intelligo profile & skills development programme summary 2015 v1

INTELLIGO Solutions Reg. No. 2010/017282/07

Syringa, The Avenues, 45 Homestead Road, Rivonia, Sandton Tel: 011-2346251

Enquiries: [email protected] [email protected]

www.intelligosolutions.com

mailto:[email protected]


http://www.intelligosolutions.com/

ACCREDITATION: INSETA NO. 130219 │ MOU MERSETA NO. 7-QA/ACC/0753/12 │MOU SERVICES SETA NO. 6490 │MOU FASSET A585000067

of 91 Version: v2 2014 SLA 28

Contact: Administration – [email protected]

CONTENTS Page No. Introduction 3 Vision and Mission 3 Qualifications, Learnerships, Skills Programmes & Workshops Motor Retail Finance and Insurance PLUS Programme (FETC: Retail Insurance Qualification SAQA ID 49835/66609 Level 4) – F&I

4-9

FETC: Short Term Insurance Qualification SAQA ID 49929/66610 Level 4 10-14 FAIS Act Fit & Proper: RE5 Regulatory Exam Preparation Workshop 15-18 F&I “TUNE UP” Workshop 19 NCA (National Credit Act) Workshop – NCA Agents Card 20 FICA Overview (Financial Intelligence Centre Act) 21 FETC: Automotive Sales and Support Services Certificate 64289 Level 4 22-25 FETC: Business Administration SAQA ID 61595 NQF Level 4 26-30 FETC: Contact Centre Operation SAQA ID 71489 NQF Level 4 31-34 FETC: Debt Recovery SAQA ID 49021 NQF Level 4 35-38 FETC: Marketing SAQA ID 67464 NQF Level 4 39-43 FETC: Project Management SAQA ID 50080 NQF Level 4 42-44 Soft Skills 45-80 Communication Skills 46-49 Assertiveness 46 Conflict 46 Business Writing 47 Basic Business Writing 47 Modern Day Telephone and Email Etiquette 48 Structure Communication 49 Sales Skills 50-58 Negotiation Skills 50 Presentation Skills 51 Dialogue Selling EQ 52 Dynamics Skills for Telephone Sales 53-55 Helpdesk Professional 56-57 Service Quality Excellence 58 Management Skills 59-65 Developing Human Capital 59-60 Competency Based Interviewing 61-63 Emotional Intelligence 64-65 General Soft Skills 66-80 Time Management 66 Stress Management 66 Professional Frontline Skills—Reception 67 Facilitation and Project Management Development 68-71 Beyond the box 72 Client Relationship Management 73-74 Coaching 75-77 Cultural Diversity in the workplace 78-80 Methods of learning 81-82 SETA Accreditation 83-90





BEE certificate 91





INTRODUCTION

Intelligo Solutions is an independent skills development provider specialising in legislated training requirements in the Motor Retail Finance, Insurance Industries and qualifications for the Services and Debt Recovery Industries. We also offer extended services to all industries for short courses relating to Soft Skills, Education Training and Development Skills. The methods of learning offered are learnerships, skills programmes, distance learning online and paper based. VISION To procure a culture of service excellence aligned to the values of treating our employees, colleagues, customers and learners ethically, fairly and honestly. The INTELLIGO teamwork will stimulate our strengths and add value to our customers

learning experiences thereby empowering our learners to achieve successful results for

both the organisation and the individual and to promote skills development in Southern

Africa, through classroom facilitation, distance learning and technology based learning.

MISSION · To meet our customer’s skills development needs aligned to the legislation

that governs the applicable industry in which INTELLIGO operates. · To be open, honest, accountable in our communication with our customers

and learners. · To create an environment that is interactive and transparent to

constructive feedback. · To empower people through interactive learning and to encompass the

diversity of Southern Africa and adult learning principles





MOTOR FINANCE AND RETAIL INSURANCE PLUS (F&I)

The INTELLIGO Solutions programme incorporates the FAIS Fit and proper requirements of the FETC: Retail Insurance Qualification SAQA ID 66609 at Level 4 minimum of 140 credits and the Unit Standard 259882 Level (pending) in this programme will award you with 12 credits towards the FETC: Automotive Sales and Support Services Certificate 64289 Level 4. The competency achievement of 15 credits from the FETC: Retail Insurance Qualification SAQA ID 49835/66609 at Level 4 will provide the opportunity for you to apply for Recognised Prior Learning for these 15 credits against the FETC: Automotive Sales and Support Services Certificate 64289 Level 4. What are the minimum entry level learning requirements to enrol?

Grade 12 It is assumed that a learner will be competent in:

Communication at NQF Level 4 in two (2) official South African Languages (Essential)

Mathematics at NQF Level 4 an advantage – Gr 12 Mathematics

Concepts of accounting at NQF Level 4 an advantage – Gr 12 Accounting or Bookkeeping How will this qualification benefit your career? The purpose of the Qualification is to build knowledge and skill required for registration with the financial service industry including Motor Retail. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work as a result of regulation in Financial Services industry. It should add value to the qualifying learner in terms of enrichment of the person, status and recognition. The Qualification covers Long-Term and Short-Term insurance related learning. It introduces a fundamental understanding of the key terms, rules, concepts and principles of insurance that will enable learners to be informed workers in the Retail Insurance industry. It provides a balanced learning experience that allows flexible access to life-long learning, higher education and to productive employment. It provides an opportunity for learners to learn and apply academic skills in relation to the workplace and will allow for multi-skilling. The focus is on basic information gathering, analysis, evaluation, presentation and the ability to apply knowledge of the sub-field to solve common problems within a given familiar context. The knowledge and skills learnt towards the Qualification should make learners who sell insurance policies in the Retail Sector more informed, efficient and cost effective workers who meet the Fit and Proper Qualification requirements. This should result, in more effective and efficient service to the consumer and should make the industry more competitive and compliant in the global market. Qualifying learners are capable of:

Carrying out basic research, information gathering and analysis.

Interpreting current affairs and their influence on insurance.

Managing personal finances and risk in a work environment.





Operating a computer for business purposes.

Understanding the nature and scope of Short Term insurance.

Understanding the nature and scope of Long-Term insurance.

Applying knowledge of legislation, ethics and compliance in a Retail Insurance environment.

Applying skills of customer care to build a professional relationship with a client.

The FETC: Retail Insurance is designed to meet the needs of learners who earn commission from the sale of insurance or financial service products, but do not necessarily work in the insurance sector. Learners may be employed in a variety of positions in retail outlets across a number of different industries. The Financial Advisory and Intermediary Services Act (FAIS) (Act 37 of 2002) imposes licensing requirements in terms of the Fit and Proper determination of the Financial Services Board (FSB). Learners who offer combinations of Long-Term and Short-Term insurance as subsidiary products or services are construed to be giving financial advice. They are therefore required to be licensed with the Financial Services Board. The FETC: Retail Insurance is a generic Qualification that combines aspects of Long-Term and Short-Term insurance for niche markets. It allows the individual to work towards a nationally recognised Financial Services Qualification that combines features of Long and Short Term insurance. It is flexible enough to accommodate both learners in formal education and learners who already arrange Insurance within a selected industry. The intention is to promote the development of knowledge and skills that is required in Retail Insurance for licensing purposes. Learners at this level do work that requires fundamental knowledge of appropriate legislation and the most important areas of the insurance within a business context. They require a range of skills and the ability to apply essential methods and procedures within the limits of their authority. The work roles are in retail outlets and include, but are not limited to:

Travel agents.

Telemarketing.

Finance and Insurance Managers in motor dealers.

Salesman who insure packaged goods.

Agents who insure household goods in transit.

Sales people in furniture and electrical appliances.

Credit card insurance.

Employees in retail outlets that run accounts, in-store cards or debtor’s books and who sell debt protection insurance.

Estate Agents who offer credit life cover and life cover for owners of bonds and rentals.

Aviation management agents and people who recommend insurance or give advice.

Managing Agents who advise on insurance for Sectional Title Schemes.

The FETC: Retail Insurance should produce knowledgeable, multi-skilled workers who are FAIS compliant and are able to contribute to improved productivity and efficiency within the Retail Insurance sub-sector. It should provide the means for learners to receive recognition of prior learning, to upgrade their skills and achieve a nationally recognised Qualification. It should also assist learners who move into positions where they give financial advice but are not necessarily employed by Financial Services institutions.





Programme outline

ID UNIT STANDARD TITLE CREDITS

Elective 259882 Apply the fundamentals of vehicle finance 12

Core 12164 REPLACED BY 242584

Demonstrate knowledge and insight of the Financial Advisory and Intermediary Services Act (FAIS) (Act 37 of 2002)

2

Core 117129 Apply the regulations for disclosure that are required as part of the financial sales process

2


Demonstrate knowledge and application of ethical conduct in a business environment

4


Explain the Finance Intelligence Centre Act, Act 38 of 2001 and its implications for client relations

3

Core 120017 Demonstrate knowledge and understanding of aspects of the regulatory framework relating to consumer credit agreements in Retail Insurance in South Africa

2

Core 114983 Describe life insurance 3

Core 117146 Indicate the scope of life insurance in South Africa 4

Elective 119260 Explain credit life insurance 2

Core 119265 Manage risk in own work environment 2

Core 117133 Manage own work performance in relation to an organisation's performance management system

2

Core 117171 Manage time effectively to enhance productivity and enable a balanced lifestyle

2

Core 119676 Apply the skills of customer care in a specific work environment 4


Demonstrate skills and techniques required to build a relationship with a client in a financial services environment

3

Core 114964 Describe short term insurance 3

Core 117134 Indicate the scope of short term insurance in South Africa 3

Core 120019 Analyse new developments reported in the media that could impact on Short Term insurance

10


Apply the law of contract to insurance 2

Elective 120022 Apply knowledge and understanding of personal accident insurance

2

Elective 120005 Demonstrate knowledge and understanding of personal motor insurance

4

Elective 120014 Demonstrate knowledge and understanding of warranty as a class of insurance

3

Elective 117117 Describe standard insurance cover in terms of SASRIA 4

Fundamental 117127 REPLACED

Describe and apply the basic principles of personal income tax 3


http://regqs.saqa.org.za/showUnitStandard.php?id=12164





































BY 252143

Fundamental 117156 Interpret basic financial statements 4

Fundamental 117158 Investigate ways of managing financial risk in own lives 5


Describe issues of compliance or non-activity that could result in civil or criminal liability in terms of business law

2

Core 117132 Explain basic economics 3

Core 114979 Operate a computer workstation in a business environment 2

Fundamental 9015 Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems

6

Fundamental 9016 Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts

4

Fundamental 7468 Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues

6

















Employment Requirements for a registered Representative Completing the full Fit and Proper Requirements Category I & IV FSP and Representative Advice minimum experience – 1 year Intermediary service minimum experience – 6 months Supervision requirements linked to Category I & IV Direct Supervision – 2 months Ongoing level of Supervision - After 2 months for the rest of the period under supervision to a maximum of 6 years from date of appointment. Minimum period will be until the representative has achieved full qualification.

Qualification Requirements Category I FSP Being employed as a Business Manager will require you to complete a relevant qualification as accepted by the FSB. The FETC: Retail Insurance Qualification 49835/66609 Level 4 would benefit you as it covers both Short Term Insurance and Long Term Insurance Category B. Regulatory Exam 1 FAIS Fit & Proper Regulatory Examination Level 1 must be completed within the first 2 years after being appointed as a Representative at a Financial Services Provider. The Motor Industry Business Managers Course is an excellent opportunity to assist in the preparation for this exam and will teach all the fundamental requirements for this exam. Once you are required to sit for the Regulatory Exam, INTELLIGO Solutions will once again assist you with specific preparation during a two day workshop. All Knowledge Criteria as set by the FSB has been aligned to a unique study tool with reference to the FAIS, FICA and all subordinate legislation. Regulatory Exam 2 FAIS Fit & Proper Regulatory Examination Level 2 must be completed within 6 years after being appointed as a Representative at a Financial Services Provider. Continuous Professional Development (CPD) Specified number of notional hours of learning must be completed over a three year cycle to ensure Representatives remain up to date with changes in Legislation and Business Practice. (Between 15 & 60 hours) Reference: Amendment to Fit and Proper determination: Gazette No 31514, 15 October 2008





SHORT TERM INSURANCE QUALIFICATION

The INTELLIGO Solutions programme incorporates the FAIS Fit and proper requirements of the FETC: Short Term Insurance Qualification SAQA ID 66610 at Level 4 minimum of 150 credits. What are the minimum entry level learning requirements to enrol?

