Diploma in Credit Management

Purpose

The purpose of the qualification to provide learners with appropriate knowledge, skills and applied competencies to effectively assume responsibility to supervise or manage Credit departments in a variety of organisations in any business sector and to further their Careers in Credit management. Qualifying learners will have gained knowledge of, and skills in general management, business management and financial management as well as in economics and legal aspects of Credit management. The achievement of this qualification will enable learners to further their studies in the field of Credit management at the Advanced Diploma Level.

The qualification was further developed in line with the institution's mission in that it: provides the relevant and competitive academic programmes which is evident in the fact that the purpose addresses the provision of appropriate knowledge, skills and applied competence for learners to fill specific niche areas (Credit department supervisors/managers), with seamless articulation pathways which is evident in the purpose of the qualification to prepare learners to further their academic studies at higher levels. The qualification strives to develop applied competence in learners, also in terms of -the-art technology where applicable. Finally, the qualification intends to contribute to fostering a scholarship of teaching and learning by introducing fundamental learning modules in order to support underprepared learners to bridge the gap between their school and university studies.

Rationale

The qualification meets national qualification framework requirements and was developed according to the general guidelines for the purpose, characteristics, minimum admission requirements and progression of framework diploma programmes. The qualification is therefore primarily vocational and industry specific, the knowledge emphasises general principles and application with the purpose to develop graduates who can demonstrate focused knowledge and skills in the field of credit management which, together with practical skills and experience in the workplace Work-Integrated Learning(WIL) enables successful learners to enter career paths and to apply their learning to particular employment contexts from the onset. The design of the programme in Credit Management maintains an appropriate balance of theoretical, practical and experiential knowledge and skills and has sufficient disciplinary content and theoretical depth at the appropriate levels to serve its educational purpose.

Recognition of Prior Learning (RPL)

• As per institutional policy, credits towards this qualification may be obtained by means of Recognition of Prior Learning (RPL).

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate National Qualifications Framework(NQF) Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 156 Credits

• Business Management I, 24 Credits.
• Life Skills, 2 Credit.
• Management I, 24 Credits.
• Financial Accounting IA, 12 Credits.
• Financial Accounting IB, 12 Credits.
• Information Literacy I, 2 Credits.
• Credit Management I, 20 Credits.
• Computer Literacy, 10 Credits.
• Communication for Academic Purposes, 10 Credits.
• Economics IB, 12 Credits.
• Computer Literacy II, 12 Credits.
• Economics IA, 12 Credits.

Compulsory Modules, Level 6, 204 Credits

• Communication for Academic Purposes, 8 Credits.
• Management II, 24 Credits.
• Credit Management II, 24 Credits.
• Financial Management II, 24 Credits.
• Work-Integrated Learning(WIL) in Credit Management III, 28 Credits.
• Management III, 24 Credits.
• Costing and Estimating III, 24 Credits.
• Law for Credit Managers, 24 Credits.
• Credit Management, 24 Credits.

1. Evaluate, select and apply appropriate methods, procedures or techniques in processes of application, development and implementation of Credit policies.
2. Demonstrate an understanding of the ethical implications of decisions and actions, and apply the code of conduct and ethics that conform to the National Credit Act 34 of 2005 within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas.
3. Demonstrate an ability to make decisions and act appropriately in familiar and new contexts of export and international credit trading, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems.
4. Demonstrate detailed knowledge of the main areas of credit management functions, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of Credit management and how it relates to other functions of the organisations.
5. Identify, analyse and interpret financial performances of prospective clients for purposes of credit granting based on evidence and procedures appropriate to the practice of credit management.
6. Demonstrate an ability to present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for a given context.

The following Associated Assessment Criteria will be used in an integrated manner across the Exit Level Outcomes

• Subordinates are informed and familiarised with the way in which credit policies and procedures should be interpreted and implemented.
• Deviations from enterprises credit policies and procedures are identified and corrective measures are implemented.
• Negative impact of enterprises credit policies and procedures on sales and profits are reported to top management so that adjustments may be effected.
• Credit management problems are correctly identified.
• Internally generated information on credit management problems is correctly gathered and investigated.
• Research findings are evaluated.
• Research reports are compiled.
• Recommendations arising out of the research report are made.
• Recommendations to top management are reported.
• Number of new accounts to process per day/week/month are set, in consultation with the marketing department.
• Targets for collection of overdue accounts are set.
• Output or Productivity of subordinates is measured.
• Corrective measures to rectify poor performance by individuals or group of employees are implemented.
• The techniques to develop teamwork among employees are explained.
• The ability to work harmoniously in groups is demonstrated.
• Diverse motivational techniques and tools are assessed for their effectiveness and implemented.
• Data is accurately and clearly documented in written and electronic format.
• Effective group interaction is demonstrated.
• Information is clearly and coherently presented orally.
• Appropriate information is entered, retrieved and presented in the required format.
• The required information is retrieved through the use of appropriate systems.
• The dynamic nature of the employee/employer relationship is demonstrated.
• The grounds on which an employee may be dismissed are explained.
• The grounds on which a dismissal may be construed as unfair, are identified.
• The basic tenets of a disciplinary code and procedure are explained.
• Disciplinary procedures are implemented.
• Steps in the grievance procedure are correctly identified, explained and implemented.

Integrated Assessment.

Formative assessment

• Learning and assessment are integrated. Continual formative assessment is done so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

• Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement includes Integrated Assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, or equivalent assessment such as a portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Work Integrated Learning (WIL)

• WIL placement will be done at suitable participants within the industry. The learners will be placed for a period of 3 months in their 3rd year. The WIL programme is registered for separately as an individual module. The main emphasis of the WIL activities is to gain real world practical experience in a professional environment.