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: 

National Certificate: Postal Frontline Service Management 
SAQA QUAL ID QUALIFICATION TITLE
48662  National Certificate: Postal Frontline Service Management 
ORIGINATOR
SGB Postal Services 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
SERVICES - Services Sector Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 11 - Services  Consumer Services 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  130  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This qualification is aimed at creating a competent workforce in the Postal Industry that will enable the industry to meet current and future needs. It will allow learners within the industry to obtain a nationally recognised qualification in the management of frontline services, whilst simultaneously altering the current negative perception of Postal Industry in South Africa, by increasing the levels of efficiency. Thus it will set a standard to create and ensure quality delivery of all services in the industry. More specifically, the qualification equips frontline managers with the following competencies:
  • To handle customer related issues
  • To manage frontline operations
  • To contribute towards building a customer centric operation
  • To market internal clients (suppliers, etc.)
  • To manage service operations

    Rationale:

    This qualification is designed to meet the workplace-based needs of the Postal Industry that relates to the management of the rendering of frontline service, as expressed by employers and employees. It provides the learner with skills to; handle business pressures due to competitors, improve customer service, manage others and the profitability of an organisation. The qualification equips the learner with competencies that will enhance accessibility to employment in the frontline service environment in the Postal Industry, as well as with generic competencies that are valuable across industries. Learners who qualify will be able to improve their earning ability by obtaining professional competence. Competencies acquired are primarily aimed at optimising the postal service delivery, profitability and image of organisations within the Postal Industry. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners embarking on learning towards this qualification are already competent in the areas of communication and mathematics at NQF level 4 in the Further Education and Training Band, and Life Skills at NQF level 2. These competencies are required in order to communicate verbally and in writing (for example with frontline staff), and in order for workers to conduct themselves professionally.

    Recognition of prior learning (RPL):

    This qualification can be achieved, in part or entirely, through recognition of prior learning. Recognition of prior learning will include formal, informal and non-formal learning and workplace experience, in terms of the criteria laid out.

    Any learner wishing to be directly assessed may arrange to do so, without participating in further training or education. 

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification is designed as follows:

    Compulsory:
  • Fundamental Unit Standard (25 Credits)
  • All Core Unit Standards (95 Credits)

    Optional:
    At least 10 credits, from Elective Unit Standards, in the following "modules":
  • Marketing and sales
    Manage customer requirements and needs and implement action plans (8 Credits)
    Manage marketing communications production (12 Credits)
  • Project Management
    Apply a range of project management tools (8 Credits)
    Develop, implement and manage a project/activity plan (5 Credits)
  • Occupational Health
    Apply technical knowledge and skill in order to manage risk in occupational health and occupational hygiene (8 Credits)
    Implement policies regarding HIV/AIDS in the workplace (4 Credits)
  • Human Resource management
    Manage Payroll Records (6 Credits)
    Manage individual careers (5 Credits) 
    		•

    EXIT LEVEL OUTCOMES 
    On achieving this qualification, a learner is able to:

    Fundamental:
    1. Manage and lead people in a retail/wholesale business.

    Core:
    1. Manage stock and cash at point of sale.
    2. Manage operations in the frontline.
    3. Manage staff in the frontline.
    4. Financial and non-financial information is managed in the workplace.

    Elective:
    1. Manage aspects of marketing and sales relevant to the frontline.
    2. Manage projects within a predefined context.
    3. Manage Occupation health and hygiene in a predefined context.
    4. Perform additional Human resource activities. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental:

    1.1 People management decisions are based on sound principles and made in the interest of both the organisation and the individuals.
    1.2 A leadership style is selected, which is suited to the situation.
    1.3 An environment is created which is conducive to productivity.
    1.4 Meetings are managed in a way that promotes an efficient and effective manner to achieving desired outcomes.

    Core:

    1.1 Stock levels are maintained to facilitate efficient and effective operations.
    1.2 Stock is issued to internal and external customers, accurately.
    1.3 Cash is received and issued in transactions, safely.
    1.4 Cash and stock are balanced accurately at the end of a trading period.

    2.1 Administration is completed, accurately.
    2.2 Transactions are managed to promote accuracy and ethics.
    2.3 General operations and mail operations are managed to facilitate efficient and effective operations.
    2.4 Staff level is optimal for level of operations.

    3.1 New staff is introduced effectively.
    3.2 Current staff is managed in a way beneficial to both the individual and the organisation and in line with relevant legislation.
    3.3 Conflict is handled constructively for both the individual and the organisation, and in line with relevant legislation.

    4.1 Budgets are compiled accurately.
    4.2 Various scenarios are considered and sensitivity analyses are conducted, accurately.
    4.3 Non-financial frontline information is verified, analysed and processed, accurately and according to the organisation's policies and procedures.

    Elective:

    1.1 Customer needs are analysed to establish a suitable course of action.
    1.2 Course of action to address customer needs is implemented within agreed timeframes, budgets and resource allocations.
    1.3 Communications media is selected based on the message and target audience.
    1.4 Production communications message is implemented, effectively and efficiently.

    2.1 Schedules and activity plans for project is developed, implemented and monitored in a realistic way.
    2.2 Project management tools are implemented, appropriate to the context.

    3.1 Workplace stressors are identified and eliminated or reduced, to promote efficiency and effectiveness of staff.
    3.2 Occupational health and occupational hygiene programmes are developed which are congruent with the organisation's values.
    3.3 HIV/AIDS policy is developed for the workplace, consistent with national requirements.

