Informal Small Business
Purpose:
The Certificate forms part of a learning pathway in the Wholesale and Retail sector that stretches from NQF Levels 2 to 5. While this Qualification focuses on the Small Micro and Medium (SMME) sector, it is structured in such a way that there is progression from Level 2 to a qualification at NQF Level 5.
The purpose of this qualification is to equip learners to understand the underlying principles of operational areas related to the Wholesale & Retail sector and entry level business principles, thus enabling them to become effective employers and/or self-employed members of society. The competencies in this qualification will assist the entrepreneur to ensure long-term business sustainability.
The qualification will enable learners to understand the South African context of the Retail sector but may also increase their understanding of business, thus enabling them to use this learning in various business environments and to progress to more formal business operations through articulated learning with qualifications which offer a more in-depth and specific business focus. This approach will enable the acquiring of operational competencies in preparation of additional business development and formalizing of business operations where individuals have the relevant understanding of retail operations.
Rationale:
Small, Medium and Micro enterprises at present represent 99% of the Wholesale & Retail Sector. As big Corporations continue to shed jobs and unemployment stays at a high level the SMME sector will become the focal point for job creation. More and more people will try to establish their own businesses particularly in the retail sector and appropriate skills development is required for these entrepreneurs to ensure the long-term sustainability of their ventures.
The Certificate in Wholesale and Retail Informal Small Business Practice, NQF Level 3, is designed to meet the needs of learners who are either actively involved in the process of starting up a small retail business or those who are currently self-employed in an informal business in the SMME environment and who want to broaden their base of competence with a view to career path progression.
The qualification will also add value to learners who aspire to run or own their own small retail business in the future in the addressing of the following competencies:
• Understanding of retail operational requirements.
• Effective handling of financial transactions.
• Handling of basic merchandising.
• Maintaining of safety and security in the business environment.
• Handling of stock.
• Customer service.
This qualification reflects some of the needs of the Wholesale and Retail sector both now and in the future. It recognises the workplace as a learning environment and hence, addresses one of the key strategic objectives of human resources development.
The impact of this certificate on society and the economy is reflected in the multiple job roles and careers that can stem from the Qualification, including self-employment and job creation opportunities. The range of learners would include school-leavers, youth & unemployed, and those already employed who desire to develop their entrepreneurial skills. The added value of the skills, knowledge and understanding developed by the Certificate should be seen in greater business success and long-term sustainability.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners accessing this qualification are competent in:
• Communication at NQF Level 2.
• Mathematical Literacy at NQF Level 2.
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and of the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.
Access to the qualification:
There is open access to any learner who is able to arrange for assessment of the Wholesale and Retail sector specific outcomes to be assessed in a Wholesale and Retail sector work environment.
The Certificate forms part of a learning pathway in the Wholesale and Retail sector that stretches from NQF Levels 2 to 5. While this Qualification focuses on the Small Micro and Medium (SMME) sector, it is structured in such a way that there is progression from Level 2 to a qualification at NQF Level 5.
The purpose of this qualification is to equip learners to understand the underlying principles of operational areas related to the Wholesale & Retail sector and entry level business principles, thus enabling them to become effective employers and/or self-employed members of society. The competencies in this qualification will assist the entrepreneur to ensure long-term business sustainability.
The qualification will enable learners to understand the South African context of the Retail sector but may also increase their understanding of business, thus enabling them to use this learning in various business environments and to progress to more formal business operations through articulated learning with qualifications which offer a more in-depth and specific business focus. This approach will enable the acquiring of operational competencies in preparation of additional business development and formalizing of business operations where individuals have the relevant understanding of retail operations.
Rationale:
Small, Medium and Micro enterprises at present represent 99% of the Wholesale & Retail Sector. As big Corporations continue to shed jobs and unemployment stays at a high level the SMME sector will become the focal point for job creation. More and more people will try to establish their own businesses particularly in the retail sector and appropriate skills development is required for these entrepreneurs to ensure the long-term sustainability of their ventures.
The Certificate in Wholesale and Retail Informal Small Business Practice, NQF Level 3, is designed to meet the needs of learners who are either actively involved in the process of starting up a small retail business or those who are currently self-employed in an informal business in the SMME environment and who want to broaden their base of competence with a view to career path progression.
The qualification will also add value to learners who aspire to run or own their own small retail business in the future in the addressing of the following competencies:
• Understanding of retail operational requirements.
• Effective handling of financial transactions.
• Handling of basic merchandising.
• Maintaining of safety and security in the business environment.
• Handling of stock.
• Customer service.
