the da vinci institute for technology management (pty) … · bcom (business management)...

The Da Vinci Institute for Technology Management (Pty) Ltd

Registered with the Department of Higher Education and Training as a private

higher education institution under the Higher Education Act, 1997.

Registration Certificate No. 2004/HE07/003

The Da Vinci Institute for Technology Management

(Pty) Ltd

Bachelor of Commerce (BCom)

(Business Management)

The Management of Technology and Innovation (MOTI)

As Applied to Risk-based Integrated Management (RIM)

Qualification Framework

NQF Level 7

SAQA QUAL ID: 84767

BCom (Business Management) Qualification Framework

The Da Vinci Institute for Technology Management (Pty) Ltd

Registered with the Department of Higher Education and Training as a private

higher education institution under the Higher Education Act, 1997.

Registration Certificate No. 2004/HE07/003

Approval and Ratification of

Qualification Framework: Bachelor of Commerce (BCom)

(Business Management) in the Management of

Technology and Innovation (MOTI)

As Applied to Risk-based Integrated Management (RIM)

Recommended:

Dean: Academic Development,

Research and Design

Dr Ronel Blom

_____________________

Signature

_____________________

Date

Approved:

Registrar

Mrs Louise Fuller

_____________________

Signature

_____________________

Date

Approved:

Academic Board

Name: ______________________

_____________________

Signature

_____________________

Date

Ratified:

Council Chairperson

Mr Sechaba Motsieloa

_____________________

Signature

_____________________

Date


i | P a g e

Table of Contents

1. Purpose 1

2. Teaching and learning methodology 1

3. Level descriptors and programme outcomes 2

4. Critical cross-field outcomes (CCFO) 3

5. Access to the qualification 5

6. Learning assumed to be in place 5

7. Field and sub-field of the qualification 5

8. Recognition of prior learning (RPL) 5

9. Credit accumulation and transfer (CAT) 6

10. Articulation 6

11. An integrated assessment process 7

12. Curriculum 8

13. Module descriptions 10


1 | P a g e

1. Purpose

The Da Vinci Institute for Technology Management (Da Vinci) provides a BCom (Business

Management). The focus is on a business management approach and managerial leadership

development. The BCom (Business Management) provides for 360 credits at exit NQF Level 7.

The purpose of this qualification is to recognise those who have the required competence to

serve in transformational management positions in organisations (public and private, including

self-owned businesses) and the community at large, by enabling them to obtain a nationally

registered and recognised qualification.

A further purpose of this qualification is to produce lifelong students who are equipped to

debate and address socio-economic transformation challenges within South Africa. This

qualification seeks to transform individuals, organisations and the community at large, dealing

with management development challenges such as the management of technology, the

management of innovation, the management of people, and systems thinking, and risk-based

integrated management (RIM) from a management development perspective.

At BCom level, the overall purpose is to develop student’s capacity to:

Define and apply a variety of management development theories within a systems

thinking framework.

Describe the knowledge and skills required which inform sustainable management and

organisational development practices.

Communicate ideas, concepts and practical application of theories related to

management development.

Apply technology, innovation, people and systems thinking concepts to transform

individuals, organisations and/or communities.

2. Teaching and learning methodology

The teaching and learning methodology at Da Vinci is informed by Mode 2 principles. Mode

2 principles are characterised by trans-disciplinary engagements and a problem-solving

orientation that encourage a reflexive process of knowledge creation in the context of

application. This implies that students are encouraged to interrogate the practices at their

work, and together with their line managers and colleagues, co-create innovative solutions

that are customised, relevant and current in order to contribute positively to changes in the

workplace, community and society.

Within this Mode 2 learning environment, which requires that learner think of what they are

learning and how they apply the new information, the learners’ theoretical understanding of

the specific subject matter is transformed into demonstrable applications back into the

workplace where they are encouraged to develop their capacity towards:

Operate in variable and unfamiliar learning contexts, requiring responsibility and

initiative;

Accurately self-evaluate, identify and address their own learning needs; and

Interact effectively within a learning group.


Mode 2 principles are closely aligned to experiential learning. Experiential learning consists of

a four-stage process that guides students in their learning journeys where they are expected

and encouraged to apply theoretical concepts to work-based challenges.