Grade 12 It is assumed that a learner will be competent in:

Communication at NQF Level 4 in two (2) official South African Languages (Essential)

Mathematics at NQF Level 4 an advantage – Gr 12 Mathematics

Concepts of accounting at NQF Level 4 an advantage – Gr 12 Accounting or Bookkeeping How will this qualification benefit your career? The purpose of the Qualification is to build knowledge and skill required by employees in Short Term Insurance who have had schooling at or below NQF level 4. It is an entry Qualification into Short Term Insurance as learners will not have acquired the necessary knowledge and skills as part of the school curriculum. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work in the financial services industry. It should add value to the qualifying learner in terms of enrichment of the person, status and recognition. As a Qualification that covers Short Term Insurance related learning, it provides a framework for learners to develop competencies that will give them insight into the Short Term Insurance sub-sector. It introduces a basic understanding of the key terms, rules, concepts and principles of the field that will enable learners to be informed workers in the industry. It provides a balanced learning experience that allows flexible access to life-long learning, higher education and to productive employment in Short Term Insurance. It provides an opportunity for learners to learn and apply academic skills in relation to the workplace and will allow for multi-skilling. Qualifying learners should be knowledgeable about and competent in:

Carrying out basic research, information gathering and analysis.

Interpreting current affairs and their influence on Short Term Insurance.

Communication and Mathematical Literacy at a level that allows them to operate effectively in the financial services industry.

Behaviour and ethics in a work environment and the implications, consequences and liability arising out of non-compliance with relevant legislation.

Managing aspects of personal finances.

Knowledge of Short Term personal and/or commercial lines products.

Customer care including internal and external customers.

Understanding the key terms, rules, concepts and principles of the Short Term sub-sector, in general and their chosen career path, in particular.

Knowledge of insurable risk and application of the law of contract in Short Term Insurance.





Managing an information system used in Short Term Insurance.

Learners employed in Short Term Insurance at this level may be Short Term Insurance Intermediaries who advise on Short Term Insurance products, Internal Broker Consultants, Call Centre Operators, Personal Accident Administrators, Personal lines Administrators, Commercial Lines Administrators, Claims, Negotiators, Technicians or Assessors, Client Service Providers, Service Agents, Underwriting Agents, Product Developers, Motor Assessors, Assessors, Reinsurers, Underwriters, Personal Assistants, Secretaries, Service Centre Staff, IT Systems Designers and Analysts in Short Term organisations or learners who work in Marketing Departments of Short Term Insurers. They do work that requires an understanding of the Short Term sub-sector within the context of the Financial Services Industry and some specialisation in their selected career path. The work roles are in personal, commercial/business lines and specialised areas of business such as aviation, transportation (marine) and agricultural Insurance. The Qualification is intended for learners in personal lines and business/commercial lines Insurance who advise on selected Insurance products. It specifically excludes giving advice on the management of risk in commercial/business lines. Note that:

Learners who work in the retail industry and sell Insurance as part of their work but are not in a career path in the Insurance industry should do the FETC: Retail Insurance.

Learners whose work focus is mainly on the management of risk and who give advice on commercial lines or business Insurance as a means of managing risk should do the National Certificate in Risk Management: Level 4.





Programme outline Time Frame: minimum of 2 day sessions

The Core Component consists of Unit Standards to the value of 51 credits all of which are compulsory. ID UNIT STANDARD TITLE NQF

LEVEL CREDITS

Core 114943 Describe how to manage workplace relationships Level 3 2

Core 114985 Indicate how different needs lead to the development of different Financial Service products

Level 3 4

Core 117133 Manage own work performance in relation to an organisation's performance management system

Level 3 2

Core 113911 Use an electronic system as a tool in a financial services context

Level 3 2

Core 120019 Analyse new developments reported in the media that could impact on Short Term insurance

Level 4 10

Core 120121 Apply technical knowledge and understanding of the cover provided under a Short Term Multi-Peril Insurance policy

Level 4 5

Core 120128 Apply the law of contract to insurance Level 4 3

Core 119676 Apply the skills of customer care in a specific work environment

Level 4 4

Core 13940 Demonstrate knowledge and application of ethical conduct in a business environment

Level 4 4

Core 120127 Demonstrate knowledge and understanding of issues of compliance or non-activity that could result in civil or criminal liability in terms of business law

Level 4 2

Core 120005 Demonstrate knowledge and understanding of personal motor insurance

Level 4 4

Core 120124 Demonstrate knowledge of insurable risk Level 4 3

Core 117117 Describe standard insurance cover in terms of SASRIA Level 4 4 Core 119265 Manage risk in own work environment Level 4 2

Personal Lines Elective Component consists of Unit Standards to the value of 352 credits. Learners are to choose Unit Standards to the minimum of 31 credits. Elective 12164

REPLACED BY 242584


Level 4 2

Elective 117129 Apply the regulations for disclosure that are required as part of the financial sales process

Level 4 2

Elective 9302 Access information in order to respond to client enquiries in a financial services environment

Level 3 2


Level 4 2

Elective 117171 Manage time effectively to enhance productivity and enable a balanced lifestyle

Level 3 2
























Elective 113903 REPLACED BY 243137


Level 4 3


Level 4 3

Elective 120136 Apply knowledge of Short Term Insurance to reinsurance Level 4 5

Elective 120015

Demonstrate knowledge and understanding of house owners insurance

Level 4 3

Elective 120118 Underwrite a standard risk in short term personal insurance Level 4 6

Elective 114979 Operate a computer workstation in a business environment Level 3 2

Commercial Lines Elective Component consists of Unit Standards to the value of 32 credits. Learners are to choose Unit Standards to the minimum of 31 credits. Elective 12164

REPLACED BY 242584


Level 4 2

Elective 117129 Apply the regulations for disclosure that are required as part of the financial sales process

Level 4 2

Elective 120120 Apply knowledge of business interruption insurance Level 4 3

Elective 120135 Apply technical knowledge and understanding of business motor insurance

Level 4 5


Level 4 2

Elective 117171 Manage time effectively to enhance productivity and enable a balanced lifestyle

Level 3 2

Elective 113903 REPLACED BY 243137


Level 4 3


Level 4 3

Elective 120122 Apply knowledge of Short Term Insurance to the All Risks section of a commercial policy

Level 4 2

Elective 120020 Apply knowledge of insurance to the transportation of a consignment of goods

Level 4 3

Elective 9302 Access information in order to respond to client enquiries in a financial services environment

Level 3 2

Elective 120125 Apply knowledge of public liability insurance Level 4 3

Fundamental 117127

REPLACED BY 252143

Describe and apply the basic principles of personal income tax

Level 4 3

Fundamental 117156 Interpret basic financial statements Level 4 4























Fundamental 117158 Investigate ways of managing financial risk in own lives Level 4 5


Level 4 6


Level 4 4


Level 4 6

Fundamental 8968

Accommodate audience and context needs in oral communication

Level 3 5

Fundamental 8969 Interpret and use information from texts Level 3 5

Fundamental 8973

Use language and communication in occupational learning programmes

Level 3 5

Fundamental 8970 Write texts for a range of communicative contexts Level 3 5

Fundamental 8974

Engage in sustained oral communication and evaluate spoken texts

Level 4 5

Fundamental 8975 Read analyse and respond to a variety of texts Level 4 5

Fundamental 8979

Use language and communication in occupational learning programmes

Level 4 5

Fundamental 8976 Write for a wide range of contexts Level 4 5

















FAIS FIT & PROPER RE5 REGULATORY EXAM PREPARATION WORKSHOP Our workshop options are aimed at licensed FSPs (Financial Service Providers) who are mandated by law to ensure that all their Representatives complete the FAIS 'Fit and Proper' regulatory exams.

The new Fit and Proper Requirements have introduced regulatory examinations as part of the competence requirements. Background on the regulatory examinations In October 2008 the new FAIS Fit and Proper requirements were published in Gazette No. 21514. Specific reference should be made to Board Notice 103, 104, 105, 106 and 151. The new requirements have a significant impact on the financial services industry in that it requires all key individuals and representatives to successfully complete regulatory examinations based on their roles and the product sub-categories they are responsible for. These regulatory examinations form part of the competence requirements, and consist of two levels: Regulatory examinations Level 1: These regulatory examinations must be completed within 2 years of appointment or approval. People currently in the industry appointed or approved between 2004 and 2009 must complete these regulatory examinations successfully by 31 June 2012. People entering the industry from 2010 must complete these regulatory examinations successfully within two years of appointment / approval. The content of these regulatory examinations are based on the regulatory framework and the regulatory role of the individual, for example the FAIS Act, Code of Conduct, FICA etc. Please refer to BN 105 Annexure 1 for more detailed information regarding the content. These regulatory examinations are compulsory and all representatives and key individuals are required to complete these regulatory examinations.


of 91 INTELLIGO Solutions (PTY) LTD Version: Master 102011 Contact: Administration – [email protected]

TABLE OF CONTENTS CHAPTER 1 – EXECUTE THE REQUIRED ACTIONS AS REPRESENTATIVE IN TERMS OF THE FAIS ACT 1.1 Describe the roles, responsibilities and requirements regarding representatives as defined in the

FAIS Act. 1.2 Describe the role and responsibilities of the key individual as defined in the FAIS Act. 1.3 Explain the requirements for licensing by the FSB for the role of representative. Explain

when an individual is obliged to be registered as a representative in terms of FAIS. 1.4 Explain the fit and proper requirements that apply to the representatives. 1.5 Discuss the purpose of the register of representative. 1.6 Distinguish between advice and intermediary services in terms of the Act. 1.7 Explain when representatives can act under supervision. 1.8 Describe the implications if a representative does not meet all the requirements in terms of Fit

and Proper by the relevant date. 1.9 Explain the record keeping requirements in terms of Section 18 of the FAIS Act and General Code

of Conduct. CHAPTER 2 – CONTRIBUTE TOWARDS OBTAINING AN FSB LICENCE 2.1 The requirements that an FSP must meet to maintain and FSP and a representative licence. 2.2 Explain the processes that are required to remain updated with regard to other legislation, amendments, updates and requirements published that will affect the FSP. 2.3 Explain what is meant by “undesirable practices”. 2.4 Describe the implication for a FSP if the Registrar publishes a notice regarding an “undesirable business practice”. 2.5 Explain the reparation measures available to the Registrar if a FSP continues with undesirable business practices. 2.6 Discuss the requirements of the Act around the display of licences. 2.7 Explain the reasons why a license can be suspended or withdrawn. 2.8 Explain what recourse a FSP has in a case where its license has been suspended or withdrawn. 2.9 Discuss the reasons why a FSP would lapse a license. 2.10 Describe how lapsing a license differs from suspension or withdrawals. 2.11 Describe the conditions under which a license can be reinstated. 2.12 Describe the conditions under which reinstatements of authorisation may be imposed. 2.13 Describe the role and powers of the Ombud. CHAPTER 3 - ADHERE TO SPECIFIC OBLIGATIONS IN TERMS OF THE RELEVANT CODE OF CONDUCT AND OTHER SUBORDINATE LEGISLATION 3.1 Explain the obligations and requirements when client funds or premiums are received. 3.2 Explain the importance of disclosures. 3.3 Discuss the impact and requirements regarding the disclosure rules on the FSP. 3.4 Discuss the effect of disclosure requirements on commission is explained with reference to line of business and specific product/policy. 3.5 Describe the disclosure requirements regarding the FSP, product suppliers, product suppliers acting as FSPs and financial services. 3.6 Discuss how to ensure transparency and manage conflict of interests. 3.7 Distinguish between actions regarded as advice and intermediary services in terms of the Act 3.8 Describe the concept of ethical conduct in the financial services environment 3.9 Discuss your role in terms of ethical conduct in the financial services environment.

