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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

National Certificate: Automotive Components: Manufacturing and Assembly 
SAQA QUAL ID QUALIFICATION TITLE
71969  National Certificate: Automotive Components: Manufacturing and Assembly 
ORIGINATOR
SGB Manufacturing and Assembly Processes 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
MERSETA - Manufacturing, Engineering and Related Services Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 06 - Manufacturing, Engineering and Technology  Manufacturing and Assembly 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  125  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 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
21007  National Certificate: Automotive component manufacturing and assembly  Level 5  Level TBA: Pre-2009 was L5  126  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

This Qualification is for any individual who is, or wishes to be, involved in an automotive components environment, either within the manufacturing or assembly sector. The Qualification contains all the skills, knowledge, values and attitudes required by a learner who needs mainly to be able to perform coordinating and junior level management functions within one of many contexts in the diverse automotive components environment. An individual acquiring this Qualification will be able to contribute towards the efficient operation of the entire production process.

The main competencies in this Qualification are about coordinating, managing and optimising processes, procedures and efficiencies in the production environment. The qualification offers the learner a number of competencies and skills that will enable the learner to acquire a thorough understanding of the production environment predictive and preventive maintenance, leading a work group to produce products, maintaining business processes and manufacturing efficiencies, managing an inventory and optimising manufacturing processes and the quality assurance system, all within the ambit of health and safety legislation. Qualifying learners will be employed as Manufacturing Product Specialists.

Qualifying learners will also be able to maintain and support the various policies and procedures related to the safety, health, environment and quality systems that govern their workplace.

The Fundamental and Core component contains competencies that cover the following areas:
  • Analysing work requirements.
  • Communication techniques.
  • Mathematical and statistical techniques.
  • Coordinate a work group to produce products.
  • Coordinating predictive and preventive maintenance.
  • Maintain business processes.
  • Maintain manufacturing efficiencies.
  • Manage an inventory and the supply chain of resources.
  • Optimise manufacturing processes.
  • Optimise the quality assurance system.
  • Health and safety.

    Rationale

    This is the fourth Qualification in a series of four qualifications that ranges from Levels 2-5. Typical learners will be persons who are currently working in an automotive components environment and who wish to follow a career in coordinating and management in an automotive components environment, in a variety of contexts.

    The learner will either operate within an automotive manufacturing or assembly environment. At this level learners will be involved in the complex operation of coordinating and managing a production process to ensure increased efficiency and professionalism. The learner will coordinate a range of functions and processes that will enhance the level of operation across all the systems within their scope of operation. Through this qualification the learner will acquire higher level leadership skills in order to perform at this level.

    Assembly involves either working on the assembly line at a motor assembly plant or in any environment in which already manufactured or finished components and products are assembled in a production line or process. Manufacturing occurs in an environment in which products, which will be used in an assembly environment, are made or manufactured using raw materials. The learner will also appreciate their role within the broader manufacturing/assembly environments in the automotive components sector.

    In terms of the learning pathway, this Qualification will allow this learner to progress from operating machines and assembling/manufacturing components at NQF Level 2 to adjusting machines performing first line maintenance by completing the National Certificate: Automotive Components at NQF Level 3 to setting-up production machines, trouble shooting machine functioning and changing and setting tooling by acquiring the Further Education and Training Certificate: Automotive Components at NQF Level 4 and to working in a coordinating and management capacity within an automotive components environment by completing the National Certificate: Automotive Components at NQF Level 5.

    The automotive components sector falls within the ambit of South Africa's large motor industry. There are huge motor assembly plants in several parts of the country, primarily in the Eastern Cape, Gauteng and Kwa Zulu Natal provinces. It's a sector that employs a large number of people. The automotive components sector covers two broad areas, namely, manufacturing and assembly. It is also a sector that comprises of a range of diverse but related industries and is characterised by sophisticated technological processes. Companies and/or industries within this sector operate in a global competitive and challenging environment. The products produced have to respond to a wide variety of customer requirements and safety, health, environmental, quality and risk management issues.

    The highly developed automotive components sector is well-established and economically powerful. In terms of transformation in the country, learners will require skills and competencies to gain access to positions within management structures by completing other qualifications and training. It will be in the interest of the country and the sector to ensure that those who operate in the automotive components environment are trained according to this Qualification to improve productivity and efficiency.

    This national Qualification and its related unit standards were developed to standardise the accreditation of learning programmes, resulting in improved quality management in terms of programme delivery. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners wishing to study towards this Qualification are assumed to be competent in:
  • Communication at NQF Level 4.
  • Mathematical Literacy at NQF Level 4.