3. Level descriptors and programme outcomes

NQF Level 7

Programme

Outcomes

Scope of knowledge, in respect of which a learner is able to demonstrate

integrated knowledge of the central areas of one or more fields, disciplines

or practices, including an understanding of and the ability to apply and

evaluate the key terms, concepts, facts, principles, rules and theories of that

field, discipline or practice; and detailed knowledge of an area or areas of

specialisation and how that knowledge relates to other fields, disciplines or

practices.

D

efin

e a

nd

ap

ply

a v

arie

ty o

f m

an

ag

em

en

t d

eve

lop

me

nt th

eo

ries

with

in a

syst

em

s th

inkin

g fra

me

wo

rk.

D

esc

ribe

th

e k

no

wle

dg

e a

nd

skills

req

uire

d w

hic

h in

form

su

sta

ina

ble

ma

na

ge

me

nt

an

d o

rga

nisa

tio

na

l

de

ve

lop

me

nt

pra

ctic

es.

C

om

mu

nic

ate

id

ea

s,

co

nc

ep

ts

an

d

pra

ctic

al

ap

plic

atio

n

of

the

orie

s re

late

d

to

ma

na

ge

me

nt

de

ve

lop

me

nt.

A

pp

ly

tec

hn

olo

gy,

inn

ova

tion

, p

eo

ple

a

nd

sy

ste

ms

thin

kin

g

co

nc

ep

ts

to

tra

nsf

orm

in

div

idu

als,

org

an

isa

tio

ns

an

d/o

r c

om

mu

nitie

s.

Knowledge literacy, in respect of which a learner is able to demonstrate an

understanding of knowledge as contested and the ability to evaluate types

of knowledge and explanations typical within the area of study or practice.

Method and procedure, in respect of which a learner is able to demonstrate

an understanding of a range of methods of enquiry in a field, discipline or

practice, and their suitability to specific investigations; and the ability to select

and apply a range of methods to resolve problems or introduce change

within a practice.

Problem solving, in respect of which a learner is able to demonstrate the

ability to identify, analyse, evaluate, critically reflect on and address complex

problems, applying evidence-based solutions and theory-driven arguments.

Ethics and professional practice, in respect of which a learner is able to

demonstrate the ability to take decisions and act ethically and professionally,

and the ability to justify those decisions and actions drawing on appropriate

ethical values and approaches within a supported environment.

Accessing, processing and managing information, in respect of which a

learner is able to demonstrate the ability to develop appropriate processes

of information gathering for a given context or use; and the ability to

independently validate the sources of information and evaluate and

manage the information.

Producing and communicating information, in respect of which a learner is

able to demonstrate the ability to develop and communicate his or her ideas

and opinions in well-formed arguments, using appropriate academic,

professional, or occupational discourse.

Context and systems, in respect of which a learner is able to demonstrate the

ability to manage processes in unfamiliar and variable contexts, recognising

that problem solving is context and system bound, and does not occur in

isolation.

Management of learning, in respect of which a learner is able to demonstrate

the ability to identify, evaluate and address his or her learning needs in a self-

directed manner, and to facilitate collaborative learning processes.

Accountability, in respect of which a learner is able to demonstrate the ability

to take full responsibility for his or her work, decision-making and use of

resources, and limited accountability for the decisions and actions of others

in varied or ill-defined contexts.

The generic level descriptors describe learning achievements at the appropriate level required

by the National Qualifications Framework (NQF). In this case the: NQF Level 7.


4. Critical cross-field outcomes (CCFO)

The critical cross-field outcomes (CCFOs) formulated by the South African Qualifications

Authority (SAQA) are generic competencies designed to underpin all national qualifications

registered on the National Qualifications Framework (NQF). They are intended to provide the

basis for lifelong learning, personal growth, honest business acumen, critical, creative thinking

and aesthetic appreciation.

The following matrix is a method of demonstrating how the planned combination of learning

outcomes intend to provide the qualifying learners with applied competence and a basis for

further learning which has been assessed in terms of exit level outcomes of NQF Level 7.

The BCom programme requires integration, often across functions and very definitely

systemically within functions. The theories are applied cross-functionally in the workplace and

the integration of the system as a whole becomes important. Processes are designed to meet

specific requirements and students work at a fairly high conceptual level before translating

theory into action. They work actively through groups and develop solutions rather than solve

problems. Problem solving is non-linear, often chaotic and integrates sometimes obscure and

abstract theories but solution processes are designed to meet constantly changing needs.


