Module 1

Generic Management NQF 4

Session 1: Learning in the workplace

It may be a long time since you were last in a formal learning environment, and you
may be feeling a bit intimidated right now. But don’t worry! There are a lot of
people to help you during the learnership process and you will be given all the
assistance you need in order to be able to learn. We, at i-Fundi are looking forward
to working with you as you complete this learnership!

This session covers some aspects of the following Unit Standard of the Generic
Management 04 qualification:

LEARNING OUTCOMES

On completion of this module, you should be able to: -

1. Discuss the Generic Management NQF Level 04 learnership

2. Describe the assessment process that will be used during the learnership

3. Explain how you will benefit from participating in the learnership

4. Find and use suitable learning resources for classroom and workplace learning

5. Use the i-Fundi learning material effectively

6. Be a productive member of a learning team

KEY CONCEPTS

In particular, this module covers: -

• Learnerships
• The learning and assessment processes that will be used in this learnership
• Workplace learning
• Your role and responsibilities during the learnership
• Sources of information that you will be able to access at i-Fundi and in the
workplace

Before we start working, let’s find out what you are hoping to get out of this very
exciting experience.

In order for everyone to achieve these goals, we need to create the right
environment for learning. We need some rules to guide behaviour in the learning
environment.

You will be spending a lot of time with the other learners during the learnership, so it
is important that you get to know one another.

1. NATIONAL SKILLS DEVELOPMENT STRATEGY

In order for South Africa to overcome the inequities of the past and to
successfully compete in the global economic environment, government realized that
it had to develop a new strategy on how people can learn and improve their skills.
Since then, most employers and training providers have revised their approach to
training and aligned it with the National Skills Development Strategy (NSDS).

The mission of the NSDS III is to “To increase access to high quality and relevant
education and training and skills development opportunities, including workplace
learning and experience, to enable effective participation in the economy and society
by all South Africans and reduce inequalities”
The objectives of the NSDS III are to:

1. Establishing a credible institutional mechanism for skills planning

2. Increasing access to occupationally directed programmes, both
intermediate level as well as higher level professional qualifications
3. Promoting the growth of a public FET college system that is responsive to
sector, local, regional, and national skills needs and priorities
4. Addressing the low level of youth and adult language and numeracy skills
to enable additional training
5. Encouraging better use of workplace-based skills development
6. Encouraging and supporting cooperatives, small enterprises, worker-
initiated, NGO and community training initiatives.
7. Increasing public sector capacity for improved service delivery and
supporting the building of a developmental state
8. Building career and vocational guidance

Learnerships are a very important part of the NSDS.

2. LEARNERSHIPS
One of the ways in which the objectives of the NSDS can be achieved is through the
establishment of learnerships. Learnerships are workplace-based routes to a
national qualification registered on the National Qualifications Framework (NQF).

Learnerships are made up of a combination of theoretical training provided by a

training provider and practical work experience gained with an employer. This
combination allows learners to transfer formal learning to the workplace. This means
that learners acquire a qualification and work experience at the same time.
 Structured formal learning
+ = NQF Qualification
Structured work experience

1 year learnership

Learnerships involve the following: -

❑ Each learner is regularly assessed to ensure “high quality” learning.

❑ The learner has to reach a level of competency to perform a certain job within
an agreed timeframe.
❑ The learner needs to work successfully in a team-based learning environment
(both in training and hands-on in a work situation).
❑ The learner should be competent enough to be able to find permanent
employment at the end of the learnership programme.
❑ By participating in learnership programmes, companies are up-skilling existing
workers or new learners and thereby increasing productivity and employability
of those workers.

❑ In order to make skills development as relevant as possible to the needs of

industry, government set up bodies to manage the learning in a particular
industry. These bodies are called Sector Education and Training Authorities
(SETA).
2.1 Who participates in a learnership?

A learnership involves three main parties: -

Lead employers may find other employers to host learners. These are known as host
employers.

The rights and responsibilities of each party are laid out in the tripartite Learnership
Agreement.

2.2 Roles and responsibilities of the different stakeholders

in a learnership

Each one of the stakeholders plays an important part in making a learnership

successful. The following list shows the responsibilities of each stakeholder.

