Learning Programme application
LEARNING PROGRAMME SELF EVALUATION TOOL
REGULATIONS THAT GOVERN THE ACCREDITATION OF TRAINING PROVIDERS
In terms of the delegated QCTO functions to SETAs with regard to unit standard based learning programmes , these bodies shall continue to monitor and audit achievements in terms of national standards or qualifications
In accordance to this delegation the W&RSETA QQA unit will continue to :
1. Accredit providers for specific standards or qualifications
2. Promote quality amongst providers
3. Monitor provision by constituent providers
4. Evaluate assessments and facilitate moderation amongst providers
5. Register Assessors
6. Take responsibility for the certification of learners
7. Cooperate with the relevant body or bodies appointed to moderate across QA bodies
8. Recommend new standards or qualifications to the National Standards Bodies for accreditation
9. Maintain a database acceptable to the Authority
10. Submit reports to the QCTO and SAQA
11. Perform such other functions assigned to it by the QCTO or SAQA
The W&RSETA QQA unit is required by SAQA to fulfil certain obligations as highlighted above one of these is to evaluate assessments and facilitate moderation amongst providers in the W&RSETA Sector (see point 4 above) .
Type of Application
Extension of Scope
W&RSETA Primary Provider
(
Non W&RSETA Provider
New Programme Application
Regional Office
Gauteng South
(
Northern Cape
Gauteng North
Limpopo
Kwa Zulu Natal
North West
Western Cape
Mpumalanga
Eastern Cape
Free State
Date of Submission
29/ 02 / 2016
Received at Regional Office
DD/ MM / YYYY
PROVIDER DETAILS
Provider Name
Shukuma Business Academy
ETQA
Wholesale & Retail
Accreditation Period
YYYY / MM / DD
YYYY / MM / DD
Trading As
Shukuma Business Academy
Accreditation Number
Accreditation Status
Full
Provisional
Extension of Scope
Contact Person
Celeste Lackay/Cynthia Jacobs
Programme Evaluator
Date of report
Physical Address
Postal Address
1st Floor Dunkeld West Centre
77 Jan Smuts Avenue
281 Jan Smuts Avenue, (CNR Bompas)
Greenfields
Dunkeld
East London
City
Gauteng
City
Eastern Cape
Post Code
0000
Phone
011
027 0971
Post Code
5200
Fax
086 521 5023
Tel
043736 1141
E- mail
Cell
074684 1899
PROGRAMME SPECIFICATIONS
Programme Title
Shopkeeper Customer Care (SP 27/5221)
Entrepreneurship in the Township - My Values, My Money (US 12537)
Entrepreneurship in the Township Understanding Business Practices (US 114895; 114908; 119960; 243806; 258156; 258155)
Programme Type
Skills Programme
Learning programme /Unit standard
(
Full Qualification
Related OFO Code and Title as per latest W&RSETA skills programme matrix
SP 27/5221 Shopkeeper Customer Care
http://www.wrseta.org.za/inner.aspx?section=1&page=26
Learning Programme Description for a Qualification
SAQA Title
SAQA ID
Learnership Description
W&RSETA Learnership Title
W&RSETA Learnership Code
27Q27________________
Provider Type
Delivery
Assessment
Delivery and Assessment
(
Mode of Delivery
Full Time
(
Distance Learning
Part Time
Duration of the applicable learning programme
5 days facilitation and 1 day portfolio-building and induction after facilitation.
Entry level requirements and assumed learning stated
Communication and Mathematical Literacy at NQF Level 2
Is there provision for RPL
Yes
Proposed Target Group
We aim to empower township youth and women in 4 to 5 provinces to become micro-distributors (MDs), employees and vendors to give them the necessary values and business acumen to improve their quality of life and promote life-long learning.
Purpose of the learning programme
Learning pathways and articulation
The credits accumulated through this programme will accommodate the SAQA credit recognition policy, and allows for entry level options for candidates in terms of an RPL option or training and assessment option.
1. UNIT STANDARD ALIGNMENT A
Evidence requirements
MET
NOT MET
Comments
Is learning programme unit standard based?
