Fit and Proper

Understand Learners

Together Change BehavioursUnlock PotentialLearning Outcomes

Releasing the potentialof business and its

people through learning

Enabling performance, growth,productivity and

business transformation

Learning

ApproachThe LearningOrganisation

RockSoup

LearnGrow

Create

The ROCKSOUPStory

The war is finally over. A soldier is on his way home. Havingtravelled some days ... and nights ... hungry and tired ... hereaches a small village. He knocks on many doors and asksfor something to eat but nobody wants to help him. The soldierthen makes a fire in the village square. He fills a pot withwater and places the pot on the fire. The villagers gather tosee what is happening. The soldier picks up a stone and addsit to the boiling water in the pot.

The soldier takes a spoon from his backpack, stirs the water and takes a sip andsays: “This is really great rock soup .... but there is something missing ... maybe anonion or two”. One of the villagers responds: “I have some spare onions that you canuse”. The soldier gratefully accepts the onions and adds them to the pot. He takesanother sip. “Ah, that is much better .... but there is still something missing ..... maybesome potatoes. “I have some spare potatoes for you” says another villager. Thesoldier gratefully accepts the potatoes and adds them to the pot as well. He keepssuggesting new ingredients to improve the taste and the villagers keep adding to thepot. Eventually there is a thick soup in the pot. “The soldier looks at the pot andremarks: “There is too much food for me alone”. He invites the villagers to share thefood with him and they all enjoy some really great rock soup.

Our STONE ValuesSincerity We are honest, true and real in all our dealings

Trust We consistently act in such a manner that people deal withus in confidence and view us as dependable and reliable

Optimism We are hopeful and confident about the future and anyproject we are involved in

Nurturing We encourage and support people in their endevours tolearn, grow and create

Enthusiasm We undertake projects with great energy and eagerness

When your values are clear to you, making decisions becomes easier.- Roy E. Disney

The LEARNINGOrganisation

Peter Senge introduced the term “Learning Organisation” in his1990 book The Fifth Disipline: The Art and Practice of theLearning Organisation. He defined a learning organisation as“a group of people working together collectively to enhancetheir capabilities to create results they really care about ... anorganisation where people continually expand their capacity tocreate the results they truly desire, where new and expansivepatterns of thinking are nurtured, where collective aspiration isset free, and where people are continually learning how tolearn together .”

A learning organisation requires its members to be open tonew ideas, be able to communicate effectively with each other,understand the organisation, form a vision shared by all

Peter Senge

members and work together to achieve that vision. According to Senge there arecertain key elements that all learning organisations have in common. Senge groupedmany of these into 5 key learning areas or themes - what he called 'The FiveDisciplines.

'

SystemThinking

SharedVision

PersonalMastery

MentalModels

TeamLearning

The LearningOrganisation

Beliefs, values, mindsets andassumptions that determine howwe think and act.

Self-awareness: how much we knowabout ourselves and the impact ourbehaviour has on others.

A framework to see inter-relationships that underlie complexsituations and interactions ratherthan simplistic linear cause-effectchains.

Real learning gets to the heart of what it is to be human. We become able to re-create ourselves.This applies to both individuals and organisations. For a learning organisation it is not enough to justsurvive. Survival learning (or adaptive learning) is important and necessary. But adaptive learningmust be joined by generative learning - learning that enhances our capacity to create.

Thinking together - sharingexperiences, insights, knowledgeand skills about how to do thingsbetter.

To forge common meaning /focus and mutually agree onlearning targets, improvementstrategies and challenging goals.

Vision without systems thinking ends up painting lovely pictures of the future with no deepunderstanding of the forces that must be mastered to move from here to there.

― Peter M. Senge

UNDERSTANDLearners

Oliver Cradock Learners’ expectations are being shaped constantly byunprecedented access to “always-on” technology andcommunities. Digitally-savvy consumer learners expectaccess to bite-sized information, available on theirsmartphone or tablet, in their moment of need.

The Learning and Dvelopment sector has an opportunitynow to revolutionise and modernise its current approach.We need to move from classroom-based learning, andcrucially, we must build and lead a learning culture thatempowers people to develop their skills with self-directed learning, and methods for integrating high-quality learning into everyday work.

Use technologiesto network andlearn with others

A clear personalplan about whatto learn and why

Learn by askingquestions

Willing to pushthemselves tolearn new things

Understand howthe job contributes

to theorganisation’soverall objective Curious

Purposeful

Flexible

Willing toexperimentand take risks

Proactive Sociable

Confident

What do learners expect from technology enabled learning? Personalisation, shortbite-sized content, a blend of media, tests and feedback, realistic context, relevantand timely learning, robust and reliable technology.

Learners need control over their ownlearning.

What frustrates learners?- Not finding what they need- Uninspiring learning content- Content not relevant to their needs

In this day and agemillennial learners are:

I am always ready to learn although I do not always like being taught.- Winston Churchill

DESIGNOutcomes

Towards Maturity

The world of work is changing dramatically. In such avolatile and uncertain labour market, people remain anorganisation’s most valuable asset. With challenges at alllevels, it has never been a more critical time forleadership to unleash the potential of its workforce.Learning and development obviously plays a crucial rolein this.

Although each organisation will prioritise its own set of outcomes when it comes tolearning initiatives, these outcomes can generally be classified into 5 categories.Most training interventions aim to 1) improve efficiency, 2) teach individualprocesses, 3) improve productivity and engagement, 4) increase businessresponsiveness and 5) bring about a learning culture. It is evident that each stepbecomes progressively more difficult to achieve.

Towards Maturity is a research company, founded in2003. As part of the Emerald Group, they provideindependent, expert advice and support to help peopleprofessionals drive learning innovation that deliversbusiness impact. The approach below has been adoptedfrom them.

ImproveEfficiency Achieved by 41%

Achieved by 39%Fine-tuneProcesses

Achieved by 29%Boostperformance

Cultivateagility

InfluenceCulture

Speed up applicationDrive innovationAttract talentOrganisational performance

Self-directed learningSharing good practiceLearning engagementPerformance managenment

Achieved by 24%

Achieved by 21%

Manage riskAdapt to individual needIncrease productivityImprove staff motivation

Improve inductionAddress specific behavioursImplement new IT systemsInform customers and suppliers

Increase learning accessComply with regulatory needsExtend reachImprove administration

You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, hewill continue the learning process as long as he lives.

- Clay P. Bedford

MANAGEOutcomes

ImproveEfficiency

Fine-tuneProcesses

Boostperformance

Cultivateagility

InfluenceCulture

• Increase learning access and flexibility• Improve the quality of learning delivered• Improve induction / onboarding processes• Increase volume of learning - reaching more people• Reduce training cost• Comply with new regulations

• Improve management and administration of learning• Deliver greater value for money• Develop a better quality workforce• Reduce time away from the job• Speed up implementation of new internal processes / systems• Inform customers / suppliers of new products / services

• Improve organisational performance• Increase self-directed learning• Increase on the job productivity• Reduce time to competence• Improve external customer satisfaction• Facilitate new ways of working

• Speed up and improve the application of learning in the workplace• Improve employee engagement with learning• Provide a faster response to changing business conditions• Push updated info to employee at point of need / when required• Improve staff motivation, pride and morale• Improve communication and teamwork• Improve staff retention

• Increase the ongoing sharing of good practice• Increase ability to personalise program to individual need / context• Improve talent strategies to keep best people• Integrate learning into the workflow• Drive business innovation• Increase ability to attract talent• Build capacity of organisation to solve problems

The world of work is changing and today’s learning professionals play an essentialrole in equipping staff for constant change. However, a fundamental shift is requiredto unlock potential in today’s organisations. Learning professionals must move from asole focus on supporting organisational learning to the wider remit of underpinningthe very fabric of the learning organisation. External risks of accelerating customerdemands and global growth must be balanced with internal risks linked to technologyand talent.