4 | P a g e

Exit level outcome

Associated assessment criteria

Cross-field Outcomes

1,2,3,4 2,3,4 1,2 1, 4 Describe and analyse

management development

theories and the impact they

may have on sustainable

development within

developing economies.

Important principles and concepts are identified within existing

management development theories.

Key Systems Thinking concepts are identified and applied to a workplace

problem.

Management development theories are incorporated into the

management development context of the learner's working environment.

Ide

ntify

an

d so

lve

pro

ble

ms in

wh

ich

resp

on

ses d

ispla

y th

at re

spo

nsib

le d

ec

ision

s usin

g c

ritica

l an

d c

rea

tive

thin

kin

g h

ave

be

en

ma

de

, as d

em

on

strate

d b

y a

ll Exit Le

ve

l Ou

tco

me

s.

Use

scie

nc

e a

nd

tec

hn

olo

gy e

ffec

tive

ly a

nd

critic

ally

, sho

win

g re

spo

nsib

ility to

wa

rds th

e e

nviro

nm

en

t an

d th

e

he

alth

/we

ll-be

ing

of o

the

rs as d

em

on

strate

d b

y a

ll Exit Le

ve

l Ou

tco

me

s.

De

ve

lop

en

trep

ren

eu

rial o

pp

ortu

nitie

s as d

em

on

strate

d b

y a

ll Exit Le

ve

l Ou

tco

me

.

Org

an

ise a

nd

ma

na

ge

on

ese

lf an

d o

ne

’s ac

tivitie

s

resp

on

sibly

an

d e

ffec

tive

ly a

s de

mo

nstra

ted

by e

xit le

ve

l

ou

tco

me

1 a

nd

2.

De

mo

nstra

te a

n

un

de

rstan

din

g o

f the

wo

rld a

s a se

t of re

late

d

syste

ms b

y re

co

gn

ising

tha

t pro

ble

m- so

lvin

g

co

nte

xts d

o n

ot e

xist in

isola

tion

as

de

mo

nstra

ted

by e

xit

leve

l ou

tco

me

1 a

nd

4.

Demonstrate and apply the

knowledge of the

management of technology,

the management of

innovation and the

management of people

processes within a working

environment.

Important terms, rules, concepts and principles are outlined and articulated in

accordance with existing frameworks on the management of technology, the

management of innovation and the management of people.

The required methods, procedures and enquiring techniques relevant to the

management of technology, the management of innovation and the

management of people domains are described with performance indicators

from the workplace.

Technology, innovation and people concepts are described in relation to the

management development context of the learner's working environment.

Wo

rk e

ffec

tive

ly w

ith o

the

rs as a

me

mb

er o

f a te

am

, gro

up

, org

an

isatio

n, c

om

mu

nity

, as

de

mo

nstra

ted

by E

xit Le

ve

l Ou

tco

me

2, 3

an

d 4

.

Re

flec

t on

an

d e

xp

lore

a v

arie

ty o

f strate

gie

s to le

arn

mo

re e

ffec

tive

ly a

s de

mo

nstra

ted

by

exit le

ve

l ou

tco

me

2, 3

an

d 4

.

Align and communicate the

ideas and concepts related to

systems thinking, problem

solving and decision making.

Key management development theories are explained in relation to the

organisational environment.

Key Management of Technology, Management of Innovation and Management

of People principles are explained with examples relevant to the workplace.

An overview of technology, innovation and people management theories are

explained in relation to different management development contexts.

An overview of technology, innovation and people management theories are

presented to peer groups.

Co

llec

t, an

aly

se, o

rga

nise

an

d c

ritica

lly e

va

lua

te

info

rma

tion

as d

em

on

strate

d b

y e

xit le

ve

l ou

tco

me

3

an

d 4

. C

om

mu

nic

ate

effe

ctiv

ely

, usin

g v

isua

l, ma

the

ma

tica

l

an

d/o

r lan

gu

ag

e sk

ills in th

e m

od

es o

f ora

l an

d/o

r

writte

n p

rese

nta

tion

as d

em

on

strate

d b

y e

xit le

ve

l

ou

tco

me

3 a

nd

4.

Compare and align

technology, innovation,

people and systems thinking

concepts to transform

individuals, communities

and/or organisations.

Learners define and record the development need required.