Learner

As a learner you are responsible for:

• Learning
o Attending all training
o Studying at home
o Conducting research
o Completing exercises and assessment activities
o Gathering evidence
o Submitting assessments on time
 • Working
o Completing duties
o Punctuality
o Integrity and professionalism
o Adhering to policies and procedures of the lead or host organisation
o Gathering workplace evidence

Lead Employer

• Finds host employers

• Remains the employer of any learners placed with the host employer;
• Ensures payment of the stipend, salary or wages
• Ensures the observance of employer obligations
• Keeps records to track and monitor the progress of the learnership
• Arranges training as required
• Ensures the coaching and mentoring of the learners
• Ensures that sufficient evidence is collected for assessment
• Administrates and project manages the learnership
• Liaises with all the necessary stakeholders

Host Employer

• Provides supervision and suitable work experience to any learner

• Offers workplace training
• Releases learners to all training sessions
• Must not provide any learner with work that is unsafe
• Outfits each learner with the equipment needed
• Must check and countersign time sheets submitted by any learner
• Provides coaching and assists in preparing performance reports
• Maintains a working environment that is safe
• Maintains a work environment that is free of any acts of harassment
• Monitors and reports on the health of any learner that it hosts;
Training Provider

• Ensures accreditation with the SETA

• Develops the training materials
• Delivers training
• Assesses learners and keeps records of their competence

Services SETA

• Learnership registration with the Department of Labour

• Provides grants for the learnerships
• Facilitate, manage & and quality assure learnerships
o Registers learnership contracts
o Organises site visits
o Quality manages stakeholders
o Sets policies
• Organises moderation and verification
• Certifies learners

3. NQF QUALIFICATIONS
Every learnership leads to a NQF registered qualification.

NQF registered qualifications are made up of unit standards. Every qualification has
three types of unit standards: -
This learnership leads to :

Qualification ID 57712 Further Education and Training Certificate : Generic

Management (Learning Programme 58344). It is a NQF level 04 qualification.

For you to receive the qualification, you will be assessed on all the unit standards.
Some of the assessments will take place during the workshops and some of the
assessments will be done in the workplace.

To be awarded the qualification, learners are required to obtain a minimum of 150

credits as detailed below: -

• Fundamental Component

Mathematical literacy NQF Level 4 16 Credits

Communication in English NQF Level 4 20 Credits

Communication in a second

South African language NQF Level 3 20 credits

• Core Component

Compulsory Unit Standards to the value of 72 credits.

• Elective Component

Elective unit standards from Learning Programme ID 58344 to the value of at least 22
credits.
3.1 Structure of the i-Fundi Generic Management
programme

The unit standards have been clustered into modules for integrated assessment.

For each module, you will be given a Participants Guide like the one you are working
in right now and an Assessment Workbook.

These workbooks have been designed to support your learning. They include
learning activities, exercises, a variety of readings and application aids that will assist
you in developing the knowledge and skills required for this qualification.

Space has been provided (in the workbooks) for you to take notes. Your facilitator
will guide you through each module. You are encouraged to ask questions and
participate in the various activities and exercises.

The workbooks use adult learning principles. This means that we assume that : -

• You are eager to learn and take responsibility for your own growth as you
realize the power of learning
• Within each one of you there is a vast amount of knowledge and experience
that is waiting to come out
• Learning is a journey of discovery and joy to which each one can make a
valuable contribution.

You will complete two types of activities.

1. Learning activities: These activities help you and your team to reflect, share and
document your learning. The activities are found in the Participants Guide for each
module.

Icons are used to tell you whether you will be doing these exercises alone, as a pair,
as a team or in a group.
 2. Assessment tasks: These tasks relate directly to the Unit Standards that will be
assessed and will be found in the Assessment Workbook (AW) for the module. All
assessment tasks that the facilitators tell you to complete are compulsory and will be
submitted to the assessor. It is vital for you complete them as proof of your
competence.

3.2 Unit Standards

Now let us have a look at the unit standards that form part of the Generic
Management Qualification: -