(
Refer to Annexure 2 in the Learner Content Guides
Unit standard name / number for learning programme stated
(
12537 - Identify personal values and ethics in the workplace (Level 1; 4 credits)
114895 - Core concepts of the W&R environment (Level 2; 10 credits)
114908 - Apply food safety practices in a wholesale and retail outlet (Level 2; 7 credits)
119960 - Merchandise chillers and freezers in a retail store (Level 3; 3 credits)
243806 - Deal with customers in a retail business (Level 3; 8 credits)
258156 Build customer relations in an operational unit (Level 3; 10 credits)
258155 - The factors that impact on the bottom line of a W&R unit (Level 3; 10 credits)
All outcomes of learning programme is clearly stated within the material
(
US 12537 - Refer to the My Values and Money Materials learner content guide Pages 1; 11 and 29
US 114895 Refer to the Understanding Business Practices learner content guide Page 1
US 114908 Refer to the Understanding Business Practices learner content guide Page 18
US 119960 Refer to the Understanding Business Practices learner content guide Page 24
US 243806 and 258156 Refer to the Understanding Business Practices learner content guide Page 41
US 258155 Refer to the Understanding Business Practices learner content guide Page 85
All Specific outcomes have been translated into Learning Outcomes
(
Learning Outcomes include content to be covered in the Learner Guide and Facilitator Guide
(
Unit standard / organisational based learning outcomes clearly defined
(
2. UNIT STANDARD ALIGNMENT B
Unit Standards Based Programmes (Please fill in and tick where appl
Title of unit standard
SAQA US ID
Credits
Notional Hours
NQF Level
Expiry Date
Qualification ID
Learning Programme
Fundamental
Core
Elective
Theory
Practice
Identify personal values and ethics in the workplace
12537
1
40 hrs
16 hrs 15 hrs40% 37.5%
4
2018/06/30
23253; 22921; 22190; 20288; 61755
(
(
(
(
(
Define the core concepts of the wholesale and retail environment
114895
2
480 hrs
24 hrs 144 hrs5% 30%
10
2018/06/30
62709; 49280; 58206; 63409
27/833401; 27/833402
((((
Apply food safety practices in a wholesale and retail outlet
114908
2
7
2018/06/30
58206; 62709; 49280; 63409
((((
Merchandise chillers and freezers in a retail store
119960
3
3
2018/06/30
58206; 49792; 63409
27/524601; 27/422201
(((
Deal with customers in a retail business
243806
3
8
2018/06/30
58308; 63409
27/5221
(
(
Build customer relations in an operational unit
258156
3
10
2018/06/30
63409; 49397
(
(
Explain the factors that impact on the bottom line of a Wholesale and Retail unit
258155
3
10
2018/06/30
63409
(
3. SUPPORING DOCUMENTS FOR SUBMISSION (Please present all three guides per learning programme / skills programme / single unit standard programme)
A Facilitators Guide that will provide the facilitator on how the programme will be delivered, what aids to use and what time tables should be followed. Other areas that might be included are introduction notes and general instructions.
Guidelines/instructions to the facilitator
Content
Formative assessments and model answers
Curriculum document
Post programme evaluation
Design of the programme
Delivery of programme
Roll out of programme
Media and venuesA Learner Guide with relevant information to cover the specific outcomes, essential embedded knowledge and cross-field outcomes. Appropriate exercises, projects, self-tests, group exercises and role-plays can be included or put in a separate workbook.
Content
Formative activities
Guidelines to learners in terms of learner roles and responsibilities
Post programme evaluation for the facilitator and Venue
Copy of SAQA US included
Learner support
Appeals processAn Assessment Guide is of utmost importance. This is a guide to the assessor on how to evaluate the learners competence against the specified outcomes. Depending on the unit standard, it may be very specific or it may leave the exact method of assessment to the discretion of the assessor.
