Implement the plan.

ASSESSMENT CRITERIA


Team members are delegated tasks according to the plan.


Team members are encouraged to complete their tasks using their own control methods.


Resources are made available according to the plan.


Measuring and checking systems are initiated to enable monitoring for compliance with the plan.

SPECIFIC OUTCOME 4

Monitor activities.

ASSESSMENT CRITERIA


Monitoring activities are initiated to compare actual progress with planned progress.


Monitoring occurs from the start to the end of implementation and includes all elements of the plan, as well as the control measures established by team members.


Corrective action is taken, where necessary, to bring actual results in line with planned results.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

• This Unit Standard will be assessed by an assessor and moderated by a moderator registered with the relevant accredited ETQA.

• Assessors should be in possession of a relevant qualification that is at least one level higher than the level of this unit standard. • Training providers must be accredited by a relevant ETQA. • Assessment should include both formative and summative assessment.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

N/A


UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

The learner is able to make decisions when allocating resources.

UNIT STANDARD CCFO WORKING

The learner is able to work with others when delegating and monitoring their work.

UNIT STANDARD CCFO ORGANISING

Learners are able to organise and manage themselves when formulating a plan.

UNIT STANDARD CCFO DEMONSTRATING

Learners are able to demonstrate their understanding of the world as a set of interrelated systems, when recognising the need to take corrective action, when progress is not according to plan.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

ID QUALIFICATION TITLE

PRE-2009 NQF LEVEL

NQF LEVEL

STATUS END DATE

QUALITY ASSURING BODY

Core 57712 Further Education and Training Certificate: Generic Management

Level 4 NQF Level 04

Reregistered 2015-06-30

As per Learning Programmes recorded against this Qual

Elective 71949

Further Education and Training Certificate: Automotive Components: Manufacturing and Assembly



MERSETA

Elective 58063 Further Education and Training Certificate: Labour Recruitment Services



SERVICES

Elective 48915 Further Education and Training Certificate: Manufacturing and Assembly Operations Supervision



MERSETA

Elective 64209 Further Education and Training Certificate: Metals Production



As per Learning Programmes recorded against this Qual

Elective 59097 Further Education and Training Certificate: Real Estate



SERVICES

Elective 65529 Further Education and Training Certificate: Transport Operations



TETA

Elective 36153 National Certificate: Polymer Composite Fabrication

Level 4 Level TBA: Pre-2009 was L4


MERSETA

http://allqs.saqa.org.za/showQualification.php?id=57712http://allqs.saqa.org.za/showQualification.php?id=71949http://allqs.saqa.org.za/showQualification.php?id=58063http://allqs.saqa.org.za/showQualification.php?id=48915http://allqs.saqa.org.za/showQualification.php?id=64209http://allqs.saqa.org.za/showQualification.php?id=59097http://allqs.saqa.org.za/showQualification.php?id=65529http://allqs.saqa.org.za/showQualification.php?id=36153


Appeals Procedure

Learners are entitled to access and constructively challenge their training and assessment results. A Learner may at any stage

of the training and assessment process, raise a grievance or appeal. If a Trainer or an Assessor has an irresolvable issue with a

Learner, the issue will be addressed through the Departmental Manager. If a Learner does raise a grievance or an appeal,

the appeals procedure is followed as outlined below:

1. A Learner has the right to appeal under the following circumstances

❑ If the laid down assessment procedures were not followed during assessments.

❑ If not all evidence available was taken into account during the assessment.

❑ The Assessor was not a subject matter expert or did not have a subject matter expert during the assessment

process.

❑ The Assessor did not assess according to the performance criteria and range statement stipulated in the unit

standard.

❑ Not all the range items were available for assessment.

2. If the Learner wishes to appeal for any reason other than those listed above, the grievance procedure will be

followed.

3. A Learner bringing an appeal against a decision of the assessment will lodge such an appeal with the Assessor and

/or the internal Moderator within 2 days of the assessment feedback session.