Unit
Standa Unit Standard Title Level Credits Type
rd ID
119469 Read/view, analyse and respond to a variety 4 5 Fundame
of texts ntal
119459 Write/present/sign for a wide range of 4 5 Fundame
contexts ntal
12153 Use the writing process to compose texts 4 5 Fundame
required in the business environment ntal
119462 Engage in sustained oral/signed 4 5 Fundame
communication and evaluate spoken/signed ntal
texts
119467 Use language and communication in 3 5 Fundame
occupational learning programmes ntal
119457 Interpret and use information from texts 3 5 Fundame
ntal
119465 Write/present/sign texts for a range of 3 5 Fundame
communicative contexts ntal
119472 Accommodate audience and context needs in 3 5 Fundame
oral/signed communication ntal
9015 Apply knowledge of statistics and probability 4 6 Fundame
to critically interrogate and effectively ntal
communicate findings on life related
problems
9016 Represent analyse and calculate shape and 4 4 Fundame
motion in 2-and 3-dimensional space in ntal
different contexts
7468 Use mathematics to investigate and monitor 4 6 Fundame
the financial aspects of personal, business, ntal
national and international issues
242822 Employ a systematic approach to achieving 4 10 Core
objectives
242811 Prioritise time and work for self and team 4 5 Core
242817 Solve problems, make decisions and 4 8 Core
implement solutions
242815 Apply the organisation's code of conduct in a 4 5 Core
work environment
242829 Monitor the level of service to a range of 4 5 Core
customers
242810 Manage Expenditure against a budget 4 6 Core
242816 Conduct a structured meeting 4 5 Core
242824 Apply leadership concepts in a work 4 12 Core
context
242819 Motivate and Build a Team 4 10 Core
242821 Identify responsibilities of a team leader in 4 6 Core
ensuring that organisational standards are
met
242814 Identify and explain the core and support 3 6 Elective
functions of an organisation
242818 Describe the relationship of junior 4 5 Elective
management to other roles
15234 Apply efficient time management to the work 5 4 Elective
of a department/division/section
11473 Manage individual and team performance 4 8 Elective
242812 Induct a member into a team 3 4 Elective
4. ASSESSMENT
Assessment is a structured process for comparing your achievements on the
learnership to the outcomes of the unit standards in order to determine whether you
have demonstrated competence.

When you are declared “Competent”, you will receive the credits for that unit
standard. The unit standards are the building blocks of the qualification, so it is
important that you are assessed “Competent” on each of the unit standards.

4.1 How will you be assessed?

There are two types of assessment:

• Formative assessments that are done during the workshops as you go along
with the learning
• Summative assessments that are done once everyone is confident that you
have acquired all the skills and knowledge required by a unit standard.
Summative assessments include work you do during the workshops, as well as
evidence that you gather in the workplace.

Evidence is proof that you know or can do something. So when you are asked to
“gather evidence”, you are being asked to collect proof that you can do a specific job
or task or that you understand or know something.

All the evidence you collect will be put into a Portfolio of Evidence (PoE) that will
be used for summative assessment. The assessor will look at the evidence in your
PoE and decide if you are “Competent” or “Not yet Competent”.

4.1.1 What is a portfolio of evidence?

A portfolio of evidence is a collection of the work that you have produced. The
portfolio tells a story about how a learner has grown. Portfolios can be organised
into themes or skill areas, each containing the learner’s work throughout the
learnership.
A portfolio is designed to allow the individuals to:

• Keep a record of a range of evidence

• Collect evidence of achievement and learner progress
• Support and complement training
• Use it as a starting point in assessments and job interviews

4.1.2 Responsibilities in assembling a Portfolio of Evidence

• The Learner

It is your responsibility to complete all the assessment tasks and collect them in a
Portfolio of Evidence. It is also your responsibility to manage your Portfolio of
Evidence and submit is to the assessor on time.

• The Facilitator

The facilitator is responsible for running the workshops and helping you to complete
the learning activities.

• Mentors/ Coaches

They assist the Learner in gathering naturally occurring evidence in the workplace
and help you to practise the skills you have learnt.

• Evidence Collection Facilitators

Advise and support learners to prepare, organise and present evidence for
assessment.

• The Assessor

Assesses the learner’s Portfolio of Evidence.

• The Moderator

Verifies that the principles of assessment are consistent across all learners.
4.1.3 Compiling your PoE

Tips for when completing your Portfolio of Evidence:

• Pay attention to detail. Be thorough.

• Sign everywhere you have to sign. Don’t forget to complete and sign the
Assessment Declaration Form and the Statement of Authenticity
• Write legibly and present your work neatly. Use a pen for writing all your
answers.
• You will also be required to complete an Assessment Review Form on
completion of the assessment process.
• Any additional assessment that needs to be done after the final summative
assessment, will be solely at your own cost.

4.1.4 How will we find out whether you are competent on the Unit Standards?

There are different methods you will use to gather evidence. You are used to some of
them from your days at school. Others relate more to the workplace.

