SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Advanced Diploma in Organisational Leadership 
SAQA QUAL ID QUALIFICATION TITLE
71631  Advanced Diploma in Organisational Leadership 
ORIGINATOR
TowerStone Pty Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Diploma  Field 03 - Business, Commerce and Management Studies  Public Administration 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 7  Level TBA: Pre-2009 was L7  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 1141/23  2021-07-01  2024-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2025-06-30   2029-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Qualifiers will demonstrate knowledge, skills and applied competence in the field of study and a number of functional leadership fields that provide opportunities for continued personal growth, gainful economic activity and rewarding contributions to the organisation in which they are involved specifically and society in general. A candidate qualified at this level can perform those activities associated with a functional leader within an organisation.

The programme aims to provide organisations in South Africa with competent leaders that can occupy positions to the level of senior management in both the private and public sector and thus broaden the leadership base of our knowledge based economy enabling sustainable development, growth and prosperity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The following actual knowledge is assumed to be in place in order to embark on learning:

Students who register for this programme can:
  • Read and write at an adequate level in the language in which the provider offers the Qualification.
  • Learn from written study material.
  • Formulate their own viewpoints in writing.
  • Organise and process new information and viewpoints that they encounter.
  • Take responsibility for their intellectual progress.

    Recognition of Prior Learning

    Learning that has been acquired through formal, informal and non-formal means is recognised for the fulfilment of the requirements of this Qualification or part of the Qualification. It is required that through assessment practices, the student should demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Recognition of Prior Learning is performed by means of an Integrated Assessment as mentioned in the previous paragraph.

    This Recognition of Prior Learning may allow for accelerated access to further learning. All recognition of Prior Learning is subject to quality assurance by the relevant accredited Education and Training Quality Assurance Body and is conducted by a registered workplace assessor.

    Access to the Qualification:
  • A Bachelors Degree in a cognate field.
  • A Diploma in a cognate field. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    Module Name; NQF Level of the Module; Credits per Module; Compulsory/Optional; Year; Total Credits per Year:

    Leadership Theory; 30; 30:
  • Principles of Leadership; 7; 5; Compulsory; 1; 5.
  • Living the Brand; 7; 5; Compulsory; 1; 5.
  • Vision and Values; 7; 5; Compulsory; 1; 5.
  • Long Term Contribution; 7; 5; Compulsory; 1; 5.
  • Values Alignment; 7; 5; Compulsory; 1; 5.
  • Emotional Intelligence (EQ); 7; 5; Compulsory; 1; 5.

    Customer Strategy; 7; 20; Compulsory; 1; 20:
  • Understanding the Customer; 7; 5; Compulsory; 1; 5.
  • Customer Centricity and Paradigms; 7; 5; Compulsory; 1; 5.
  • Creating a Customer Centric Culture; 7; 5; Compulsory; 1; 5.
  • Effective Customer Interaction; 7; 5; Compulsory; 1; 5.

    Leadership and Management; 7; 20; Compulsory; 1; 20:
  • Strategic Thinking; 7; 4; Compulsory; 1; 4.
  • Delegating and Reviewing; 7; 3; Compulsory; 1; 3.
  • Communication and Influencing Skills; 7; 3; Compulsory; 1; 3.
  • Judgement and Decision Making; 7; 4; Compulsory; 1; 4.
  • Planning and Organising; 7; 3; Compulsory; 1; 3.
  • Creative Thinking; 7; 3; Compulsory; 1; 3.

    Organisational Diversity; 7; 30; Compulsory; 1; 30:
  • Conflict Management; 7; 5; Compulsory; 1; 5.
  • Optimising Diversity, Gaining Buy in and Paradigms; 7; 5; Compulsory; 1; 5.
  • Building Teams and Relationships; 7; 5; Compulsory; 1; 5.
  • Leadership Coaching; 7; 5; Compulsory; 1; 5.
  • Managing Change; 7; 5; Compulsory;1; 5.
  • Cross;Functional Teams; 7; 5; Compulsory; 1; 5.

    Organisational Acumen; 7; 20; Compulsory; 1; 20:
  • Project Management; 7; 4; Compulsory; 1; 4.
  • Business Structure and Environment; 7; 3; Compulsory; 1; 3.
  • Negotiation Skills; 7; 3; Compulsory; 1; 3.
  • Continuous Improvement; 7; 3; Compulsory; 1; 3.
  • Risk; 7; 3; Compulsory; 1; 3.
  • Understanding Business Finance; 7; 4; Compulsory; 1; 4.