Times of great uncertainly provide profound opportunities for today’s peopleprofessionals. But we need to step up to the challenge. Learning - supported bytechnology - must shift from delivering courses to supporting innovation, agility andproductivity to move the organisation and its people to a fundamentally different level.

The illiterate of the 21st century will not be those who cannot read and write, but those who cannotlearn, unlearn, and relearn.

- Alvin Toffler

UNLOCKPotential

Andy Lancaster

High performing learning organisations - defined as a living and learningorganisational ecosystem that has the ability to continuously transform itself andthrive in a rapidly changing environment - are achieving greater growth, productivity,profitability and are better at enabling business transformation. But what do thesehigh performance learning organisations look like? Well, they demonstrate thefollowing characteristics:

A focus on improvement - mainly performance andproductivity - is no longer an option if your organisationwants to survive. The nature of work is changing withdisruptive approaches undermining previouslysuccessful business models and past achievements nolonger guarantee future success.Globalisation andtechnology are forcing organisations to embrace newcompetition and complex challenges. The workforce is atits most diverse with the greatest age range of workersthan at any time in history - resulting in a variety ofneeds. Learning cannot be driven by an old paradigmwhere staff attend an occasional face-to-face course, butby develoment that is embedded at the heart of theorganisation on a daily basis.

Clarity ofpurpose

A shared vision and opendialogue on how people arevalued and need to adapt todeliver the organisation’s

performance

Holisticpeople

experience

Thrivingecosystem

Agile, digitalinfrastructure

Continualengagement

Intelligentdecision-making

A virtual environmentthat enables a fluid

exchange ofknowledge, ideas andthe adaptation ofcompetence

A dynamiccommunity that

continually builds onbusiness

relationships resultingin energy, resilience

and growth

A people-led systemthat enables its

people, teams andthe extended

enterprise to thriveand learn linked tocommon goals

A robust platformusing insight andperformance

analytics to driveorganisationalperformance and

customer experience

A trusted brand that keepsto its promises anddevelops innovative,

commercial and continuouslearning opportunities

When you catch a glimpse of your potential, that's when passion is born.- Zig Ziglar

CHANGEBehaviours

Towards Maturity Rather than just thinking about how many people attendand complete a course, L&D teams have to focus on theactual content of training. What are we trying to achieve?What behaviours need to change? How does it reinforceand build upon the organisation’s cultural values?

Any learning intervention must be aligned with businessgoals and objectives in order to produce the requiredresults.

In order to implement learning that successfully changesbehaviour requires a deliberate strategy and focusedapproached. The Towards Maturity Model - as a strategicframework for change - identifies 6 workstreams wheresuch a focused approach will assist organisations toimprove the adoption of the learning, change therequired behaviour and improve overall performance.

Understand learners• Learner choices• Learner motivation

Understand work context• Business environment• Talent management• Work culture

Define the need• Strategic alignment• Business alignment

Build capability• L&D essentials• Design learning• Transfer learning• Support performance• Facilitate collaboration

Ensure engagement• Implement change• Empower learners• Engage leaders• Involve trainers

Demonstrate value• Gather feedback• Measure impact• Communicate success

Align to need Deliver impact

Most bad behaviour comes from insecurity.- Debra Winger

Experience

Competence

Qualifications

Regulatory exams

Class of business

Product knowledge

General competence

Continuous professionaldevelopment

Competence

Continuousprofessionaldevelopment

Operationalability

FIT&

PROPERHonesty,integrity,good

standing

Financialsoundness

FIT andProper

Board Notice 194 of 2017The Fit and Proper requirements for financialservices providers came into effect on 1 April2018. Although these provisions areapplicable to the financial services industry,we believe the principles and approach can -and should - be followed for all types oflearning and development programs in orderto unlock the true potential of learners, toimprove efficiency, fine tune processes, boostperformance, cultivate agility and makelearning part of the organisation’s culture.