4. A Learner bringing an appeal should complete the “Learner’s Notice of Assessment Appeal” form before the Appeal

Hearing. The form should be handed to the Assessor and /or Internal Moderator.

5. Should the internal Moderator re-affirm the Assessor’ decision, the Learner may appeal to the Learnerships and / or

Training Manager within 2 days after the initial Moderator’s feedback session. The Learnership and / or Training

Manager’s decision will be final. Should the Learnership and / or Training Manager re-affirm the Assessors’ decision;

the cost for re-evaluation will be borne by the Learner. Should the Learnership and / or Training Manager’s decision

differ from the Assessor’s decision; the Assessor will be liable for the cost of the re-evaluation.


Learner’s Notice of Assessment Appeal Form

TO : THE INTERNAL MODERATOR

A meeting with the Internal Moderator is requested to discuss the outcome of my assessment.

Internal Moderator Name:

Date of Submission:

Name of Employee Assessed:

Name of Assessor:

Date of Feedback Session:

Grounds for Appeal

No Tick the applicable ground (s) for appeal Tick

1 The assessment did not follow the laid down procedure.

2 Not all evidence available was taken into account during the assessment.

3 The Assessor was not a Subject Matter Expert nor was a Subject Matter Expert present during the assessment process.

4 The assessment was not according to the performance criteria and the range statement stipulated in the unit standard.

5 Not all the range items were available for the assessment.

Reasons for Appeal

No Please give detailed reasons for the choice(s) above

1

2

3

4

5

LEARNER’S SIGNATURE: DATE:


EMPLOYEE WITNESS: DATE:

Section 2


Background Information of the Learner

LEARNER PERSONAL DETAILS

Surname and Full Name

Identity Number

Employer

Training Provider

Gender Male Female

African Coloured Indian White Other _________________________

Do you have a

disability, as

contemplated by

the Employment

Equity Act 55 of

1998?

Yes No

Specify:

Home Address: Postal Address (if different from home address)

Postal Code Postal Code

E-mail Address

What language/s do you speak at home?

Are you a South

African Citizen?

Yes No

(Specify and attach documents indicating your status, permanent residence, study permit, etc.)

Highest level qualification (e.g. Std. 7, Grade 10, ABET Level 3

What is the title of your highest qualification?

Have you previously Yes (specify title & code) No


LEARNER PERSONAL DETAILS

Undertaken a Learnership?

Were you employed by your employer before concluding this Agreement? Yes No

If you were unemployed before concluding this Agreement, state for how long:

If you are employed, when did you start work with your employer?

Learner’s Signature

Witness Signature

Parent of Guardian’s Signature (only if the Learner is a minor)

Date

Signed at

Parent/Guardian details (To be completed if Learner is a minor i.e. an unmarried person under 21 years)

Surname and Full Name

Identity Number

Home Address: Postal Address (if different from home address)

Postal Code Postal Code

Telephone Numbers (Home) (Work)

E-mail Address

Relation to the Learner

Parent / Guardian Signature

Date

Signed at


Learner’s Curriculum Vitae, Identity Document & Qualifications

Please attached a copy of your:

❑ CV

❑ Identity document

Insert certified copies of any certificates that you are using to claim credits for. These could be:

❑ Your standard 10 / grade 12 / Matric certificate

❑ Your University / College Certificate, if applicable

❑ Any internal course certificate that has been matched to this unit standard

The above must be added after this page.


Learner’s Declaration of Authenticity / Induction / Contract

Please complete and sign this document (DO NOT remove from your PoE Guide).

I, __________________________________________ (surname and full name), ID number ____________________ hereby

declare that all evidence contained in this portfolio were compiled by myself and is a true reflection of my competence.

I further declare and confirm that I have attended an induction / orientation session with the provider and/or workplace on

commencement with this programme.