Summative assessment for theory and practical
Checklists and model answers
Guidelines to assessors- in line with standard assessment requirements as per unit standard
Assessor evaluation on assessment including tools
Moderator evaluation on assessment
Integrated assessment matrix if applicable which can include articulations
A Workplace Guide is used to reflect and record that the learner is exposed to all practical aspects in relation to the learning programme being completed in the workplace. A workplace guide must include or cover the following:
Log sheet for mentors and coaches with space for signatures
An indication of the equipment needed in the workplace
Observation Checklists for practical demonstration to be verified by the coach/mentor/supervisor
Declaration of learner completing and compiling the evidence
4. PROGRAMME DESIGN AND DELIVERY
Evidence requirements
MET
NOT MET
Comments
Learning programme design clearly shows: Dominant delivery and learning strategies per module / learning unit stated
(
Refer Facilitation, Assessment & Moderation Guide page 6
Refer My Values and Money learner content guide page D; N; O
Refer Understanding Business Processes learner content guide page E, P, Q
The prescribed content of the material is clearly defined
(
Refer Facilitation, Assessment & Moderation Guide page 6
Refer My Values and Money learner content guide page D; N; O
Refer Understanding Business Processes learner content guide page E, P, Q
Time allocation per outcome or module is clearly indicated
(
Refer Facilitation, Assessment & Moderation Guide page 40
Refer My Values and Money learner content guide page N; O
Refer Understanding Business Processes learner content guide page P, Q
Learning Outcomes: Have the outcomes contained in the unit standard been translated into well-formulated objectives for each module? (verb, noun and qualifying statement)
(
Refer My Values and Money learner content guide page 1, 11, 29
Refer Understanding Business Processes learner content guide page 1, 18, 24, 41, 85
Delivery Method Training and Learning Activities: Are there sufficient activities to facilitate and enhance the learning process i.e. group/individual, self-study, on-job/practical, videos, slide-shows, exercises, case studies, role-plays, observation, on-site monitoring
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Knowledge: Are opportunities provided for structured learning in the classroom?
(
Practical: Are opportunities provided for practical reinforcement of knowledge?
(
Workplace Experience: Are opportunities provided for experiential reinforcement within the structured work environment per outcome if applicable? Make reference to where this is located.
(
Refer Understanding Business Processes portfolio of evidence SA1 (Observation)
The programme shows integration between structured workplace component , practical experience and structured theoretical learning
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Learning programme makes provision for workplace guidance to the learner and line management
(
Programme makes provision for a coaching/mentoring relationship
(
Programme clearly indicates company specific outcomes if applicable
(
Prescribed Content: Is the prescribed content clearly defined i.e. textbooks, research and additional sources?
(
Refer My Values and Money learner content guide page 1, 11, 29
Refer Understanding Business Processes learner content guide page 1, 18, 24, 41, 85
Media Aids and Equipment: Is there an indication of the types of media, aids and equipment that should be used by the facilitator to enhance the learning process?
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Equipment Required in the Work Place or Elsewhere: Is there an indication of the types of equipment the learner may require for on-site demonstration or learning e.g. Point of Sale
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Learning Environment: Is there an indication of the type of learning environment to be utilised? Please describe the environment.
(
Refer Facilitation, Assessment & Moderation Guide page 8; 14
Refer SBA QMS and associated documentation - particularly 06, 12
Research: Evidence of research integration in the programme is evident with reference to the learning programme development.
(
Refer Street Vendor (research) Report 14 Jan 2016
Reference List: Subject Matter Experts, textbooks, references, internet, and other learning programmes have been acknowledged. Indicate where this acknowledgement can be found.
(
Refer to learner content guides on relevant pages where text has been copied from
5. Assessment
Evidence requirements
MET
NOT MET
Comments
a. Assessment Strategy
Assessment Guide available as per Qualifications and Quality Assurance requirements
(
Refer Facilitation, Assessment & Moderation Guide
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Learning programme includes formative / summative assessment per outcome of each unit standard
(
RPL opportunities in learning programme stated clearly
(
Refer SBA QMS and associated documentation - particularly 17
Assessment instruments show an integrated approach to applied competence across outcomes / unit standards
(
Refer Facilitation, Assessment & Moderation Guide page 44 to 86
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Do you utilise different assessment methodologies? (please list as per the strategy document)
(
b. Assessment Guide - Assessment Process
Template of an Assessment Plan and Pre-assessment activities is included
(
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Requirements for Assessment stated clearly in the assessment plan (equipment, venue, preparation)
(
Assessment purpose and requirements clearly stated
(
c. Role Players
Assessment role players identified and indicated in the assessment plan