Competence is defined in terms of:

• Prescribed qualifications and minimumexperience - as required by the job itself;

• Class of business training covering the rangeof products / services;

• Product specific training;

• General knowledge, skills and expertise inrespect of the industry, products and functions;

• Continuous and ongoing training anddevelopment.

Fit and proper involves:

• Honesty, integrity and good standing confirms that it is vital that an organisation - throughits representatives - to act ethically with the ability to distinguish between right and wrong andthen choosing the right option during all aspects of business.

• Competence requires that staff contiuously undergo a variety of training events, activities,assessments etc. to ensure that they are able to perform their responsibilities.

• Continuous professional development acknowledges the need for ongoing learning anddevelopment to remain up to date with latest developments and to build resilience in a worldwhere change is the only constant.

• Operational ability provides for a governance framework (including for example a businessplan, accounting policies and a business continuity policy) that must be proportionate to thenature, scale, risks and complexity of the business

• Financial soundness specify that the organisation must maintain adequate financialresources.

The most important thing in terms of your circle of competence is not how large the area of it is, but howwell you’ve defined the perimeter.

- Warren Buffett

Choose one subject from this section as aspecialisation field to complete the 120credits required.

Approach:

• Complete the subjects in the sequenceindicated (one subject every threeweeks)

• Face to face workshops, e-learning,videos, help desk

• One assessment and exam per subject

COMPETENCEQualifications

National Certificate in Banking: Business

This qualification is recognised for FAIS Fitand Proper purposes and will open jobopportunities in the financial services sector.Your career choice is, however, not limitedto banking only. This versatile qualificationcovers all the main disciplines associatedwith business in general - namelyeconomics, sales, credit, finance andmanagement - and will benefit youirrespective of the business or industry youmay choose to enter. The subjects listed inthis section are all compulsory (and adds upto 108 credits).

Subject Unitstandard Credits

Economics 252036 6

Sales 1

7345

7356

7334

20

15

8

Business analysis 7346 30

Financial analysis15236

116365

4

9

Credit 1 7347 16

Subject Unitstandard Credits

Sales 27361

10045

10

10

Credit 2 7355 16

Investments 17758 16

Forex 10124 20

Financial markets 117773 28

Compliance 117781 16

Admission requirements: NSC (Gr 12)or a NQF 4 qualification• Duration of study: 6 months• SAQA ID: 61589• NQF level: 5• Credits: minimum 120

Subject Unitstandard Credits

Businesscommunications 12433 8

The banking sector Not unit standard aligned

Introduction tomanagement• Planning• Change• Relationships• Knowledge• Risk• Projects• Decision making

252032252022252026252044252025252021252027

8866886

Leadership & HRmanagement• Diversity• Performance• Innovation• Objectives• Coaching• Talent• Theories• Ethics

120300252037252042252043252029252035252020252034

86568868

Financialmanagement andbasic Economics

252040252036

86

Intro to end-usercomputing

Not unit standard aligned

•

COMPETENCEQualifications

National Certificate: General / Customer Management

This qualification - designed for anyoccupation and any entity (company /business unit / public institution / smallbusiness or non-profit organisation) inany industry or sector - will enable you tomanage first line managers (e.g. teamleaders / supervisors / junior managers,section heads, foremen and teams) aswell as systems, processes andresources. The qualification covers fivemain areas: leadership, managing theenvironment, managing relations,managing knowledge and the practice ofmanagement.

