IDENTIFY RESPONSIBILITIES OF A TEAM LEADER IN ENSURING … · 2020. 6. 8. · REGISTRATION STATUS...

PORTFOLIO OF EVIDENCE – SAQA ID : 242821 Page 1 Issue Date: 27-09-2016 Version: 2 Review Date: 27-09-2017

NQF LEVEL 4

SAQA ID: 242821

LEARNER NAME :

ID NUMBER :

IDENTIFY RESPONSIBILITIES OF A

TEAM LEADER IN ENSURING THAT

ORGANISATIONAL STANDARDS ARE

MET


Table of Contents Section 1 ....................................................................................................................................................................... 3

Learner Information ................................................................................................................................................. 4

Learner’s Content Page ............................................................................................................................................ 5

Notes to the Learner ................................................................................................................................................. 6

Guidelines for the development of a Portfolio of Evidence ..................................................................................... 7

Appeals Procedure .................................................................................................................................................. 14

Learner’s Notice of Assessment Appeal Form ........................................................................................................ 15

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 ..................................................................................................................................................................... 29

Learner’s and Assessors Declaration ...................................................................................................................... 30

What are the differences between theory, practice and workplace activities? .................................................... 31

Learner Workbook .................................................................................................................................................. 34

Assignment 1 - Knowledge Questionnaire ........................................................................................................ 36

IAssignment 2 - Self Assessments ...................................................................................................................... 43

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

WORKPLACE PRACTICAL .................................................................................................................................... 52

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

Section 4: Reporting

❑ Assessment Feedback

❑ Assessment Reports

❑ Moderation Report


❑ Summative Evidence

❑ Additional/historical Evidence


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:

Identify responsibilities of a team leader in ensuring that organisational standards are met

SAQA US ID

UNIT STANDARD TITLE

242821 Identify responsibilities of a team leader in ensuring that organisational standards are met

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 6

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 replaces:

US ID Unit Standard Title Pre-2009 NQF Level

NQF Level

Credits Replacement Status

13917 Indicate the role of a team leader ensuring that a team meets an organisation`s standards

Level 3 NQF Level 03

6 Complete

PURPOSE OF THE UNIT STANDARD

This unit standard explores the role of the team leader in ensuring that the team meets organisational or required standards. This unit standard is intended for junior managers of organisations. The qualifying learner is capable of: • Explaining the role of a team leader.

• Explaining the purpose of a team.

• Contracting with a team to obtain commitment.


• Monitoring the achievement of team objectives.

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 role of the team leader with reference to their job description and the purpose of the team.

• '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

Explain the role of a team leader in an organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The role of a team leader in an organisation is explained with reference to their job description.


The responsibilities of a team leader are explained within the context of a work environment.


The concepts of authority, responsibility and accountability are explained with reference to the team leader's own position in an organisation.


The organising of workers in teams is explained in terms of recognised theory and practice.

SPECIFIC OUTCOME 2

Explain the purpose of the team.

ASSESSMENT CRITERIA


The concept of a team is explained according to accepted theory and practice.


The purpose of the team is explained to the team members according to organisational requirements.


The role and expected outputs of each member of the team are identified in relation to the purpose.

SPECIFIC OUTCOME 3

Contract with the team members to obtain commitment to achieve organisational standards.

ASSESSMENT CRITERIA



Tasks, performance plans, targets and standards are discussed and agreed according to organisational

requirements.


Time allocations for achieving individual and team objectives are agreed through a process of consultation.

SPECIFIC OUTCOME 4

Implement, monitor and evaluate performance against team objectives and organisational standards.

ASSESSMENT CRITERIA


Agreed plans are implemented according to Standard Operating Procedures.


Potential difficulties in achieving the plan are anticipated through reflection and feedback.


Team outputs are monitored against agreed targets and time allocations.


Variances to required outputs are identified and corrective action is taken where necessary.

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 identify and solve problems and make decisions in contracting with team members and monitoring performance against objectives.

UNIT STANDARD CCFO ORGANISING

Learners are able to organise and manage themselves while implementing agreed performance plans.

UNIT STANDARD CCFO COLLECTING


The learner is able to collect, organise and critically evaluate information by monitoring achievement against objectives.

UNIT STANDARD CCFO COMMUNICATING

The learner is able to communicate effectively in consulting and allocating tasks, thus gaining commitment for performance plans.