Possible responses to these needs are proposed and applied in relation to

the learners' context.

Management of technology, innovation, people and systems thinking

principles are integrated and applied within the relevant contexts.

Pa

rticip

ate

as

resp

on

sible

citize

ns in

the

life o

f loc

al, n

atio

na

l

an

d g

lob

al c

om

mu

nitie

s

as d

em

on

strate

d b

y e

xit

leve

l ou

tco

me

4.


5 | P a g e

5. Access to the qualification

Qualification for

which Applying

Previous Academic

Qualifications

Appropriate

Work

Experience

(years)

Conditions

Ba

ch

elo

r o

f C

om

me

rce

(B

Co

m)

(Bu

sin

ess

Ma

na

ge

me

nt)

The

Ma

na

ge

me

nt

of Te

ch

no

log

y a

nd

Inn

ova

tio

n (

MO

TI)

NQ

F L

eve

l 7

SA

QA

QU

AL

ID:

84767

Relevant

NQF 4 qualification

- The minimum entry requirement is a

Matriculation Certificate or a National

Senior Certificate and the appropriate

subject combinations and levels of

achievement, as defined in the

Minister’s policy (Minimum Admission

Requirements for Higher Certificate,

Diploma and Bachelor’s Degree

Programmes Requiring a National

Certificate, Government Gazette, Vol.

482, No. 27961, 18 August 2005.

Further general requirements are as

follows:

o English First language: 50%.

English Second language: 60%

o Mathematics: 50%.

Mathematics Literacy 70%.

6. Learning assumed to be in place

The qualification assumes that the student is competent in communication as required by

qualifications at NQF Level 4. Applicants should have a few years general working experience

and have demonstrated the potential to benefit from a management of technology and

innovation leadership qualification.

7. Field and sub-field of the qualification

Field: Business, Commerce and Management Studies

Sub-field: Generic Management

8. Recognition of prior learning (RPL)

The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. RPL refers

to the principles and processes through which the prior knowledge and skills of a person are made

visible, mediated and assessed for the purposes of alternative access and admission, recognition

and certification, or further learning and development. There are two main forms of RPL which

reflect the different purposes and the different processes within which RPL takes place:

RPL for access: To provide an alternative access route into a programme of learning for

those who do not meet the formal entry requirements for admission. RPL for access

applies to learning programmes offered by an accredited institution of further learning

(including a post-school institution and an adult learning centre) or workplace-based

training provider


RPL for credits: To provide for the awarding of credits for, or towards, a qualification or

part-qualification registered on the NQF

In both cases, RPL processes may take place at a diagnostic, formative or summative point,

or in-curriculum to create opportunities for advanced standing or recognition in the

workplace. If the student is able to demonstrate competence in the knowledge, skills and

behaviours implicit in this qualification, the appropriate credits will be assigned to the student.

Recognition of Prior Learning will be done by means of integrated assessment.

RPL may allow:

Accelerated access to further learning at this or higher levels on the NQF.

Gaining of credits towards learning outcomes.

Obtaining of this Qualification in part and no more than 50%.

All learners that apply for recognition of prior learning will be evaluated in accordance with The

Institute’s Policy and Criteria for Assessment, RPL and Credit Accumulation and Transfer.

9. Credit accumulation and transfer (CAT)

CAT refers to a process whereby the diverse features of both credit accumulations and credit

transfer are combined to determine consistent credit outcomes for components of a qualification

based on equivalence in content and learning outcomes, matched a different qualification.

All learners that apply for CAT will be evaluated in accordance with The Institute’s Policy and

Criteria for Assessment, RPL and Credit Accumulation and Transfer.

10. Articulation

Articulation is the process that will enable learners to progress from on completed qualification to

another with admission or credit in a defined pathway:

Honours Degree: Management and Commerce, NQF Level 8

Registered learners from the following accredited degree programmes in business

administration, business leadership, development management & entrepreneurship –

o Advanced Diploma: Business Management and Administration, NQF Level 7

o Certificate MOTI NQF Level 5

All learners that apply for Articulation will be evaluated in accordance with The Institute’s Policy

and Criteria for Assessment, RPL and Credit Accumulation and Transfer.


11. An integrated assessment process

An important part of the learning process at Da Vinci is assessment of the effectiveness of the

learning process. Student assessment is based on student’s ability to apply the theoretical

knowledge gained in the different modules to practical challenges in the workplace. Da Vinci

uses both formative and summative assessment methods to assess the student’s progress and

performance.