You must, in order to obtain thisqualification, complete all the subjects inthe column on the left and one of thefollowing subjects:

Subject Unitstandard Credits

Generalmanagement• Compliance• Brand mix• Conflict• Negotiations• Performance• Communication

2520302644081004811422611785315230

438884

Customermanagement• FAB• Closing• Brand mix• Service• Needs

1004510047100661005410048

1051668

Admission requirements: NSC (Gr 12)or a NQF 4 qualification• Duration of study: 6 months• SAQA ID: 59201• NQF level: 5• Credits: 162

Subject

1 Fundamental economics and the economic environment

2 Basic financial mathematics and computer use

3Wealth management: Credit, finance and loans

4 Wealth management: Investments

5 Wealth management: Sort-term insurance, life insurance and retirement

6 Wealth management: Estate planning

7 Financial regulation and ethics

8 Personal risk management

9 Business risk management and financial analysis

10 Fundamentals of business needs and financial planning

11 Managing customer relations

12 Financial planning applications

COMPETENCEQualifications

National Certificate in Banking: WealthThis qualification (recognised for FAIS Fitand Proper requirements) opens a careerin the financial services industry, e.g.financial planning, broker consultants,bank relationship managers, salesmanagers in the financial environment,admin staff at asset managers / LISPS /pension funds / unit trusts.

You must, in order to obtain thisqualification, complete all the subjectslisted below.

Admission requirements: NSC (Gr 12)or a NQF 4 qualification• Duration of study: 1 year• SAQA ID: 61589• NQF level: 5• Credits: 120

Subjects: Investment specialisation Subjects: Wealth management

1 Economic principles and financial services Economic principles and financial services

2 Financial indicators and financial markets Financial indicators and financial markets

3 Financing, loans and financial mathematics Financing, loans and financial mathematics

4 The JSE and equitiesInvestment fundamentals: equities, money andcapital markets

5 Financial statement analysis Financial statement analysis

6 Technical analysis Technical analysis

7The money market, capital market andinstruments

Investment fundamentals: offshore investmentsand derivatives

8 Derivative instruments Insurance and retirement fundamentals

9 Foreign exchange and offshore investments Wealth management and estate planning

10 Taxation fundamentals Taxation fundamentals

11 Financial risk management and hedging Financial risk management and hedging

12CIS and applications in the financialenvironment

CIS and applications in the financial environment

COMPETENCEQualifications

National Certificate - Financial Markets and InstrumentsThis qualification (recognised for FAIS Fitand Proper requirements) builds on theNQF 5 National Certificate in Wealth anddeals with the practical aspects offinancial services, markets, instrumentsand the environment from a personalplanning as well as an institutional pointof view.

There are two curricula: InvestmentSpecialisation or Wealth Management.You have to choose one.

Admission requirements: NQF 5qualification• Duration of study: 1 year• SAQA ID: 50481• NQF level: 6• Credits: 120

Designed for wealth managementconsultants, relationship managers,bankers, risk managers, finance andaccounting staff, legal consultants,treasury staff, CFPs, brokers,consultants, internal / external auditors,asset and portfolio managers, investors,structured and corporate financeconsultants.

CompetenceSkills programs

BanksetaNumerous factors impact skills demand and supply for example technologicaldevelopments, changing customer expectations and demands, disrupters in banking,new business processes, growth strategies, globalisation, cybercrime and broaderfinancial crime risk as well as political and economic uncertainty.

The change drivers listed above will bring about changes in the occupationallandscape. Many new jobs will require a strong technological flair (like data analytics).The soft skills required are also changing and include agility, innovation, creativity,problem solving etc.

Approximately 2,2 million people are employed within the finiancial services industry inSouth Africa. In the region of 65% of this workforce lack a post-matric qualifications.Bankseta has accordingly identified 5 skills priorities to address this situation.

Our skills programs - consisting of a bundle of related unit standards - are designedaround these 5 Bankseta skills priorities. After having successfully completed therequired portfolio of evidence for each unit standard of the skills program, delegateswill earn credits that can accumulate towards - and eventually result in - a fullqualification.