    Recognition of Prior Learning:

    This Qualification may be achieved in part (or whole) through the recognition of relevant prior knowledge and/or experience. The learner must be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. As part of the provision of recognition of prior learning providers are required to develop a structured means for the assessment of individual learners against the Unit Standards of the Qualification on a case-by-case basis. A range of assessment tools and techniques during formative and summative assessment procedures should be used which have been jointly decided upon by the learner and the assessor. Such procedures, and the assessment of individual cases, are subject to moderation by independent assessors. The same principles that apply to assessment of this Qualification also apply to Recognition of Prior Learning.

    Learners may provide evidence of Recognition of Prior Learning for which they may receive credit towards the Unit Standards and/or the Qualification by means of portfolios or other forms of appropriate evidence as agreed to between the relevant provider and relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Recognition of Prior Learning is particularly important, as there are people in the Automotive Components sector with a variety of skills and competencies of differing quality and scope. It is important that a Recognition of Prior Learning process be available to assist in making sense of existing competencies and skills, and helping to standardise these competencies and skills towards a common standard. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification learners are required to obtain a minimum of 125 Credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards to the value of has 32 Credits, all of which are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value 85 Credits, all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards that will impart a variety of competencies to the learner. Learners are to choose Elective Unit Standards totalling a minimum of 8 Credits to attain a minimum of 125 Credits for this Qualification. 

    EXIT LEVEL OUTCOMES 
    Qualifying learners will be able to:

    1. Explain the role of maintenance and quality assurance in maintaining production efficiency.
    Range: Production involves both manufacturing and assembly contexts.

    2. Improve the production process by optimising manufacturing processes and efficiencies and managing inventory.

    3. Explain and apply business processes.

    4. Coordinate teams to maintain efficiency in production.

    Critical Cross-Field Outcomes:

    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Identifying root causes of problems in maintenance and finding solutions.
  • Identify and solve problems related to the work of the team in the process.
  • Identify and correct work practices which impact on production flow.
  • Identifying barriers to communication and resolving these problems.
  • Taking corrective action after conducting an internal audit.
  • Identifying problems and using mathematical and statistical techniques to resolving them.
  • Distinguishing between types of indicators and detecting non-conformances.
  • Identifying opportunities for performance improvement in a complex process with several inter-related variables.
  • Applying a range of problem identification and solving principles and a range of techniques to achieve improved performance.

    Work effectively with others as a member of a team, group, organisation, community to:
  • Ensure health and safety in maintenance.
  • Coordinate maintenance schedules.
  • Set team goals and monitor team performance.
  • Confirm and check customer specifications.
  • Plan, prepare and conduct an internal audit.
  • Build relationships to maintain efficiencies.
  • Improve team and individual performance by implementing changes to procedure and practice.

    Organise and manage oneself and one's activities responsively and effectively to:
  • Identify root causes of problems in the production process and find solutions.
  • Ensure health and safety in maintenance.
  • Coordinate maintenance schedules.
  • Plan a production process.
  • Allocate tasks to team members according to their competencies.
  • Co-ordinate work group performance during a production process.
  • Recommend improvements to the company using appropriate communication skills.
  • Collect and analyse data.
  • Prepare a budget.
  • Check customer specifications.
  • Planning, preparing and conducting an internal audit and evaluate and report findings.
  • Performing mathematical and statistical calculations to obtain a better understanding of the process and resolve problems.
  • Conceptualise, develop and implement plans to generate improvements.

    Collect, analyse, organise and critically evaluate information to:
  • Identify constraints.
  • Collect and analyse information on team performance to identify performance problems where coaching/training is required.
  • Maintain and improve business processes.
  • Evaluate company's information systems.
  • Ensure effective implementation of corrective action by auditee.
  • Interpret data and information.
  • Resolve problems related to a variety of aspects in production.
  • Analyse process-related information, maintain records, summarise information and generate reports related to efficiency.
  • Identify deviations.
  • Apply data analysis techniques.

    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to:
  • Coordinate maintenance schedule.
  • Collect and analyse information on team performance to identify performance problems where coaching/training is required.
  • Recommend improvements.
  • Report findings to auditees and clients.
  • Provide feedback to appropriate personnel.
  • Explain, discuss and motivate change.
  • Negotiate for resources and time.

    Use science and technology effectively and critically, showing responsibility towards the environment and the health of others by:
  • Using the equipment and software according to manufacturer's instructions.