(
Refer Facilitation, Assessment & Moderation Guide page 10 to 39, 44 to 86
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Instructions to the Learner are clear and comprehensive
(
Instructions to the assessor are clear and comprehensive
(
d. Assessment Activities
Assessment criteria has been translated into assessment activities
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39, 44 to 76
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Instruments suitable for assessing all foundational competence
(
Refer Facilitation, Assessment & Moderation Guide page 28 to 39, 44 to 76
Refer Pre-assessment Meeting Minutes presentation
Refer to
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation - particularly 06, 10, 11, 14, 15
Instruments suitable for assessing all practical competence
(
Instruments suitable for assessing all workplace competence (Log book)
(
Formative and summative activities clearly defined as per assessment criteria
(
e. Assessors Guide To Learner Response / Evidence Checklist
Model answers to Knowledge Tests included
(
Refer Facilitation, Assessment & Moderation Guide page 44 to 76
Competence Checklist for learner practical activities included
(
f. Recording and Feedback Documents
Templates available for the recording of assessment decision
(
Refer My Values and Money portfolio of evidence page 11 to 23
Refer Understanding Business Processes portfolio of evidence page 20 to 43
Templates available for providing the learner with Feedback and remedial instructions
(
Templates available for learner to review the assessment process
(
Template available to document final assessment result
(
g. Overall Presentation Of Assessment Guide
User-friendliness of guide
(
Overall usability and practicality of guide
(
6. PROGRAMME STRATEGY
Evidence requirements
MET
NOT MET
Comments
Programme strategy supports theory, practice and workplace experience
(
Refer Facilitation, Assessment & Moderation Guide
Refer Pre-assessment Meeting Minutes presentation
Refer to
Refer My Values and Money learner content guide
Refer Understanding Business Processes learner content guide
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation
Structured time allocation to instructional strategy, workplace and assessment is evident
(
7. PROGRAMME CURRICULUM AND STRATEGY
Module Name / Number
US #
Unit Standard Title
SO
AC
Facilitation Method
Assessment Strategy
Duration
Knowledge Questionnaire
Practical Demonstration
Workplace Demonstration Log Book
Simulation / Case Study / Project
Formative Activities
Unit 1to 3 My Values and Money
12537
Identify personal values and ethics in the workplace
1) Reflect upon a value system
Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.
NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.
Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. The term 'ethics' is discussed, and an agreed description is arrived at.
2. A variety of values is discussed and listed e.g. honesty, loyalty, and commitment.
3. The rights and responsibilities relating to 'own values' are explored
4. A list of ethical and unethical practices is matched to workplace situations.
5. Ways for ethics to be entrenched in the workplace are explored e.g. Bill of Rights, Labour Relations Act, Employment Equity Act.
6. Comparisons between different kinds of ethics and values are made.
7. Understanding that different ethics and values can be acceptable is shown.
8. Tolerance to the ethics and values of others is displayed.
9. Ethics and values are identified in a particular context.
10. Potential conflicts are identified in a particular context.
Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
11. Reflect on own performance in order to enhance future practice and learning.
Face-to-face facilitation
Group and individual activities
Video
FA1; FA3; SA1; SA2
FA1; FA2; FA3; SA1; SA2
FA1; FA2; FA3; SA1; SA2
FA1; FA2; FA3; SA1; SA2
2 days
2) Explore the need for ethics in the workplace; in terms of honesty, lack of oppression, fair labour practices and lack of gender discrimination
3) Respect the values of others in the workplace in terms of cultural and religious issues
4) Identify areas where value conflicts could occur in a specific context
Module Name / Number
US #
Unit Standard Title
SO
AC
Facilitation Method
Assessment Strategy
Duration
Knowledge Questionnaire
Practical Demonstration
Workplace Demonstration Log Book
Simulation / Case Study / Project
Formative Activities
Unit 1. Understanding Business Practices
114895
Define the core concepts of the wholesale and retail environment
1) Segment the wholesale and retail sector
AC 1: Different sub-sectors and categories within wholesale/retail industry are identified as they appear in whole/retail sector, medium and micro enterprises.
Face-to-face facilitation
Group and individual activities
Video
FA1 SA3
FA1
FA1 SA3
FA1 SA3
1 day
2)
AC 2: Categories and sub-sectors within wholesale/retail are matched to given wholesale and retail stores as they appear in wholesale/retail sector.
FA1
FA1
FA1
FA1
3)
AC 3: Stakeholders are identified as applicable to the organisation
4) Identify the store's target market
AC 1: Types of consumer profiles are described according to wholesale/retail sector
FA4
SA3
FA4 SA3
FA4 SA3
5)
AC 2: Consumer shopping patterns are described according to wholesale/retail sector
6)
AC 3: The Store's target market is described according to the organisation's market segment
7)
AC 4: The procedures for marketing the store to its target market is described according to the organisation's marketing strategy
FA1 SA3
FA1 SA3
FA1 SA3
FA1 SA3
8) Explain the flow of stock and sales through a wholesale/retail operation
AC 1: The various operational functional departments in a wholesale/retail store are identified along with their main purpose.
