SayPro SAQA Training Material 48439

Product Summary

Description

        1.1 Customer service systems and standards are established to meet customer needs.

1.2 Good working relationships are built with customers.

2.1 Road transport management principles are explaining and applied in the work situation.
2.2 Interpersonal skills are used to establish effective team leadership
2.3 The value of working with diverse, cross-function road transport teams is recognised to ensure best practice by team members.

3.1 Strategic decisions on the transportation of waste, dangerous and abnormal loads are taken and explained to ensure effective delivery.
3.2 Organisational requirements are explained and monitored to ensure full implementation of these.
3.3 Risk factors are analysed and explained to ensure effective implementation of transportation of different types of goods.

4.1 Relevant information is processed to assist in the creation of routing and scheduling activities.
4.2 Routes and schedules are monitored and controls implemented to ensure compliance.

5.1 The project goals are determined and resources needed to achieve these goals are identified and determined.
5.2 Progress of projects is facilitated and effectively controlled to ensure project success.

6.1 Legal and regulatory requirements are explained and applied to the transportation of passengers and freight.
6.2 Professional and ethical standards applicable to passengers` and freight transportation are recognised and applied accordingly.

7.1 Appropriate electronic databases and references are accessed and used to produce the required operational, financial or logistics information.
7.2 Access, analyse and disseminate information to effectively manage the logistics of the road transport organisation.
7.3 Transport, financial and logistics reports are produced to meet road transport organisational requirements.
7.4 Tender documentation is compiled and presented to accomplish objectives.

8.1 Factors that effect and motivate the marketing strategy are identified to maximise the image and effectiveness of the organisation
8.2 Strategies that ensure and build good relationships are identified and included into the marketing strategy
8.3 A marketing strategy to meet the needs of the organisation is developed.

Intergrated assessment

It is proposed that assessment for this Qualification will be formative and summative in nature. It is furthermore suggested that the assessment is conducted individually per Unit Standard, allowing the learner to be declared competent in specific Unit Standards, or combinations of Unit Standards. Assessment has to be conducted by means of varied methods of assessment by registered assessors, accredited by the relevant ETQA. Assessment will include written assessment, group work, syndicate work, case studies role play as well as any additional method designed to successfully and credibly assess his/her competence in the specific Unit Standards.

The learner`s ability to apply the theoretical information and actually be able to “do the job” (applied competence) specifically in the road transport workplace environment has to be assessed and confirmed before by a registered assessor, after which time, he or she will be declared competent.

Assessors have been given the following pointers to keep in mind when designing and conducting assessment against each of the Unit Standards:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. The intention is to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in the Unit Standard, that the candidate can achieve the outcomes repeatedly. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

Method and tools of assessment:
The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Assessment Criteria:

  1. Written tests/case studies/projects
  2. Role-play/structured classroom discussions
  3. Portfolio of evidence
  4. Workplace assessment
  5. Structured classroom discussion
  6. Simulation
  7. Syndicate work
  8. Group work
  9. Classroom presentations

These methods will be carefully selected based on the purpose of the assessment (For example, the written method will be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.

The following tools may be used to supplement the above minimum assessment methods:

Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence.

The portfolio should include at least:

  1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
  2. Relevant certificates or awards
  3. Previous assessment records
  4. Journals/logbook 

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