    Demonstrate an understanding of the world as a set of related systems by recognising that the problem-solving contexts do not exist in isolation when:
  • Dealing with a variety of process-related problems that impact on all the sub-systems in the entire production process. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcomes 1:
  • The purpose of predictive and preventative maintenance is explained in terms of their benefit to the production process.
  • Root-causes of break-downs in the production process are identified and solutions are proposed.
  • The resources that contribute to the production process are appraised to identify challenges for maintenance and propose solution.
  • Safety, health and environmental (SHE) factors pertaining to maintenance are discussed to ensure safety of self and others.
  • The coordination of maintenance schedules with production schedules is discussed in relation to production scheduling systems and maintenance scheduling.
  • The reasons why quality is important to a modern business are explained through discussion on the concepts pertaining to it and the theories of quality experts.
  • The elements that make up an effective Quality Assurance system are described by discussing the Transformation System, the Quality Delivery System (QDS) and the Quality Information System (QIS).
  • Quality audits of a department/customer/supplier related to the production environment are conducted to identify non-conformances and optimise the quality assurance system.

    Associated Assessment Criteria for Exit Level Outcomes 2:
  • Process-related information and data is collected and processes are analysed to identify potential problems.
  • The root cause of the problem is investigated and options are generated and tested to achieve improvement.
  • Objectives are set, a plan is developed and improvements are implemented to optimise the process.
  • Changes are monitored and evaluated and the optimisation process is reviewed and adjusted until objectives are achieved.
  • Production standards are adjusted and updated and improvements reported.
  • Targets and levels of efficiency are set and agreed upon to improve efficiency of the system.
  • Deviations, problems and incidents pertaining to efficiency are identified and addressed to improve production efficiencies.
  • Production activities, safety, product quality and housekeeping are monitored and evaluated.
  • Issues pertaining to continuous improvement are discussed with the workgroup and relevant people to maintain production efficiency.
  • Materials are positioned to maintain the production flow.
  • Material movement is monitored and documented to ensure sufficient supply.
  • Logistics are changed and inventory updated to respond to production and engineering changes.
  • A Safety, Health and Environment management system is developed, implemented and maintained to SHE awareness and compliance at all levels.

    Associated Assessment Criteria for Exit Level Outcomes 3:
  • Business processes are discussed in terms of the need to improve them.
  • Data collection processes and methods of analysis that companies/organisations could use to achieve a better understanding of their processes are explained.
  • Customer satisfaction is measured using the data obtained.
  • Improvements to the Supplier Evaluation Program are recommended to enhace the relationship between company and supplier.
  • Relationships with internal and external customers are discussed to find ways of improving these relationships.
  • Mathematical and statistical calculations are performed to achieve a deeper understanding of business processes.
  • Mathematical and statistical techniques are applied to a variety of business process factors.
    > Range: Business process factors include but are not limited to teams and staff, safety in the workplace, production, costing and pricing, inventory and stock, budgets.

    Associated Assessment Criteria for Exit Level Outcomes 4:
  • A production process is planned in order to coordinate the activities of the various stages involved in the process.
  • Work requirements of different positions in the workplace are identified and tasks are allocated to team members according to their competencies.
  • Company policies, procedures and regulations pertaining to staff are discussed to ensure compliance with health and safety legislation.
  • Work group performance during a production process is coordinated to deal with deviations and make adjustments.
  • Information is collected and feedback is given on the production process to the work group.
  • Communication channels in business and everyday life are identified in order to respect diversity and deal with barriers to communication.
  • Written and verbal communication is conducted using appropriate communication aids and language within the business environment.
  • Analysis of work requirements is compared with the relevant business plan and macro environment.

    Integrated assessment:

    The importance of integrated assessment is to confirm that the learner is able to demonstrate applied competence (practical, foundational and reflexive) and ensure that the purpose of this Qualification is achieved. Both formative and summative assessment methods and strategies are used to ensure that the Exit Level Outcomes and the purpose of the Qualification are achieved through achieving the Unit Standards. Learning, teaching and assessment are inextricably linked.

    Learning and assessment should be integrated and assessment practices must be fair, transparent, valid and reliable. A variety of assessment strategies and approaches must be used. This could include tests, assignments, projects, demonstrations and/or any applicable method. Evidence of the acquisition of competencies must be demonstrated through the Unit Standards, which enhance the integration of theory and practice as deemed appropriate at this level.

    Formative assessment is an on-going process which is used to assess the efficacy of the teaching and learning process. It is used to plan appropriate learning experiences to meet the learner's needs. Formative assessments can include a mix of simulated and actual (real) practice or authentic settings. Feedback from assessment informs both teaching and learning. If the learner has met the Assessment Criteria of all the Unit Standards then she/he has achieved the Exit Level Outcomes of the Qualification.

    Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the Qualification. Such judgement must include integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes, which are represented by the Exit Level Outcomes. Summative assessment can take the form of oral, written and practical examinations as agreed to by the relevant ETQA.

    Integrated assessment must be designed to achieve the following:
  • An integration of the achievement of the Exit Level Outcomes in a way that reflects a comprehensive approach to learning and shows that the purpose of the Qualification has been achieved.
  • Judgement of learner performance to provide evidence of applied competence or capability.

