Higher Certificate in Management and Leadership

Purpose

The purpose of the Higher Certificate in Management and Leadership is to provide learners with introductory generic, current, and future fit management and leadership competencies applicable across industries and benchmarked against international thought leadership paradigms. This qualification will equip learners with basic knowledge and competence in management and leadership and the skills to apply this knowledge and competence in the South African and African business context.

Learners will also develop skills in business communication, problem solving, decision making that can be applied in any junior management, supervisory or team leadership role in any organisational context. In addition, the learner will gain invaluable insights into leadership. The qualification is ideal for new managers, team leaders, and supervisors wanting an accredited qualification to progress their understanding of management and leadership of self, others and business and global contexts.

The qualification will prepare learners for progression into entry-level management/supervisory positions or to undertake work in the field of management on this level. The qualification will equip learners with the theoretical foundation, principles, concepts, and techniques required for effective and efficient management and leadership. The ten modules in the qualification were selected to create a coherent qualification that is aligned with the needs of industry and the economy. Additionally, this qualification will equip learners to manage the operations in a business context, which includes managing people and the organization.

The problem and project-based project will assist learners to develop applied competence, i.e., the ability to put the learning outcomes that have been developed through the qualification into practice in the relevant work context. This qualification exit level integrated assessment ensures that learners develop the competencies to adapt the knowledge gained into application within the business context.

A qualifying learner who successfully exits this qualification will possess the skills to effectively transition into a first-line manager job. In addition, a qualifying learner will be able to further his/her studies into the middle management level.

Rationale

The research evidence shows that the outcomes of learning linked to management and leadership are outdated and lack relevance to meet the current and future skills required given the advancement into the Fourth Industrial Revolution (4IR). Currently, the QCTO and SETA accredited qualifications or part-qualifications are rigid and require learning realignment interventions to include generic and/or specialized skills for the upskilling or reskilling of the current labour force. Since the current qualifications do not meet the skills requirement of clients, a need has arisen to develop specialized qualifications in management and leadership that address the current and future skills needs of the labour market.

The qualification is an opportunity to create a unique ladder of learning for management and leadership development for the South African and African continent aligned to the African Renaissance. Furthermore, current product offerings are delimiting in that their primary focus is that of catering to business-to-business markets and not business-to-consumer market needs. Leaders in management and leadership are at the forefront of skills development. The qualification will support individuals in their career progression.

The qualification will attract learners who are employed in occupations, and who want to transition into management and leadership levels in the business. This includes employed individuals already working in those areas or who would be interested in moving to occupations that would benefit from the academic foundation in management and leadership. Other learners who would benefit from this qualification are those who have completed their schooling or business-related qualifications on NQF Level 4 in TVET colleges and who are interested in preparing for work opportunities in operations management or related fields.

The qualification will prepare learners for junior level or supervisory management positions in a wide range of occupations across sectors of the economy and different industries, as well as upgrading the competencies of individuals already in these managerial positions: team leaders, first line managers, first time managers, line managers, supervisors and foremen responsible for operations, production and productivity and other occupations in which knowledge and understanding of effective management and leadership is essential.

This qualification will enable learners who completed their National Senior Certificate or Level 4 qualifications in TVET colleges to enter post-matric studies in higher education. Those who successfully complete this qualification will be able to continue with higher education studies in operations management and related fields, for example Advanced Certificates on NQF Level 6 in Management, Leadership, and related fields, as well as enrol for bachelor's degrees in Management, Leadership and related fields.

The main benefit of the qualification for learners is the ability to obtain a nationally recognised qualification in Management and Leadership that will improve their potential to gain employment or work opportunities in most types of businesses and public entities. Learners with work experience in these fields will be able to use the theoretical frameworks, knowledge, and techniques they acquire during the qualification to improve their work performance, with the potential for career advancement into more senior positions. Others who are not in formal employment, will be able to use the skills and competencies developed to improve their work output in self-employment or in contract work through following more effective and efficient work processes.

The organisations that employ graduates with this qualification will gain from improved efficiency, productivity, which will contribute towards improved competitiveness and profitability in the private sector, and improved service delivery in the public sector. The competitiveness of business in the South African economy and other African economies is important as all countries are required to compete in the global economy. Improved productivity of South African organisations will open more employment opportunities and prospects for self-employed individuals and small businesses to provide products and services to contribute to economic growth. The qualification will also benefit service delivery in South Africa, as effective management and strong leadership are equally important in the public sector.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advance standing within qualifications.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for credits

• Learners may be awarded credits for a module(s), where a similar module or unit of learning was completed in another accredited and SAQA recognised learning qualification.
• The award of credits is limited to a maximum of 50% of the credits from a completed qualification may be granted towards this qualification.