LEVEL

1

REGUL

ATORY

EXAM

FOR

REPRE

SENTA

TIVES





3.10 Explain the manner in which complaints are to be handled by the industry with reference to the FAIS General Code of Conduct. 3.11 Explain the steps that must be taken by FSP/representatives when providing advice. 3.12 Explain the provisions of the General Code relating to: 3.12.1 Custody 3.12.2 Complaints 3.12.3 Risk Management 3.12.4 Insurance 3.12.5 Advertising 3.12.6 Termination CHAPTER 4 – APPLY KNOWLEDGE OF FINANCIAL PRODUCTS 4.1 Provide an overview of the different types of financial services and financial products a FSP can deal with. 4.2 Explain the relationship between different industry players. CHAPTER 5 – AWARENESS OF CONSEQUENCES FOR REPRESENTATIVES THAT HAVE BEEN FOUND TO ACT FRAUDULENTLY OR COMMITTED ANY OTHER ACT THAT GIVES RISE TO DEBARMENT 5.1 Discuss the purpose of debarment. 5.2 Describe the reasons why debarment would be considered. 5.3 Discuss the process that would be followed in such instances. 5.4 Explain what recourse a representative may have. 5.5 Explain the process and timeframe in which the FSP should notify the Registrar that a representative has been debarred. CHAPTER 6 – ALIGN THE EXECUTION OF DUTIES AND ACTIONS WITH THE COMPLIANCE REQUIREMENTS 6.1 Describe the role and function of a Compliance Officer. CHAPTER 7 – CARRY OUT THE PROPER RECORD-KEEPING ACTIVITIES 7.1 Explain the record keeping obligations as imposed by the FAIS Act. 7.2 Explain the requirements regarding the maintenance of records in terms of the FAIS Act. 7.3 Explain the requirements regarding records and the maintenance thereof in terms of other applicable legislative requirements, including FICA. 7.4 Describe the requirements imposed when record keeping is outsourced to a third party. 7.5 Explain in what format the records should be stored and retrieved in accordance to the industry standard. 7.6 Explain what the security requirements for these records are in terms of confidentiality and access to records. CHAPTER 8 – ADHERE TO THE REQUIREMENTS OF FICA AND OTHER RELEVANT ANTIMONEY LAUNDERING LEGISLATION, AS IT APPLIES TO THE FSP 8.1 Explain what FICA governs and requires. 8.2 Describe how the FSP is impacted by FICA. GENERAL Offences and Penalties under FAIS Act Offences under FIC Act





Offences under POC Act Summary of Fit & Proper Requirements Timeframes FAIS Guide for Small FSP’s Acknowledgements Examination bodies Examination Bodies have been delegated the function to develop deliver the regulatory examinations on behalf of the Financial Services Board (FSB) are:

The Financial Planning Institute (FPI)

Moonstone Information Refinery

The regulatory examinations that they will make available to the financial services industry are as follows:

Moonstone FPI

KI Level 1: Cat III x x

KI Level 1: Cat II & IIA x x

KI Level 1: Cat I & IV x x

KI Level 1: Cat 1.1 & 1.19 x x

Representatives Level I x x

LONG-TERM INSURANCE CAT B x x

LONG-TERM INSURANCE CAT C x x

COLLECTIVE INVESTMENT SCHEMES x x

RETAIL PENSION BENEFITS x x

HEALTH CARE BENEFITS x x

SHORT-TERM: PERSONAL LINES x

SHORT-TERM : COMMERCIAL LINES x

PENSION FUND BENEFITS x

DEPOSITS x

S & I: SHARES x S & I: MONEY MARKET x S & I: DEBENTURES x

S & I: WARRANTS x

S & I: BONDS x S & I: DERIVATIVES x

FOREX INVESTMENT BUSINESS Note: The matrix above can change where examination bodies apply for the delivery of additional examinations, subject to the approval by the Registrar. Reference: FSB


http://www.fpi.co.za/re

http://www.moonstoneinfo.com/




F&I “TUNE UP” WORKSHOP The “TUNE UP” workshop will create the aspiration within every F&I Manager to serve customers at such a high level that every customer is genuinely delighted with their F&I experience. The 2 day corporate workshop topics are Me and My Company and Me and My Customer. What’s in the “TUNE UP” tool box?

Professional image and the importance of this as a registered professional.

How to create passion for my job

Setting objectives

DOC –what does it mean to me

Budgeted targets and how to use these

Commission Structures – how do I maximise the F&I income

Time an Stress Management

Take custody of the customers

Design products packages-

Objections become opportunities to sell

Negotiation

Identify stages of closing

Workshop objectives and outcomes

The 2nd gross products are aligned into strategies and goals set by the F&I Manager – taking ownership of your department.

Restore confidence in the F&I manager to focus on the sale of all F&I products, not simply the ones they make the most money on, or those products they perceive to be the easiest to sell.

Motivate the F&I manager with the expectation of continuous improvement in their performance.

Structure deals to reduce your customer’s risk and secure funding

Making more hours in your day to achieve set goals.

Hearing your customer needs.

Getting your sales teams to agree to that you add value to the sales team.

Forming partnerships within your dealership.

Getting to know your future customers outside of your office space – customer lounge.

Be passionate and achieve job satisfaction.





NATIONAL CREDIT ACT

The banking and motor vehicle industry is required to be compliant with the National Credit Act (NCA).

INTELLIGO Solutions facilitates a morning workshop with the IOB (Institute of Bankers) exam will be written in the afternoon. The student will receive a pre-workshop preparation manual on registration ahead of the workshop.

The National Credit Act The National Credit Act aims at ensuring that all consumers who make use of credit are treated fairly and are not discriminated against. This Act, which is currently being phased in, replaces the current acts governing credit, namely the Usury Act, the Exemption Notice to the Usury Act and the Credit Agreements Act. Banks operate under the Usury Act, micro financiers under the Exemption Notice to the Usury Act, and the Credit Agreements Act governs instalment sales. 1. Aims of the National Credit Act The aim of the NCA is to:

Increase access to credit at reasonable rates by reputable credit providers.

Promote a fair, competitive and sustainable credit market.

Help consumers make informed decisions.

Create mechanisms to deal with debt.

Provide protection for consumers, securing

Redress and ensuring compliance.

2. The objectives of the National Credit Act The objectives of the NCA are to:

Promote fair non-discriminatory market place

Improve standards of consumer credit industry

Prohibit unfair practices

Promote responsible credit granting

Regulate credit information

Provide for debt restructuring in a regulated Environment.





FINANCIAL INTELLIGENCE CENTRE ACT 2001 (FICA) INTELLIGO Solutions facilitates an on-site 2 hour overview. The delegates will receive a FICA handbook for their safe keeping and the business will receive a record of attendance for their FICA training records.

Purpose of the Financial Intelligence Centre Act, 2001 The Financial Intelligence Centre Act, 2001 (FICA) complements POCA. While POCA defines the money laundering offences, FICA compels the business community to take steps to control and prevent money laundering. FICA creates a number of compliance obligations for institutions such as banks, estate agents, brokers, attorneys, insurance companies and motor dealers. The Financial Intelligence Centre Act (FICA) does not stand alone in the legislative context; it is part of a broader sweep of legislation that currently includes:

The Prevention of Organised Crime Act 121 of 1998 (POCA)

The Financial Intelligence Centre Act 38 of 2001 (FICA)

The Protection of Constitutional Democracy Against Terrorist and Related Activities Act 33 of 2004 (POCDATARA)

The Prevention and Combating of Corrupt Activities Act 12 of 2004 (PRECCA). These Acts interlock to form the legislative network to control money laundering in South Africa.

Financial Intelligence Centre Act 2001 Part 4: Measures to promote compliance by accountable institutions 43. Training and monitoring of compliance

1) An accountable institution must a) provide training to its employees, to enable them to comply with the provisions of this Act

and the internal rules applicable to them; b) appoint a person with the responsibility to ensure compliance by

i) the employees of the accountable institution with the provisions of this Act and the internal rules applicable to them; and

ii) the accountable institution with its obligations under this Act.

Enforcement - Administrative Sanctions Duty Training of employees regarding the FIC Act and internal rules Duty Section 43(a) Administrative Sanction (maximum) R50 million for legal person R10 million for natural person Criminal Sanction (maximum) R10 million or 5 years imprisonment





FETC: Automotive Sales and Support Services Certificate 64289 Level 4

As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012. The Fundamental Component consists of Unit Standards in: Mathematical Literacy at Level 4 to the value of 16 credits.

Communication at Level 4 in a First South African Language to the value of 20 credits.

Communication in a Second South African Language at Level 3 to the value of 20 credits. It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. All Unit Standards in the Fundamental Component are compulsory.

Core Component: The Core Component consists of Unit Standards to the value of 60 credits all of which are compulsory. Elective Component: The elective component consists of specialisations each with its own set of unit standards. Learners are to choose a specialisation and complete all the unit standards listed for that specialisation. Should the credits for that specialisation be less than 31 credits, learners are to choose additional unit standards from the general unit standards or other specialisations to give a total of 31 credits for the elective component as a whole. How will this qualification benefit your career?

The purpose of this qualification is to provide learners, education and training providers and employers with the standards and the range of learning required to work effectively in various sub-sectors of the industry as automotive sales persons. The primary skill that is recognized in this qualification is the ability to apply the fundamental competencies of automotive sales with reference to recognizing and responding to prospective clients of the organisation within identified functional areas of sales. This qualification focuses on developing the skills and knowledge necessary to perform as a competent person in the automotive sales industry. It also provides learners who have gained relevant experience in the workplace with an opportunity to obtain credits through an RPL process. This qualification substantiates the natural progression of a journeyman into the sales industry. There is little articulation sideways with the exception of "Service Advisor" at the same level or graduating vertically into a management related qualification. A person acquiring this qualification will have the skills, knowledge and experience to: Plan quarterly sales. Perform vehicle sales. Ensure client satisfaction. Rationale:





This qualification will allow a learner in the automotive retail industry to obtain a nationally recognised qualification in and for the following functional areas, namely: Vehicle sales, parts sales, servicing sales, tyre sales, motor cycle sales (This includes but is not limited to: Motor Cycles, Tri Cycles and Quad Cycles), commercial vehicle sales, Off the Road vehicle sales (OTR includes but is not limited to: Military, Mining and Agriculture vehicle sales). It will also contribute to the up-liftment of the industry and will set a standard for professionalism in the industry. The qualification will assist in changing perceptions of the lack of integrity and business ethics of the industry. The obtainment of a qualification in all the identified functional areas of the automotive retail industry will also attract and retain quality learners and employees. This qualification will also provide for recognition of prior learning to allow for the recognition of existing, common knowledge and skills that will not only allow a learner to gain credits towards this qualification, but also to move across the functional areas. The primary skill that is recognised in this qualification is to apply the fundamentals of "automotive sales" with regard to products or stock. This capability requires an understanding of basic sales techniques, the automotive product/stock and how to read and interpret prospective client interests and concerns. Learners, once qualified, shall be able to apply sales skills in the different functional areas in the industry. This will allow the learner to provide a more effective service that will improve customer satisfaction. Learners will also be capable of representing products and services in the functional areas effectively and in so doing, assist customers to make an informed decision. Learners will be able to move to higher levels of functionality and learning in the different functional areas. This qualification will also allow for transformation within the retail divisions of our industry as learners will be a model for other employees/learners. This will, as mentioned earlier, attract quality people and allows for the aspiration of people to be part of the industry. The recognition of prior learning policies from the SETA/ETQA will formalise informal and non-formal learning and learners will be able to obtain a national qualification. This will improve the level of participation of employees in the industry. This qualification reflects the workplace-based needs of the retail industry that relates to automotive sales and support services that are expressed by employers and employees, both currently and for the future. This qualification provides the learner with accessibility to be employed within the many functional areas covered by the qualification for the industry, and provides the flexibility to pursue different careers in the broader industry and articulation within these functional areas and other contexts.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner attempting this qualification is competent in: Communication at NQF Level 3. Mathematical Literacy at NQF Level 3.





Qualification outline

ID UNIT STANDARD TITLE LEVEL CREDITS

Core 259879 Describe the interaction with internal departments and external sales support structures

3 4

Core 259898 Advise customers to optimise choice and benefits 4 7

Core 119676 Apply the skills of customer care in a specific work environment 4 4

Core 259886 Conduct sales and support services 4 16

Core 242655 Demonstrate knowledge and application of ethical conduct in a business environment

4 4

Core 259918 Evaluate personal sales performance in the retail industry 4 5

Core 259917 Identify customers and generate selling opportunities 4 8

Core 259959 Sell products to corporate fleet owners Level pending

12

Fundamental 119472 Accommodate audience and context needs in oral/signed communication

3 5

Fundamental 119457 Interpret and use information from texts 3 5

Fundamental 119467 Use language and communication in occupational learning programmes

3 5

Fundamental 119465 Write/present/sign texts for a range of communicative contexts 3 5


4 6

Fundamental 119462 Engage in sustained oral/signed communication and evaluate spoken/signed texts 4 5

Fundamental 119469 Read/view, analyse and respond to a variety of texts 4 5


4 4


4 5


4 6

Fundamental 119459 Write/present/sign for a wide range of contexts 4 5

Elective 259885 Demonstrate knowledge of automotive vehicle tyres and wheels 3 7

Elective 259883 Identify tyre applications for agricultural machinery 3 4

Elective 259880 Maintain stock in the automotive sales retail industry 3 8

Elective 259897 Merchandise and display products, services and related goods 3 6

Elective 259887 Appraise and valuate used vehicles 4 8

Elective 259884 Control workflow in an automotive service environment 4 3

Elective 259877 Demonstrate automotive vehicle product knowledge 4 4

Elective 120344 Demonstrate knowledge and understanding of relevant current occupational health and safety legislation

4 4

Elective 242584 Demonstrate knowledge and understanding of the Financial Advisory and Intermediary Services Act 2002 (FAIS) (Act 37 of 2002) as it impacts on a specific financial services sub-sector

4 2

Elective 120014 Demonstrate knowledge and understanding of warranty as a class of insurance 4 3

Elective 119260 Explain credit life insurance 4 2

Elective 242593 Explain South African money laundering legislation and the implications for accountable institutions in transacting with clients

4 3

Elective 259878 Handover a serviced vehicle 4 4





































Elective 259957 Make appointments and control flow of customer vehicles 4 10

Elective 259881 Prepare and deliver a purchased vehicle to a customer 4 8

Elective 259899 Present and demonstrate the features, advantages and benefits of a vehicle

4 8

Elective 259919 Process vehicle service or repair requests 4 8

Elective 259958 Processing of automotive orders and payments 4 8

Elective 259888 Procure and buy stock in a specific retail industry 4 4

Elective 259882 Apply the fundamentals of vehicle finance Level pending

12

Elective 259889 Specify heavy vehicles options and add-on products Level pending

7

EXIT LEVEL OUTCOMES

1. Plan quarterly sales. 2. Perform vehicle sales. 3. Apply client service standards for client satisfaction.













FETC: Business Administration Services 61595 Level 4

This Qualification is for any individual who is or wishes to be involved in the Administration function within any industry, or non-commercial venture/organization. It is also the building block to advance the learner into the National Certificate in Business Administration Services: NQF Level 5.


Learners accessing this Qualification should be competent in:

Communication at NQF level 3

Mathematical Literacy at NQF level 3

Computer Literacy at NQF Level 3

How will this qualification benefit your career?

The Core Component of the Qualification offers the learner knowledge and skills in the Management of Records, Comprehension of written and verbal texts, Business Writing, Problem Solving, Ethics, Cultural Awareness, Self-Management and Self Development, Project Teamwork and Business Policies and Procedures. The Qualification through its Elective Component enables the learner to specialize in areas of Administration such as Reception, Executive Administration, Financial Literacy, Relationship Management, Legal Knowledge, Communication, Project Administration and Support, Call Centre Administration and Human Resources. Learners working towards this Qualification will find that the acquisition of competence in the Unit Standards, which make up the Qualification, will add value to their jobs. This Qualification is intended to enhance the provision of service within the field of Administration within all business and non-commercial sectors. The Qualification ensures progression of learning, enabling the learner to meet standards of service excellence required within the Administration field of learning, through building day-to-day Administration skills as well as general operational. It will provide the broad knowledge; skills and values needed in the Administration field for all business and non-commercial sectors and will facilitate access to, and mobility and progression within, education and training. Qualifying learners could follow a career in:

Secretarial services

Reception services

Switchboard operations

Financial Administration

Banking Administration

Personal/executive assistant services

Technical assistance

Typing

Data capturing

Systems administration





Human Resources administration

Basic Contracts Administration

Legal Secretarial services

Reception supervision

Change administration and management

Relationship management

Project coordination

The National Certificate in Business Administration Services: NQF Level 4 is designed to meet the needs of those learners both employed or unemployed, who are already involved or wish to become involved in the field of Administration. Administration is an essential field of learning as Administration competencies apply to all industries and too many non-commercial ventures such as sports/recreation clubs, religious groups, etc. This means that there is an on-going need for skilled Administrative people to carry out these functions both in the commercial and non-commercial sectors. There is also a need to develop career paths in this field so as to offer people involved in Administration the opportunity to continue with a programme of life-long learning, which will make them knowledgeable and skilled employees with enhanced employment opportunities. The National Certificate in Business Administration Services: Level 4 is a generic Qualification which offers Administrative knowledge and skills to learners who:

Have attained the National Certificate in Business Administration: Level 3 and wish to continue on a path of life-long learning in Administration

Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training

Have worked in Administration for many years, but have no formal Qualifications in their area of expertise

Wish to extend their range of skills and knowledge of Administration so that they can become knowledge workers

Are contracted in a Learnership agreement

Have recently taken up a position in Administration

Have not yet acquired the skills and competencies required for learning in Administration at NQF level 5.

The skills, knowledge, values and attitudes reflected in the Qualification are building blocks that will be developed further in Level 5. The intention is:

To promote the development of knowledge and skills that are required for the efficient performance of Administrative functions in any commercial or non-commercial environment

To release the potential of people.

To provide opportunities for people to move up the value chain. The National Certificate in Business Administration Services: Level 4 should produce knowledgeable, multi-skilled workers who are able to contribute to improved productivity and efficiency within all commercial and non-commercial sectors. It should provide the means for current workers to receive recognition of prior learning, to upgrade their skills and achieve a nationally recognised Qualification. It should also assist new entrants to the industry. It will ensure that the quality of education and training in Administration is enhanced and of a





world-class standard. The National Certificate in Business Administration Services at NQF Level 4 allows the learner to work towards a nationally recognised Qualification. The Qualification will allow both those in formal education and those already employed in organisations in the Administration field of learning in any business sector access to a Qualification that can be used as a benchmark to gauge their competence against local and international standards. The Level 4 Certificate builds on the knowledge and skills already obtained in the Level 3 Certificate.






ID Unit Standard Title NQF Level Credits

Cluster 1 (Personal Effectiveness and Planning)

Core 110021 Achieve personal effectiveness in business environment Level 04 6

Core 10022 Comply with organisational ethics Level 04 4

Core 10135 Work as a project team member Level 04 8

Core 15234 Apply efficient time management to the work of a department/division/section

4

Elective 244572 Describe how to manage workplace relationships Level 03 2

Elective 13929 Co-ordinate meetings, minor events and travel arrangements Level 03 3

Cluster 2 (Management and Administrative procedures)

Core 110003 Develop administrative procedures in a selected organisation

Level 04 8

Core 13941 Apply the budget function in a business unit Level 04 5

Core 14552 Contract service providers Level 04 3

Core 13945 Describe and apply the management of stock and fixed assets in a business unit

Level 04 2

Core 110009 Manage administration records Level 04 4

Core 109999 Manage service providers in a selected organisation Level 04 5

Cluster 3 (Reporting and industry developments)

Core 110023 Present information in report format Level 04 6

Elective 10324 Describe features, advantages and benefits of products

and services Level 04 6

Core 13943 Analyse new developments reported in the media that could impact on a business sector or industry

Level 04 10

Core 110026 Describe and assist in the control of fraud in an office environment

Level 04 4

Core 7791 Display cultural awareness in dealing with customers and colleagues

Level 04 4

Elective 9244 Plan and conduct meetings Level 04 4

Cluster 4 and 5 Fundamentals

Fundamental 8968 Accommodate audience and context needs in oral communication

Level 3 5

Fundamental 8972 Interpret a variety of literary texts Level 3 5




Level 4 6

Fundamental 8974 Engage in sustained oral communication and evaluate spoken texts

Level 4 5

Fundamental 12417 Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities

Level 4 4


Fundamental 7468 Use mathematics to investigate and monitor the financial Level 4 6





























aspects of personal, business, national and international issues

Fundamental 12153 Use the writing process to compose texts required in the business environment

Level 4 5


EXIT LEVEL OUTCOMES

On achieving this Qualification, the learner will:

Liaise with clients (internal and external) to verify that the format used for reports serves the purpose

Make amendments to report format and writing style, if necessary Manage service providers

Be an effective employee in the Administrative section of an organisation

Be aware of how fraud can be present in an office environment and assisting in its control

Display Cultural awareness in dealing with customers and colleagues and utilising the differences in a positive way to enhance the effectiveness and image of the organisation

Identify and solve work related problems together with others in the section

Apply efficient time management processes, procedures and techniques

Be an effective member of a team

Become a knowledge worker

Have knowledge of the procedures for stock and fixed asset control

Develop Administrative systems together with other employees

Improve organisational effectiveness

Present information that is routinely and regularly required, as well as specific

information that is requested from time-to-time

Identify information sources so as to be able to quickly access information when it is required







FETC: Contact Centre Operations 71490 Level 4

For individual who are or wish to be involved in the Contact Centre industry, will have access to this qualification. It also serves as the entry qualification into Contact Centre operations and management. This qualification will be registered at NQF Level 4. Portability across both areas of specialisation is therefore ensured.


The learning assumed to be in place is only a guide in order to help the learner cope with the unit standards in the qualification. The following is the learning assumed to be in place: Learners accessing this unit standard or qualification will have demonstrated competency against unit standards in Contact Centres at NQF Level 2 or equivalent Learners are expected to have demonstrated competency in language Verbal and written communication skills) and numeracy at NQF Level 3 or equivalent Learners will demonstrate competence in a Second Language (verbal and written communication skills) at NQF level 2.


Learners working towards this qualification will find that the acquisition of competence in the unit standards, which make up the qualification, will add value to learner`s job. This qualification is intended to enhance the provision of entry level service within the Contact Centre Industry. The National Qualification in Contact Centre operations: Level 4 is designed to meet the needs of those learners want to progress and will assist those who make Contact Centre Operations their chosen career path, in the field of Contact Centres. Contact Centres have become key business tools - integral to the way organisations achieve their business objectives. Contact Centres are a new industry – there is a need to develop career paths in this field, and it is a high growth industry constantly in need of skilled people. The Contact Centre industry is also fast becoming the next knowledge worker industry. All Contact Centres are currently recruiting, training and performance managing agents. Currently Call Centres sit inside of existing organisations within larger Industries, i.e. Banking, Insurance, and Pay-TV. The Contact Centre National Certificate at NQF Level 4 will provide the broad knowledge and skills needed in the industry and to progress along a career path for learners who:

At the higher levels needs a set of unit standards against which to align and measure themselves.

Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training.

Have worked in Contact Centres for many years, but have no formal qualification in Contact Centre Management.

Wish to extend their range of skills and knowledge of the industry so that they can become competent workers in Contact Centres.

The National Certificate in Contact Centre Operations: Level 4 allows the learner to work towards a nationally recognised whole qualification. The qualification will allow both those in formal education





and those already employed in Contact Centre organisations access, due to its flexibility. The qualification focuses on the skills, knowledge, values and attitudes required to progress further within the Contact Centre industry. The intention is

To promote the development of knowledge and skills required in Contact Centres.

To release the potential of people.

To provide opportunities for people to move up the value chain. Many different roles and careers are linked to and affected by this qualification. They include, but are not limited to:

Sales Managers

Administration staff

Contact Centre Managers

Category Managers

Sales Representatives

Telesales Clerks

National Account Managers

Sales Directors

Key Account Managers

Client Services Clerks

Channel Managers

Quality Assurance staff

Contact Centre / Call Centre Supervisors

Contact Centre/ Call Centre Agents

General Managers

IT Staff The National Certificate in Contact Centre Operations: Level 4 should produce knowledgeable, skilled people who are able to contribute to improved productivity and efficiency within the Contact Centre industry. It should provide the means for current individuals in the Contact Centre field to receive recognition of prior learning and to upgrade their skills and knowledge base. The qualification is structured in such a way that it exposes individuals to a set of core competences to give a broad understanding of Contact Centre operations and supervision, and the electives, which will allow for a specialisation of competence in either a commercial or an emergency environment. It will also promote the notion of life-long learning.