    Assessors and moderators should make use of a range of formative and summative assessment methods. 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.

    Assessment should ensure that all specific outcomes, embedded knowledge and critical cross-field outcomes are assessed. The assessment of the critical cross-field outcomes should be integrated with the assessment of specific outcomes and embedded knowledge. 
    		•

    INTERNATIONAL COMPARABILITY 
    The following constitute the set of competencies in this NQF Level 5 Qualification are as follows:
  • Analysing work requirements.
  • Communication techniques.
  • Mathematical and statistical techniques.
  • Coordinate a work group to produce products.
  • Coordinating predictive and preventive maintenance.
  • Maintain business processes.
  • Maintain manufacturing efficiencies.
  • Manage an inventory and the supply chain of resources.
  • Optimise manufacturing processes.
  • Optimise the quality assurance system.
  • Health and safety.

    This Qualification mainly speaks to coordinating, optimising processes within the production environment; hence, it speaks to many junior management competencies while calling for a thorough knowledge of the production environment. It was a challenge to find a Qualification similar to this one; mostly short and very short courses were located.

    Information was obtained from the following countries:
  • The United States.
  • The United Kingdom.
  • Australia.
  • New Zealand.

    A separate category entitled Europe (except the UK) has been used to indicate relevant courses in other parts of this region.

    Other countries scanned included France, Germany, Japan, India and Korea but little or no information was obtained.

    United Kingdom

    Perhaps the course that comes closest to that which is envisaged by the Unit Standard on maintenance in this Qualification is the course offered by Strategic Maintenance Planning Ltd. The following is a course description:
  • Planned Preventive Maintenance Implementation Training.
  • Planned Preventive Maintenance Intensive: One week.

    The course leaves the classroom environment in order to follow a 'real-life' implementation of a limited number of factory assets. Delegates are taken step-by-step through the implementation procedure for site assets.

    The course covers the following:
  • Development of a Structured Asset Register.
  • To Draft: Process Map.
  • To Define: Site, Area, Location, Main Asset, Sub Asset.
  • To Define: System, Sub-System.
  • To Define: Groups, Sub-Groups.
  • To Define: Basic Asset details.
  • FMEA analysis on the main and sub-assets identified.
  • Compilation of appropriate maintenance instructions.
  • Scheduling the maintenance instructions.
  • Generation of Work Lists.
  • Completion of a one-off PPM work flow sign-off.
  • Generation of reports.
  • Set up of one or two supplier details as an example.
  • Implementation of the above data within HolisTech.

    The advantages of Strategic Maintenance Planning Maintenance courses include:
  • Companies can reap the benefits of implementing using on-site resources, yet be sure that they are following tested and proven methodologies to ensure optimum effectiveness and minimise implementation time.
  • Customer organisation's staff gain the necessary skills to set up an effective planned maintenance system, and as importantly, are able to continuously improve and refine the system as changes in the working environment occur.
  • Implementation costs are reduced with most of the time consuming work being completed on-site, rather than through outside contractors.
  • Companies benefit through association with Strategic Maintenance Planning who can provide assistance suited to customer needs-help can be from complete implementation through to periodical audit and review, ensuring the on-going effectiveness of the system.

    Management/Leadership competencies:

    If one considers that this NQF Level 5 Qualification has a number of management skills, then the following management courses could be considered.

    The School of Management of Cranfield University offers a series of two to three week intensive short courses that cover a number of competencies offered by this Qualification. The Developing General Management Potential programme is designed to accelerate the early development of promising managerial careers and allows a manager to develop his/her visibility, credibility and maturity. The manager will make a wider business contribution through personal development and the acquisition of managerial knowledge. Managerial knowledge is translated into action through a powerful development process emphasising personal contribution, style and impact.

    The programme challenges the manager to:
  • Realise her/his own organisational leadership capability and influence.
  • Add managerial value without formal authority and power.

    Some of the specific competencies that a learner will acquire during the course are:
  • Make the transition from an operational into a managerial role.
  • Develop a wider perspective on management and business.
  • Become better informed about management thinking.
  • Understand the politics and social dynamics of organisations.
  • Challenge the status quo in constructive ways.
  • Differentiate between good and bad managerial practice.
  • Creating change through pockets of good practice.

    Some of the specific areas of focus that overlap with this Qualification are:
  • Developing managerial potential: Understanding managerial roles distinguishing between managerial and operational contributions assessing and developing individual management style and impact.
  • Organisational culture and change: Exploring how different ways of thinking affect managerial contribution determining the role of individual managers in organisational change creating change through pockets of good practice.
  • Leadership and teamwork: Understanding the roles of leadership and management applying the concept of leadership at all levels understanding how to develop as a leader from within the organisation, appraising the use of teams in organisations exploring the role of the individual in teams.
  • Finance and management accounting: Understanding and using financial information ratio analysis managing the budgetary process investment appraisal interpreting corporate finance issues.
  • Operations management: Defining the role of manufacturing and service operations managing the relationship between operations and marketing management improving operational processes.
  • Strategic management of people: Identifying strategic people processes and the implications for design and implementation examining the role and relevance of the HR function in the strategic management of people.