Formative assessment is done through the following compulsory assignments:

a. Pre-work assignment (PWA) per module

Each student is expected to submit a pre-work assignment (PWA) on the day the module is

presented. This assignment is handed in to the respective facilitator to inform his/her preparation

for the allocation of the appropriate credits towards the post-module assignment (PMA).

Summative assessment is done through the following compulsory assignments:

a. Management and Leadership Development (MLD)

During the programme, students will be able to design an integrated managerial leadership

framework reflecting their individual understanding of those concepts which informs this domain.

It is assumed that on completion of the MLD students will continuously review their proposed frame

and add aspects related to the integration of the management of technology, innovation

people and systems.

Students are required to provide a narrative (1 to 2 pages) explaining why they constructed their

framework in a particular way, including a critical perspective on current managerial and

leadership practices within organisations across the world. Students need to present convincing

arguments regarding their chosen framework.

b. Post-Module Assignment (PMA) per module

Following attendance of a module, students are required to submit a post-module assignment

within a specified timeframe on Moodle, Da Vinci’s e-learning platform.

Post-module assignments are based on previously identified work based challenges that are

designed to enable students to apply the learning to their work situations. The student will receive

constructive feedback from an assessor and in a few instances from the moderator. The student

should use this feedback to inform his/her learning process and make improvements where

relevant.

c. Exit Level Assignment (ELA)

At the end of a learning programme, Da Vinci will need to be satisfied that the student is able to

meet the exit level outcomes with the related critical cross-field outcomes. This is done by

requiring students to submit an integrated assignment. In this exit level assignment, the student is

required to review all his/her assignments completed over the duration of the programme and

write a single summary document of about 10 – 15 pages.

In this assignment the student should reflect on the post-module assignments completed during

the programme and show how their learning relates to the four exit level outcomes.

The ELA will be linked to the return on investment (ROI) report that will be completed at the end

of the programme.


12. Curriculum

This framework outlines the curriculum for the BCom (Business Management):

Year 1 (NQF 5)

Core Modules – 60 Credits Credits

BMG 100 – *Business Management 16

HRM 100 – *Human Resource Management 16

STM 100 – Statistical Methods 8

FNA 100 – Financial Accounting 8

ENM 100 – Economics 8

WBC 100 – Work-Based Challenge

√International Immersion (two weeks) 4

Fundamentals – 36 credits

IST 100 – International Standards 8

LOR 100 - Legal and Other Requirements 4

RMP 100 - The Risk Management Process 8

RMM 100 - Risk Management Techniques 16

Total Credits – Year 1 96

Year 2 (NQF 6)


BMG 200 – */**Business Management , or

24 HRM 200 – */**Human Resource Management, or

ENT 200 – **Entrepreneurship, or

MNG 200 – **Marketing Management

MOT 200 – Management of Technology 12

MOI 200 – Management of Innovation 12

MOS 200 – Managing Systems 12

WBC 200 – Work-Based Challenge

√International Immersion (three weeks) 8


Fundamentals – 52 credits Credits

RMF 200 - Risk Management Frameworks 4

MSC 200 - Management System Context & - Leadership 8

MSP 200 - Management System Planning & Support 8

PSA 200 - The Process and Systems Approach 16

MSI 200 - Management System Implementation & Operation 16

Total Credits – Year 2 120

Year 3 (NQF 7)


BMG 300 – */***Business Management, or

30 HRM 300 – */***Human Resource Management, or

ENT 300 – ***Entrepreneurship, or

MNG 300 – ***Marketing Management

BSE 300 – Business Ethics 6

MOT 300 – Management of Technology 12

MOI 300 – Management of Innovation 12

MOS 300 – Managing Systems 12

WBC 300 – Work-based challenge

√International Immersion (three weeks)

30

Fundamentals – 42 Credits

MSE 300 - Management System Performance Evaluation & Improvement 8

AMP 300 - The Action Management Programme 8

RIM 300 - Risk-based Integrated Management 12

CSR 300 - Corporate Self-regulation 8

MCP 300 - Managing Change – a Project approach (Da Vinci) 6

Total credits – Year 3 42

Notes: Total credits for qualification: 360 credits

*Students, who intend to continue their studies by doing an Honours Degree in either Human

Resource Management (HRM) or Business Management (BMG), have the option to register

either Human Resource Management (HRM) or Business Management (BMG) as a major.