FA1
FA1
FA1
FA1
9)
AC 2: Stock flow through the store is explained as it applies to the business.
10)
AC 3: The flow of cash through the store is explained as it applies to the business.
11)
AC 4: The support functions necessary for the operation of a wholesale or retail outlet are explained as it applies to the sector.
FA2
FA2
FA2
FA2
12)
AC 5: The impact of the job on others in the organisation is explained in terms of systems and sub-systems.
FA4
FA4
FA4
FA4
13) Demonstrate an understanding of the wholesale & retail business environment
AC 1: The various forms of legislation that impact on the industry are identified in terms of their titles
FA3 SA3
FA3 SA3
FA3 SA3
FA3 SA3
Unit 2
14)
AC 2: The objectives of the different pieces of legislation are explained as it applies to each piece of legislation
15)
AC 3: General wholesale and retail terms are used in context as they apply to the industry
16) Demonstrate an understanding of the concept of shrinkage and losses within a Wholesale and Retail environment
AC 1: The concept of shrinkage and losses is understood and explained.
Face-to-face facilitation
Group and individual activities
Video
FA3 SA3
FA3 SA3
FA3 SA3
FA3 SA3
AC 2: Methods of shrinkage and losses are identified.
AC 3: Reasons for preventative policies and procedures are described.
AC4: The impact of shrinkage and losses on the organisation is explained.
Module Name / Number
US #
Unit Standard Title
SO
AC
Facilitation Method
Assessment Strategy
Duration
Knowledge Questionnaire
Practical Demonstration
Workplace Demonstration Log Book
Simulation / Case Study / Project
Formative Activities
Unit 2
114908
Apply food safety practices in a wholesale and retail outlet
1) Maintain clean and hygienic premises
AC 1: Methods of identifying the presence of pets [pests?] are explained and the organisations requirements in terms of reporting thereof, described
Face-to-face facilitation
Group and individual activities
Video
FA2
FA2
FA2
FA2
1/3 day
AC 2: The work area is maintained in a safe and hygienic condition using required chemicals and equipment according to manufacturer and organisations procedures.
SA1
SA1
SA1
SA1
AC 3: Cleaning chemicals and equipment is stored according to health, safety and organisational requirements.
2) Implement safe food handling practices
AC 1: Applicable aspects of health and safety legislation and their purpose are explained in terms of the requirements of the organisation.
FA3 SA1
FA3 SA1
FA3 SA1
FA3 SA1
AC 2: Protective clothing is identified and the importance thereof explained according to health, safety and organisational requirements.
FA2 SA2
FA2 SA2
FA2 SA2
FA2 SA2
AC 3: Personal hygiene contributing to good health and safety practices is implemented according to legislation and organisational requirements.
AC 4: The selling of unsafe food is explained in terms of its effect on customer service and the organisation.
Unit 3
3) Prevent contamination and spoilage of food products
AC 1: Various forms of micro-organisms that affect food are described and the effect they have on food products is explained.
AC 2: Sources of micro-organisms are identified and how they spread is explained.
AC 3: Critical control points for food contamination are explained in terms of the operation of the organisation.
AC 4: Measures to prevent contamination of food are implemented according to health, safety and organisational requirements.
Unit 3
119960
Merchandise chillers and freezers in a retail store
1) Display stock in chillers and freezers
AC 1: The grouping and layout of stock in applicable chillers and freezers is explained as required by the organisation
SA1
SA1
SA1
SA1
1/3 day
AC 2: The use of regular and promotional ticketing in chillers and freezers is explained as required by the organisation.
AC 3: Stock in a chiller or freezer is displayed according to the grouping and layouts of the organisation and requirements of the cold chain.
2) Replenish chillers and freezers
AC 1: The requirements of the cold chain in respect of replenishing stock in chillers and freezers is explained as it applies to the organisation.
AC 2: Products requiring replenishment are identified according to the organisation's procedures.
AC 3: Stock is moved from the storage areas to the shop floor in a manner, which prolongs shelf life.
AC 4: The stock is rotated and unpacked in a manner which prolongs shelf life according to organisation shelf filling procedures.