    Cranfield University also offers a series of short courses under 'leadership', which covers most of the leadership and people management competencies of this Qualification. The course explores the many diverse issues that need to be addressed so that the manager can be an effective and successful leader. The personal awareness programmes assist one in understanding own leadership style, drivers, successes and the challenges one faces.

    The management development programmes stimulate the learner to think about his/her contribution as a strategic leader. In addition the course assists the learner to lead and influence teams, lead through change and understand organisational politics to aid her/his your leadership contribution.

    Some of the short courses that constitute the Leadership module are:
  • High Performance Leadership (duration 10 days full-time):
    > It provides a unique, sustainable pathway to high performance and also provides a vision and motivation for others.
  • The Director as Strategic Leader (duration 5 days full-time):
    > It addresses the question of an effective leader by understanding strategic leadership and one's role in the process.

    In Ireland, Europa Academy is one of Europe's most advanced training campus for motor industry professionals. They offer high level course within the automotive environment. However, none of their courses focus on the manufacturing and assembly sectors of the automotive industry.

    However Europa Academy also offers generic Leadership and Management Courses.

    To remain both competitive and profitable, in any business today, it is essential to focus on how the business is managed and in particular the quality of our managers and leaders. Europa Academy delivers leadership and management programmes which are critical in today's competitive market. The ability to manage effectively and to make good decisions is essential to continued growth and the achievement of acceptable levels of performance.

    The content of Europa Academy Leadership and Management Training Programmes is based on the practical and essential topics relevant to managers and the real challenges they face. The key objective of our management programmes is to equip managers with the skills needed to perform in a confident and professional way. The success of any business is dependant on the ability of its managers to achieve targeted levels of performance. Successful managers, therefore, need to be trained, developed and motivated.

    The course entitled 'Provocative Leadership' consists of the following key components:
  • Leadership & Learning.
  • Personality Assessment & Personal leadership.
  • 360° Leadership Practices Review.
  • Values in Practice.
  • Relationships & Behaviours in Team Environments.
  • Coping with the Stress of leading.
  • Understanding & Enhancing Emotional Intelligence.

    New Zealand.

    Although the following Unit Standards on the NZQA are confined to preventive maintenance in the automotive service industries, the competencies are applicable to a learner coordinating maintenance activities in an automotive components assembly or manufacturing plant.

    Title: Implement a schedule for an automotive preventive maintenance programme at NQF Level 5, 2 Credits.

    Purpose:

    This Unit Standard is for people in the automotive service industries. People credited with this unit standard are able to determine the extent of and prepare to implement a preventive maintenance programme, and implement a preventive maintenance programme to suit a particular vehicle or machine.

    Definition:

    Company requirements refer to instructions to staff on policy and procedures which are documented in memo or manual format and are available in the workplace. These requirements include but are not limited to-company specifications and procedures, work instructions, manufacturer specifications, product quality specifications, and legislative requirements.

    This Unit Standard may be assessed against in relation to a single vehicle or machine, or a fleet of similar vehicles or machines used for a similar purpose.

    Elements and performance criteria:

    Element 1:

    Determine the extent of and prepare to implement a preventive maintenance programme.

    Performance criteria:

    Vehicle and driver information is obtained that will help determine the type and extent of the preventive maintenance programme.

    The preventive maintenance schedule to be implemented is selected in accordance with company requirements.

    A decision on the programme to be established for a particular vehicle or machine is made in accordance with company requirements.

    Element 2:

    Implement a preventive maintenance programme to suit a particular vehicle or machine.

    Performance criteria:

    A preventive maintenance programme is implemented in accordance with company requirements.

    Another helpful Unit Standard is entitled ' Analyse automotive preventive maintenance programmes', which is at NQF Level 5 and carries 2 Credits.

    This theory-based unit standard is for people in the automotive service industries. People credited with this unit standard are able to analyse automotive preventive maintenance programmes.
    Elements and performance criteria.

    Element 1:

    Analyse automotive preventive maintenance programmes.

