National Occupational Certificate: Entrepreneurial Business Manager

Purpose

The purpose of this qualification is to prepare a learner to function as an Entrepreneurial Business Manager.

The National Occupational Certificate: Entrepreneurial Business Manager will contribute to the development of the learner by providing learners with the skills, knowledge, insights and competence to enable them not only to identify niches with potential to become lucrative businesses, but also to better manage and/or expand their own small business. In addition, this qualification also includes a part-qualification specifically to enable learners to start up a new venture thus creating a career-path for Entrepreneurs. The Part-Qualification can be used to achieve better development to Entrepreneurial Business Manager.

An Entrepreneurial Business Manager plans and launches new business enterprises, develops product concepts, manage the small business's operations and finances, and markets the business/products/services.

A qualified learner will be able to

• Identify opportunities for a new venture.
• Determine financial requirements of a new venture and source funding.
• Manage small business operations.
• Manage financial resources and evaluate performance.

Rationale

The need for this qualification stems from the necessity to realign existing unit standards-based qualifications into occupational qualifications. Currently there are two-unit standards-based qualification registered for New-Venture Creation. A single qualification was seen as needed for the occupation Entrepreneurial Business Manager.

There are no similar qualifications registered on the OQSF.

This qualification will benefit the sector, society and the economy as Entrepreneurial Business Managers start a new business and as it grows create job opportunities therefore benefiting the society and contribute to the economic growth and raising the standard of living for everyone involved. The typical occupations related to this qualification is small business owner or small business manager.

Typical learners to this qualification are those who aspire to start and/or grow their own viable small business.

Various stakeholders from the Management and Business Services Chamber participated in the development of this qualification.

Recognition of Prior Learning (RPL)

RPL for Access

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme. Such an RPL assessment may be developed, moderated and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

RPL for exemption from modules

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for credits

Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for admission to the EISA

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 2 qualification with mathematical literacy and communication.

This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 134903-001-00-KM-01, Business Ethics and Etiquette, NQF Level 3, 4 Credits.
• 134903-001-00-KM-02, Workplace Dynamics, NQF Level 4, 2 Credits.
• 134903-001-00-KM-03, Business Communication and Customer Service, NQF Level 3, 3 Credits.
• 134903-001-00-KM-04, Entrepreneurship, NQF Level 4, 4 Credits.
• 134903-001-00-KM-05, Product/Service/Experience Innovation, 4, 2 Credits.
• 134903-001-00-KM-06, Viability Assessment, NQF Level 3, 3 Credits.
• 134903-001-00-KM-07, Financial Requirements of a New Venture, NQF Level 3, 5 Credits.
• 134903-001-00-KM-08, Leadership and Management Principles, NQF Level 4, 3 Credits.
• 134903-001-00-KM-09, Small Business Operations Management, NQF Level 4, 12 Credits.
• 134903-001-00-KM-10, Financial Control, NQF Level 4, 6 Credits.

Total Number of Credits for Knowledge Modules: 44

Practical Skill Modules

• 134903-001-00-PM-01, Conduct Entrepreneurship Self-Assessment, NQF Level 3, 3 Credits.
• 134903-001-00-PM-02, Generate Viable Business Ideas, NQF Level 4, 8 Credits.
• 134903-001-00-PM-03, Determine Market Requirements for a New Venture, NQF Level 4, 2 Credits.
• 134903-001-00-PM-04, Conduct Competitive Analysis, NQF Level 3, 2 Credits.
• 134903-001-00-PM-05, Develop Goals for A Business Plan for A New Venture, NQF Level 3, 2 Credits.
• 134903-001-00-PM-06, Determine Financial Requirements of a New Venture, NQF Level 3, 4 Credits.
• 134903-001-00-PM-07, Source Funding for a New Venture, NQF Level 3, 3 Credits.
• 134903-001-00-PM-08, Establish Administration and Record-Keeping Processes, NQF Level 4, 4 Credits.
• 134903-001-00-PM-09, Control and Monitor Business Operations, NQF Level 4, 3 Credits.
• 134903-001-00-PM-10, Apply Bookkeeping and Budgeting Controls, NQF Level 4, 3 Credits.
• 134903-001-00-PM-11, Apply Cash Flow and Sales Forecasting Controls, NQF Level 4, 3 Credits.

Total Number of Credits for Practical Skill Modules: 37

Work Experience Modules

• 134903-001-00-WM-01, Processes for the Development of a Business Concept, NQF Level 3, 10 Credits.
• 134903-001-00-WM-02, Processes for The Development of a Funding Proposal for Business Start-Up or Expansion, NQF Level 3, 8 Credits.
• 134903-001-00-WM-03, Processes for Managing the Operations of a Start-Up Business, NQF Level 4, 9 Credits.
• 134903-001-00-WM-04, Processes for Maintaining Accounts and Financial Records, NQF Level 4, 12 Credits.

Total number of credits for Work Experience Modules: 39

1. Identify opportunities for establishing a viable new venture by applying knowledge and skills in relation to interpreting relevant information from a range of sources.
2. Determine financial requirements to start-up a new business by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken.
3. Establish processes to manage a start-up business by applying knowledge and skills in relation to applying essential methods, procedures, and techniques.
4. Establish financial systems of a start-up venture and evaluate performance by applying knowledge and skills in relation to gathering and interpreting relevant information.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Identify opportunities for establishing a viable new venture by applying knowledge and skills in relation to interpreting relevant information from a range of sources.

• Identify and explain the requirements for a successful entrepreneur.
• Identify the elements of viability to enable a new venture to be assessed for potential implementation.
• Interpret the elements of a business plan to determine the viability of a new venture.

Associated Assessment Criteria for Exit Level Outcome 2

ELO 2: Determine financial requirements to start-up a new business by applying knowledge and skills in relation to producing a coherent presentation and report and providing explanations for positions taken.

• Prepare a funding proposal according to the requirements which contains the associated motivations to apply for financial support.
• Prepare a pricing and costing estimation, reflecting the viability of the documented business idea.
• Align the projected cash flow requirements for a start-up business to accounting practices.

Associated Assessment Criteria for Exit Level Outcome 3

ELO 3: Establish processes to manage a start-up business by applying knowledge and skills in relation to applying essential methods, procedures, and techniques.

• Identify administration and record-keeping practices that adhere to legal framework and compliance issues.
• Outline and discuss the required outcomes of various operations in a small business to ensure sustainability in terms of the impact in terms of sustainability.
• Evaluate and discuss the required processes and procedures for monitoring and/or controlling various operations in a small business.

Associated Assessment Criteria for Exit Level Outcome 4

ELO 4: Establish financial systems of a start-up venture and evaluate performance by applying knowledge and skills in relation to gathering and interpreting relevant information.

• Discuss procedures for the management of financials in terms of the financial management/control/oversight requirements.
• Evaluate the business performance by interpreting and reflecting on financial statements.
• Estimate future performance of the business based on the interpretation of created cash flow statements.

Integrated Assessment

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

Formative assessments

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained.

Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification or skills programme.

Summative Assessments

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g. applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc.

The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the External Integrated Summative Assessment (EISA). An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA)

The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules.