PROFICIENCY SCALE Proficiency Rating Level Description Basic 1 Demonstrates a basic understanding of the particular competency to
Question:
PROFICIENCY SCALE
Proficiency | Rating | Level Description |
Basic | 1 | Demonstrates a basic understanding of the particular competency to be used in the work place, but requires guidance. Tasks or work activities are generally carried out under strict direction. |
Proficient | 2 | Demonstrates a sound level of understanding of the particular competency to adequately perform related tasks, practically without guidance. Work activities are performed effectively within quality standards. |
Advanced | 3 | Demonstrates high level of understanding of the particular competency to perform fully and independently related tasks. Frequently demonstrates application that indicates profound level of expertise. Can perform adviser or trainer roles. Work activities are carried out consistently with high quality standards. |
- Compile a development plan for those areas you need to improve.
Situational Leadership
LEARNING OUTCOMES | GUIDELINES |
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LO14: Explaining the principles of situational leadership. LO15: Diagnosing the leadership needs of people in a business unit. | 14.1 The concept of situational leadership is explained with examples. 14.2 The four basic leadership styles used by situational managers are named and explained and an indication is given of when it is appropriate to use each style. 14.3 The difference between intended behaviour and perceived behaviour is explained with reference to the intention of the manager and the perception of the staff. 14.4 The two basic behaviours that a manager can use to influence someone else are named and an indication is given of their relationship to the four basic leadership styles of situational management. 15.1 The concept of development is explained as it is used in situation leadership. 15.2 The concept of commitment is explained as it is used in situation leadership. 15.3 The concept of competence is explained as it is used in situation leadership. 15.4 The four levels of development in the situational leadership model are described in terms of commitment and competence. 15.5 The needs of staff at each of the levels of development are explained with examples. |
LO16: Explaining the levels of development used in situational leadership. | 16.1 The past performance of individuals in a business unit or team is analysed to determine their levels of commitment and competence. 16.2 Possible reasons for poor or underperformance are identified in terms of commitment, competence and supervision. 16.3 Problems that can result if a manager uses an inappropriate management style are indicated with reference to accountability and motivation. 16.4 The leadership style appropriate for each member of a business unit is selected based on individual levels of development. 16.5 The role of praise and reprimands in situational leadership is explained and an indication is given of when it is appropriate to use each. |
LO17: Planning to introduce situational leadership in a business unit. | 17.1 The basic principles of situational leadership are explained to a group. 17.2 The process to be followed in introducing situational leadership is explained and an indication is given of the expected outcomes and importance of consensus at contracting meetings. 17.3 A plan is developed to introduce situational leadership in a business unit. 17.4 The role of contracting in situational leadership is explained and an indication is given of why it is important to contract with members of a business unit. 17.5 The steps in the contracting process are explained with examples. 17.6 The contracting process is applied to contract with a member of a business unit. |
- Explain the principles of situational leadership.
- Explain the levels of development used in situational leadership.
- A leadership style should be chosen, and must correlate with the worker's level of maturity. Choose one of your own subordinates to work with and do the following exercise: (LO14, LO15, LO16)
- Write down this person's main responsibilities in the first column.
- The subordinate's job maturity and psychological maturity (willingness) for each task is indicated (in terms of 'high', 'average' or 'low') in the second and third columns.
- Indicates the subordinate's combined level of maturity (M1, M2, M3 or M4) regarding each task in column 3.
- Indicate the most applicable leadership style (telling, selling, participating or delegating) for each task in the last column.
- Describe the process that you will use to implement situational leadership in your department/ directorate/ section? (LO17) NB: Look at the guidelines that are given with the learning outcome (LO17).
DUTIES | Task Maturity (Knowledge and skill regarding the task. Experience) | Psychological Maturity (Attitude, willingness to engage in the task, openness to guidance, etc.) | Maturity-level | Leadership style |
Type the minutes of a meeting | High | Erratic | M3 | Participating |
MODULE 3
Public Management
- Analyse the functions of your department, i.e. its mandate in terms of the constitution.
- What is your department’s vision?
- Identify and analyse the main business functions of your directorate/section. How does this relate to the vision of your department?
- What other departments or entities have a role to play in the achievement of your department’s vision? Explain.
- What responsibilities do you and your colleagues have as employees to ensure that resources are used to best advantage of the people of South Africa? Give examples.
