1.
Staff are supervised and developed within own scope of responsibility.
Staff are supervised to achieve work objectives.
Interaction with staff, work colleagues, customers and management is satisfactory.
Conflict within own scope of responsibility is managed effectively.
Technology is used appropriately to achieve objectives.
2.
Skills relevant to a wastewater reticulation context appropriately are applied.
Administrative skills required in the workplace are demonstrated.
An ability to prioritise administrative tasks to facilitate an efficient flow of documentation is demonstrated.
3.
Knowledge of the development and review of action plans and year plans is demonstrated.
Staff development plans are implemented and monitored.
Reports and forms required in the workplace are completed within the agreed time frames.
4.
Teams are briefed on tasks and the availability of the required resources is ensured.
Construction, operation and maintenance tasks are supervised in accordance with legislation and work policies and procedures.
Completion of construction, operation and maintenance tasks is checked .
The implementation of health and safety practices in accordance with legislation is monitored.
5.
Analyse and prioritise cash flow needs of different disciplines to determine budget percentage allocation.
Allocate available budget based on identified needs.
Monitor the budget by checking income and expenditure at regular and appropriate intervals.
Maintain effective and accurate records of financial expenditure in accordance with work policies and procedures.
Obtain authorisation for any modifications to agreed budgets during the accounting period.
Provide feedback regularly to relevant role players.
6.
Customers complaints are identified and responded to in an appropriate manner.
Appropriate solutions to customers’ problems are planned, organised and provided.
Effectively communication with all relevant stakeholders with regard to customer problems is maintained.
Practical business solutions to customer problems are provided.
Integrated Assessment
Integrated assessment at the level of Qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across Unit Standards to achieve competence that is grounded and coherent in relation to the purpose of the Qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome.
Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to explain the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed, and the nature and level of the Qualification. The ratio between action and interpretation is not fixed, but varies according to the demands of the Qualification.
While the generic component (literacy, communication and life skills) of this Qualification at NQF Level 4 can be assessed through occupational contexts and activities relating to wastewater reticulation, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are truly portable. The primary aim of this Qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills such as language, computation and learning skills etc across a number of different contexts, and apply them within a number of learning areas.
A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. Unit Standards in the Qualification must be used to assess specific and critical cross-field outcomes. During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.
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