RPL for exemption of modules

• Learners who have completed similar modules in other qualifications, may apply for exemption from modules in this qualification.
• To be granted exemption, through the RPL process, the learner must provide evidence of meeting at least 75% of the learning outcomes of the module.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4 without endorsement.

Or

• Occupational Certificate in a cognate field, NQF Level 4.

This qualification consists of the following compulsory modules at National Qualifications Framework 5 totalling 120 Credits.

Compulsory Modules, NQF Level 5, 120 Credits.

• Successful Business Communication and Engagements, 12 Credits.
• Management and Leadership Theories and Practices, 12 Credits.
• Personal Mastery and Self Development, 12 Credits.
• Effective Team Leadership, 12 Credits.
• Workplace Employment Relations, 12 Credits.
• Design Thinking and Innovation, 12 Credits.
• Introduction to Financial Analysis, 12 Credits.
• Functioning of the Business Operations in the Digital Context, 12 Credits.
• Principles and Practices of Customer-Centric Marketing, 12 Credits.
• Local and African Business Insights, 12 Credits.

1. Demonstrate knowledge of key concepts, principles, and theories in management and leadership within the business context.
2. Demonstrate an awareness of how theories and/or practices of management and leadership have evolved to align to the emerging/new industrial revolution(s).
3. Demonstrate the ability to select and apply standard methods, procedures or techniques of basic research, design thinking and financial analysis within a business environment.
4. Demonstrate the ability to identify, evaluate, and solve routine, and new problems within a business context and apply solutions based on relevant evidence and demonstrate an understanding of the consequences.
5. Demonstrate the ability to gather information from a range of sources, including financial analysis, and to apply basic processes of analysis, synthesis, and evaluation on that information in relation to the Local and/or African business context.
6. Demonstrate the ability to communicate information reliably, accurately, and coherently to team members, customers and in other business communication, using appropriate conventions, including intellectual property, copyright, plagiarism, and the associated legal implications.

Associated Assessment Criteria for Exit Level Outcome 1

• Explain key terms, concepts and general principles of communication and academic literacy within the business context.
• Contrast theories of management and leadership in terms of their relevance to the South African business context.
• Explore principles of personal mastery and self-development for their contribution to effective leadership.
• Discuss concepts and principles of team leadership in terms of managing effective group dynamics.
• Summarise key concepts relating to workplace employment relations with reference to alignment to African legal and regulatory requirement.
• Explain concepts and principles of design thinking in relation to innovation in the business context.
• Apply standards and principles to financial analysis and reporting within the business context.
• Explain general principles on the functioning of the operations of a business.
• Describe the principles and practices of customer-centric marketing in relation to their contribution to improved customer-user experience.
• Discuss key economic principles relating to the Local and African markets within the business context

Associated Assessment Criteria for Exit Level Outcome 2

• Explain the evolution of digital communication within the business context.
• Discuss the evolution of management and leadership theories in relation to the Volatility, Uncertainty, Complexity and Ambiguity (VUCA) business environment.
• Explain diverse team leadership practices in response to the emergent new ways of work.
• Describe the changing nature of the employment relationship in response to the new ways of work.
• Discuss the transformation of business functions in relation to evolving digital context.
• Explain the evolving needs of customers in reshaping marketing practices.
• Compare the theories of dynamic capability versus profit maximization in response to the changes brought about by the emerging/new industrial revolutions.