Cluster 1

Core 10313 Comply with service levels as set out in a Contact Centre Operation

Level 04 10

Core 10321

Monitor and maintain performance standards in a Contact Centre

Level 04 12

Core 10327

Provide coaching to personnel within a Contact Centre

Level 04 10

Cluster 2

Core 10326 Identify customers of Contact Centres Level 04 4

Elective 10331 Identify and analyse customer and market related trends impacting on Contact Centres

Level 04 10

Cluster 3

Core 10322 Retrieve and correlate statistical data applicable to Contact Centres

Level 04 12

Core 10324

Describe features, advantages and benefits of a range of products or services

Level 04 6

Core 10323

Implement Contact Centre specific sales techniques to generate sales through a Contact Centre

Level 04 12

Cluster 4 and 5


Level 3 5



Level 3 5

Fundamental 119465 Write/present/sign texts for a range of communicative contexts

Level 3 5


Level 4 6

Fundamental 119462 Engage in sustained oral/signed communication and evaluate spoken/signed texts

Level 4 5

Fundamental 119469 Read/view, analyse and respond to a variety of texts Level 4 5


Level 4 4


Level 4 6


Level 4 5


http://allqs.saqa.org.za/showUnitStandard.php?id=10313




















EXIT LEVEL OUTCOMES

On achieving this qualification, the learner will be able to:

Understand and implement service levels and their monitoring in Contact Centres.

Monitor and control Contact Centre support Staff and their meeting of targets and standards.

Apply specific Contact Centre sales knowledge and skills in creating and meeting sales targets and requirements.

Identify specific Contact Centre customers.

Coach others in Contact Centres.

Work with Contact Centre statistical data.





FETC: Debt Recovery 49021 Level 4

This Qualification is for any individual who is or wishes to be involved in the Debt Recovery function within the business sector. It is also the building block to advance the learner into the National Certificate: Credit Management: NQF Level 5, or the National Certificate: Debt Recovery: Level 5, and any future related Debt Recovery Qualifications at NQF Level 5 that may be generated at a future date. The Core Component of the Qualification offers the learner knowledge and skills in Ethics and personal effectiveness within the debt recovery context, the application of the legalities in the liquidation of debt, the management of debtor and credit grantor portfolios and the facilitation of oral and written communications for the purposes of effectively administering debt recovery. The Qualification through its Elective Component enables the learner to specialize in areas of Debt Recovery such as Ethics, Supervisory/Management, Administration, Strategic Management, Information Technology, Accounting and Financial Management.


Learners accessing this Qualification should be competent in:

Communication at NQF level 3

Mathematical Literacy at NQF level 3

Computer Literacy at NQF Level 2


Learners working towards this Qualification will find that the acquisition of competence in the unit standards, which make up the Qualification, will add value to their jobs. This Qualification is intended to enhance the provision of service within the field of Debt Recovery within the business and commerce sector. The Qualification ensures progression of learning, enabling the learner to meet standards of service excellence required within the Debt Recovery field of learning, through building day-to-day Debt Recovery skills as well as operational competencies required within the business and commercial sector, both in larger enterprises and small, medium and micro enterprises. It will provide the broad knowledge; skills and values needed in the Debt Recovery field for the public sector and will facilitate access to, and mobility and progression within, education and training. Qualifying learners could follow a career in: Debt Recovery

Credit Management

Financial Services

SMME Management

Generic Supervision and Management

Administration The FETC: Debt Recovery is designed to meet the needs of those learners both employed or unemployed, who are already involved or wish to become involved in the field of Debt Recovery. The function of debt recovery is a rapidly growing area in the Financial Services Sector and this





means that there is an on-going need for skilled people to carry out these functions in this business sector, both within larger corporations and the SMME (Small, Medium and Micro Enterprise) Sector. This qualification will enable the learner at lower levels in the sector to access a formal national qualification in debt recovery. In line with the professionalisation of this function, there is also a need to develop career paths in this field so as to offer people involved in debt recovery the opportunity to continue with a programme of life-long learning, which will make them knowledgeable and skilled employees with enhanced employment opportunities. The FETC: Debt Recovery is a specialised Qualification which offers administrative and financial knowledge and skills to learners who:

Have attained the National Certificate in Business Administration: Level 3 or any related financial, accounting or credit management qualifications and wish to continue on a path of life-long learning within the Debt Recovery Sector

Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training

Have worked in Administration, Credit Management or Debt Recovery for many years, but have no formal Qualifications in their area of expertise

Wish to extend their range of skills and knowledge of Debt Recovery so that they can become knowledge workers

Are contracted in a Learnership agreement

Have recently taken up a position in Debt Recovery

Have not yet acquired the skills and competencies required for learning in Debt Recovery at NQF level 5.

The skills, knowledge, values and attitudes reflected in the Qualification are building blocks that will be developed further in Level 5. The intention is:

To promote the development of knowledge and skills that are required for the efficient performance of Debt Recovery functions in the Business, Commerce and Management Sector.

To release the potential of people. The FETC: Debt Recovery should produce knowledgeable, multi-skilled workers who are able to contribute to improved productivity and efficiency within the business sector. It should provide the means for current workers to receive Recognition of Prior Learning, to upgrade their skills and achieve a nationally recognised qualification. It should also assist new entrants to the business sector. It will ensure that the quality of education and training in Debt Recovery is enhanced and of a world-class standard. The FETC: Debt Recovery builds on the knowledge and skills already obtained in the Level 3 Certificate for Business Administration or Financial Services.





Qualification outline SAQA ID Title Level Credits

Cluster 1 Core 110021

Achieve personal effectiveness in business environment

4 6

Core 116608 Demonstrate knowledge and application of ethical conduct in a debt recovery work context

4 6

Core 116603 Demonstrate and apply understanding of the legal requirements relevant to the liquidation of debt

5 10

Core 13948 Negotiate an agreement or deal in an authentic work situation

4 5

Elective 15234 Apply efficient time management to the work of a department/ division/section

4 5

Cluster 2 Core 116598 Compile debtor correspondence in accordance with

legislation and standard procedures 4 6

Core 116610 Assess and allocate debt collecting accounts according to risk profile

4 6

Core 116601 Manage credit grantor portfolio 4 4 Core 116599 Manage debtor portfolio 4 6 Core 110023 Present information in report format 4 6 Core 116606 Communicate orally with relevant stakeholders in the

recovery of debt 4 6

Cluster 3 Core 110526 Plan, organise, implement and control record-keeping

systems 5 4

Core 110531 Plan, organise and control the day-to-day administration of an office support function

5 4

Elective 12745 Demonstrate knowledge and understanding of accounting practice and procedures associated with the collection of debts

4 6

Elective 13943 Analyse new developments reported in the media that could impact on a business sector or industry

4 10

Cluster 4 and 5 Fundamentals


3 5

Fundamental 8972 Interpret a variety of literary texts 3 5

Fundamental 8969 Interpret and use information from texts 3 5

Fundamental 8970 Write texts for a range of communicative contexts 3 5


4 6

Fundamental 8974 Engage in sustained oral communication and evaluate spoken texts

4 5

Fundamental 12417 Measure, estimate & calculate physical quantities & explore,critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities

4 4

Fundamental 8975 Read analyse and respond to a variety of texts 4 5

Fundamental 7468 Use mathematics to investigate and monitor the 4 6














financial aspects of personal, business, national and international issues


4 5

Fundamental 8976 Write for a wide range of contexts 4 5

Manage credit grantor portfolios.

Manage debtor portfolios.

Administer the Debt Recovery process.

Apply key legislation, codes of conduct and ethics in the Debt Recovery context.

Communicate effectively with internal and external stakeholders in at least two languages.

Use mathematics correctly in work and personal situations

EXIT LEVEL OUTCOMES







FETC: Marketing 67464 Level 4

The FETC: Marketing is designed for people already in marketing or aspire to a similar career. The Qualification allows the learner to work towards a nationally recognized professional Qualification. It aims to develop individuals who wish to be qualified in one of the five sub-disciplines of Marketing: Direct Marketing, Marketing Communication, Customer Management, Marketing Management, and Marketing Research. The Qualification has building blocks from which a deeper and fuller appreciation of marketing can be developed and will help learners to achieving personal, learning and career goals. People involved or wishing to work in Marketing will access this Qualification. It will also serve as an entry Qualification into the higher levels of Marketing Qualifications.


It is assumed that the learners are competent in: Communication at NQF Level 3.

Mathematical Literacy at NQF Level 3.

Computer Literacy at NQF Level 3.


The FETC: Marketing at NQF Level 4 is designed for learners who want to enter and work in the field of Marketing. The marketing function is a key business function which affects the success of any organization, both strategically and operationally. This Qualification is aimed at people who wish to develop an understanding of the marketing principles and practices. The Qualification provides broad knowledge and skills needed in marketing and its sub-fields. The learners who complete the qualification will be able to work as: Marketing Managers.

Marketing Assistants.

Product Managers.

Public Relations Managers. Category Managers.

Database Administrators.

Marketing Assistants.

The FETC: Marketing is aiming at producing knowledgeable, skilled Marketers who are able to contribute to improved productivity and efficiency within the marketing industry. It should provide the means for individuals currently in the Marketing field to receive recognition of prior learning and to upgrade their skills and knowledge base.







Cluster 1

Core 252201 Apply marketing team work strategies Level 04 4

Core 252216 Comply with legal requirements and organisational and professional codes of conduct

Level 04 4

Core 252217 Comply with organisational ethics Level 04 4

Core 252209 Instil in oneself a personal marketing culture Level 04 4

Core 252194 Meet marketing performance standards Level 04 4

Elective 242819 Motivate and Build a Team Level 04 10

Cluster 2

Core 252203 Demonstrate an understanding of the target market

Level 04 4

Core 252210 Handle a range of customer complaints Level 04 4

Core 252191 Identify internal and external stakeholders Level 04 4

Core 252193 Identify potential and existing customers of the business

Level 04 4

Core 252218 Liaise with a range of customers of a business Level 04 4

Cluster 3

Core 252202 Deal with brand, product and service promotions Level 04 4

Core 252206 Demonstrate an understanding of product positioning

Level 04 4

Core 252211 Demonstrate an understanding of the competitive environment and product positioning

Level 04 6

Elective 252196 Describe features, advantages and benefits of products and services

Level 04 4

Cluster 4 and 5


Level 3 5



Level 3 5

Fundamental 119465 Write/present/sign texts for a range of communicative contexts

Level 3 5


Level 4 6

Fundamental 119462 Engage in sustained oral/signed communication and evaluate spoken/signed texts

Level 4 5

Fundamental 119469 Read/view, analyse and respond to a variety of texts

Level 4 5


Level 4 4

Fundamental 119471 Use language and communication in Level 4 5





























occupational learning programmes


Level 4 6

Work and comply with organisational ethics, concepts and cultures.

Meet marketing objectives with available resources.

Position and promote products to meet customers’ needs.

Maintain internal and external customer satisfaction levels.

Apply aspects of marketing.

EXIT LEVEL OUTCOMES






FETC: Project Management ID 50080 Level 4

The primary purpose of the qualification is to provide learners with:

A foundation of basic project management knowledge and skills which can be used to build further project management related competencies.

Competence to be an effective project team member.

Competence to provide administrative support to a project manager and team members.

Competence to provide assistance to a project manager of medium to large projects. As electives specialisation in:

Competence to plan, execute and control small, simple projects. OR

Competence in specialised technical areas to support project management processes. This qualification is directed at learners working:

As contributing team members on a moderately complex to complex project when not a leader or;

As a leader in the context of a simple project/sub-project. A simple project/sub-project is seen to be one that involves few resources and has a limited impact on stakeholders and the environment.


Learners accessing this Qualification will have demonstrated competence as follows:

Communication at NQF Level 3 or equivalent.

Mathematical Literacy at NQF Level 3 or equivalent.

Computer Literacy at NQF Level 3 or equivalent.


This qualification is intended for those with prior work experience or an NQF Level 3 qualification in project management or business administration or equivalent. The learners accessing this qualification will be working in or with project management teams or using a project approach to their business. These projects may be technical projects, business projects, government projects or community development projects and will cut across a range of economic sectors. This qualification is also of value to learners running their own business, as project management is an integral component of any business system. Qualifying learners working on a project will have the necessary knowledge, skills and attitudes to function more effectively and in a professional manner, add value to their job performance and enhance their ability to follow and implement policies and procedures. On achieving the applied competencies of the Qualification, learners may advance their career





opportunities further into project administration, support services or management within an organisation, in all sectors. The (Further Education and Training Certificate) FETC: Generic Project Management, NQF level 4 Qualification replaces the National Certificate: Generic Project Management. It caters for the current and future needs of those working on projects, in a general skills-set that is not sector-specific. The Project industry is integral in the global business environment and skilled practitioners are required to meet the demands of the industry, providing significant benefits to individuals, global corporations and the country. Projects are diverse in their nature, so a wide range of competencies is required to manage them and other similar systems and programmes. This qualification aims to provide the foundation or the initial skills required for an individual in an organisation to conduct projects successfully; be an effective project team member; undertake a range of project management administration or support tasks and contribute to the planning and execution of projects or sub-projects. It is designed for people working in a project environment as a team member, project administrator or leader of a small project/sub-project. The Qualification gives accessibility and flexibility to the unemployed and employed. The level of flexibility reflects the multiple job roles, organisational requirements and changing technological nature of the industry and also allows the individual to work towards a nationally recognised Qualification.