- Name the eight Batho Pele Principles and explain how you will apply each one of them in your own work environment. (LO18, LO21)
MODULE 4
Customer Care
LEARNING OUTCOMES | GUIDELINES |
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LO18: Explain how the Batho Pele principles apply to their own work roles. | 18.1 Batho Pele principles are explained in the context of the learner’s work situation. 18.2 The purposes of the Batho Pele principles are explained with examples. 18.3 The implications of the Batho Pele principles are identified for the climate and culture of the work place. 18.4 An explanation is given of how the Batho Pele principles are reflected in the way the person does their work. |
LO19: Explain how the application of Batho Pele principles determines the way in which work is done in the public sector. | 19.1 An explanation is given which demonstrates how the Batho Pele principles should apply to the work of the department in which the individual is employed. 19.2 The way in which non-application of the Batho Pele principles should be dealt with in the organisation is explained together examples of the likely consequences of the organisation’s commitment or non-commitment to their application. |
LO20: Identify and describe successful examples of application of Batho Pele principles in public sector contexts. | 20.1 An example of the successful implementation of Batho Pele principles in a public sector context is identified and an explanation supplied of why it was successful. 20.2 A description is given of how each principle has been applied to the work of public servants in at least three public sector contexts. |
LO21 Explain why the Batho Pele principles are so important to government and effective service delivery in South Africa and own organisation | 21.1 An explanation is given showing the constitutional importance of the Batho Pele principles to democratic practice in South Africa. 20.2 An indication is given of how Batho Pele principles could be applied to own department. |
- Explain how the application of the Batho Pele principles determines the way in which work is done in the public sector. (LO19)
- Identify and describe successful examples of application of Batho Pele principles in public sector context. (LO20)
- Explain why the Batho Pele principles are so important to government and effective service delivery in South Africa and your own department. (LO21)
MODULE 5
Organisational Communication Effectiveness
LEARNING OUTCOMES | GUIDELINES |
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LO22: Discuss and explain a range of written and oral communication techniques used in the workplace. | 22.1 An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated. 22.2 Discussions are led and meetings chaired in an effective manner according to standard meeting procedures. 22.3 A variety of generated workplace reports and presentations are available for scrutiny. 22.4 Presentations are effectively delivered and meet the needs of the target audience. |
LO23 Lead discussions and chair meetings. | 23.1 An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated. 23.2 Discussions are led and meetings chaired in an effective manner according to standard meeting procedures. 23.3 A variety of generated workplace reports and presentations are available for scrutiny. 23.4 Presentations are effectively delivered and meet the needs of the target audience. |
LO24: Generate a variety of workplace reports using various data gathering techniques. | 24.1 An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated. 24.2 Discussions are led and meetings chaired in an effective manner according to standard meeting procedures. 24.3 A variety of generated workplace reports and presentations are available for scrutiny. 24.4 Presentations are effectively delivered and meet the needs of the target audience. |
LO25: Deliver presentations. | 25.1 An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated. 25.2 Discussions are led and meetings chaired in an effective manner according to standard meeting procedures. 25.3 A variety of generated workplace reports and presentations are available for scrutiny. 25.4 Presentations are effectively delivered and meet the needs of the target audience. |
- During the situational leadership exercise you’ve identified a subordinate and worked out what leadership style to use. Identify a specific problem in your relationship or work procedure that you have with this person. You have to bring your concern under his/her attention. Determine the purpose of your interaction with this person and choose an appropriate medium for communication. (LO22)
- Now that you’ve determined the medium for communication you still need to determine the following before your meeting: (LO22):
- What will be the format (letter, oral, e-mail) that you will use?
- How will you make sure that the message is conveyed on the right level?
- How will you make the communication channels more effective?
- Write down the purpose as well as the outcomes of the message.
- Write a report on their performance problem, edit and check the text to determine appropriateness.
- What role do you think non-verbal communication will play in ensuring an effective conversation?
- Identify the barriers to effective organisational communication in your department. What can be done to minimise this barriers? (LO22)
- Prepare for a meeting between you and your direct supervisor about the communication barriers that you’ve identified. How will you prepare for this meeting? (LO23)
- The time and date for the meeting with your supervisor is set and you have to conduct the meeting. How will you go about it?
- During this session you and your supervisor don’t agree about the solutions for the problem. How will you deal with the conflict between you and your supervisor?
- During your session your supervisor said that he will think about it and – you have to come back later. What will be the main points that you will discuss during the follow-up meeting with your supervisor?
- How will you record these main points to ensure it is tabled at the next meeting?
Smith and Roberson Business Law
ISBN: 978-0538473637
15th Edition
Authors: Richard A. Mann, Barry S. Roberts