**Students who select any of these modules will be able to do so with the assumption that a

minimum of seven students per module are required.

***Students may register if they have completed the pre-requisite modules.

**** Students, who wish to focus on Entrepreneurship, could select this option as part of their final

year study with the assumption that they have registered for ENT 300 as a major.


13. Module descriptions

Year 1 (NQF 5)

Year 1

Module Learning outcomes

*Business Management

(BMG 100)

On completion of this module, students should be able to:

Describe the role of business in a society;

Describe the business environment as it relates to the micro, market and

macro environments;

Explain the internal structures and functions of the enterprise;

Discuss and apply the management functions and tasks;

Explain the basic concepts of financial accounting in a business you will

need to make financial decisions; and

Explain and apply basic marketing principles to a business.

*Human Resource

Management

(HRM 100)


Describe the scope, function and tasks of Human Resource

Management in the workplace;

Discuss underlying theories and philosophies that guide Human

Resources Management;

Apply the principles of emotional intelligence to develop personal

mastery;

Discuss the concept and benefits of diversity in the workplace; and

Explain the role of change, stress and time and the impact on work-life

balance.

Statistical Methods

(STM 100)


Understand some approaches to data analysis;

Describe a business environment through the relationship of events as

they relates to the micro, market and macro environments;

Understand issues that exist in questionnaire design;

Prepare primary data;

Understand and analyse statistical data;

Use statistical packages and methods for data analysis; and

Use computer packages for data analysis.

Financial Accounting

(FNA 100)


Understand key accounting principles;

Discuss adjustments, financial statements and financial reports and the

relationship between profit, cash and resources;

Explain financial ratio analysis and financial performance indicators, as

well as financial performance issues within the workplace and the

principles of accounting for performance at an operational level; and

Understand operational and capital budgets, including budget controls

and budgeting principles.


Year 1


Economics

(ENM 100)


Understand the basic principles of economics;

Describe the relationship between business management and

economics;

Explain the cause of inflation;

Discuss economic indicators;

Understand and determine break-even analysis;

Apply seasonal indexing;

Explain the monetary role of government;

Describe the fiscal role of government;

Understand the principle of the balance of payments; and

Describe the principles of truth and objectivity.

Work-Based Challenge

(WBC 100)


Formulate a meaningful work-based challenge;

Identify a meaningful work-based research activities related to the

identified challenge. Updated 18 Aug 2015

International Standards

(IST 100)


Identify Standards (and their applicability) by originator;

Differentiate between the different types of ISO Standards;

Examine and select the Standards their organisation should subscribe to;

and

Examine reasons for, benefits of, and barriers to Integrated

Management.

Legal and Other

Requirements

(LOR 100)


Discuss pertinent occupational health, safety and environmental

legislation applicable to their workplace;

Collect, organise and evaluate information in such a way that they will

be able to contribute to decision-making;

Understand the requirements regarding duty of care; and

Interpret the meaning and types of liability.

The Risk Management

Process

(RMP 100)


Describe and apply the risk management process according to ISO

31000;

Discover the relationship between the risk assessment process and the

requirements of different stakeholders in the organisation;

Implement and manage the risk management process according to ISO

31000; and

Effectively advise the organisation on the leading practices in risk

management

Risk Management

Techniques

(RMT 100)


Choose and apply appropriate risk management techniques through

the risk management process;

Improve stakeholder confidence and trust through the use of risk

techniques;

Identify and minimise potential losses identified by risk analysis, using the

application of management system controls; and

Identify risk methods to find opportunities and therefore improve

management systems and organisational resilience.


Year 2 (NQF 6)

Year 2


*/**Business Management

(BMG 200)


Explain the nature and meaning of the financial function and financial

management;

Outline the environmental factors that influence financial management;

Apply the concepts and techniques of financial analysis, planning and

control to a workplace situation;

Discuss concepts related to asset management and long-term decision-

making for sustainable organisational development;

Discuss operations management theories, tools and techniques; and

Apply the principles of effective purchasing management to a

workplace situation.