    Performance criteria:
  • The reasons for periodic servicing and preventive maintenance schedules are explained in accordance with company requirements.
    > Range: Manufacturer design criteria, prevention of major repairs, customer, convenience, fleet requirements, down time.
  • The importance of adhering to manufacturer recommendations is explained in terms of impact on warranty and service limits.
  • The need to vary service schedules from manufacturer recommendations is justified, and variations are explained in terms of the vehicle's usage.
    > Range: Usage includes but is not limited to-when abnormal driving and operating conditions apply, when distance travelled is very high and very low.
  • Factors to take into account when researching programmes for a particular vehicle or machine are explained in accordance with company requirements.
    > Range: Includes but is not limited to-manual systems, computer database; vehicle or machine needs, vehicle or machine operation, cost, availability for service, servicing equipment and facilities.
  • The analysis of driver operating logs, and vehicle or machine servicing history data is explained in terms of identifying potential vehicle or machine defects and unsuitable operating conditions.
  • The types of preventive maintenance programmes are evaluated and compared to determine the best option for a particular application.
    > Range: Includes but is not limited to-manufacturer schedules, oil company schedules, transport operator's in-house schedules.

    United States:

    Probably one of the most comprehensive set of modules that cover a number of competencies in this Qualification is offered by JH Berks and Associates in the US. The following is a description of the Lean Manufacturing modules.
  • Module 1; Introductory Lean Manufacturing Concepts: Manufacturing management challenges. Manufacturing Requirements Planning and Just-In-Time manufacturing management concepts. Lean Manufacturing overview. Pull production and cellular manufacturing. Robust processes and quality improvement. Eliminating lost time. Setup time reduction. Phased inventory. Work-in-Process reduction. The Toyota system. Case studies. Group discussion.
  • Module 2; Finding and Eliminating Lost Time. Lost time definitions: Production time versus lost time. Lost time causes. Plant layout, inventory location, and process limitation factors. Delay ratio analysis overview. Preparing the delay ratio analysis. Delay ratio analysis results interpretation. Acting on delay ratio analysis findings. The power of recovering lost time. Conquering lost time. Case studies and delay ratio analysis example.
  • Module 3; Takt Time, Capacity and Load Considerations: Takt time definition and implications. Takt time versus cycle time. Capacity definitions. Load definitions. Capacity versus load considerations. The relationship between takt time, capacity, and load, and how these factors affect efficiency and the ability to deliver products on schedule. Determining takt time, capacity and load. Capacity versus load analysis. Finding and using hidden capacity. Case studies.
  • Module 4; Lean Production Flow: Defining the existing process. Flow charting. Identifying and eliminating unnecessary steps. Optimizing the process flow Identifying and eliminating redundant work. Defining optimized quality assurance points. Identifying tooling and material requirements at each step. Plant layout considerations. Advantages and disadvantages of straight line versus cellular flows. Balancing the operation. Lost time considerations. Sample layouts. Case studies.
  • Module 5; Setup Time Reduction: Setup time definition, philosophies, and reduction approaches. Setup as a lost time driver. Setup reduction advantages. Setup reduction approaches. Instilling operator, manufacturing engineer, numerically-controlled-machine programmer, engineer and supervisor teamwork in reducing setup times. Fixturing, tooling, procedural and storage considerations. Prekitting. Minimizing walking, fastening, and adjustment. Internal versus external setup considerations. Case studies.
  • Module 6; Process and Product Robustness. Robustness definition: Objectively identifying non-conformance history and potential non-conformance causes. Quality measurement systems. Unearthing failure causes in simple and complex systems. Using failure mode assessment and assignment matrices. Corrective action options and order of precedence. Corrective action boards. Nonconforming material management. Using the material review function as a vehicle for forcing corrective action. Evaluating corrective action efficacy. Case studies.
  • Module 7; Visual Manufacturing. Visual manufacturing definitions: The case for quality measurement and production status transparency throughout the organization. Shop floor practices, including work-in-process inventory locations and levels. Tooling shadow boards. The 5S Program: Sorting, simplifying, scrubbing, stabilizing, and maintaining self-discipline. The "Mr. Clean" approach. Dashboard reports and recommended dashboard metrics. Case studies.
  • Module 8: Integrating Purchasing Activities. Integrating supplier load versus capacity factors into your lean manufacturing philosophy. Managing the external factory. Timing supplier deliveries. Assuring purchase order due dates support your manufacturing need times. The "Wonder Bread" approach. Reducing in-house supplier inventories in your facility. Implementing and using a supplier quality and delivery rating program to drive supplier selection and performance. Case studies.
  • Module 9; The Six Sigma Approach. Six Sigma program definitions: Quality program evolution into the Six Sigma concept. Statistical considerations underlying the Six Sigma approach. The Motorola and General Electric experience. Six Sigma statistical methods. Continuous improvement. Process design and management. Statistical process control. Variability reduction. Voice of the customer. Design of experiments. Case studies.
  • Module 10; Putting It All Together: Selling the Lean Manufacturing philosophy internally and externally. Recommended overall implementation approach. Targeting quick initial successes. Likely risk and conflict issues. Recommended conflict resolution strategies. Recommendation risk management strategies. Overcoming resistance to change. Course review and program conclusions.

