Higher Certificate in Incident Management

Purpose

The purpose of this qualification aims at developing a competent and professional work force to manage incidents. The learner is sensitised to the specific culture, opportunities and demands of incident management. The skills, knowledge, values and understanding demonstrated within this qualification are essential for a positive impact on social and economic transformation and upliftment within the democratic South African society.

This qualification is designed to provide opportunities that learners may consider at completion in

• Law enforcement agencies.
• Disaster management services.
• Emergency medical services.
• Vehicle recovery services.

Rationale

The Higher Certificate in Incident Management is designed to equip the learner with the skills and knowledge to effectively manage incidents within the private and public sectors. It reflects the need of community, government and employers to enable the learner to obtain essential skills needed to facilitate a pathway for further learning and to receive recognition for existing skills and knowledge. A person acquiring this qualification will obtain the necessary competence to manage and support a team, improve service delivery, make informed decisions and develop action plans for incident management, implement best practice policies and procedures and communicate effectively. This qualification allows for progression to qualifications in various fields such health and safety, security, risk management, fire science technology, emergency and disaster management, at NQF Level 6 and higher.

This qualification assumes that the learner is competent in the language of instruction of the Institution and the material, and the general theoretical, practical and academic knowledge accomplished at NQF Level 4.

Prospective learners must be able to express themselves clearly and correctly both verbally and in written English.

Recognition of Prior Learning (RPL)

An application for prior learning will be considered in accordance with the prescribed policies and procedures of the Institution. It implies that learning has been acquired through formal, informal and non-formal means and is recognised for the fulfilment of the requirements of this qualification or part thereof. It is required that through assessment practices, the learner shall demonstrate competence in the knowledge, skills and values implicit in this qualification. Recognition of Prior Learning is performed by means of integrated assessment.

Access to the Qualification

The qualification is open to any learner in possession of a

• National Senior Certificate (NSC) allowing access to Certificate studies.

Or

• Further Education and Training Certificate, allowing access to Certificate studies.

Or

• National Certificate (Vocational) at NQF Level 4, allowing access to Certificate studies.

Or

• Equivalent NQF Level 4 qualification recognised by the South African Qualifications Authority.

The qualification consists of four compulsory modules and two elective modules at NQF Level 5, each with 20 Credits, totalling 120 Credits.

Compulsory Modules

• Business Communication.
• Disaster Management 1.
• Incident Management.
• Occupational Health and Safety 1.

Electives Modules (Select 2)

• Financial Management 1.
• General Management.
• Introduction to Mathematics.

1. Demonstrate an understanding of and apply self management concepts.
2. Apply conflict resolution techniques in the workplace.
3. Establish and implement incident management, by formulating action plans, analysing incidents, and conducting debriefings.
4. Use communication techniques effectively.
5. Identify and interpret relevant legislation and its impact on incident management in the organisation in terms of compliance.
6. Demonstrate knowledge and understanding of the Occupational Health and Safety Act 85 of 1993 (OHSA) the relevance of the Act in terms of management.
7. Critically analyse existing disaster and safety management practices to promote best practice in disaster management strategies.
8. Use the principles of financial management and statistical techniques effectively.

Critical Cross-Field Outcomes

This qualification allows all the Critical Cross-Field Outcomes to be addressed.

Associated Assessment Criteria for Exit Level Outcome 1

• Effective communications at the individual and organisational level is applied.
• Guidelines for effective oral communications, potential barriers and how to overcome them are discussed.
• Time management is practiced effectively.

Associated assessment criteria for Exit Level Outcome 2

• The concept of diversity management is described.
• The importance and benefits of diversity management for South African organisations is discussed.
• The various sources of inter group conflict that may occur in organisations are identified.
• Logical and systematic process to mediate and resolve conflicts are applied.

Associated Assessment Criteria for Exit Level Outcome 3

• The importance of taking into account the vulnerability of the community when planning and designing infrastructure is explained.
• The importance of preparedness in disaster management is explained.
• Risk reduction importance in disaster is explained.
• Plan of action is developed and implemented.
• The implemented plan is monitored and evaluated.
• The importance of an Emergency Operations Plan is discussed.
• Incident situational analysis is conducted.
• Clean up and demobilisation of the incident management team are conducted.

Associated Assessment Criteria for Exit Level Outcome 4

• The flow and nature of communications inside the organisation are discussed.
• Smoother flow of written communication is practised by the correct use of logic.
• Basic rules of effective written communications are applied.
• Public speaking techniques are applied.
• The importance of body language as a communication medium in business is explained.

Associated Assessment Criteria for Exit Level Outcome 5

• The meanings of the terms sourced from the Disaster management, Act 57 of 2002 and the National Disaster Management Framework of 2005 are explained.
• Forward control point and management of all operations directly applicable to the incident are established.
• Information concerning the incident is collected, evaluated and disseminated by means of available resources.
• Facilities, services, material and support are provided to all the agencies directly involved with the incident.
• Procedure monitoring and record keeping are established.
• Incident command post is determined, identified and established.
• Casualty haven, treatment, safety and rest areas are identified and established.
• Areas for support functions are identified and established.
• Compliance mechanism is developed and implemented.

Associated Assessment Criteria for Exit Level Outcome 6

• Understanding of and the ability to apply the sections of the Occupational Health and Safety Act at the workplace are demonstrated.
• Key regulations within disaster management are implemented.
• Implicit or explicit organisational policies in the workplace are described and analysed.

Associated Assessment Criteria for Exit Level Outcome 7

• Skills required to perform the management tasks at each management level are discussed.
• A brief overview of the history of management is presented.
• The process of scheduling as well as a method that can be used to schedule tasks are described.
• Delegation process is described and factors influencing effective delegation are identified.

Associated Assessment Criteria for Exit Level Outcome 8

• Reasons why financial management is important for companies and also for the small business are explained.
• A list of financial management activities is compiled.
• Aspects of how financial management forms part of the accounting function of the firm, and how it relates to financial accounting and cost and management accounting are explained.
• The importance and principles of financial analysis are explained.
• Examples of liquidity ratios, activity ratios, solvency ratios, profitability ratios and leverage ratios are calculated, through the use of a set of financial statements.
• The results and significance of a specific financial ratio are interpreted.
• Financial management techniques including flexible budgets and zero-based budgets are applied to make budgeting more efficient.
• An income statement using absorption costing and marginal costing techniques is prepared.

Integrated Assessment

Formative assessment methods include

• Self assessment activities in the learning materials.
• Case studies.
• Knowledge tests.
• Report writing and other generic management formats.
• Basic research and project based assignments.
• Contact sessions - interaction.

The learner is required to put together a portfolio of evidence, which will act as proof that learning has taken place. Although this method of formative assessment is required, it will not be measured or monitored by the assessors due to the mode of distance learning. Compilation of the portfolio is designed to assist students toward the compilation of tutor - marked assignments, which are formally assessed.

Formative assessment is designed to ensure that it

• Supports the teaching and learning process and provides constructive feedback to the learner on own progress.
• Helps to make decisions on the readiness of students to complete their summative assessment.
• Is developmental in nature.
• Does not award credits/certification.

Summative assessment includes

• Formal written examinations (where applicable oral assessment) Summative assessment is making a judgment about achievement. Learners-readiness determines whether the learner will qualify for the respective examinations. It is required from students to complete and submit assignments in order to write an examination.

Summative assessment occurs

• At the end of each study cycle of learning.
• Is used to determine whether the learner is competent in the required knowledge and skills.

Summative assessments will be conducted on a continuous basis throughout the learning experience. Summative assessments are moderated per module of learning, in order for all students to be fairly assessed against the planned outcomes.