On achieving this Qualification, the learner will be able to: Work with others to undertake or support the project management activities. Assist the project manager and/or project team by contributing and participating in planning, execution and control activities. Provide support to the administration of a project.

EXIT LEVEL OUTCOMES







Cluster 1

Core 120373 Contribute to project initiation, scope definition and scope change control

Level 04 9

Core 120372 Explain fundamentals of project management Level 04 5

Core 120381 Implement project administration processes according to requirements

Level 04 5

Core 120382 Plan, organise and support project meetings and workshops Level 04 4

Core 120379 Work as a project team member Level 04 8

Cluster 2

Core 120387 Monitor, evaluate and communicate simple project schedules

Level 04 4

Core 120375 Participate in the estimation and preparation of cost budget for a project or sub project and monitor and control actual cost against budget

Level 04 6

Core 120374 Contribute to the management of project risk within own field of expertise

Level 04 5

Core 120384 Develop a simple schedule to facilitate effective project execution

Level 04 8

Cluster 3

Elective 120385 Apply a range of project management tools and techniques Level 04 7

Elective 120388 Supervise a project team of a small project to deliver project objectives

Level 04 14

Core 120383 Provide assistance in implementing and assuring project work meets quality requirements

Level 03 6

Core 120376 Conduct project documentation management to support project processes

Level 04 6

Cluster 4 and 5


Level 3 5



Level 3 5



Level 4 6

Fundamental 8974 Engage in sustained oral communication and evaluate spoken texts Level 4 5



Level 4 4


Level 4 6


Level 4 5






























SOFT SKILLS Soft skills is a sociological term relating to a person's "EQ" (Emotional Intelligence Quotient), the cluster of personality traits, social graces, communication, language, personal habits, friendliness, and optimism that characterize relationships with other people. Soft skills complement hard skills (part of a person's IQ), which are the occupational requirements of a job and many other activities. Soft skills are personal attributes that enhance an individual's interactions, job performance and career prospects. Unlike hard skills, which are about a person's skill set and ability to perform a certain type of task or activity, soft skills are interpersonal and broadly applicable.** A person's soft skill EQ is an important part of their individual contribution to the success of an organization. Particularly those organizations dealing with customers face-to-face are generally more successful, if they train their staff to use these skills. Screening or training for personal habits or traits such as dependability and conscientiousness can yield significant return on investment for an organization. For this reason, soft skills are increasingly sought out by employers in addition to standard qualifications. It has been suggested that in a number of professions soft skills may be more important over the long term than occupational skills. The legal profession is one example where the ability to deal with people effectively and politely, more than their mere occupational skills, can determine the professional success of a lawyer. Increasingly, over the last two decades, it has been recognized that when IT Professionals acquire soft skills, better relationships are built between IT and the other business units within the enterprise, fostering alignment. A key element of IT Professionals building these relationships is their ability to communicate, it has been suggested that communication is a measurable and improvable type of intelligence, "CQ" (Communication Quotient). Soft Skills are behavioural competencies. Also known as Interpersonal Skills, or people skills, they include proficiencies such as communication skills, conflict resolution and negotiation, personal effectiveness, creative problem solving, strategic thinking, team building, influencing skills and selling skills, to name a few.

Reference: Wikipedia

TRAINING PROGRAMMES Through -out the programme practical exercises and simulations are done in order to test learner’s skills. Programmes are run as workshops. All programmes are tailored to meet the requirements of the organization and learners


http://en.wikipedia.org/wiki/Emotional_Intelligence_Quotient

http://en.wikipedia.org/wiki/Language

http://en.wikipedia.org/wiki/Communication_Quotient




COMMUNICATION SKILLS PROGRAMME OUTLINES In association with Mindleap

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED ASSERTIVENESS SKILLS

Identify and define the three styles of behaviour

Understand the impact of the three styles on our relationships

Circles of control Communication model Assertiveness techniques

o Broken record o Fogging o Enquiry o Negative assertion o Empathy o “I” message

Simulations/Role plays

o Communication o Decision Making o Initiating Action o Gaining Commitment o Building strategic working

relationships o Building trust

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED CONFLICT MANAGEMENT

What is conflict and what impact does it have personally and professionally

Communication model Circles of control Defining individual roles in a

conflict situation Analysing own conflict style Cycle of conflict People, behaviours and labels Handling and resolving conflict

in the workplace Simulations/Role plays

o Communication o Decision Making o Initiating Action o Gaining Commitment o Building strategic working

relationships o Building trust





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED WRITING SKILLS

Paradigms of business writing Main objectives are clarity, speed

and image Write to express not impress Six principles of clear writing

o clear and familiar o short and simple o active not passive o involve people o conversational style o gathering information

Structure of o Reports

Final presentation

o Information Monitoring o Gaining Commitment o Communication o Planning and

Organising o Work Standards o Impact

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED BASIC WRITING SKILLS

Paradigms of business writing Main objectives are clarity, speed

and image Write to express not impress Four principles of clear writing

o clear and familiar o short and simple o conversational style o gathering information

Structure of o Letter and email

o Information Monitoring o Gaining Commitment o Communication o Planning and

Organising o Work Standards o Impact





MODERN DAY TELEPHONE AND EMAIL ETIQUETTE Telephone Etiquette is something that is becoming increasing more important each day. Clients are looking for consistency not only with policies and customer service but with Telephone Etiquette as well. The module has been designed to highlight International Standards of Telephone Etiquette as well as a paradigm shift. Module content: Paradigm shift Standard company/department greeting Words and phrases that are no longer used Transferring a call Taking and returning messages Ending a call Positive scripting Email today has become and accepted form of communication in the business world. It is therefore essential that the rules of effective emails are applied. Paradigm of email etiquette Three principles of effective email writing Email etiquette

How to address the reader

What font and size is acceptable

Punctuation and sentence construction

Abbreviations

Rules on Style Supported by experiential training activities and simulations Duration: 1 day Assessment: Ghost call and enquiry email after training intervention





PROGRAMME OUTLINE BEHAVIOURS DEVELOPED STRUCTURED COMMUNICATION

Baseline Assessment

o SHERLOCK HOLMES – communication detective

Ladder of Inference o The art of reaching a

conclusion through reasoning

Assertiveness Communication

o Verbal/Non Verbal o Barriers to open

communication o How to ensure clear

communication Dialogue

o Balancing advocacy (telling) and inquiry (asking)

Behaviour Styles Listening Skills

o Three levels of listening

Building strategic relationships Building partnerships Conflict management





SALES SKILLS PROGRAMME In association with Mindleap

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED NEGOTIATION SKILLS

Day One

What is negotiation? When do we negotiate? Consequence of failed

negotiations Barriers to negotiating The groups experiences of

negotiations

Myths surrounding negotiations Black and White which one is

right? o Experiential activity

which test our current negotiation skills and ability to close the sale

Steps in the negotiation process

o using the black and white experience we will then develop a negotiation process

Negotiation tactics Day Two Simulations

o Group will be required to negotiate a situation that will be decided in day one

o Sales Ability and

Persuasiveness o Communication o Planning and Organising o Decision Making o Tenacity o Negotiation o Initiating Action o Gaining Commitment





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED PRESENTATION SKILLS

Day One Pre assessment unprepared

presentation – video recording Preparing for your presentation

What information needs to be included and why

Structuring your presentation o What percentage of your

presentation should you allocate to the introduction, body and conclusion

o Steps to follow in order to successfully present by using features and benefits

Utilising visual aids

o Aspects important to PowerPoint presentations

Delivering your presentation

o Getting the audience on your side

o Understanding audience styles and using that knowledge to target each style in the audience in order to meet the individuals requirements

o Understanding body language

o Making an impact Viewing of the video to assist in the learners in preparing for their final presentation Day Two Post assessment – prepared formal

presentation video recording Viewing of video recording to

assist with final evaluation The above information is the theory part of the programme. The programme is supported by three experiential learning activities.

Planning and Organising Sales Ability and Persuasiveness Adaptability Communication Customer Focus Energy Formal Presentation Impact





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED DIALOGUE SELLING USING EQ

Let the talks begin

o Image o Strategy o Elements of selling o Identify potential

customers o Dealing effectively with

different customers Generating selling opportunities

o Preparing for the presentation

o Customers’ needs o Questioning skills o Product positioning

Dealing with objections o Overcoming objections o Closing

Recording and evaluating o Follow up o Sales tools

o Sales Ability o Information Monitoring o Gaining Commitment o Communication o Planning and Organising o Work Standards o Impact o Building strategic

relationships o Customer focus





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED DYNAMIC SKILLS FOR TELEPHONE SALES

Module One – 3.5 hours Welcome Creating successful behaviour

through attitude o Tone o Pitch o Speed o Telephone skills

Understanding our selling behaviour and our clients buying behaviour – what makes them buy?

Evening Assignment Understanding the competition Module Two – 3.5 hours Newspaper Sales

o To provide an opportunity for sales consultants to practise ‘selling’. To identify areas for improvement in the sales technique employed

Sales call analysis

This exercise is useful for training an existing telesales teams when your objective is to increase the amount of dialogue between the customer and sales persons and to increase the number of open questions used.

o To analyse a typical sales call and identify areas for improvement. To assess who does most of the talking in a typical sales call. To consider the importance of open questions in sales calls.

Evening Assignment

Questions and selling points o To generate a list of open

questions that can be used during participants’ sales calls/meetings. To generate a list of unique selling points for the product or

o Gaining Commitment o Communication o Work Standards o Impact o Customer focus o Sales ability and

persuasiveness o Initiating action o Quality orientation





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED service that participants sell. To group these according to where they would most naturally be used in the sales process.

Module Three – 3.5 hours

Overcoming sales blocks o To identify why potential

customers don’t like receiving sales calls. To consider the skills that sales consultants will need to use to get their message heard by potential buyers

Overcoming objections o To identify common

objections that participants face when trying to sell a product or service. To identify ways of challenging objections in a constructive way using open questions and persuasive statements

Module Four – 3.5 hours

Pitfalls and trampolines o To examine common

problems/conundrums associated with telesales and discuss ways of overcoming these. To highlight and share best practices and tips for making telesales calls successful.

30 second pitch o To give participants an

opportunity to develop an effective 30-second sales pitch. To test the pitch for





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED effectiveness.