This qualification reflects some of the needs of the Wholesale and Retail sector both now and in the future. It recognises the workplace as a learning environment and hence, addresses one of the key strategic objectives of human resources development.
The impact of this certificate on society and the economy is reflected in the multiple job roles and careers that can stem from the Qualification, including self-employment and job creation opportunities. The range of learners would include school-leavers, youth & unemployed, and those already employed who desire to develop their entrepreneurial skills. The added value of the skills, knowledge and understanding developed by the Certificate should be seen in greater business success and long-term sustainability.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners accessing this qualification are competent in:
• Communication at NQF Level 2.
• Mathematical Literacy at NQF Level 2.
Recognition of Prior Learning:
This Qualification can be achieved wholly or in part through the Recognition of Prior Learning and the Qualification may be granted to learners who have acquired the skills and knowledge without attending formal courses providing they can demonstrate competence in the outcomes of the individual Unit Standards as required by the Fundamental, Core and Elective areas stipulated in the Qualification and of the Exit Level Outcomes.
An RPL process may also be used to credit learners with Unit Standards in which they have developed the necessary competency as a result of workplace and experiential learning.
Learners submitting themselves for RPL should be thoroughly briefed prior to the assessment, and may be required to submit a Portfolio of Evidence in the prescribed format to be assessed for formal recognition. While this is primarily a workplace-based Qualification, evidence from other areas of endeavour may be introduced if pertinent to any of the exit level outcomes.
Access to the qualification:
There is open access to any learner who is able to arrange for assessment of the Wholesale and Retail sector specific outcomes to be assessed in a Wholesale and Retail sector work environment.
UNIT STANDARDS:
1. PURPOSE OF THE UNIT STANDARD – 242811 (PRIORITISE TIME AND WORK FOR ONE’S SELF AND TEAM) This Unit Standard enables learners to manage time and prioritise tasks in a work environment. This Unit Standard is intended for junior managers of organisations.
The qualifying learner is capable of:
• Creating, implementing and maintaining a personal and team task list.
• Using and maintaining a diary.
• Prioritising personal and team tasks.
• Implementing and maintaining a task list.
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.
• The term 'diary' includes, but is not limited to planner, filofax, scheduler, calendar, and computerised software.
• The term 'task list' includes, but is not limited to a To-Do list, project management tools, activity scheduler, and job list.
1. PURPOSE OF THE UNIT STANDARD – 242811 (PRIORITISE TIME AND WORK FOR ONE’S SELF AND TEAM) This Unit Standard enables learners to manage time and prioritise tasks in a work environment. This Unit Standard is intended for junior managers of organisations.
The qualifying learner is capable of:
• Creating, implementing and maintaining a personal and team task list.
• Using and maintaining a diary.
• Prioritising personal and team tasks.
• Implementing and maintaining a task list.
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.
• The term 'diary' includes, but is not limited to planner, filofax, scheduler, calendar, and computerised software.
• The term 'task list' includes, but is not limited to a To-Do list, project management tools, activity scheduler, and job list.
The qualifying learner is capable of:
• Creating, implementing and maintaining a personal and team task list.
• Using and maintaining a diary.
• Prioritising personal and team tasks.
• Implementing and maintaining a task list.
Course Options
• Classroom Facilitated – can be conducted on-site. Talk to us about this option
• Public courses – check the latest schedule for dates
• Digital Blended Learning – Download your text books and attend revision sessions
• Self-study – Download your Text books and assignments and complete at your own pace
• Customised – all learning materials can be customised to include internal SOP’s
Who should attend and prerequisites
Learners should be competent in Communication and Mathematical Literacy at NQF Level 3.
How to Book
Complete the form on our website to enquire about this course and make a booking.
Course Outline – Key Learning Points
• Create a task list.
• Prioritise personal and team tasks.
• Use and maintain a diary.
• Implement and maintain personal and team task list.
• Creating, implementing and maintaining a personal and team task list.
• Using and maintaining a diary.
• Prioritising personal and team tasks.
• Implementing and maintaining a task list.
Course Options
• Classroom Facilitated – can be conducted on-site. Talk to us about this option
• Public courses – check the latest schedule for dates
• Digital Blended Learning – Download your text books and attend revision sessions
• Self-study – Download your Text books and assignments and complete at your own pace
• Customised – all learning materials can be customised to include internal SOP’s
Who should attend and prerequisites
Learners should be competent in Communication and Mathematical Literacy at NQF Level 3.
How to Book
Complete the form on our website to enquire about this course and make a booking.
Course Outline – Key Learning Points
• Create a task list.