UNIT STANDARD CCFO DEMONSTRATING

The learner is able to see the world as a set of related systems when relating the team's purpose and performance to organisational requirements.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

ID QUALIFICATION TITLE

PRE-2009 NQF LEVEL

NQF LEVEL

STATUS END DATE

QUALITY ASSURING BODY

Core 58975 National Certificate: Automated Packaging Operations


Reregistered 2015-06-30

As per Learning

Programmes recorded against this Qual

Core 57879 National Certificate: Manufacturing of Surface Coatings



CHIETA

Core 71949

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



MERSETA

Core 64249 Further Education and Training Certificate: Diamond Design and Evaluation



MQA

Core 64729 Further Education and Training Certificate: Diamond Processing



MQA

Core 59298 Further Education and Training Certificate: Freight Forwarding and Customs Compliance



TETA

Core 57712 Further Education and Training Certificate: Generic Management



As per Learning Programmes recorded against this Qual

Core 58782 Further Education and Training Certificate: Plumbing



CETA

Core 61670 Further Education and Training Certificate: Railway Construction and Maintenance



TETA

Elective 74189 National Certificate: Cereals, Snacks, Pasta and Condiments Manufacturing



FOODBEV

Elective 59386 National Certificate: Fresh Meat Processing



FOODBEV

Elective 58719 National Certificate: Metals Processing



MERSETA

Elective 79806 National Certificate: Occupational Hygiene and Safety




Elective 63929 National Certificate: Spirits Production



FOODBEV

http://regqs.saqa.org.za/showQualification.php?id=58975http://regqs.saqa.org.za/showQualification.php?id=57879http://regqs.saqa.org.za/showQualification.php?id=71949http://regqs.saqa.org.za/showQualification.php?id=64249http://regqs.saqa.org.za/showQualification.php?id=64729http://regqs.saqa.org.za/showQualification.php?id=59298http://regqs.saqa.org.za/showQualification.php?id=57712http://regqs.saqa.org.za/showQualification.php?id=58782http://regqs.saqa.org.za/showQualification.php?id=61670http://regqs.saqa.org.za/showQualification.php?id=74189http://regqs.saqa.org.za/showQualification.php?id=59386http://regqs.saqa.org.za/showQualification.php?id=58719http://regqs.saqa.org.za/showQualification.php?id=79806http://regqs.saqa.org.za/showQualification.php?id=63929


Elective 63869 National Certificate: Winemaking



FOODBEV

Elective 64697 Further Education and Training Certificate: Community Health Work



HW SETA

Elective 65589

Further Education and Training Certificate: High Speed Inter-City Commuter Railway Operations



TETA

Elective 64209 Further Education and Training Certificate: Metals Production




Elective 65529 Further Education and Training Certificate: Transport Operations



TETA

http://regqs.saqa.org.za/showQualification.php?id=63869http://regqs.saqa.org.za/showQualification.php?id=64697http://regqs.saqa.org.za/showQualification.php?id=65589http://regqs.saqa.org.za/showQualification.php?id=64209http://regqs.saqa.org.za/showQualification.php?id=65529


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


4 6

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:

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

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

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

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

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.


NQF LEVEL 4

SAQA ID: 242821

LEARNER NAME :

ID NUMBER :

IDENTIFY RESPONSIBILITIES OF A TEAM

LEADER IN ENSURING THAT

ORGANISATIONAL STANDARDS ARE MET


Learner Workbook

This Learner Workbook deals with the following unit standard:

SAQA US ID UNIT STANDARD TITLE NQF LEVEL CREDITS


4 6

Assessment & Portfolio of Evidence (PoE)

Please note that although this material has been aligned to the Unit Standard: Identify responsibilities of a

team leader in ensuring that organisational standards are met – NQF Level 4 – 6 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

IDENTIFY RESPONSIBILITIES OF A TEAM LEADER IN ENSURING THAT

ORGANISATIONAL STANDARDS ARE MET - US 242821

Question 1

Explain the role and purpose of the team leader in terms of the job that he/she performs

US 242821/SO1/AC1/RANGE 1

Question 2

Briefly discuss some of the responsibilities of the team leader at the workplace, work unit, department, section or

company.



Question 3

Define the concepts of authority, responsibility and accountability in terms of the team leaders position in the

organisation

US 242821/SO1/AC3/ RANGE 5

Question 4

Explain the use of a theory or practice in organising workers in teams


US 242821/SO1/AC4

Question 5

Explain the concept of teams in the workplace, department, work unit, section or company.