Associated Assessment Criteria for Exit Level Outcome 3

• Select and apply methods and techniques of communication to communicate internally and externally within the business context.
• Select and apply standard basic research procedures to the preparation of business reports.
• Select and align management and leadership techniques to the culture of the business.
• Identify and apply personal mastery techniques to support management and leadership.
• Plan and manage an implementation process is to improve team effectiveness and high-performance.
• Select and apply standard methods and procedures relating to workplace employment relations within the business context.
• Apply design thinking procedures in planning and implementing innovative ideas in a business context.
• Select and apply methods of financial analysis to improve decision making within the business context.
• Plan techniques and approaches for the digital transformation of the business operations.
• Select and apply customer centric marketing techniques to meet the needs of customers.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify problems relating to ineffective communication, apply solutions, and explain the consequences within the business context.
• Evaluate and solve management and leadership problems.
• Identify complex problems and apply solutions within personal and work contexts.
• Evaluate and solve routine and new problems experienced in leading teams.
• Evaluate and solve new problems emerging from the new ways of work to manage workplace relationships.
• Apply design thinking practices in solving new problems within the business context.
• Identify, evaluate and solve routine problems related to the functioning of the business operations and new problems brought about by the digital context.
• Identify problem solving techniques, evaluate, and solve typical customer related challenges.
• Identify the challenges related to the digital divide in relation to its impact on the local and African business context.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply basic research methods to gather information from a range of sources and analyse, synthesize and evaluate the information for communication in a business context.
• Apply and evaluate information on own personal mastery to identify areas for personal development.
• Gather team performance information, analyse, synthesise, and evaluate it to improve team performance.
• Collect information from a range of sources to support and enhance the design thinking process to solve a business problem.
• Gather, analyse, synthesise and evaluate information from a range of financial data sources for presenting in a financial report.
• Collect customer information needs, and analyse, synthesize, and evaluate it to develop effective marketing strategies.
• Gather local and African business information and apply the basic process of accessing, processing, and managing information.
• Identify current issues relevant to the business context, PESTEL analysis and other analysis tools.

Associated Assessment Criteria for Exit Level Outcome 6

• Communicate information reliably, accurately, and coherently within the business context.
• Correctly apply conventions around intellectual property, copyright and plagiarism and associated legal implications in producing business communication.
• Communicate information in financial analysis reports reliably, accurately, and coherently within the business context.
• Accurately, reliably, and coherently communicate information that reflects the customer-centric approach/principles in marketing-related documents.

INTEGRATED ASSESSMENT

Assessment is a developmental process which serves as an indicator of the application of knowledge gained. Assessment philosophy determines the learner's awareness of the knowledge learned, adaption of the knowledge into various contexts and the application of the knowledge in their personal, people, work, and world contexts. All assessments are done according to pre-set learning outcomes and related assessment criteria, which are aligned to the NQF level of the module and qualification. These outcomes and assessment criteria must align to the NQF level descriptors defined by SAQA. The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment practices must comply with the principles of assessment. Integrated assessment implies that theoretical and practical components should be assessed together. During integrated assessments, this qualification uses formative and summative assessment methods to assess a combination of practical, applied, foundational and reflective competencies. A variety of methods is therefore used in assessment. Tools and activities must be appropriate to the context in which the learner is working. Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

For modules, assessment is done against outcomes of learning and assessment criteria. For qualification, assessments are done against Exit Level Outcomes (ELOs) and associated assessment criteria (AACs). Evidence should be collected that allows judgement on the depth and breadth of the learner's knowledge, skills, attitude, and applied competence. Assessment criteria should be set for all learning outcomes and will thus be criterion-based to ensure objective and fair assessment.

Formative assessment

The purpose of formative assessment of learning in the qualification is

• To enable learners to monitor their own progress and to identify areas in which they need to improve.
• To enable Programme Manager/Coordinator to monitor the progress of learners and to timeously identify inactive, under-performing and other at-risk learners.
• Support the learning process and guide further learning.

Formative assessments will be conducted continuously throughout the teaching-learning process using: short questions answered directly on the Digital Learning Platform, which is used as the Learning Management System (LMS); Objective type questions including multiple-choice, matching, true/false and complete the statement questions; Interactive activities: e.g., questions on videos. All formative assessments are automatically marked through the LMS-Assessor.

Summative assessment

Summative assessments are used to assess whether the learners have successfully achieved the module outcomes and the ELOs of the qualification for the award of credits for modules and/or for award of the qualification. The summative assessments are designed to determine whether learners can apply their learning from the modules in a work context. Summative assessments will also measure the achievement of the purpose of the qualification. Each module of the qualification will be assessed in a summative assessment to assess learners against the module learning outcomes.

At a modular level, summative assessments include an individual written assignment and a semester examination. Individual written assignments will include case studies and report writing. Each module will be assessed in an examination, which will be assessed in an integrated manner in other summative assessments. Examinations will be written at the end of each semester and will cover the modules completed during that period. At a qualification exit level, summative assessments comprise one integrated practical activity aligned to the ELOs of the qualification.