• Prioritise personal and team tasks.
• Use and maintain a diary.
• Implement and maintain personal and team task list.
This Unit Standard introduces the junior manager to the concept of motivation. This Unit Standard is intended for junior managers of organisations.
The qualifying learner is capable of:
• Explaining the importance of motivating a team.
• Demonstrating an understanding of self and team members in a workplace.
• Applying theories of motivation and group dynamics.
• Implementing a plan of action to strengthen a team.
• Providing feedback and recognising achievements.
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 • The scope of this Unit Standard is motivation of a business unit, group or team within the range of the leader's own authority.
• Theories of motivation could include needs, expectancy and equity theories.
• Techniques leaders can use to motivate a team include, but are not limited to, communication (informing, active listening, mutual understanding, feedback, positive and negative reinforcement) building trust, gaining commitment, recognising achievement, empathy, leadership styles such as are expressed under situational leadership, setting objectives, providing incentives, involving).
• 'Situation' includes, but is not limited to, the current motivational levels of the team, work context and ergonomics.
• '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.
The qualifying learner is capable of:
• Explaining the importance of motivating a team.
• Demonstrating an understanding of self and team members in a workplace.
• Applying theories of motivation and group dynamics.
• Implementing a plan of action to strengthen a team.
• Providing feedback and recognising achievements.
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 • The scope of this Unit Standard is motivation of a business unit, group or team within the range of the leader's own authority.
• Theories of motivation could include needs, expectancy and equity theories.
• Techniques leaders can use to motivate a team include, but are not limited to, communication (informing, active listening, mutual understanding, feedback, positive and negative reinforcement) building trust, gaining commitment, recognising achievement, empathy, leadership styles such as are expressed under situational leadership, setting objectives, providing incentives, involving).
• 'Situation' includes, but is not limited to, the current motivational levels of the team, work context and ergonomics.
• '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.
This Unit Standard will be useful to learners, working in all sectors of the economy, community organisations or Non-Governmental Organisations (NGOs). It will enable learners to gain insight into the role of leadership within a work context, and thus providing them with the skills and knowledge to add value to their job. This Unit Standard is intended for junior managers of organisations.
The qualifying learner is capable of:
• Explaining the concept of leadership.
• Differentiating between the concepts of leadership and management.
• Applying leadership techniques to individuals and teams within the work context.
• Evaluating the impact of leadership techniques applied.
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.
The qualifying learner is capable of:
• Explaining the concept of leadership.
• Differentiating between the concepts of leadership and management.
• Applying leadership techniques to individuals and teams within the work context.
• Evaluating the impact of leadership techniques applied.
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.
The purpose of this unit standard is to encompass the skills needed to monitor the level of service between an organisation and its customers, both internal and external. This Unit Standard is intended for junior managers of organisations.
The qualifying learner is capable of:
• Identifying internal and external customers, where applicable.
• Explaining standards of customer service expected by the organisation.
• Measuring customer satisfaction on an ongoing basis.
• Recommending corrective action.
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 • 'Customer' includes, but is not limited to, other organisations, consumer, department, general public, other areas of responsibility and government departments.
• '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.
The qualifying learner is capable of:
• Identifying internal and external customers, where applicable.
• Explaining standards of customer service expected by the organisation.
• Measuring customer satisfaction on an ongoing basis.
• Recommending corrective action.
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 • 'Customer' includes, but is not limited to, other organisations, consumer, department, general public, other areas of responsibility and government departments.
• '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.
This Unit Standard is intended for junior managers of organisations. The Unit Standard specifies the knowledge and skills required to solve problems and make decisions.
The qualifying learner is capable of:
• Defining a problem.
• Investigating the problem.
• Generating problem solutions.
• Implementing problem solution.
• Evaluating the effectiveness of the solution.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Learners accessing this unit standard 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.
The qualifying learner is capable of:
• Defining a problem.
• Investigating the problem.
• Generating problem solutions.
• Implementing problem solution.
• Evaluating the effectiveness of the solution.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Learners accessing this unit standard 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.
This Unit Standard is intended for managers in all economic sectors. These managers would typically be second level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.
The qualifying learner is capable of:
• Selecting a work-based project for a unit.
• Scoping a work-based project for a unit.
• Developing a project plan.
• Developing tools to measure key performance parameters.
• Implementing the plan and evaluate project progress.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of his/her own area of responsibility.
• This Unit Standard relates to once-off projects and events that have to be planned and implemented in a unit.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation.
The qualifying learner is capable of:
• Selecting a work-based project for a unit.
• Scoping a work-based project for a unit.