    Total: 120; 120. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Students will be required to show that they are competent against the following:
  • Read and interpret introductory, functional and advanced literature in the field of leadership.
  • The correct application of management leadership principles, terminology, definitions and classifications at micro and macro levels.
  • Critically reflect on the techniques and strategies involved in academic enquiry and problem solving.
  • Formulate and test the application of management leadership hypotheses.
  • Unravel complex management leadership histories and understand the time scales involved.
  • Describe and account for the cultural processes which influence the evolution of management leadership contexts.
  • Prepare illustrative and interpretative scientific reports related to leadership practice.
  • The observation, accurate record keeping and account for management leadership features in the field.
  • Demonstrate ability to collect, organise, analyse and critically evaluate relevant information.
  • Competent handling of information and data manipulation relevant to the management leadership field.
  • Synthesise and critically evaluate management leadership databases.
  • Understand and reflect on the role of the managerial leader in society with regard to human and economic development.
  • Demonstrated ability to organise and manage oneself and one`s professional life responsibly and effectively.
  • Demonstrated ability to function as leader of a team of diverse people in the private or public sector.
  • Effective communication using graphical and language skills in the modes of oral and/or written presentation.

    The assessor will be able to determine students' competency pertaining to these outcomes by using formative and summative assessment methods to measuring their ability to:
  • Communicate information reliably and coherently using appropriate and professional formats.
  • Apply the key terms, concepts, facts, principles, rules and theories of organisational leadership.
  • Understand the interrelatedness of the different areas of organisational leadership and how actions, ideas or developments in one system impact on another.
  • Evaluate, select and apply the appropriate tools and techniques to solve problems in familiar and unfamiliar contexts.
  • Work independently and as part of a team, taking responsibility for decisions made.
  • Understand the ethical and social implications of decisions and actions on the community and society at large.
  • Identify own learning needs and support the learning needs of others.

    Assessment methods include:
  • Self assessment activities.
  • Knowledge tests.
  • Case studies.
  • Report writing.
  • Project based assignments.
  • Written examinations.
  • Oral assessment.

    Integrated Assessment

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no student is disadvantaged. Learning, teaching and assessment are in line with each other.

    The term 'Integrated assessment' implies that theoretical and practical components should be assessed together. During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflective competencies.

    A variety of methods must therefore be used in assessment. Tools and activities must be appropriate to the context in which the student is working. Where it is not possible to assess the student in the workplace or on-the-job, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

    Assessors should assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and work experience. 
    		•

    INTERNATIONAL COMPARABILITY 
    TowerStone Discover endeavours to ensure that all qualifications offered compare well with leadership standards and requirements on a national and international level. This is mainly achieved through input during the compilation and assessment of the programme during the development phase and subsequently through reviews driven by the Programme Advisory Committee, who are also au fait with similar and appropriate international qualifications. The utilisation of academic material, including textbooks and subject literature, published nationally and internationally is also used to ensure international compatibility.

    The outcomes, assessment criteria, degree of difficulty and the notional learning time of international qualifications were used to develop and benchmark the Advanced Diploma in Organisational leadership. The Advanced Diploma in Organisational leadership has been compared and mapped against a number of international qualifications in order to benchmark it to determine possible articulation with and progression to qualifications that were design with similar outcomes in mind. The benchmarked qualifications are:
  • USA, Fairleigh Dickinson University, Organisational Leadership Certificate.
  • New Zealand, University of Canterbury, Organisational Leadership and Development.
  • South Africa, USB.S.O.P.M.P, Management and Leadership Development Programs.



    A general comparison of the specific outcomes, assessment criteria and embedded knowledge was undertaken with each, and the best of these, converted to a South African context, were incorporated into this qualification. 
    		•

    ARTICULATION OPTIONS 
    By structuring the programme within the SAQA guidelines students will be able to articulate both horizontally and vertically to other programmes to institutions offering equivalent qualifications as they also follow these SAQA standards. The Qualification should articulate horisontally into a new HEQF Cognate Advanced Diploma and vertically to a new HEQF Cognate Bachelor Degree. Entry level into the different programmes to be determined by the institution in question. 

    MODERATION OPTIONS 
    Moderation Options
  • External examiners and moderators are appointed to validate student assessments. The appointment of individuals in this capacity is governed by specific regulations and individuals are selected for appointment against the set of criteria. Curriculum Vitae of the potential candidates are scrutinised and Qualifications, as well as industry and academic experience in the subject field, are evaluated. Individuals are contacted for a personal interview and are contracted for their services linked to their area of expertise.
  • External examiners and moderators contribute predominantly to the quality assurance process through input delivered on the standard of examinations utilised at the end of the academic period which depends on whether the subject offered is assessed as a year course or semester course.
  • Towerstone Discover appoints moderators and external examiners who are experts and specialists in applicable fields as assessors. They are appointed on a mutually agreed written contract.
  • Examination papers and memoranda are given to the relevant person to evaluate before examinations. Scripts are marked by the examiners and then given to the relevant person for moderation. Papers of students who failed are refered to the relevant moderator for a final decision. Examiners and moderators confirm the final marks.
  • The external examiners and moderators evaluate every theory paper of the final examinations when the subject is completed. During their experiential learning period the student's evaluation forms (logbooks) are completed by the mentors from the industry and related organisations.
  • Specialists and experts in the industry will assess the practical and experiential learning component on the completion thereof. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Qualification one level higher than the exit level of the Qualifications.
  • Appropriate and relevant experience in organisational lead. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. TowerStone Pty Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.