Let us discuss the different ways : -

• Questioning:

You are asked different questions that test your knowledge. These questions are
asked verbally or in writing.

• Applied projects:

You show your knowledge through assignments and/or exercises that you complete
on your own, or with a team.

• Practical demonstration:

Management work is not theoretical. So we ask you to demonstrate how you

manage people and situations in the workplace.
 • Critical incident reports:

We may not get a chance to observe a certain situation. For example, how can we
comment on your ability to handle complaints if at the time of the assessment
nobody is complaining? In this case, we will ask you to remember a situation that
occurred in the past and write down how you responded.

• Role play:

It is most likely that you will not get exposure to all aspects of Management work in
the place that you are working in. For example, you might not get a chance to
manage conflict. We will therefore ask you to show your skills through a role play.

• Witness statements:

In some cases, we will ask your supervisor to confirm that you have the skills to do
certain tasks and meet targets, or to comment on your behaviour.

Remember, you will have to produce all the required evidence in order to be
found “Competent”.

4.2 Process of Assessment

When you have completed all the work on a unit standard, you will complete and
submit the Assessment Workbook (PoE) for assessment.

The assessor will assess your work and decide if you are Competent or Not Yet
Competent.

If you are assessed "Not Yet Competent", you will be given time to “top-up” or
“amend” your Assessment Workbook and submit it for re-assessment.

After the summative assessment by the assessor, Services SETA asks a moderator to
double check the findings of the assessor. If there are any problems, the assessor will
have to go back to the learner and ask for more evidence or to make corrections in
the Portfolio of Evidence.
Summary of the assessment process

Done during workshops by your

peers, the facilitator or yourself.

Done by the assessor. Assessor

checks the evidence you have
gathered during workshops and
in the workplace.

You can see from all of this that Services SETA wants to be very sure that any person
with a certificate has achieved the highest standards. In the long term, such
thoroughness will protect the value of the qualification.

Any future employer can be confident that you will make a good junior manager.
Having a certificate tells everyone that you have the will and skills necessary to
succeed. This means that you will have a better chance of finding a good job. So, on
this learnership, you are building a solid foundation for your career.
4.3 Opportunities for further learning

After you have received this qualification, you could continue your studies by
working towards other qualifications:

Horizontal Articulation:

This qualification articulates horizontally with the following qualifications:

• FETC: New Venture Creation, SAQA ID: 23953

• FETC: Leadership Development, SAQA ID: 50081
• FETC: Business Systems Operations: End User (ERP), SAQA ID: 49176
• FETC: Small Business Advising (Information Support), SAQA ID: 48883

Vertical Articulation:

• National Certificate: Management Level 5, SAQA ID: 60269

5. LEARNING IN THE WORKPLACE

We have already seen that this learnership consists of a combination of classroom
and workplace learning. For many of us, this is a new and exciting way to learn. For
others, who have not been in a learning situation for a long time, it may be a bit
intimidating. We are going to take a look at workplace learning so that you
understand how it is going to work and how you will benefit from being on this
learnership.
5.1 Types of Occupational Environments

[US 119467: SO 6 – AC 1]

There are different types of workplaces or occupational environments

Each occupational environment has certain features. These features may make it
easy or difficult for people to learn in the environment.

5.2 Factors influencing learning in an organization

[US 119467: SO 6 – AC 1, AC 2]

There are many factors that can influence occupational learning situations. These
factors differ from organization to organization and can impact on a learner’s ability
to learn and apply learning in the workplace.

a) Vision, mission and values of the organization

The vision, mission and values of an organization reflect management’s commitment

to developing their staff. In some organization’s ongoing staff development is a
priority and systems and practices create a supportive, nurturing environment that
assists people to learn.

b) Availability of technological resources

Some organizations have the latest computers, software packages and internet
access that make it easy for employees to access information that will assist them to
learn.

c) Communication Strategies

In organizations with effective communication strategies, information flows easily

upwards (from staff to management) and downwards (from management to staff)
and makes it easy for staff to learn and keep up to date. In companies where
communication is delayed and extremely formal, learning opportunities will be less
as it will be more difficult to access information in the workplace.
 d) Acceptance and management of diversity

In organizations where diversity (differences) is recognized, provision will be made

for people with multilingual needs. This will make it easier for people to learn in the
workplace. Think for example about Google.