AC5: Relevant parties are informed of excess stock and low stock holdings in line with organisational requirements.
Unit 4
243806
Deal with customers in a retail business
1) Identify the standards for customer service
AC 1: The manner in which a positive image is promoted to customers is explained as it applies to the wholesale and retail environment.
Observation and oral questioning
1/3 day
AC 2: A policy on customer service is developed for the outlet.
SA3
SA3
SA3
SA3
AC 3: Customer service standards for every staff member are explained according to the requirements of the outlet.
2) Deal with customers in a professional manner
AC 1: Personal appearance is maintained to present a positive image to the customer.
3)
AC 2: Customers are acknowledged and greeted in a professional manner.
4)
AC 3: Customer needs are identified to ensure customer satisfaction.
5)
AC 4: The customer's needs are understood through appropriate listening and questioning techniques.
6)
AC5: Customer needs are met in a courteous and professional manner.
7) Respond to customer complaints
AC 1: Steps for dealing with customer complaints are explained with examples of good and bad practice.
Face-to-face facilitation
Group and individual activities
Video
SA2
SA2
SA2
SA2
8)
AC 2: The contact with the customer in carried out in a manner that diffuses the emotions and minimises disruption.
9)
AC 3: The customer's complaint is interpreted and appropriate actions are taken.
10)
AC 4: Ways in which to address queries and complaints in a manner that satisfies both the business and the customer are explained with examples of good and bad practice.
258156
Build customer relations in an operational unit
1) Explain customer behaviour. Customers includes, but is not limited to shoppers, the organisation's customers and internal customers
AC 1: The range of basic customer behaviour patterns are explained in terms of their service expectations. Customer behaviour patterns may include, but are not limited to the customer in a hurry, the customer who is "just looking", the angry customer, the excited customer and potential customers.
SA2
SA2
SA2
SA2
2)
AC 2: Appropriate methods for dealing with different behaviour patterns are explained as they apply to the behaviour of customers of the operational unit.
FA4
SA2
FA4
SA2
FA4
SA2
FA4
SA2
3)
AC 3: The application of the organisation's service policy is explained in relation to the different customer behaviour patterns.
4) Create positive customer perceptions
AC 1: The impact of customer perceptions is explained in terms of the result on the organisation's bottom line.
5)
AC 2: The environmental factors that will create positive and/or negative perceptions are described in relation to the customer profile of the business. Factors may include, but are not limited to stock availability, music, displays, housekeeping, temperatures, merchandiser call cycles, service, organisation policies and procedures.
6)
AC 3: The factors that need to be considered in order to build a positive customer experience of the business are described within own area of responsibility.
7) Interact with customers
AC 1: The impact of personal interaction with customers is explained in terms of the operational unit.
SA2
SA2
SA2
SA2
8)
AC 2: A personal checklist for customer interaction is developed according to organisational policy and generally accepted customer service behaviours in own area of work.
FA4
SA2
FA4
SA2
FA4
SA2
FA4
SA2
9)
AC 3: The customer is interacted with in accordance with organisational guidelines.
Face-to-face facilitation
Group and individual activities
Video
FA4
SA2
FA4
SA2
FA4
SA2
FA4
SA2
10) Resolve customer complaints
AC 1: Procedures for dealing with customer complaints are explained as they apply to the operational unit.
11)
AC 2: Customer complaints are handled according to organisational policies and procedures.
12)
AC 3: Resources to help resolve customer's complaints are identified according to organisational policies and procedures.
Unit 5
258155
Explain the factors that impact on the bottom line of a Wholesale and Retail unit
1) Explain the relationship between the bottom line of a business and the factors that will impact on it
AC 1: The meaning of bottom line is explained in the context of a wholesale and retail sector.
SA3
SA3
SA3
SA3
1 day
2)
AC 2: The influence that staff's personal traits and behaviour have on a business unit is explained in terms of the impact they have on the customers and the business unit. Range:- Personal traits include but are not limited to communication skills, tidiness, courtesy, assertiveness, helpfulness.
SA2
SA2
SA2
SA2
3)
AC 3: The influence of limited and vast product ranges on a business unit is explained in terms of the impact it has on the customers and the business unit.
SA3
SA3
SA3
SA3
4)
AC 4: The influence that low margin products, high margin products and a mix between the two have on a business unit is explained in terms of the impact it has on the customers and the business unit itself.