(Please provide the name of witnesses that may be contacted to confirm the authenticity of the evidence contained in the

POE and that were present during the induction / orientation session).

Name Contact Details Evidence Witnessed Role in evidence gathering

Learner Signatures Date

Assessor Details

Assessor Signature Date


Assessment Process

LEARNER DETAILS

First Name and Surname:

Registration Number:

Identification Number:

Contact details:

Home Number

Work Number

Cellphone Number

Learnership/Short Course:

Any special requirements

ASSESSMENT DETAILS

Date: Time:

Place:

Assessor’s Name and Surname:

Assessor’s Registration Number:

EMPLOYER DETAILS

Company Name:

Company Physical Address:

Company Telephone Number:


Terms and Conditions – General PoE Requirements

❑ As the Learner your evidence must be AUTHENTIC. In order to validate your evidence please ensure that you sign each

page with the same signature/initials.

❑ All evidence submitted must be written in blue or black pen. Any evidence submitted in pencil will NOT be marked

❑ You may not use tippex or any other correction fluid. Either cross your mistakes out or redo them.

❑ You may work in groups to DISCUSS the questions, but the evidence you submit must be your OWN work.

❑ If you lose your POE, you will be issued with a replacement at a cost

❑ If you use extracts from external sources you must ensure the extracts are correctly referenced.

❑ Extracts from external sources can only make up 20% of any answer. You must explain the use of the extract to show

YOU understand what is being discussed.

❑ Disciplinary action will be taken against Learners who copy from each other or copy directly from external sources such

as training notes, textbooks, etc. You may discuss questions but you may not submit identical work. It is not valid and it

is not authentic. In this instance you will not have the opportunity to resubmit evidence.

❑ You will be given written feedback – please sign it off to show that you have received and understood the feedback and

send the signed copy back to us. This is so we can show the Moderator that you have received your feedback. You still

have the right to appeal if you do not agree with your feedback.

❑ In the event of being found ‘Not Yet Competent’ you will be given a maximum of two chances to remediate/top up your

evidence after assessment. If your Assessor feels there are gaps they will send you a preliminary feedback report and

request additional information.

❑ Your POE will not be returned to you and in the event of being found ‘Not Yet competent you will require a copy of your

POE in order to complete your remediation.

❑ It is your responsibility to make a copy of your POE prior to submitting it for assessment.

❑ The Training Provider and its certification partners will not be held responsible for delays in issuing of National

Certificates from the relevant ETQA.

Please sign below to show that you understand your rights and responsibilities as a Learner and that you understand the

assessment process and the role of your Assessor.

Your Facilitator will sign on behalf of Training Provider. You will be asked to complete this contract and place it in your POE

for your Assessor and Moderator to validate.

Signed (Learner): ____________________________________________________

On this day of_________20_______ in _____________________________________

Signed (Training Provider Representative): ________________________________

On this day of_________20_______ in ____________________________________


Learner Preparation for Assessment Checklist

Points Assessor/Facilitator must cover in the initial meeting with the Learner - Please tick.

This document will be completed prior to each assessment occasion taking place.

Item Points to be covered Tick

1 Welcome the candidate and put them at ease

2 Explain the purpose of the meeting (why you are there and how long the meeting will

take)

3

Explain the

▪ NQF

▪ Credits

▪ Certification process

▪ Learning pathways

4

Explain

▪ Who is involved in the assessment and their role (Learners, Coach, Assessors,

Managers, Moderators)

▪ Principles of assessment (fairness, confidentiality, validity, sufficiency)

5

Explain the assessment process?