    4.1 Payrolls records are compiled accurately and in line with legislative requirements.
    4.2 Career profiles are compiled for individuals to the benefit of the individual and the organisation.
    4.3 Career advancement strategies are identified to facilitate attainment of career goals.
    4.4 Career plans are produced and made available to relevant parties for career management purposes in line with organisational objectives and legislative requirements.

    Integrated assessment:

    Learners are expected to demonstrate competence in a way that integrates all outcomes, showing their ability to integrate concepts, ideas and actions across unit standards, in order to achieve competence that is grounded and coherent in relation to the purpose and exit level outcomes of the qualification. Assessors should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies.

    Integrated assessment must assess the quality of the observable performance, as well as the quality of thinking that lies behind it. Assessment tools must thus encourage learners to explain the thinking and decision-making that underpin their performance. Assessment criteria in the unit standards are performance-based (applied competence as opposed to required knowledge only). Workplace experience may be recognised when awarding credits towards this qualification.

    A broad range of task-orientated and theoretical assessment tools may be used, and the distinction between practical knowledge and disciplinary knowledge must be maintained. 

    INTERNATIONAL COMPARABILITY 
    Various international Qualifications Authorities were researched to establish the international alignment of this qualification. These Authorities include:
  • Qualifications Curriculum and Assessment Authority for Wales
  • National Skills Standards Board Institute, USA
  • Australian Qualifications Framework
  • Scottish Qualifications Authority
  • New Zealand Qualifications Authority
  • National Qualifications Authority of Ireland
  • Northern Ireland Council for the Curriculum, Examinations and Assessment

    The Qualifications and Curriculum Authority, UK, showed close overlap with this qualification.
    This authority has 2 similar, registered, qualifications:

    Title: Mail Operations
    Level: 2-Intermediate
    Candidates must complete a total of 6 units for the qualifications:
    Three mandatory units from Group A:
  • Contribute to the Maintenance of Health and Safety in the Workplace
  • Contribute to the Security of the Workplace
  • Identify and Support Improvements to Customer Service and Business Operations

    Group B - One Optional Units
  • Separate Mail for Processing
  • Sort Mail Manually
  • Sort Mail Through Automated Processing Systems
  • Deliver Mail to Domestic and Business Customers

    Group C - Two Optional Units
  • Contribute to Effective Working Relationships
  • Meet Customers' Needs for Information and Advice
  • Contribute to the Maintenance and Security of Vehicles
  • Process Orders using Automated Assembly Systems
  • Collect and Transport Mail for Processing
  • Contribute to Maintaining the Effectiveness of Mail Processing Machinery

    Group D - Optional Additional Units:
    Various language Units

    The present qualification aligns well with the UK qualifications' compulsory Group A units. The Group B and Group C units are operational and reflects some of the competencies that learners of the present qualification will manage.

    In general the UK qualifications overlap, but focuses more on operational competencies rather than the management of the competencies, the latter which was also a need identified in South Africa, and which was to be met by the present qualification. 
    		•

    ARTICULATION OPTIONS 
    This qualification will allow learners to articulate:
  • Vertically to: First National Degree: Marketing Management (NQF Level 6)
  • Horizontally to: National Certificate: Wholesale & Retail Operations Management (NQF Level 5) 
    		•

    MODERATION OPTIONS 
    Moderation includes both internal and external moderation of assessments at exit points of the qualification and encompasses achievement of the competence described both in unit standards as well as the integrated competence described in the qualification.

    Assessment of learner achievements take place at ETQA accredited providers for the provision of programmes that result in the outcomes specified for the National Certificate in Postal Frontline Service Management, NQF level 5. These providers are responsible for the moderation of learner achievements of learners who meet the requirements of each unit standard. Those assessing the outcomes of this qualification should be registered with the relevant ETQA.

    A moderator registered with the relevant ETQA will externally moderate each Unit Standard.

    Anyone wishing to be assessed against this Qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    Notes to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this qualification:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

    All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    NOTES 
    N/A 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  14522  Analyse and explain the impact of one`s personal interactive style on one`s relationship with a client  Level 5  Level TBA: Pre-2009 was L5  6 
    Core  114498  Manage a budget for frontline service environment  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  114494  Manage cash in frontline service environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  114497  Manage mail operations in a frontline service environment  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  114489  Manage operations in a frontline service environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  114485  Manage risks in business  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  114486  Manage stock in frontline service environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Core  7848  Manage the induction of new staff  Level 5  Level TBA: Pre-2009 was L5  5 
    Core  14609  Participate in management of conflict  Level 5  Level TBA: Pre-2009 was L5  4 
    Core  114484  Verify, analyse and process workplace information  Level 5  Level TBA: Pre-2009 was L5  10 
    Fundamental  8723  Managing and leading people in a retail/wholesale business  Level 5  Level TBA: Pre-2009 was L5  25 
    Elective  10140  Apply a range of project management tools  Level 4  NQF Level 04  8 
    Elective  13950  Apply technical knowledge and skill in order to manage risk in occupational health and occupational hygiene  Level 4  NQF Level 04  8 
    Elective  10043  Develop, implement and manage a project/activity plan  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  9224  Implement policies regarding HIV/AIDS in the workplace  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  10053  Manage customer requirements and needs and implement action plans  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  11911  Manage individual careers  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  10062  Manage marketing communications production  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7882  Manage Payroll Records  Level 5  Level TBA: Pre-2009 was L5  6 


    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.
     
    NONE 


    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.