5)
AC 5: The influence that the pricing of products has on a business unit is explained in terms of the impact it has on the customers and the business unit itself.
6)
AC 6: A list with explanations is compiled of any other factors that might impact on the customers and the bottom line of the particular business.
7)
AC 7: The impact of stock on cash flow is explained in terms of its effect on the bottom line of the business.
8) Explain how net profit is arrived at in an operational unit
AC 1: The difference between Gross and Net Profit is explained in terms of the elements taken in consideration when calculating it.
SA3
SA3
SA3
SA3
9)
AC 2: Expenses are explained as they apply to the organisation.
10)
AC 3: Factors impacting on Gross Profit margin are explained as they apply to the organisation. Range: - Factors include, but are not limited to Product mix, Shrinkage, Mark Down and Cost of Goods Sold.
Face-to-face facilitation
Group and individual activities
Video
SA3
SA3
SA3
SA3
11)
AC 4: The Gross Profit of a W&R business is calculated and explained as it applies to the organisation.
12)
AC5: The Net Profit of a W&R business is calculated and explained as it applies to the organisation.
13) Explain how own job can impact on the bottom line of a business
AC 1: Own area of responsibility is explained in terms of its impact on sales.
FA4
FA4
FA4
FA4
14)
AC 2: Own area of responsibility is explained in terms of its impact on expenses.
15)
AC 3: Own area of responsibility is explained in terms of its impact on shrinkage and losses.
16)
AC 4: The impact that own job has on service delivery is explained as it applies to both internal and external customers.
17)
AC 5: The impact that own job has on the marketing and promotional activity of the business is explained as it applies to both internal and external customers.
18)
AC 6: The impact that own productivity has on the bottom line is explained as it applies to the business.
19)
AC 7: Own area of responsibility is explained in terms of its impact on stock and cash flow.
8. PROGRAMME EVALUATION
Evidence requirements
MET
NOT MET
Comments
Facilitator evaluation indicated clearly and submitted with learning programme
(
Refer emails from Phumzile (Director and lead facilitator for Understanding Business Practices
Refer Consolidated Y&A Editing of SBA manual with Additions (lead facilitators for My Values & Money)
Refer also SBA QMS and associated documentation particularly 11; 18; 15
Evaluation of entire learning programme is indicated clearly in the internal moderator report
(
Evaluation of the assessment tools and methods of assessment is indicated clearly in the assessor assessment report
(
Evaluation of learning impact (post-course) indicated clearly (ROI)
(
Evaluation of equipment, media and venue
(
Refer SBA QMS and associated documentation particularly 11; 12; 18; 15
Learner evaluation on impact of learning
(
Does programme support individual learning?
(
9. ROLL OUT PLAN
Evidence requirements
MET
NOT MET
Comments
Workplace and instructional learning timeframes clearly stated
(
Refer Facilitation, Assessment & Moderation Guide
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
Refer SBA QMS and associated documentation
Timeframes indicated when theoretical component will be assessed
(
Timeframes indicated when workplace assessment will take place
(
10. ETD PRACTITIONER /FACILITATORS /ASSESSORS /MODERATORS
Facilitators
Phumzile Octavia Mthembu
Seth Naicker
Celeste Maxim Lackay
Assessors
Celeste Maxim Lackay
Reg 617/ASS/04376/14
Moderators
Mfanelo Patuleni
Reg 617MOD/00872/13
Celeste Maxim Lackay
Please see attached moderator application correspondence
11. ETD PRACTITIONER / FACILITATORS / ASSESSORS / MODERATORS
Evidence requirements
MET
NOT MET
Comments
Requirements of Assessors assessing learners has been stated clearly
(
Refer Facilitation, Assessment & Moderation Guide
Refer SBA QMS and associated documentation
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
All assessors and moderators are registered with the W&RSETA with the relevant scope
(
Refer to relevant attached W&R registration forms, applications, and correspondence
All summative assessments are facilitated by a registered W&RSETA constituent assessor and moderated by moderators with the relevant scope
(
Selection criteria for facilitators on this programme has been clearly stated
(
Refer Facilitation, Assessment & Moderation Guide
Refer SBA QMS and associated documentation
Refer Pre-assessment Meeting Minutes presentation
Refer My Values and Money portfolio of evidence
Refer Understanding Business Processes portfolio of evidence
12. QUALITY FINISH CRITERIA
Evidence requirements
MET
NOT MET
Comments
Does the programme suit the entry level?