Google allows you to search in English, Afrikaans, isiZulu and isiXhosa. This makes it
much easier for someone who is not a first language English speaker to access
information. In the same way, some organizations recognize that clients and
employees have different language needs.

e) Work and Time Pressures

In highly competitive, deadline driven organizations there may be less time available
for formal training opportunities. However, people may be forced to learn-on-the
job in environments like this.

f) Compliance with the Skills Development Act

The Skills Development Act makes staff development the responsibility of employers
with more than 50 employees. Organizations that actively develop their staff in a
structured and ongoing way, are rewarded with grants they receive from the SETAs.
This is known as the skills levy / grant system.

g) Opportunities to interact and work in teams

Work teams provide opportunities for team members to learn from each other on an
ongoing basis. This is a critical way of learning and forms an important part of this
learnership as well.

h) Availability of learning resources

In organizations, where there is a strong focus on learning, resources (technological,

human and other) will be readily available to learners.
5.3 Identifying learning resources

[US 119467: SO 1 – AC 1, AC 2]

As part of this learnership, you will need to find and use various learning resources in
the workplace and during the workshops. A learning resource refers to anything you
use to help you achieve the learning outcomes.

5.4 Available Learning Resources

Information is available in a variety of forms including text books, the internet and
reference material like encyclopedia, thesauruses and dictionaries. Let’s briefly
look at each of these. These sources of information are available in print form and
electronically.

i) Text Books

A text book is a manual or a standard work in any branch of study. They are
produced according to the demand of educational institutions. Although most
textbooks are only published in printed format, some can now be viewed in
electronic format on a computer. Instruction manuals explain how to do things, use a
piece of equipment, a programme on a computer, or assemble a piece of equipment
or machinery. Text books include written text, pictures, diagrams, tables, graphs and
charts.

ii) Learner Guides or Workbooks

Learner guides / workbooks / training manuals are issued to learners and provide
information on the topics covered in the learnership.

iii) Encyclopedia

An encyclopedia is a set of informative articles usually arranged in alphabetical

order. It is a book or series of books that contain general information about many
topics or areas. The word encyclopedia comes from the Greek enkyklia paideia, which
means "a general knowledge." Wikipedia (www.wikipedia.org) is a free content,
multilingual encyclopedia written collaboratively by contributors around the world.
It’s a valuable resource if you are conducting research or studying.

iv) The Internet

The internet is a computer-based, world-wide information and communication

network. Telephones, cable lines and satellites are utilized to transmit electronic
information. To use the internet, you need a computer, a modem and special
software from a company called an Internet Service Provider (ISP).

When you utilise a South African site, you will have to enter the last .za to gain access
to the site.

If you do not know where to find specific information on the internet, you make use
of a search engine. The most popular search engines, only to mention a few, are
Google, Yahoo, Aardvark, etc. These engines allow you to type in the word(s) of the
topic you are researching and they produce a list of possible sources for you to
access.

You need to be as specific as possible, as the internet will give you every site that
uses one of the words you have entered. You might end up with 100 000 sites, and
most of them may be of no use.
Sifting through all of these may be time-consuming and in some cases fruitless.
Remember, the more specific you are, the better your search will be.

Downloading means copying information from the Internet files to your computer’s
hard drive.

v) Thesaurus

A thesaurus is a dictionary of synonyms and homonyms. A synonym is a word that

has the same meaning as other words. It’s useful if you want to find another way to
say the same thing. Example: Car and automobile. A homonym is word or term with
the same spelling as another, but, with a different meaning. Example: sound (noise)
and sound (stretch of water).

vi) Dictionary

A dictionary is a reference book that contains the descriptions and meanings of

words in alphabetical order.

vii) Resource Centres

Libraries and media centres are also referred to as resource centres. These centres
are more or less similar to each other. These centres are buildings or facilities where
you will find a large number of books, magazines, journals, dictionaries,
encyclopedias, etc.

Resource centres have electronic systems, which make it easy to trace books or
information. All you need to do is to type in the title or keywords and a list of
resources dealing with the subject will appear.