Current skills programs:• Credit• Sales• Management• Compliance

515 Skillspriorities

2018 / 2019Technology,digitisation,analytics

Riskmanagementand compliance

Managementand leadershipdevelopment

Core bankingproducts andservices

Customerrelationshipmanagement

2

3

4

COMPETENCERegulatory exams

Board Notice 194 of 2017This preparation program is designed to adequately prepare representatives and keyindividuals for the first level regulatory examinations (RE1 exams) to be written withan Financial Sector Conduct Authority (FSCA) Authorised Exam Body.• RE 1: Examinations for key individuals• RE 5: Examinations for representatives

The Curriculum is aligned to the specifications of the FSCA covering all knowledgecriteria as stated in the relevant board notices. The learning material is delivered in theINSETA prescribed format and includes mock exams and case studies.

RE 1: Regulatory exam for key individualsTopics

1. Introduction to the FAIS Act2. Role of the key individual in terms of the FAIS Act3. Role of the representative in terms of the FAIS Act4. Services under supervision5. Implications of Section 8 and 13 of the FAIS Act6. Debarment of representatives7. The regulatory environment in which the FSP functions8. Obligations in the codes of conduct9. Oversee and manage the compliance function10. Lapsing a FSP licence11. Record-keeping obligations of the FSP12. Manage the FSP infrastructure13. Auditing and accounting requirements14. The impact of FICA on the FSP15. The role and power of the Ombud for Financial Service Providers

RE 5: Regulatory exam for representativesTopics

1. Execute the required actions as a representative in terms of the FAIS Act2. Contributing towards obtaining an FSCA license and relevant legislation3. Specific obligations in terms of the relevant Code of Conduct and legislation4. Applying knowledge of financial products and relevant legislation5. Consequences of acting fraudulently and relevant legislation6. Aligning duties with compliance requirements and relevant legislation7. Record keeping and relevant legislation8. Money laundering and relevant legislation

Regulatoryexams

COMPETENCEClass of business

Board Notice 194 of 2017Class of Business (CoB) training apply to all Financial Service Providers, keyindividuals and representatives - they must undergo CoB training in respect of aparticular financial product/s prior to rendering any financial services.

To include:Product characteristics, terms and featuresTypical fee structureGeneral risks, principles, options, strategiesAppropriateness to different clientsTypical role playersImpact of applicable legislationImpact of economical factorsInter-relationshipsIndustry standards and codes

CoBtraining

9 Classes:1. Short-term insurance: personal lines2. Short-term insurance: commercial lines3. Long-term insurance4. Pension fund benefits5. Short-term and long-term deposits6. Structured deposits7. Investments8. Forex investments9. Health services benefits

CoB training can only be provided andassessed by an accredited provider oran education institution.

Short-term: personal lines• Accident and health policy• Liability policy• Miscellaneous policy• Motor policy• Property policy• Transportation policy• Short-term reinsurance policy

Short-term: commercial lines• Accident and health policy• Engineering policy• Guarantee policy• Liability policy• Miscellaneous policy• Motor policy• Property policy• Transportation policy• Short-term reinsurance policy

Long-term insurance• Assistance policy• Life risk policy• Life investment policy• Fund policy• Sinking fund policy• Long-term reinsurance policy

Can contribute towards CPD points

COMPETENCEProduct knowledge

Board Notice 194 of 2017Product specific training apply to all Financial Service Providers, key individuals andrepresentatives - they must undergo product specific training in respect of theparticular financial product/s they are authorised to sell prior to rendering anyfinancial services.