(
Refer emails from Phumzile (Director and lead facilitator for Understanding Business Practices
Refer Consolidated Y&A Editing of SBA manual with Additions (lead facilitators for My Values & Money)
Refer also SBA QMS and associated documentation particularly 11; 18; 15
Is the content well structured?
(
Font size and type is it suitable?
(
Is the editing technically correct?
(
Are the pages numbered?
(
Are the modules easily numbered and named?
(
Confirmation that the material has been internally moderated before submission to the W&RSETA has been attached in the form of a moderation report
(
Confirmation that the assessments have been internally reviewed by the assessor before submission to the W&RSETA has been attached in the form of an endorsed assessor report
(
A comprehensive reference list of all sources used is attached?
(
Refer to learner content guides on relevant pages where text has been copied from
13. PLEASE ENSURE THE FOLLOWING DOCUMENTS ACCOMPANY YOUR APPLICATION FORM. IF ANY DOCUMENTS ARE NOT INCLUDED, THE APPLICATION WILL BE REJECTED
Please mark
For Office use only
Submitted
Comments
2xLearner content guides
(
Yes
2xLearner Work books/PoE
(
Yes
Workplace Guide
(
No
Log Book for workplace activities
No
Facilitator guide
(
Yes
Assessment guide (including model answers)
Yes
Learning programme strategy document
(
Yes
Roll out plan
Yes
14. DECLARATIONS
Applicant: I hereby declare that the above information is correct, valid and accurate, and that no part of the programmes I have submitted has been copied, duplicated or sourced from illegal, unscrupulous or misrepresented manner. The information, design and content have been designed by Celeste Maxim Lackay - !THE Accreditation Specialist.
Purchased material must be accompanied by a copy of the signed Service Level Agreement between the Developer and the Applicant.
Signature of applicant:
Celeste Maxim Lackay on behalf of Shukuma Business Academy
Name of programme developer:
Celeste Maxim Lackay trading as !THE Accreditation Specialist
Date:
29th February 2016
Employer or provider: I hereby endorse this application and declare that the information is correct, valid and accurate.
Name of employer:
Seth Naicker on behalf of Shukuma Business Academy
Date:
29th February 2016
For Office Use Only
W&RSETA Evaluator:
Date:
APPROVED
NOT APPROVED
Return completed applications together with the learning material to the relevant office:
Western Cape
Unit 103, First Floor
Colosseum
4 Century Boulevard
Century City
Cape Town
Tel: 021561 6500
KwaZulu Natal
Clifton Place, Office 12B
First Floor
19 Hurst Grove
Musgrave
Durban
Tel: 031277 0500
Free State
First Floor
200 Nelson Mandela Building,
Cnr Nobel and Nelson Mandela
Bloemfontein
Tel: 051444 0746
Limpopo
FNB Building,
Cnr Hans van Rensburg and Jorrisen St
Polokwane
Tel: 015 291 2237
Gauteng South
Block 18, The Woodlands Office Park
Ground Floor, Western Service Road, Woodmead
Johannesburg
Tel: 011656 0085
Gauteng North
1267 Pretorius St
Hadefield Office Park, Hatfield
Pretoria
Tel: 012430 4930
Eastern Cape
18 Surrey Road
Vincent
East London
Tel: 043726 3281
Mpumalanga
202 Parkmed Centre
64 Mandela Street
Emalahleni
Tel: 013690 1214
North West
Office No9
49 Heystek Street
Rustenburg
Tel: 014592 0483
Northern Cape
Shop 16b
Flaxley House
Kimberley
Tel: 053831 4117
Not necessary for the nature of the selected unit standards
Not necessary for the nature of the selected unit standards
Integrated into Facilitation, Assessment & Moderation Guide
Document Title
Learning Programme Self Evaluation Tool
Document Number
Date Compiled:
February 2012
Page Number
Page 1 of 19
Revision Date:
22 June 2015
Revision Number
Rev 01
Access:
Controlled
PAGE
16
Document Title
Learning Programme Self Evaluation Tool
Document Number
Date Compiled:
February 2012
Page Number
Page 16 of 19
Revision Date:
22 June 2015
Revision Number
Rev 01
Access:
Controlled