Magazines and newspapers from the current year are kept in libraries. Some libraries
store issues for the past five years in a different section. Older issues may be stored
on a roll of film (microfilm) or even a sheet of film (microfiche). Information from
both these resource types may be obtained by inserting them into special projectors
that enlarge the images so that they can be read. It is possible to make printouts
and photocopies of the information for you to take home.
Library books are coded into categories or subjects. You may type in a subject, for
example “Different learning methods” and the system (network) will inform you in
which section of the library you can find all related books or magazines. With this
information you can go to that specific section and search through all the books and
magazines for the information you are looking for.

viii) Video’s / DVDs

Some of the most exciting developments have been in the area of multimedia
(videos). A company called RealNetwork has developed RealPlayer. If you have
RealPlayer installed on your computer, you can browse, select and play real-time
video and audio. Before this type of software (called streaming media), a media file
had to be downloaded first. This may take a long time depending on the size of the
file. Videos as resources may also include lectures, lessons or demonstrations.

ix) Other Learners

Other learners can be a valuable source of information. They can share ideas and
advice. It is evident that there will always be someone who knows more than you or
has experience in some form or another. Questioning others with regard to their
experience may enhance your own learning experience. As you have already seen,
team learning will be a very important part of this learnership.

x) Facilitators, Coaches and Mentors

These are people who will guide and support you during the learnership. Facilitators
are employed by the Training Provider and will run the workshops that you attend.
They are also responsible for conducting formative assessments throughout the
learnerships.

Coaches and mentors in the workplace will assist you to apply what you have learnt
in the classroom. They will also create opportunities for you to practise the skills you
have learnt in a real work environment.
5.5 Using the learning resources

[US 119467: SO 1 – AC 1, AC 2]

Many adult learners have not been in a learning situation for a long time and will
need assistance with learning strategies to help them identify and use the various
learning resources.

Since learning is vital not only to your success on this learnership, but also in the
workplace, it is important that you develop the necessary skills for identifying and
using learning resources.

In this learnership, workshops have been designed to help you with this.

These modules are: -

• Learning in the Workplace

• Business Communication 1, 2 and 3
• Working with numbers

5.6 Learning Teams

[US 119467: SO 5 – AC 1 to AC 4]

Learning and working in a team are very important in this learnership.

A group of people put together does not automatically make a team. People need
to get to know each other, learn to get along and communicate, develop
interpersonal trust and build the team spirit. They need to learn to function as an
effective team in their everyday activities.

Many of the critical crossfield outcomes in the unit standards stipulate that learners
must learn to work and communicate with each other. Team work stimulates these
skills as learning can be a co-operative activity.
A team is a group of people working together for a specific purpose or to achieve a
clearly defined goal.

A learning team is a group of people working together to achieve the learning

outcomes of a module or workshop.

Effective Teams

For a team to function effectively, the following must be in place : -

• A clearly defined vision for the team

• Clearly defined roles and responsibilities. The roles may rotate, but
everyone needs to know what they have to do and why they have to do it.
There should be a fair division of labour between team members.
• A code of conduct that explains how team members will behave and what
the consequences of non-conformance will be. That is why we have created a
code of conduct for this group.
• Process for dealing with conflict. When people work together there is
always the potential for conflict to start. The team needs a step-by-step
process that describes how conflict will be handled in the team. Team
members need to know what will be done and who will do it.
• Process for making decisions that involves all the team members in accessing
information about the problem / challenges, generating possible solutions
and then selecting the best solution.
• Participation of all team members
• Ways of monitoring individual and team performance
• Ways of rewarding and recognizing team performance
• Opportunities for team members to get to know each other and build
relationships

You will learn more about teams in the Managing Teams Module.
6. CONCLUSION
In this module, we have learnt about learnerships and how you will benefit if you
work consistently in the classroom and in the workplace. We have also looked at
learning in the workplace and have identified resources that you will be able to
access during the learnership. We have seen that you will have a large support
system (facilitators, coaches, mentors, supervisors, managers, account executives,
evidence collectors and other learners) that can assist you in obtaining the NQF level
04 qualification number 57712: FET Certificate – Generic Management.

7. ACTION POINTS
• Make sure you know who your facilitators, assessors, coaches and mentors are
• Work through the i-Fundi material carefully so you know how to use it
effectively
• Start identifying learning resources that you can access
• Decide on the second language you will use for the learnership. Start
collecting newspaper and magazine articles, poems, advertisements and
business communications in that language. File these in your Portfolio of
Evidence behind the Second Language divider. You will need this in later
modules.

8. LEARNING REVIEW
• What is a learnership?
• What are core unit standards?
• What are fundamental unit standards?
• What are elective unit standards?
• What is a learning team?
• What are the factors that lead to effective teams?
9. THE WAY FORWARD . . .
You are now ready to launch into the Generic Management NQF 04
Learning Programme!

You are now ready to complete the assessments for this module.