*/**Human Resource

Management

(HRM 100)


Analyse the role of the line manager in effective management of

people;

Discuss the role of the line manager in instilling the organisational culture;

Analyse the impact of Human Resource Management related issues and

trends on organisations;

Evaluate the relevance and importance of Human Resource

Management information systems on organisations; and

Critically discuss the role of the line manager in:

Performance management

Talent management

Employee management

**Entrepreneurship

(ENT 200)


Define the role of the entrepreneur in society;

Develop definitions of the concepts related to an intrepreneur,

entrepreneur and a small business owner;

Describe the entrepreneurial process;

Analyse and discuss micro and macro planning techniques in relation to

entrepreneurial effectiveness; and

Apply the Golden Income Ratio and explore concepts related to

entrepreneurial profitability and sustainability.

**Marketing Management

(MNG 200)


Understand marketing management concepts and principles;

Discuss the components of a marketing strategy and plan;

Gather workplace related marketing information and scan the business

environment for notable trends;

Conduct market research and forecast demand; and

Discuss the elements for creating and building strong brands.

Management of

Technology

(MOT 200)


Analyse and describe essential technology platforms which drive

workplace efficiency;

Develop a plan to manage these technologies effectively;

Discuss the link between technologies and workplace design; and

Develop a plan to implement technological change within the

workplace.


Year 2


Management of

Innovation

(MOI 200)


Explain concepts related to creativity and ideation;

Describe and outline appropriate tactics for managing innovation in the

workplace;

Analyse the relationship between innovation and workplace

performance; and

Develop a strategy to promote innovation within their workplace.

Managing Systems

(MOS 200)


Discuss the components and linkages of a system within their workplace;

Explain general systems theory and related concepts;

Discuss the guiding principles of mess formulation within a systems

thinking framework;

Analyse their workplace as a system; and

Offer recommendations for improving their system.


(WBC 200)


Define the parameters and scope of their work-based challenge;

Analyse their work based challenge; and

Propose appropriate solution finding techniques for their work-based

challenge.

Enterprise Risk

Management Frameworks

(RMF 200)


Compare ISO 31000 and the COSO Risk Management Frameworks; and

Recommend the most appropriate Risk Management Framework for the

organisation

Management System

Context & Leadership

(MSC 200)


Describe the PDCA cycle;

Analyse context requirements from international standards and

formulate the organisational context to enhance its understanding;

Evaluate what is required in terms of leadership mandate and

commitment to enable design and implementation of a RIM System; and

Formulate organisational roles, responsibilities and accountability for RIM

Management System

Planning & Support

(MSP 200)


Hypothesize on a method to integrate risk management with

organisational processes;

Determine the risks and opportunities that need to be addressed to give

assurance that the RIM System can achieve its intended result(s);

Establish objectives at relevant functions, levels and processes needed

for the RIM System and planning how to achieve these objectives;

Propose the resource requirements for design and implementation of a

RIM System; and

Determine the internal and external communications relevant to the RIM

System.


Year 2


The Process (and Systems)

Approach to

Management

(PSA 200)


Define a high level process view of the value chain (operating

processes), support processes and management processes for the

organisation;

Formulate a Process Classification Framework - cascading processes

from the Process View to all levels of the organisation in a structured

manner;

Create process maps of the organisation’s processes at all levels, while

showing their interrelationships; and

Recognise the effect of variation in processes.

Management System

Implementation &

Operation

(MSI 200)


Analyse stakeholder requirements for products and/or services – in

addition to legal requirements and those from the international

standards;

Assess and recommend operational control requirements; and

Formulate the activities required to establish, document, implement and

maintain the RIM System.

Year 3 (NQF 7)

Year 3


*/***Business

Management

(BMG 300)


Discuss the key elements for the development and utilisation of human

resources;

Explain the principles of public relations management;

Analyse the impact of current management trends within the context of

productivity, entrepreneurship, and management in an international

environment; and

Develop and propose a workplace improvement plan based on their

analysis.

Community engagement project

Report on the output of a community engagement project of their

choice, providing their own parameters and indicating lessons learnt as

well as value add to the community.

*/***Human Resource

Management

(HRM 300)


Analyse the role of Strategic Human Resource Management in

organisations;

Discuss the role of leadership in optimising Human Resource

Management in organisations;

Evaluate the role of high performing teams in organisations and the role

of the line manager in this; and

Develop an integrated Human Resource Management Strategy for their

organisation.