    Training in Predictive and Preventive Maintenance by US auto assembly plants.

    Regarding preventive and predictive maintenance within an automotive components environment, training is conducted in-house in many assembly and manufacturing plants. An article published in the US says the following:

    The high levels of efficiency automation brings to auto manufacturing brings new dimensions to the maintenance process as well. Experts say maintaining the mechanical, hydraulic and pneumatic components of robotic equipment is similar to that of non-automated equipment, but diagnosing these problems can be tricky. So many take advantage of advanced troubleshooting procedures, as well as high-tech predictive methods to simplify the job.

    At GM, these types of specialized tasks are crucial elements in the quality program for maintenance. The company has employed a program of planned maintenance tasks for equipment that is deemed critical, which includes performing scheduled checks and using high-tech equipment like infrared, thermography and ultrasound for predictive maintenance activities.

    As equipment and troubleshooting techniques become more advanced, maintenance workers are faced with the challenges of learning how to pinpoint problems and fix them, which demands intensive training. This means that the education and training of skilled tradesmen needs to be more sophisticated.

    The General Physics Corporation in Maryland, US, offers courses to help learners optimize and align a company's people, processes and technologies.

    GP offers a wide range of training and consulting services that include:
  • Product processes, troubleshooting, teardown, and repair.
  • Operational excellence and quality systems.
  • Safety compliance and assurance.
  • Automation system controls, operation, troubleshooting, and repair.
  • Maintenance training.
  • Equipment documentation, procedures, and visual tools.
  • Training outsourcing.

    The above are offered as individual courses and not as part of a complete Qualification. However, the courses share many of the competencies of the National Certificate: Automotive Components at NQF Level 5, as will be seen.

    The Cincinnati Workforce Development Center offers professional, managerial and leadership courses and training for a wide variety of industries, such as Automotive Supervision and Management.

    Programs for professional, managerial, and leadership training at The Workforce Development Center (WDC) at Cincinnati State mean business all the way: from business basics and quality improvement to leadership training and communication skill-building.

    Europe (excepting the UK):

    Manage Inventory Training:

    The Central European University (CEU) offers a short course in inventory management. The course is entitled 'Managing the extended Supply Chain (SCM)'. The objective of this module will be to deliver an overview of Supply Chain Management principles, tools and techniques for the purpose of helping companies reduce supply chain related costs and improve customer service. The course will take a holistic view while simultaneously looking at methods, tools and techniques. The training will focus primarily on the interactions between suppliers and customers and how collaboration produces benefits for all partners in the chain. A variety of industry perspectives will be examined including the Automotive business. Key topics include:
  • Managing complexity.
  • Valuing inventory performance.
  • Inventory management.
  • Network optimization.
  • Design for Logistics.
  • Delayed differentiation.
  • Forecasting.
  • Demand amplification.
  • Customer collaboration.
  • Leveraging technology.
  • Postponement strategies.
  • E-procurement.
  • Purchasing/strategic sourcing.

    While this course has many more competencies than the inventory management in this qualification, the Unit standard compares well with this course.

    Management/Leadership competencies:

    If one considers that this NQF Level 5 Qualification has a number of management skills, then the following management courses could be considered.

    Instead, which has campuses in Europe (Paris) and Singapore, offers several management programmes of a short duration. Many of the management competencies in this Qualification resonate with those in the Management Acceleration Programme (MAP).

    The Management Acceleration Programme (MAP) is for those who are in their early stages of their careers as managers, with approximately five years of work experience. The programme is to help high-potential executives and future leaders move up the chain of authority and responsibility.

    Acting as a navigation tool for early career high-potential executives, MAP equips them with a general management perspective. It broadens their general business knowledge, deepens competence in key functional disciplines and expands leadership skills through coaching. Framed by the crucial concept of value-based management, participants learn how to create-and capture-value while forging a community with international like-minded high potentials.

    Key benefits:
  • Acquire a thorough knowledge of all the major management disciplines, leading to greater awareness of how the organisation operates and resulting in better decision-making skills.
  • Test newly-learned skills by "running the business" in a real-life simulation.
  • Increase and accelerate career potential while broadening perspectives to take on greater responsibilities in the future.
  • Build their competences in managing and leading people and strategy.

    Insead also offers a number of Leadership Programmes whose competencies are reflected in the National Certificate: Automotive Components at NQF Level 5. Some of the components of the Leadership Programme are:
  • Consulting and Coaching for Change-Creating reflective change agents. The purpose is to build the psychoanalytical dimension into organisational change initiatives or coaching and gain new approaches to resolving issues of human behaviour.
  • The Leadership Transition: Becoming a leader is within your reach. The purpose is to personalise leadership style to influence and inspire those one leads as a senior manager.
  • Leadership for Creativity: Build high performance organisations. The purpose is to address the challenges senior leaders face and to understand the importance of emotional intelligence, creativity and innovation to successful leadership.
  • Learning to Lead: The transition from "Doing" to "Getting it done" through others. The purpose is to develop people skills and learn how to manage your own team of subordinates as you progress from an individual contributor to a new manager.