Question 6

Explain the purpose of the team to the team members

US 242821/SO2/AC2


Question 7

Why is it important to explain the role of each team member in respect of the purpose of the team

US242821/SO2/AC3

Question 8

What are the implications for discussing the tasks, performance plans, standards and targets according to the

organisational requirements with the team

US 242821/SO3/AC1

Question 9

Discuss the importance of consulting with team members on allocating time for achieving the team objectives


US 242821/SO3/AC2

Question 10

Explain what you understand by Standard Operating Procedures and explain why plans should be agreed

according to the SOP of the organisation


Question 11

Explain the importance of feedback and reflection in anticipating potential difficulties in your plans

US 242821/SO4/AC2

Question 12


List some of the ways the teams’ output can be monitored against the targets and time allocations

US 242821/SO4/AC3

Question 13

What are some of the variance that can be identified in your team and explain how corrective action is taken in

the team

US 242821/SO4/AC4

Question 14

List the different “areas of responsibility” in your organisation


US 242821/RANGE 2

Question 15

Compile a list of the various “Junior Managers” in your areas of responsibility in the organisation. These must

include the names of team leaders, supervisors, foremen and section heads

US 242821/RANGE 3

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 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 20


IDENTIFY RESPONSIBILITIES OF A TEAM LEADER IN ENSURING THAT ORGANISATIONAL STANDARDS ARE MET

Assignment 2 - Self Assessments – to be completed by the Learner

US 242819







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.

SUMMATIVE TASKS

IDENTIFY RESPONSIBILITIES OF A TEAM LEADER IN ENSURING THAT

ORGANISATIONAL STANDARDS ARE MET - US 242821

Task 1 Summative Assessment

Observe the junior manager of your business unit, work unit, department, section or company and compile a list of characteristics that you believe describes him/her as a team leader. Describe if he displays the elements of authority, responsibility and accountability and if applies team work in practice

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

US242821/SO1/AC1-4 RANGE 1/3/5



Construct a table with each of your team members in your area of responsibility and alongside their name clearly state their role and their expected output in terms of the team. Explain the purpose of this team


US242821/SO2/AC1-3 RANGE 2






Choose a particular project that you would like your team to work on and draw up specific targets and a performance plan for your team. In your plan also include the time allocation for the tasks and targets to be reached


US242821/SO3/AC1-2






Write out a simple SOP for monitoring the team output and taking corrective action if necessary.


US242821/SO4/AC1-4 RANGE 4






If you were elected a team leader, write out what you believe would be your purpose , authority and responsibility in the team


US242821/SO1/AC1/2/3 RANGE 1





Task 6 6 Summative Assessment

In order to evaluate the impact your knowledge on identifying responsibilities of a team leader in ensuring that organisational standards are met that you applied back in the workplace, reflect on the under mentioned questions:

a) What were your organisational requirements for identify responsibilities of a team leader in ensuring that organisational standards are met?

b) What was the impact? i.e. increased employee awareness, profits, moral, 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 identifying responsibilities of a team leader in ensuring that organisational standards are met? Motivate your answer.

Write your answers in your own hand writing, ensuring that you answer each question. Mark your assignment as Task 6 and attach it to the back of this page.

242821/SO1-S04





WORKPLACE PRACTICAL

Identify responsibilities of a team leader in ensuring that organizational

standards are met

US 242821

WORKPLACE PRACTICAL FOR 242821

Monitor your team for a month and provide the following evidence:

▪ The objectives of the team

▪ The role the team leader played in achieving this objective

▪ Actual outputs of the team

▪ Reasons for the variances in output

(Your evidence can include: team work schedules, the team leader’s job description, output sheets, production

scores, reworks and reject scores etc)

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

Learner signature: ___________________ Date: _______________

Workplace Supervisor Signature: ___________________ Date: _______________

Assessor signature: __________________ Date: _______________

Moderator signature: __________________ Date: _______________


Logbook for Unit Standard: 242821

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 38 hours in acquiring the required knowledge and skills of this programme: ❑ Explaining the role of a team leader. ❑ Explaining the purpose of a team. ❑ Contracting with a team to obtain commitment. ❑ Monitoring the achievement of team objectives.

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

IDENTIFY RESPONSIBILITIES OF A TEAM LEADER IN ENSURING … · 2020. 6. 8. · REGISTRATION STATUS...

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