Year 3


***Entrepreneurship

(ENT300)


Describe the phases in the entrepreneurial process of launching a new

venture;

Summarise the critical success factors for each phase in the process of

creating a new venture;

Identify the obstacles and difficulties encountered in launching a new

venture;

Identify and evaluate new business opportunities in the South African

business environment; and

Create a resilient business plan.

***Marketing

Management

(MKT 300)


Discuss the components of an effective product strategy for their

workplace;

Define the design and management of services marketing;

Develop and implement a marketing pricing strategy;

Discuss the role and importance of marketing channels and value

networks;

Explain retailing, wholesaling and logistics within the marketing domain;

Develop an integrated marketing communications plan;

Discuss the elements for creating successful long-term market growth for

their workplace; and

Develop an integrated marketing plan for their workplace.

Business Ethics

(BSE 300)


Understand diverse ethical theories and approaches;

Discuss the implication of business ethics on human resource

management, marketing, finance, accounting and technology on their

workplace;

Discuss business ethics from a global environment perspective; and

Analyse the impact of ethical principles governing global business on

their workplace.

Management of

Technology

(MOT 300)


Discuss the impact of technology on business, society and the processes

of change;

Assess the technological competence of their workplace;

Identify the benefits of implementing a multifunctional technological

change process for their workplace; and

Discuss the tools and techniques necessary to identify, assess, and deliver

technological change at an acceptable risk.

Management of

Innovation

(MOI 300)


Discuss innovation as a key business process driver;

Identify innovation barriers and enablers within their workplace; and

Propose a strategy to implement an end-to-end innovation process

within their workplace.


Year 3


Managing Systems

(MOS 300)


Identify the components of a system and key attributes with respect to

its behaviour;

Select an appropriate systems model for their workplace;

Discuss the impact of new innovations on their system;

Provide a systems perspective in analysing problems and failures in their

workplace; and

Apply the basic constructs of chaos theory to a workplace reality.


(WBC 300)


Identify relevant research data in support of solving a work based

challenge;

Discuss integral research as a holistic framework for solving modern-day

challenges; and

Suggest recommendations for future developments.

Management System

Performance Evaluation &

Improvement

(MSE 300)


Reframe the International Standards to the PDCA Cycle;

Recommend an approach to integrate all relevant requirements across

the PDCA cycle;

Design a Rim System Framework, based on these integrated

requirements; and

Apply a set of RIM improvement tools.

The Action Management

Programme

(AMP 300)


Assess sources of, and prioritise actions for implementation;

Appraise elements of the organisation’s action management

programme; and

Propose changes to the organisation’s action management programme

(and process) to optimise its effectiveness.

Risk-based Integrated

Management

(RIM 300


Design an Enterprise Risk Management Framework for their organisation;

Explain the link between RIM and performance management;

Create a strong and sustained commitment by leadership of the

organisation, and apply strategic and rigorous planning to achieve

commitment at all levels;

Evaluate the performance and maturity of the risk management

framework in line with the criticality of the decisions that are to be made.

Corporate Self-regulation

(CSR 300)


Distinguish between the national regulatory framework and voluntary

approaches to be used as tools for leverage on corporate behaviour;

Analyse and classify voluntary approaches, based either on a self-

regulation model - or one of co-regulation between organisations,

industry sectors, citizen groups, and governments - for their relevance.

Critically assess and compare codes (and other guidance documents)

on, for example, corporate governance, social responsibility,

sustainability, and ethics and integrated reporting.


Year 3


Managing Change – a

Project approach (Da

Vinci)

(MCP 300)


Gain an appreciation for the impact of change management on

organisational results;

Demonstrate an understanding of the foundational aspects of change

management and the critical role managers play in the change process’

Describe the change management/OD process;

Design, evaluate and institutionalise a change management

intervention;

Deliver an integrated Project Management Plan;

Prepare a Work Breakdown Structure and conduct project planning

activities that accurately forecast project costs, timelines, and quality;

and

Design processes for successful resource, communication, risk and

change management.


Learning Design Quality Assurance

Portfolio of Proof Descriptions Curriculum Sub-

Committee

Comments

MOU & SLA

Name

NQF Level

Client

Associate

Date

SAQA

YEARS

Group

Module & Outcomes

PMA & PWA

Curriculum Matrix

Subject Matter Expert

Instructional Design

Date of Review

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