    Australia:

    Monash University in Australia has a similar programme called Executive Certificate in Management. This course has been designed for experienced managers without a first degree to enable them to obtain an introductory qualification in management. The course content focuses on an appreciation of the management role and the crucial contribution that managers make to organisational effectiveness. The course examines major theories and concepts concerning the behaviour and performance of individuals and groups in organisations. Moreover, it explores the importance of self-awareness, learning and learning styles, self-management and specific managerial competencies.

    Course structure:
  • Students must complete two core units (12 points):
    > Managing people and organisations.
    > Managerial effectiveness.

    Conclusion:

    This NQF Level 5 is a hybrid between a management qualification and competencies that are firmly rooted in the production/manufacturing environment. It represents the culmination of a series of Qualifications in automotive components that start at Level 2. The series gradually builds up competencies directly related to the production line in NQF Levels 2 and 3 and moves towards leadership at NQF Level 4 while still emphasising manufacturing and production competencies. NQF Level 5 represents a greater shit towards management even while imparting production related skills to the learner.

    Hence, the international comparability yielded short courses with regards to the production competencies but more substantial learning programmes in the management aspect. 
    		•

    ARTICULATION OPTIONS 
    This Qualification lends itself to both vertical and horizontal articulation possibilities.

    Horizontal articulation is possible with the following Qualifications:
  • ID 48634: Diploma: Production Technology, NQF Level 5.
  • ID 22773: National Certificate: Mechatronics, NQF Level 5.
  • ID 49448: National Certificate: Plastics Manufacturing, NQF Level 5.

    Vertical articulation is possible with the following Qualifications:
  • ID 48639: Higher Diploma: Production Technology at NQF Level 6. 
    		•

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this Qualification must be registered as an assessor with the relevant Education, Training, Quality, and Assurance (ETQA) Body.
  • Any institution offering learning that will enable the achievement of this Qualification must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards, the integrated competence described in the Qualification and will include competence within core sales and the elective standards relevant to the economic sector.
  • 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 
    For an applicant to register as an assessor, the applicant needs:
  • A minimum of 2 (two) years' practical, relevant occupational experience.
  • A relevant Qualification at NQF Level 6 or higher.
  • To be registered as an assessor with the relevant ETQA. 
    		•

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

    NOTES 
    This Qualification replaces Qualification 21007, "National Certificate: Automotive component manufacturing and assembly", Level 5, 126 credits. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  335898  Coordinate predictive and preventative maintenance (PPM)  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  335895  Coordinate work group to produce product  Level 5  Level TBA: Pre-2009 was L5  8 
    Core  335899  Discuss and maintain business processes  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  244283  Facilitate the development, implementation and maintenance of a Safety, Health and Environment management system  Level 5  Level TBA: Pre-2009 was L5  10 
    Core  119159  Maintain manufacturing efficiencies  Level 5  Level TBA: Pre-2009 was L5  12 
    Core  9897  Manage inventory  Level 5  Level TBA: Pre-2009 was L5  3 
    Core  119166  Optimise manufacturing processes  Level 5  Level TBA: Pre-2009 was L5  24 
    Core  335894  Optimise the quality assurance system  Level 5  Level TBA: Pre-2009 was L5  6 
    Fundamental  9405  Analyse work requirements and plan ahead  Level 5  Level TBA: Pre-2009 was L5  4 
    Fundamental  335876  Apply mathematical and statistical techniques in a production environment  Level 5  Level TBA: Pre-2009 was L5  20 
    Fundamental  10622  Conduct communication within a business environment  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  252026  Apply a systems approach to decision making  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  243267  Apply and continuously improve company policies and procedures  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115821  Apply business financial practices  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15234  Apply efficient time management to the work of a department/division/section  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  15236  Apply financial analysis  Level 5  Level TBA: Pre-2009 was L5  4 
    Elective  252042  Apply the principles of ethics to improve organisational culture  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  252037  Build teams to achieve goals and objectives  Level 5  Level TBA: Pre-2009 was L5  6 
    Elective  252189  Deal with sub standard performance in a team  Level 5  Level TBA: Pre-2009 was L5  5 
    Elective  252033  Demonstrate ways of dealing with the effects of dread diseases and in particular HIV/AIDS  Level 5  Level TBA: Pre-2009 was L5  8 
    Elective  9406  Manage a team  Level 5  Level TBA: Pre-2009 was L5  4 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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 


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