• Developing a project plan.
• Developing tools to measure key performance parameters.
• Implementing the plan and evaluate project progress.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of his/her own area of responsibility.
• This Unit Standard relates to once-off projects and events that have to be planned and implemented in a unit.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation.
This Unit Standard is intended for managers in all economic sectors. These managers would typically be second level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.
The qualifying learner is capable of:
• Demonstrating knowledge of and insight into the theory of teams and the importance of teams in workplace activities.
• Applying the theory of teams to team dynamics.
• Explaining the process of building teams.
• Analysing the role of team leader in promoting team effectiveness.
• Evaluating the effectiveness of a team and propose ways to improve team effectiveness.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of this/her own area of responsibility.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation.
The qualifying learner is capable of:
• Demonstrating knowledge of and insight into the theory of teams and the importance of teams in workplace activities.
• Applying the theory of teams to team dynamics.
• Explaining the process of building teams.
• Analysing the role of team leader in promoting team effectiveness.
• Evaluating the effectiveness of a team and propose ways to improve team effectiveness.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of this/her own area of responsibility.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation.
This unit standard is intended for managers in all economic sectors. These managers would typically be second level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.
The qualifying learner is capable of:
• Demonstrating an understanding of the key concepts of managerial finance.
• Interpreting financial statements.
• Drafting financial forecasts.
• Drafting budgets according to operational plans of the unit.
• Supervising the financial management of a unit against given requirements.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of this/her own area of responsibility.
• The learner will be required manages the financial resources of the unit by developing forecasts and budgets.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation. • GAAP refers to Generally Accepted Accounting Practices.
The qualifying learner is capable of:
• Demonstrating an understanding of the key concepts of managerial finance.
• Interpreting financial statements.
• Drafting financial forecasts.
• Drafting budgets according to operational plans of the unit.
• Supervising the financial management of a unit against given requirements.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in:
• Communication at NQF Level 4.
• Mathematical Literacy at NQF Level 4.
• Computer Literacy at NQF Level 4.
UNIT STANDARD RANGE • The learner is required to apply the learning in respect of this/her own area of responsibility.
• The learner will be required manages the financial resources of the unit by developing forecasts and budgets.
• Unit refers to the division, department or business unit in which the learner is responsible for managing and leading staff.
• Entity includes, but is not limited to, a company, business unit, public institution, small business, Non-Profit Organisation or Non-Governmental Organisation. • GAAP refers to Generally Accepted Accounting Practices.
This unit standard is intended for supervisors who are responsible for the achievement of sales performance within a designated area.
Persons credited with this unit standard will be able to explain the effect of sales on the Net Proft of the organisation to his/her team, monitor sales to budgets and propose actions to improve sales performance to management.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Numeracy and literacy at ABET level 4 or equivalent.
Persons credited with this unit standard will be able to explain the effect of sales on the Net Proft of the organisation to his/her team, monitor sales to budgets and propose actions to improve sales performance to management.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Numeracy and literacy at ABET level 4 or equivalent.
This unit standard is intended for people who supervise service standards in wholesale and retail stores. Persons credited with this standard can select from a wide choice of procedures ranging from standard to non-standard. They are responsible for the achievement of group output.
Persons credited with this unit standard will be able to identify areas of service impact, analyse existing service standards and compare them to organisational service requirements. They will also be able to draw up and implement action plans to improve service standards.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learners has completed Grade 12 or equivalent before attempting this unit standard.
UNIT STANDARD RANGE
Specific Outcome 1: Implement customer service standards in accordance with the prescribed organisational requirements.
Assessment Criteria:
• "Moments of truth" are explained based on their impact on customer impressions. Range: "Moments of truth" includes but is not limited to all areas where the customer would experience good or bad service and includes but is not limited to stock availability, hygiene and cleanliness, where they interact with team members, product quality.
Persons credited with this unit standard will be able to identify areas of service impact, analyse existing service standards and compare them to organisational service requirements. They will also be able to draw up and implement action plans to improve service standards.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learners has completed Grade 12 or equivalent before attempting this unit standard.
UNIT STANDARD RANGE
Specific Outcome 1: Implement customer service standards in accordance with the prescribed organisational requirements.
Assessment Criteria:
• "Moments of truth" are explained based on their impact on customer impressions. Range: "Moments of truth" includes but is not limited to all areas where the customer would experience good or bad service and includes but is not limited to stock availability, hygiene and cleanliness, where they interact with team members, product quality.
This unit standard is intended for managers of small businesses and junior managers of business units in larger organisations. It provides the background necessary to understand the management function in an organisation. The term business unit in this unit standard implies a small business, cost center, section or department.