Closing Handling fear and rejection





PROGRAMME OUTLINE BEHAVIOURS DEVELOPED HELPDESK PROFESSIONAL

Day One 21 Century Service Quality

Excellence Thorough knowledge and understanding of:

Who your customers are

How they interact with your business

How they wish to interact in the future

What services should you develop or improve

Delivering service excellent This will be done through:

SWOT Analyse of current service

Understanding the needs of our customers to day

10 things customers expect from a provider of service

Determinants of customer behaviours

Identify and analyse the gaps between expectations and delivery of service

Customer surveys - creating measurables

Technical/Professional Knowledge and Skills Planning and Organising Adaptability Initiating Action Gaining Commitment Information Monitoring Decision Making Building Strategic Working Relationships Building Customer Loyalty Customer Focus Work Standards





PROGRAMME OUTLINE BEHAVIOURS DEVELOPED HELPDESK PROFESSIONAL

Day Two World class standards

Sound the part

Act the part Effective Communication

Listening skills

Techniques to assist in dealing with difficult people

Standard telephone etiquette

Positive scripting The use of negative phrases is no longer in practice ( “not in”, “unfortunately”, “unavailable”) Telling the client what we can do for them “I will”, “let me”, “he/she will"

Questioning techniques

Assertiveness skills Implementation Plan

Technical/Professional Knowledge and Skills Planning and Organising Adaptability Initiating Action Gaining Commitment Information Monitoring Decision Making Building Strategic Working Relationships Building Customer Loyalty Customer Focus Work Standards





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED SERVICE QUALITY EXCELLENCE

Service paradigm shift Internal and external customers Customers as a source of revenue

o Impact of losing customers Customer expectations Modern Telephone Etiquette Building relationships with

customers o Listening skills o Questioning techniques o Empathy

Dealing with complaints Dealing with difficult people Using assertiveness to improve

relations between internal and external customers

o Communication o Decision Making o Initiating Action o Gaining Commitment o Contributing to team

success o Work standards o Customer focus o Building customer

relations





MANAGEMENT SKILLS PROGRAMMES In association with Mindleap

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED

DEVELOPING HUMAN CAPITAL

Human capital is the most vital aspect of any business. It is also the most demanding. The programme looks at guiding a manager through the necessary aspects of developing human capital. Module one

o Personal influencing style o Understanding myself

and how I manage. o Understanding the

individuals in the team and how to manage them for maximum productivity

o Assignment – develop a team profile and assess current management style of each team member

Module two o The performance process o Understanding the three

phases of the performance process

o Defining key results areas, objective, measurable

o Communicating this with team members

o assignment Module three

o Managing poor, marginal, high performers

o 12 principles of modern management

o Succession planning o Assignment

Module four o Johari window o Five key principles of

communication

o Information

Monitoring o Gaining Commitment o Communication o Planning and

Organising o Work Standards o Impact o Building trust o Building a successful

team o Decision making o Delegating o Building strategic

working relationships o Developing others





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED

o Assignment Module five

o The art of giving and receiving feedback

o Assertiveness o Time and stress

management o Assignment





COMPETENCY BASED RECRUITMENT WORKSHOP Effective selection Systems The selection of a new team member is a major investment for your organisation and the candidate. Developing and maintaining a selection system that yields solid returns-productive employees who enjoy their responsibilities and seek opportunities to continuously improve their jobs-is critical to the success of every organisation. The most Effective selection systems share three goals:

Accuracy

Equity

Buy-in Accuracy is the ability of your selection process to validly predict applicant's job performance. Consider the following questions. What good is a:

Calculator that computes but produces incorrect answers?

Tour guide is unfamiliar with the area?

Selection process that fails to predict applicants' performance on the job?

Not much.

In each case, you end up someplace or with something other than what you expect. Targeted Selection is a proven, practical, consistent, legally credible system that provides a firm foundation for accurate hiring decisions and gives you the tools and skills to gather and evaluate data effectively. Equity is the assurance that your selection system gives every qualified applicant a fair and equal chance to be selected. An equitable selection system: Is based on valid requirements that are applied consistently. Uses the same job-related hiring standards for all applicants. Screens out applicants for job-related reasons only, not because of their diversity. Buy-in is the extent to which the people involved in the selection process perceive its worth. Interviewers and candidates "buy into" a selection system if: Their time during the selection process is well spent. Everyone benefits by going through the selection process, regardless of the hiring decision made. The image of the organisation and the dignity of all applicants are preserved.





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED COMPETENCY BASED RECRUITMENT

Day One

Dimensions/competencies o What is a dimension? o What is its value in

recruitment Gathering data

o Gathering of information on what the applicant has done

o Behavior questions o Follow up questions

Motivational fit o Job, organisation and

location fit Interview guide

o Having a structured interview

Processes to follow during an interview

o Legal requirements Evening assignment

o Prepare for an interview on day two

Day Two Practical interview session Decision making process

o Communication o Decision Making o Initiating Action o Gaining Commitment o Building strategic

working relationships o Building trust o Contributing to team

success





Process Recruiters/managers will be taught how to align their recruitment with the critical needs of the company by ensuring that a selection system flow is in place.

JD for position is analysed and competencies selected

Advert is correctly written to attract the competencies required by the JD

CV’s screened and candidates rejected based on set criteria

First Interview

Second Interview (optional depending on level of position)

Third Interview (optional depending on level of position)

Simulations (optional depending on the

position)

Decision Making

Reject candidates

Final Interviews

Job

Offer





EMOTIONAL INTELLIGENCE In association with Rinet Griessel

MODULE

OVERVIEW OF SESSION

1. Defining Emotional Intelligence

Definition of emotional intelligence

Definition of emotional competence

The nature of cognitive intelligence

Why IQ is not enough in business

Defining personal emotional competence

2. Emotional Competence

Identity personal competence - knowing self

Identify social competence - knowing others

Self-awareness – feelings and actions

Interaction Styles

Personal action plan to improve EQ

3. Communicating Intelligently and Assertively

Communicating intelligently & assertively

Define the three forms of communication

Identify needs, wants and expectations of others

Improving communication and reading people

Leaders and listening

Leaders and assertiveness

Assessing personal assertiveness level

Exercise in assertive, passive and aggressive communication

Strategy for assertive behaviour

4. Building Intelligent Relationships

Identify the importance of intelligent relationships at work

Interpretation and application of social styles

Assessing communication styles

Understand team members’ reaction to pressures

Team analysis – integration, role, communication and synergy

Solving challenges: Team and managers

5. Handling Conflict with EQ

List reasons for conflict at Work

Understand Conflict and its Cycles

Styles of Conflict Management

Steps in the Process of Intelligently Managing Conflict

6. Emotionally Competent Professionals

Explain the Concept of Emotionally Competent Leaders

Emotional Maturity Assessed

Emotional vs. Rational Decisions





GENERAL SOFT SKILL PROGRAMMES In association with Mindleap

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED TIME MANAGEMENT

Introduction to time Assumptions of time

o 21 assumptions we need to change on how to manage time

Time management is changing habits

Action Plan o Setting objectives o Prioritizing o Analyse the use of your

time o Deal with paper o How our behaviour affects

our time o 30 ways to make more time

o Managing work o Communication o Stress management o Delegating o Decision making o Planning

WORKSHOP OUTLINE BEHAVIOURS DEVELOPED STRESS MANAGEMENT

What is stress? Identify personal stress symptoms Identify your behaviours and how it

contributes to stress Know what your job requires Stress vs. performance Techniques for dealing with stress

o Communication o Drop, change and embrace

technique o “Let it go!”

o Stress tolerance o Planning o Communication o Decision making o Initiating action





WORKSHOP OUTLINE BEHAVIOURS DEVELOPED PROFESSIONAL FRONTLINE SKILLS

Day one

World class professionalism o Setting reception standards

Projecting a professional image o Sound the part o Act the part o Dress the part

Customer service o Identifying our customers’

needs o Moments of truth

Call management o Professional greeting o Using clients name o Placing calls on hold o Transferring calls o Screening calls o Positive scripting –

solutions for the client Day two Message taking Listening skills Dealing with difficult people Taking responsibility

o Communication o Contributing to team

success o Customer focus o Initiating action o Work standards o Adaptability





FACILITATION/PROJECT MANAGEMENT DEVELOPMENT SKILLS Day One Module 1 – Self Identification

Video - Lord of the Dance

What are the requirements of our current customers/market? o Video – The Future of Shopping

Module 2 – A Sign of the Times – Communication Branding

Video - Technology Revolution To encourage participants to think about how and what they communicate to customers,

using a slightly unusual perspective. To encourage participants to think about the language they use when communicating with

customers. To show that all communication tells the customer something about the organisation and

that sometimes that’s not the intended message. To demonstrate how brand is affected by every piece of communication leaving the

organisation. To analyse a personal experience as a customer and identify the events which created a

lasting impression. To consider what influences customers’ service expectations and why expectations differ. Inside Out Principle

Module 3 –Behaviour Profiles

Re-visit behaviour profiles

The importance of the use of these profiles in facilitation

Understanding the “Collective vs. Individual”

Transactional analysis o To provide participants with a way of understanding behaviour and improving

communication. o To provide a very basic introduction to transactional analysis.

Module 4 – Role/Skills of the Facilitator

What is the role of a facilitator?

Understanding Credibility o To consider the importance of credibility when seeking to influence others. o To understand the link between perceived expertise, relationships and credibility. o To provide an opportunity for participants to consider how much credibility they have

with those they are seeking to influence

Feedback Skills o To encourage participants to consider the art of feedback and to ensure their

feedback is appropriate and objective. o To enable participants to identify useful, helpful, constructive feedback. o To clarify what makes useful, constructive feedback. o To develop participants ability to give constructive feedback. o To consider how it feels to be on the receiving end of destructive or unhelpful

feedback. Day Two





Listening Skills o To test listening skills. o To illustrate the dangers of making assumptions. o To encourage participants to think about how they can check their understanding of

information they receive

Remaining Neutral o To consider the pitfalls and dangers of giving advice when helping staff solve their

own problems. o To consider the dangers of making judgments or assumptions about the nature of

someone else's problem

Effective Questioning Skills o Procedural – 2-8%

Using statements about process, past or future. o Ordering – 3-10%

Giving instructions to ‘do’ something o Informing – 5-15%

Giving facts or offering recommendations or suggestions for change o Drawing out – 12-38%

Asking questions to obtain information, opinions and feelings and to test yours and their understanding

o Confronting – 5-10% Challenging behaviours and attitude, in a supportive way.

o Supporting – 8-18% Explicit and sincere acknowledgment of achievement or attempt at completing a task

o Demonstrating – 0-5% Showing ‘how to’ do something AND having the same task repeated back to you by the performer

o Releasing tension – 0-5% Doing something to calm any upset or anxiety in the coaches.

o Summarising – 5-10% Statements that conclude a series of information without elaboration.

Module 5 – Origami – Training Fundamentals

To encourage participants to think about training methods.

To help participants understand how adults learn and how to ensure training is learner led. Module 6 – Facilitation Process

To assess participants' current understanding of the training process.

To outline a typical training cycle. Module 7 - Lead a Discussion

To consider the advantages and risks of using facilitated discussion within training interventions.

To explore how to manage the risks and tips for successful discussions.

To provide an opportunity for participants to practise leading and participating in discussions.





Module 8 – Discussion

To enable participants to test their communication skills.

To test participants' abilities to get their point across effectively whilst building an understanding of others' feelings.

Day Three Module 9 – Presentation Skills

Practical - Unprepared presentation – captured on video

Structure of a presentation

Body language

Dealing with people

Using presentation equipment effectively

Pitfalls and Trampolines o To examine common problems/conundrums associated with giving presentations

and discuss ways of overcoming these. o To highlight and share best practices and tips for making presentations successful.

Module 10 – Who is Presenting?

To provide an early opportunity for participants to test their assertive skills.

To enable participants to identify whether they have a tendency to adopt aggressive or submissive behaviour.

To provide an opportunity for participants to observe Transactional Analysis behaviours in practice.

Day Four Module 11 – Prepared Facilitation – 10-15 minutes – Captured on Video Review and Feedback. Day Five – HALF DAY Module 12 – Hold the Front Page Skills tested by this exercise: Leadership, Planning and Preparation, Attention to Detail, Project Management, Time Management, Business Writing, Crisis Management, Teamwork.

Background: ‘Hold the Front Page’ is a fast-paced exercise that really gets participants’ adrenalin going In the exercise teams work as editors of a regional newspaper in competition with the established Fumberland News. They must: 1) Quickly assimilate and share information. 2) Prioritise the news stories they receive. 3) Identify which stories are most relevant to their readership. 4) Extract the key points from each story. 5) Plan which stories to place where on their front page.





6) Conserve space by writing clearly and concisely. 7) Manage changing priorities as new stories come in. In our tests this exercise generated a great deal of relevant learning, which the participants found very easy to relate to their own workplaces. Plus, the broad range of skills tested by the exercise means that it was - and is -appropriate for many different situations.

Module 13 – Business Writing Techniques

Three principles of effective writing o Use clear and familiar words o Keep your sentences focused on one idea per sentence o Use the active voice verb o Use a conversational style

Format and Structure o Email o Report





BEYOND THE BOX Defining Creativity The aims of this module are: 1) To expose any preconceived ideas about what creativity is. 2) To explore stereotypes relating to creativity. 3) To provide a clear definition of creativity that removes the mysticism associated with the word. Creative Thinking Perceptions The aims of this module are: 1) To explore personal experiences of applying creativity. 2) To introduce some of the barriers to creativity. 3) To gain an understanding of how creative participants currently feel. 4) To examine typical responses to creative behaviour. Creativity Questionnaire The aims of this module are: 1) To encourage participants to consider existing attitudes towards creativity. 2) To encourage participants to consider the culture/environment in which they work, and its impact upon creative thinking. 3) To encourage participants to consider the extent to which creative thinking skills exist within their organisation. CREATIVITY TECHNIQUES If I Were …. The aims of this module are: 1) To encourage participants to think differently. 2) To encourage participants to consider the uses of sense other than sight. Whole Brain Thinking The aims of this module are: 1) To provide an explanation of left/right brain thinking. 2) To explain the importance of 'whole brain thinking'. 3) To explain how our development and education may have affected the way we think. Productive Thinking The aims of this module are: 1) To explain the difference between reproductive and productive thinking. 2) To explain the dangers of relying on reproductive thinking when solving problems. 3) To provide an opportunity for participants to practise productive thinking. 4) To get participants in the right mindset for productive idea generation. Forced Connections The aims of this module are: 1) To introduce 'Forced Connections' as an idea generation technique. 2) To provide participants with an opportunity to practise using the technique. Reframing The aims of this module are: 1) To introduce 'Reframe' as an idea generation technique. 2) To provide participants with an opportunity to practise using the technique.