Producttraining

To include:Product characteristics, terms and featuresNature, complexity and underlying componentsStructure and pricingFees, charges, costs and benefitsGuarantees and costsRisks involvedConcepts and strategiesTax implicationsImpact of market / economic conditionsInvestment options and strategiesFlexible benefit or service optionsAccessibility of benefits / fundsLevel of liquidityIntended target market / customers / groupsIdentity of the product supplier / providersDisclosuresLock-in periods and termination conditionsAccessibility of benefitsExpected outcomes

Tier 1 financial productsStructured depositsShort-term insurance personal linesShort-term insurance commercial linesLong-term insurance categoriesRetail pension benefitsPension fund benefitsCollective investment scheme interestsCIS hedge fund interestForex investmentHealth service benefitsSharesMoney market instrumentsDebentures and securitised debtWarrants, certificates and other instrumentsBondsDerivative instrumentsSecurites and instruments

Tier 2 financial productsShort-term insurance personal linesLong-term insurance categoriesFriendly society benefitsShort-term depositsLong-term deposits

Product specific training can beprovided and assessed by any provideror in-house (need to be an accreditedprovider or an education institution)

COMPETENCEGeneral

Board Notice 194 of 2017Section 12 of the Board Notice - under the heading General competencerequirements - provide that “an FSP, a key individual and a representative must haveadequate, appropriate and relevant skills, knowledge and expertise in respect of thefinancial services, financial products and functions that it performs”.

General competence trainingTopics

• Emotional intelligence• Financial market regulation• Money laundering schemes and control• Business conduct• Corporate governance• Budgeting and forecasting• Credit principles• Debtors control• Creditors management• Cost management• Financial mathematics• Behavioural finance• Financial planning• Investment analysis• Basic accounting• Computer skills• PC Fundamentals• MS Excel - level 1, 2, 3• MS Word - level 1, 2, 3• MS PowerPoint - level 1, 2• MS Access - level 1, 2• MS Outlook• MS Project - level 1, 2• Sage Pastel Accounting

General competence trainingTopics

• Financial markets and instruments• Money and banking• Principles of economics• SA financial system• Contract law• Investment and wealth management• Overview of financial legislation• Trading on an exchange• STRATE• Overview of forex• Business entities• Business law• Project management - level 1, 2• Change management• Principles of management, leadership• Negotiation skills• Alternative dispute resolution• Statistics• Banking operations• Risk management• Portfolio management• Strategy• Taxation• Product management• Marketing• Collateral management• General management• Market conduct• Finance for non-finance managers• HR for non-HR managers• Customer service• Change management• Workplace transformation• Sales techniques• Becoming management material• Strategic logistics management• Presentation skills• Dealing with difficult clients• Ethics

Can contribute towards CPD points

COMPETENCECPD

Board Notice 194 of 2017CPD activities are prescribed to ensure that an FSP, key individuals andrepresentatives remain competent to provide financial services. A certain number ofCPD points must be obtained within the CPD cycle - a 12 month period starting on 1June of every year and ending on 31 May of the next year.

CPD activities must:• be relevant to their role and functions;• contribute to their skills, knowledge, expertise and professional and ethicalstandards;

• address any gaps in their technical and generic knowledge;• enhance their understanding of the environment and the applicable lawswithin which they operate;

• take into account any changes in the internal and external conditions relevantto their Classes of Business, category of financial services and products.

To qualify as Continuous Professional Development (CPD), the training must beaccredited by a professional body, allocated a hour value or part thereof by thatprofessional body and it must be verifiable. Class of Bussines, General Competencetraining as well as any training specifically designed for CPD purposes will qualify forCPD points if vetted, approved and accredited by a professional body. Trainingperformed towards a qualification and product specific training are, however,specifically excluded and cannot be considered for CPD points.

Training

Qualification

Skills program

Regulatory exams

Product specific

Class of Business

General competence

CPD specific

CPD pointsProfessionalbody

CONTACT UsRockSoup (Pty) Ltd

Reg no: 2014/008451/07PO Box 6745Germiston1412

Bankseta accreditation number: 557075BEE level: 4

Andre van der Merwe082 828 0287

andre@rocksoup.co.za

Charles van der Watt082 453 3467

charles@rocksoup.co.za

Marietjie Ferreira082 303 2954

marietjie@rocksoup.co.za

LearnGrow

Create