Junior managers include, but are not limited to team leaders, supervisors, first line managers and section heads. The position is term is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her.
The qualifying learner is capable of:
• Describing the management activities involved in running a successful business.
• Explaining the basic activities involved in the management process.
• Identifying and explaining the main tasks required of managers.
• Applying the decision making process to make a management decision.
• Analysing the application of the general management functions in a selected organisation.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING There is open access to this unit standard. Learners should be competent in Communication and Mathematical Literacy at NQF Level 3
UNIT STANDARD RANGE
• Basic management activities are planning, organising, leading and controlling.
• Management tasks include, but are not limited to, decision making, communicating, controlling, disciplining, motivating, coordinating, evaluating and delegating.
• When the learner is already in a junior management role this unit standard should be read as referring to the learner`s own position in an organisation.
• General management functions include Human Resources, Marketing, Public Relations, Production, Financial and Administration.
Junior managers include, but are not limited to team leaders, supervisors, first line managers and section heads. The position is term is used to describe the first level of management in an organisation at which an employee has other employees reporting to him/her.
The qualifying learner is capable of:
• Describing the management activities involved in running a successful business.
• Explaining the basic activities involved in the management process.
• Identifying and explaining the main tasks required of managers.
• Applying the decision making process to make a management decision.
• Analysing the application of the general management functions in a selected organisation.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING There is open access to this unit standard. Learners should be competent in Communication and Mathematical Literacy at NQF Level 3
UNIT STANDARD RANGE
• Basic management activities are planning, organising, leading and controlling.
• Management tasks include, but are not limited to, decision making, communicating, controlling, disciplining, motivating, coordinating, evaluating and delegating.
• When the learner is already in a junior management role this unit standard should be read as referring to the learner`s own position in an organisation.
• General management functions include Human Resources, Marketing, Public Relations, Production, Financial and Administration.
This unit standard is intended for people who oversee promotional activities within given parameters in order to maximise turnover. Persons credited with this standard can select from a wide choice of procedures ranging from standard to non-standard. They are responsible for the achievement of group output.
These persons can also implement promotional activities, address customer expectations, schedule staff and evaluate the success of the promotional activity.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner has completed the following area of learning before attempting this unit standard. • Grade 12 or equivalent
It is also assumed that the learner has achieved competence in the Wholesale and Retail unit standard in Mark Merchandise and Maintain Displays before attempting this standard.
UNIT STANDARD RANGE This section makes reference to range statement/s used within this Unit Standard. See Outcomes and Assessment Criteria for relevant Ranges
Your reference:
• Specific outcome 1 Assessment criteria 1.1
• Specific outcome 1 Assessment criteria 1.2
• Specific outcome 1 Assessment criteria 1.3
• Specific outcome 2 Assessment criteria 2.1
• Specific outcome 3 Assessment criteria 3.3
These persons can also implement promotional activities, address customer expectations, schedule staff and evaluate the success of the promotional activity.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that the learner has completed the following area of learning before attempting this unit standard. • Grade 12 or equivalent
It is also assumed that the learner has achieved competence in the Wholesale and Retail unit standard in Mark Merchandise and Maintain Displays before attempting this standard.
UNIT STANDARD RANGE This section makes reference to range statement/s used within this Unit Standard. See Outcomes and Assessment Criteria for relevant Ranges
Your reference:
• Specific outcome 1 Assessment criteria 1.1
• Specific outcome 1 Assessment criteria 1.2
• Specific outcome 1 Assessment criteria 1.3
• Specific outcome 2 Assessment criteria 2.1
• Specific outcome 3 Assessment criteria 3.3
This unit standard is intended for supervisors who supervise the POS operation in a wholesale and Retail outlet.
Persons credited with this unit standard will be able to authorise refunds and exchanges and payments that, according to organisational procedure, require authorisation.
They will also be able to schedule staff to POS operation in order to ensure service standards are maintained irrespective of how busy the store is.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
• Numeracy and literacy at ABET level 4 or equivalent.
• W&R Unit Standard "Record Sales"
• W&R Unit Standard "Accept Payment at POS"
Persons credited with this unit standard will be able to authorise refunds and exchanges and payments that, according to organisational procedure, require authorisation.
They will also be able to schedule staff to POS operation in order to ensure service standards are maintained irrespective of how busy the store is.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
• Numeracy and literacy at ABET level 4 or equivalent.
• W&R Unit Standard "Record Sales"
• W&R Unit Standard "Accept Payment at POS"