▪ Check Learner readiness for assessment (logbook / self assessment)

▪ Assessment contract to be completed

▪ Preparation of Learner (this meeting)

▪ The assessment (observation and knowledge questionnaire)

▪ Judgement of the evidence

▪ Outcome of assessment (competent, not yet competent, need further evidence)

6

Give Learner copies of the following documentation and explain each document

▪ The Assessment Guide which includes

▪ Relevant unit standard (s)

▪ Assessment contract

▪ Assessment plan

▪ Observation checklist

▪ Knowledge checklist


Item Points to be covered Tick

7

Discuss the assessment plan (complete the assessment plan document)

▪ Allow the Learner to participate in the decisions made

▪ Agree on dates, time and venue for the assessment and feedback

▪ Agree on evidence the Learner can submit

▪ Agree and explain the assessment methods

▪ Identify and discuss special assessment needs of the candidate

▪ Identify and eliminate unfair barriers (language, disability etc)

▪ Discuss and agree on witness requirements

8

Tell the candidate his/her rights and responsibilities, the assessment procedures and policies

▪ How many times they may be assessed ▪ Appeals process / procedure ▪ Reassessment policy

9 Ensure the assessment environment is appropriate or make special arrangements

10 Discuss moderation

11 Allow the Learner opportunity to clarify any items discussed

Learner declaration of acceptance of assessment instruments and relevant documentation:

Learners Name:

Signature

Assessors Name:

Signature:


Planning the Assessment

The following unit standard will be assessed in this assessment occasion:

UNIT CODE UNIT STANDARD TITLES NQF LEVEL CREDITS

242822 Employ a systematic approach to achieving objectives 4 10

Activity Evidence of activity will be found where Place & planned date

of activity Date

Completed

Training Classroom training registers & Induction register

Training Provider Date:

Assessment contract Assessment contract & / or Learnership agreement - signed & dated

Learner file Date:

Learner Preparation for Assessment

Learner Preparation Checklist

Learner file Date:

Planning the Assessment Assessment plan

Learner file Date:

Conducting the Assessment

Knowledge Questionnaire

Learner file Date:

Feedback Feedback Reports

Learner file Date:

Evaluation of Assessment

Assessors review of assessment form

Learner file Date:

Moderation Internal Moderators report

Learner file Date:

Judgement Assessor Summary Report / Internal Moderator report

Learner file Date:

1st Reassessment Assessors summary report / instruments

Learner file Date:

2nd Reassessment Assessors summary report / instruments

Learner file Date:

The Assessor is to please complete the dates of the above evidence presented


Special arrangements for assessment

Place –

Language –

Resources -

Barriers –

People to be involved with assessment

Learner: Manager:

Trainer: Mentor / Coach:

Assessor: Moderator:

Next steps for learning

Resources required for this assessment

Black pen for written assessment

Guidelines to the Learner:

Declaration:

Learner Name Learner Signature Date

Assessor Name Assessor Signature Date


Section 3


Learner’s and Assessors Declaration

Declaration of Learner Preparation:

I hereby declare that I have been prepared for all assessment activities related to this Unit Standard.. I

am aware of the requirements and time frames of this assessment, and undertake to complete any

remedial work required for assessment, where required.

Declaration of Authenticity:

I hereby declare that the evidence presented in this Portfolio is my own work, and that I have

participated in preparing the evidence in the case of group work activities. Where applicable, I have

recognized sources of information used in the preparation of this Portfolio of Evidence

Learner Name

Learner Signature

Learner ID Number

Date

Manager’s Name: Manager’s Signature

Date

Assessor Declaration

I ___________________________________________________________________ hereby declare

that I have checked the learner preparation for this assessment, have familiarized myself with the

Assessment Strategy and unit standard requirements, portfolio requirements, and Assessment Plan. I

further declare that I am Constituently Registered to assess against this unit standard with the relevant

SETA.

I have checked the Portfolio of Evidence for completeness, and undertake to inform the candidate of

outstanding documents and evidence. I further declare that I will adhere to all the requirements of

confidentiality during the Assessment process.


Assessor Signature Date

PLACE EVIDENCE FROM LEARNER WORKBOOK:

AFTER THIS PAGE

What are the differences between theory, practice and workplace activities?