CLIENT RELATIONSHIP MANAGEMENT

Day One Module 1 – Five Balls

To energise participants.

To demonstrate the value of breaking major projects down into small goals.

To demonstrate how positive thinking will impact upon results.

To demonstrate effective teamwork.

Module 2 – A Sign of the Times – Communication Branding Video - Technology Revolution To encourage participants to think about how and what they communicate to customers,

using a slightly unusual perspective. To encourage participants to think about the language they use when communicating with

customers. To show that all communication tells the customer something about the organisation and

that sometimes that’s not the intended message. To demonstrate how brand is affected by every piece of communication leaving the

organisation. To analyse a personal experience as a customer and identify the events which created a

lasting impression. To consider what influences customers’ service expectations and why expectations differ. To discuss the impact of different expectations and experiences on Customer Relationship

Management.

Module 3 – Understanding our Team

Video – Lord of the Dance

Understanding behaviour profiles

Discovering ways to interact with the different behaviour profiles







Module 4 – Introduction to Client Relationship Management (CRM)

Inside out principle

To define and briefly explore the concept of Customer Relationship Management.

To consider the types of data that helps organisations manage their customer relationships and where this can be found.

Day Two Module 5 – Creating a Shared Vision

To agree what success looks like for everyone.

To establish effective working relationships within groups or teams.

To create a vision statement for the team. Module 6 – The Sheep Trail – Effective Communication and Continuous Improvement

To test participants' planning and communication skills.

To demonstrate the importance of listening and using summary and clarification to check understanding.

To consider what makes communication effective and the dangers of getting it wrong.

To energise a group of participants. Module 7 – Goldilocks

To test listening skills.

To illustrate the dangers of making assumptions.

To encourage participants to think about how they can check their understanding of information they receive

Module 8 – Dune Race

To identify approaches and ideas that could be used in a Customer Relationship Management (CRM) strategy.

To develop a strategy based on the information provided about Dune Races.

To share ideas and thoughts about what makes an effective CRM strategy. Module 9 - Bring the Cows Home

Skills tested by this teambuilding game: Analytical thinking, Attention to detail, Problem solving and Teamwork. Background: Bringing the Cows Home is a flexible training exercise that has been especially designed to test analytical skills and encourage clear thinking. In the exercise, teams are provided with a map and brief, and need to work in a structured, logical way in order to identify routes available to the farmer when bringing his cows back to the farm for milking.





COACHING

Day One Lord of the Dance - Video Module 1 – Understanding our Team

Understanding behaviour profiles

Discovering ways to interact with the different behaviour profiles



Module 2 – The Sheep Trail – Effective Communication and Continuous Improvement

To test participants' planning and communication skills.

To demonstrate the importance of listening and using summary and clarification to check understanding.

To consider what makes communication effective and the dangers of getting it wrong.

To energise a group of participants. Module 3 – Introduction to Feedback

To build an understanding of the characteristics and differences between constructive feedback, praise and criticism.

To explain the importance of constructive feedback.

To build awareness of "good practice" guidelines for providing constructive feedback. Module 4 – Re--scripting Feedback

To encourage participants to consider the art of feedback and to ensure their feedback is appropriate and objective.

To enable participants to identify useful, helpful, constructive feedback.

To clarify what makes useful, constructive feedback.

To develop participants ability to give constructive feedback.

To consider how it feels to be on the receiving end of destructive or unhelpful feedback. Module 5 – Remaining Neutral





To consider the pitfalls and dangers of giving advice when helping staff solve their own problems.

To consider the dangers of making judgements or assumptions about the nature of someone else's problem

Day Two Module 6 – Introduction to Coaching

To enable participants to be able to define coaching and its purpose.

To explain the key differences between coaching and mentoring.

To enable participants to describe a basic coaching model.

To identify the core skills required by effective coaches. Module 7 – Coaching System

Case Study

Coaching principles

Coaching process A - Agree roles and performance standards 'A' is about making sure that the coach knows what is expected of them, in terms of:

Targets / objectives, and how they are measured

Key performance indicators

Performance standards

Quality in terms of structure and behaviours Talk to them about how the coaching relationship will operate, to gain their commitment. C - Collating data before meeting with a coach to give them feedback, or to review their recent performance:

What quantitative data or metrics can you use?

What qualitative information have you found through observation or feedback from other people? (e.g. customer or peer feedback).

Do it WITH them, not TO them. S – Structure a development plan

Types of Questions to use

Procedural – 2-8% Using statements about process, past or future.

Ordering – 3-10% Giving instructions to ‘do’ something

Informing – 5-15% Giving facts or offering recommendations or suggestions for change

Drawing out – 12-38% Asking questions to obtain information, opinions and feelings and to test yours and their understanding

Confronting – 5-10% Challenging behaviours and attitude, in a supportive way.

Supporting – 8-18% Explicit and sincere acknowledgment of achievement or attempt at completing a task





Demonstrating – 0-5% Showing ‘how to’ do something AND having the same task repeated back to you by the performer

Releasing tension – 0-5% Doing something to calm any upset or anxiety in the coach.

Summarising – 5-10% Statements that conclude a series of information without elaboration.

Listening Skills

To test listening skills.

To illustrate the dangers of making assumptions.

To encourage participants to think about how they can check their understanding of information they receive

Dealing with Attitude and Motivation Feedback Skills

I – Implement the agreed development plan Assist the coach to improve a skill that has been agreed for development On-site training Formal training etc.

S – Sign off agent’s progress and compliance You need to evaluate your coaches’ progress

Changes in habits / new behaviour / different results?

What qualitative and quantitative evidence will you need? Don’t forget to self-assess how YOU are doing, too!

Be objective about your coaching contribution.

Don’t be afraid to ask for feedback from others.

Assess yourself against the 5 principles.

Module 8 - Establish a suitable coaching environment





Diversity in the workplace Workshop In association with Rinet Griessel

Introduction The macro socio-economic and political changes in South Africa have caused the management of transformation in organisations to be imperative for economic survival. This would include aspects like Employment Equity, Disability Management, Leadership Development and Diversity Management. The topic of Diversity is rich and complex and most of us have considerable maturing to do in this regard. We have to enhance mutual insight and understanding between people from significantly different backgrounds to promote a productive environment and expanding business. Leadership programmes mention diversity in South Africa but do not address the actual challenges in managing a diverse work force. For example, matters like (often unconscious) biased and prejudiced behaviour which stems from having different values, and stereotyping are not addressed. What one group perceives and displays as 'respect' is viewed as disrespectful by another. Only once we are made aware of the value differences can we manage them to improve relationships and productivity in the work place. Synergy between two completely different world views is not possible if we do not take the time and effort to understand the different approaches and seek for similarities to build an inclusive business culture. Purpose of the Workshop The purpose of this Diversity Module is to create a work environment where all people, regardless of race, language, gender, social-economic or educational backgrounds, will demonstrate respect and insight for one another so as to enable them to work better as a team. In this way each individual can optimise his/her potential to achieve the business goals.

Learning Outcomes Delegates should be able to:

Define diversity and the management thereof

Understand what drives human behaviour





Accommodate different world views and their impact in the work place

Recognise workplace problems that arise from diversity issues

Eliminate stereotyping and biased behaviour

Evaluate and manage different communication styles

Create an environment that is conducive for cross-cultural synergy and good work relationships

Work together better as a team

Retain BEE appointments

One day programme

Defining Diversity

Introduction

What does “Diversity” mean?

How can I Manage Diversity?

Talents and Struggles in a Diverse Team

Drivers of Behaviour

Early messages, Lenses and Filters

World Views and their Impact

DVD on the Effect of Discrimination

Stereotypes and Bias

Managing Diversity Being Part of a Diverse Team

Diversity to Synergy – An Empowerment Model

Productivity and Profit Group Exercise

Affirming the Business Culture

Victims and Victors /Masters

Changing Customer Profile

Identifying Similarities – What we All Want

Respectful and Effective Communication

Agreeing on Business Behaviour to Affirm Values

The Process During the two days, the group is facilitated through the following four phases:

Starting with the “Inside-out” principle of treat others as you would like to be treated; we first focus on irrelevant differences that are usually caused by different value systems. Our world views determine our values and values have an impact on work place behaviours. This first step links up with the value of respect. Cyclical hostility and stereotyping are brought to the surface - “my reality is not your reality or the reality”. We then highlight the paralyzing effects of discrimination and the benefits for the individual and the business of valuing Diversity.





Staying true to the individuals we are, we recognise our similarities. Mutual respect and team synergy is addressed in practical behaviours that demonstrate respect.

In the last phase we highlight how we interact with others to promote a healthy business culture. Delegates then generate their own set of behaviours that are perceived as ‘respectful’ by all employees and would promote a productive business culture.

Critical Success Factors

In order to be effective, this workshop requires at least 14 diverse – in terms of at least gender, age, race and job level, delegates. MAXIMUM 24 delegates per group may attend.

Two facilitators, one black and one white, usually one male and one female, lead the process.

The workshop is characterised by delegate participation through group discussions, group activities and an excellent video. The workshop is presented in a very relaxed, positive atmosphere. The ideal is to take delegates away from the work place onto neutral ground.





METHODS OF LEARNING Qualifications, Learnerships, Skills Programmes & Workshops

Facilitated classroom

Self –study/Distance learning paper

based

Self-study Pure Online

Intelligo website

Self-study Online/Blended

Intelligo website

Motor Retail Finance and Insurance PLUS Programme (FETC: Retail Insurance Qualification SAQA ID 49835/66609 Level 4) – F&I

√ √ √

FETC: Short Term Insurance Qualification SAQA ID 49929/66610 Level 4

√ √ √

FAIS Act Fit & Proper: RE5 Regulatory Exam Preparation Workshop

√ √ √

F&I “TUNE UP” Workshop √ NCA (National Credit Act) Workshop – NCA Agents Card

√ √ √

FICA Overview (Financial Intelligence Centre Act)

√ √ √

FETC: Automotive Sales and Support Services Certificate 64289 Level 4

√ √

FETC: Business Administration SAQA ID 61595 NQF Level 4

√ √ √

FETC: Contact Centre Operation SAQA ID 71489 NQF Level 4

√ √ √

FETC: Debt Recovery SAQA ID 49021 NQF Level 4

√ √ √ √

FETC: Marketing SAQA ID 67464 NQF Level 4

√ √ √

FETC: Project Management SAQA ID 50080 NQF Level 4

√ √ √

Soft Skills Communication Skills Assertiveness √ Conflict √ Business Writing √ Basic Business Writing √ Modern Day Telephone and Email Etiquette

√

Structure Communication √ Sales Skills Negotiation Skills √ Presentation Skills √ Dialogue Selling EQ √





Qualifications, Learnerships, Skills Programmes & Workshops

Facilitated classroom

Self –study/Distance learning paper

based

Self-study Pure Online

Intelligo website

Self-study Online/Blended

Intelligo website

Dynamics Skills for Telephone Sales

√

Helpdesk Professional √ Service Quality Excellence √ Management Skills Developing Human Capital √ Competency Based Interviewing √ Emotional Intelligence √

General Soft Skills Time Management √ Stress Management √ Professional Frontline Skills—Reception

√

Facilitation and Project Management Development

√

Beyond the box √ Client Relationship Management √ Coaching √ Cultural Diversity in the workplace

√

Education Training and Development

Facilitation of learning programme

√

Learning Material Design and Development

√

Assessment design and development

√

Assessing workplace learning √ Moderate learning √ Coaching and Mentoring √


intelligo profile & skills development programme summary 2015 v1

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