• Theory refers to contemplation or speculation, as opposed to action. This draws on the information you have

obtained throughout your theoretical training. Knowledge questions may test your understanding or ask you to

explain aspects of the subject matter.

• Practice refers to the act of rehearsing a behaviour, or engaging in an activity (i.e. action) for the purpose of

improving or mastering it. Practical tasks may ask you to perform, create or develop evidence.

• Work Place refers to research conducted or action taken within the workplace. In other words, the workplace

question requires you to actually interact with your workplace or organisation in order to meet certain objectives.

Formative Assessments

Please include your workbook after this page. This workbook will contain the following:

a) The questions you were asked to complete during your class room training from your work book

b) Any group work activities that your group were required to complete during your class room training in your workbook

c) Any role playing activities that you would have been involved in during your class room training from your workbook

d) Any individual activities that you would have been asked to complete during your class room training from your workbook

e) Any self assessments that you would have been asked to complete during your class room training – add these to your

workbook.

Practical Assignment / Summative Assessment

Please include your summative assessments after all the above with the title page Summative Assessments.

This information will be your assignments you were required to complete when you were back in the workplace. Make sure

that you have received signatures from your Coach/Manager/Mentor for any work that you have handed in. Without these

signatures your Summative Assessment will not be marked by the Assessor or Moderator.

Please tick (✓) to confirm at all activities in the Learner Guide (LG) has been completed

Exercise LG Pg No. Tick (✓) Exercise LG Pg No. Tick (✓)

1 11 8 36

2 17

3 19


Please tick (✓) to confirm at all activities in the Learner Guide (LG) has been completed

Exercise LG Pg No. Tick (✓) Exercise LG Pg No. Tick (✓)

4 25

5 27

6 32

7 34


NQF LEVEL 4 SAQA ID: 242822

LEARNER NAME :

SITE :

OVERALL COMPETENCY JUDGEMENT : DATE:

ACHIEVING OBJECTIVES


Learner Workbook

This Learner Workbook deals with the following unit standard:

SAQA US ID UNIT STANDARD TITLE NQF LEVEL CREDITS

242822 Employ a systematic approach to achieving objectives 4 10

Assessment & Portfolio of Evidence (PoE)

Please note that although this material has been aligned to the Unit Standard: Employ a systematic

approach to achieving objectives – NQF Level 4 – 10 credits, the following must still apply:

In order for a Learner (that is you!) to achieve this unit of learning and be recognized nationally and

receive a certificate from the Services SETA, you would need to provide a portfolio of evidence to show

your competence in these skills.

This means that you must complete all knowledge questions and practical tasks and activities correctly

in your Learner Workbook, sign all relevant pages where it asks for the Learner’s signature and date,

and hand it into your Facilitator at the time agreed upon.

Failure to do this will result in only a Certificate of Attendance being issued and not a Certificate of

Competence.

NOTES:


KNOWLEDGE ASSESSMENT AND

PRACTICAL TASKS Instructions to the Assessor:

❑ Remember it is the Learners choice whether he wants the Assessor to write for him or not.

❑ If the Learner requests that the Assessor writes for him because of a language barrier, etc., the Assessor must

make a note in the front of the knowledge assessment section that the Assessor has been requested to write

for the Learner and both Learner and Assessor to sign and date it.

❑ Only write down what the Learner tells you, do not make assumptions on the Learners behalf, rather ask

another question to clarify meaning.

Reassessment:

❑ If any criterion has to be reassessed, clearly indicate that it is a reassessment and insert the date of

reassessment.

❑ If Learners need to be re-assessed, do not remove the first assessment from his portfolio of evidence. This

must be kept in the PoE so that the Moderator can see that the Learner was given the opportunity for re-

assessments.

General:

❑ Learner to ensure that his name is clearly indicated with page numbers on all attachments or knowledge

answers that will be attached to this section.


▪ Please complete all the activities.

▪ Ensure that your Facilitator has marked them.

Assignment 1 - Knowledge Questionnaire


US 242822

Question 1

Specify the aim of compiling a statement of general intent, according to identified needs.

US242822/SO1/AC1

Question 2

List possible measurable parameters that could be used to meet the need

US242822/SO1/AC2


Question 3

Explain why the involvement of team members is encouraged to refine the objective and the measurable parameters

US242822/SO1/AC3

Question 4

Discuss how information is obtained and verified to reach the objectives of required tasks.


US242822/SO2/AC1

Question 5

List tasks in the workplace according to priority, and allocate resources for these tasks

US 242822/SO2/AC2

Question 6

Explain how to estimate and allocate time according to the requirements to achieve objectives

US 242822/SO2/AC3


Question 7

What are some of the criteria for success that can be established for monitoring

US 242822/SO2/AC4

Question 8

Why is it important to encourage contributions from team members and to motivate decisions?

US 242822/SO2/AC5

Question 9

Why must plans for objectives be clear, visible and understood by all affected parties?


US 242822/SO2/AC6

Question 10

Explain how and the importance of team members having tasks delegated to them according to the plan

US 242822/SO3/AC1

Question 11

How can team members be encouraged to complete their tasks using their own control methods


US 242822/SO3/AC2

Question 12

Explain the need to make resources available according to the plan

US 242822/SO3/AC3

Question 13

Why should measuring and checking systems be initiated to enable monitoring for compliance with the plan


US 242822/SO3/AC4

Question 14

Why should a system of monitoring activities be initiated to compare actual progress with planned progress

US 242822/SO4/AC1

Question 15

Why should corrective action be taken, where necessary, to bring actual results in line with planned results.


US 242822/SO4/AC2

Learner signature: _____________________ Date: __________________

Assessor signature: ____________________ Date: __________________

Moderator signature: ___________________ Date: __________________


Self Assessments

At the end of each section of the Learner Guide you were required to

complete the Self Assessment. Please ensure your Facilitator has signed

this off. Insert the all the Self Assessments from the Learner Guide after

this page.

Self Assessment Checklist

SELF ASSESSMENT NUMBER

LEARNER GUIDE

PAGE NUMBER

ATTACHED

(PLEASE TICK) ✓

Self Assessment 1 18


Identify and maintain the types of records required in own industry and understand why it

is necessary to create evidence and maintain confidentiality

Assignment 2

Self Assessments – to be completed by the Learner

US 242822







Assignment 3 - Summative Assessment

To be marked by Registered Assessor only

Group Discussion Role-Play Do a presentation Gather Information Produce Evidence in the form of documents

❑ You are now required to go and complete:

▪ Classroom Activities

▪ Research/Assignment

▪ Workplace Activities

❑ Remember to follow all the tasks and ensure you cover all the criteria

requested.

❑ Summative Assessment Tasks can be hand written or typed on a computer. It

must have an original signature of your Facilitator for classroom activities

and/or Supervisor at your workplace, to meet the authentic and valid

principles of assessment.



US 242822

Task 1 Summative Assessment

Draw up a statement of general intent for your TEAM. This statement should clearly show the aims according to your needs. Include measurable parameters and explain how you involved the team in the task. Attach this statement as evidence for this task.

Ensure that your assignment is signed by the Facilitator. Mark your assignment as Task 1 and attach it to the back of this page.

US 242822/S01/AC1-3




SUMMATIVE TASKS



Compile a list of the tasks that you carry out at the workplace. Tabulate these tasks according to priority and list the necessary resources that you need to perform these tasks.

Explain how you encouraged participation and if the plan needed to be modified


US 242822/SO2/AC1-6






Discuss under the following heading how would implement a plan at the workplace:

❑ Delegating Tasks

❑ Allocating resources

❑ Checking and monitoring for the completion of tasks


US242822/SO3/AC1-4






Explain fully how you monitor team activities at the workplace


US 242822/SO4/AC1-3





Task 5 6 Summative Assessment

In order to evaluate the impact of your knowledge of employing a strategy to achieve objectives that you applied back in the workplace, reflect on the under mentioned questions:

a) What were your organisational requirements for employing strategies to achieve objectives?

b) What was the impact? i.e. increased employee awareness, profits, moral, and staff relationships?

c) How effective was the technique that you used? (Theory vs Practice)

d) Did you need to take any corrective actions in order to improve the effectiveness of your knowledge on achieving objectives? Motivate your answer.

Write your answers in your own hand writing, ensuring that you answer each question. Mark your assignment as Task 5 and attach it to the back of this page.

US242822/SO1-S04






US 242822

WORKPLACE PRACTICAL FOR 242822

You have been appointed as the manager of a division in your organisation that has not been producing very

well for the past few years. Your first priority is to make sure that the division show some positive results.

Compile the following to demonstrate that you understand the outcomes of this unit standard by relating it to

the division in your organisation:

▪ Draw up a clear statement of intent- showing the aims and objectives of the division

▪ Put together the plan of action to achieve this objectives ( your evidence must include tasks, resources

allocated, people responsible and involved in the plan, deadlines and priorities)

▪ Implement the plan- you must show evidence of this (how it was done)

▪ Monitor and control the plan – ( your evidence should show actual results obtained after

implementation of the new plan )

▪ Any corrective actions that you needed to take

Assessor: Ensure the learner has attached the evidence and explained each task.

Learner signature: ___________________ Date: _______________

Workplace Supervisor Signature: ___________________ Date: _______________

Assessor signature: __________________ Date: _______________

WORKPLACE PRACTICAL


Moderator signature: __________________ Date: _______________


Logbook for Unit Standard: 242822

Complete this on your own. This logbook has been included to record all the time spent on the assessment and other activities related to this skills programme:

• Time spent completing an activity should be signed off by a supervisor, mentor or witness where possible.

• Time spent applying the new knowledge and skills

• The logbook should show that the learner has spent at least 63 hours in acquiring the required knowledge and skills of this programme: ❑ Specifying objectives. ❑ Formulating a plan. ❑ Co-ordinating people and other resources. ❑ Implementing the plan to meet objectives. ❑ Evaluating results and making corrections and improvements.

Learner Name

Skills

Programme

Unit

Standard(s)

LOGBOOK

Activity Start Date Number

of Hours

Running

Total No.

of Hours

Sign Off by

Supervisor / Manager / Mentor / Witness

Name & Surname Relationship to

Learner Signature

https://www.google.co.za/search?hl=en&biw=1366&bih=599&site=imghp&tbm=isch&q=logbook+icon&revid=16230206


Assessor

signature Date

Moderator

signature Date


OFFICE USE ONLY Assessment / Re-assessment of Portfolio of Evidence

Instructions for this section:

The Assessor to complete the table each time the Learner Workbook knowledge questions / practical

tasks are marked.

FOR ASSESSOR

File Checked / Re-assessed:

Date Assessor Signature Corrections – to be redone by the Learner for re-

assessment (e.g. Q1, 2 & 7)


Section 4


Assessment Guide & Reports

The Assessor will complete the following documents for this Section.

❑ Feedback to Learner After Assessment

❑ Final Summative Assessment Decision

❑ Assessment Review & Evaluation of Assessment

❑ Learner’s Evaluation of the Assessment

❑ Assessor’s Evaluation of the Assessment

You will be required to complete and sign some of these documents on receipt of your POE and

then hand your entire POE back to your Training Provider in order for your POE to be submitted

for Moderation.

ASSESSOR TO PLACE ASSESSMENT REPORTS AFTER THIS PAGE


Moderation Report

MODERATOR TO PLACE MODERATION REPORTS AFTER THIS PAGE

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