LIFE ORIENTATION MODULE DETAILS National Certificate (Vocational) LIFE ORIENTATION – “Life Skills Component” - Subject Content Outline Topics Level 2 Level 3 Level 4 1. Personal and & Career Development SO1: Profile personal strengths and abilities to demonstrate and to promote in terms of chosen career path Explain the benefits of being confident and having a positive self image Identify strengths and abilities in a personal SWOT analysis Identify factors that detract from and suggest how to counter these Explain the meaning and value of Provide examples of self-motivation Explore strategies to motivate oneself Identify sources for possible future job opportunities and collect information about a range of possible careers SO1: Develop a personal development plan (PDP) in terms of career pathing Identify personal strengths and abilities and complete a skills audit Conduct basic career research to investigate employment opportunities Collect information and investigate trends & demands in job markets to identify scarce skills and align with own career path Note: Consult documents and websites such as published scarce skills lists, SA Statistics, SAQA career helpline, career website, Research and explore job functions in a specific vocational field (Note: Could interview a professional in the field) 5. Map own career path by compiling a personal plan(PDP) SO1: Revise & refine personal plan (PDP) in terms of chosen career path Review personal profile and indicate areas to strengthen in future Set goals for lifelong learning and explain its value Explain and factor into plan how to continue developing employability and market related skills sets Range of skills set: Creative, critical thinking and skills Human relations skills Flexibility and adaptability Computer literacy Money management skills Information management skills African and English language proficiency Communication skills Ability to lead and work in teams Self-management including a positive attitude, energetic behaviour and ability to work without supervision solving
Topic 1 Level 2 Level 3 Level 4 SO3: Plan and manage time in terms of activities and responsibilities Identify & describe the principles of time management. Explain the importance of punctuality and due dates (deadlines) Describe the negative effects of procrastination Identify common time wasters and suggest ways to counter these Identify and use time management tools to plan on a short, medium and long term basis Identify & describe the principles of time management. Explain the importance of punctuality and due dates (deadlines) Describe the negative effects of procrastination Identify common time wasters and suggest ways to counter these Identify and use time management tools to plan on a short, medium and long term basis SO3: Investigate the principles for work productivity Distinguish between productive and unproductive behaviour Explain why unproductive behaviour is unethical and morally unacceptable Draw up a personal code for work ethics and productivity Distinguish between productive and unproductive behaviour Explain why unproductive behaviour is unethical and morally unacceptable Draw up a personal code for work ethics and productivity SO3: Explore strategies & skills for successful interviews Identify different types of job interviews such as individual interviews, panel interviews, Skype/video interviews, telephonic interviews and interviews requiring a presentation Explain how to prepare for different types of interviews Range include but not limited to: correct attitude, posture and clothing for the job interview Explain how to respond to an invitation to an interview List typical interview questions and prepare standard answers Differentiate between good and bad interviewee behaviour Explain the importance of showing confidence during the job interview Explain protocol to follow after the interview Identify different types of job interviews such as individual interviews, panel interviews, Skype/video interviews, telephonic interviews and interviews requiring a presentation Explain how to prepare for different types of interviews Range include but not limited to: correct attitude, posture and clothing for the job
interview Explain how to respond to an invitation to an interview List typical interview questions and prepare standard answers Differentiate between good and bad interviewee behaviour Explain the importance of showing confidence during the job interview Explain protocol to follow after the interview SO4: Discover ways to manage emotions and personal relationships intelligently Describe the characteristics of a positive relationship Range of characteristics include but not limited to: Respect for different opinions, trust, empathy, sharing, listening, and inclusivity and behaviour. Identify appropriate ways to express emotions in personal relationships and at college Explain how to deal constructively with emotions such as anger, disappointment and sadness Explore strategies to establish constructive and beneficial relationships Describe how to resist negative peer SO4: Use strategies to manage emotions and workplace relationships intelligently Explain with examples the following concepts related to workplace relations: Sexual harassment, Workplace bullying, Gender discrimination. Describe and illustrate with practical examples measures to counter sexual harassment, gender discrimination and bullying in the workplace Range: human rights, reporting mechanisms and disciplinary actions, assertiveness Describe basic conflict resolution strategies to deal successfully with emotions and relations in the workplace Range: listening, mediation, negotiation, and assertive skills SO4: Describe parenting as an example of a challenging life situation Explain why having children is a lifelong responsibility for both parents Explain why children should be loved, respected and cared for and why child abuse is wrong Describe basic parenting skills Investigate and calculate the costs of having a baby and raising a child Explain the concept and effects of ‘neonatal depression’ on caring for a baby Identify support structures for new parents
scheduled), including relevant qualifications, experience and language competencies. Fasset’s official language is English, however a speaker with the ability to speak Sepedi would facilitate communication, especially where delegates may prefer to ask questions in their home language. 1.3 Allocate four to five speakers who are experts in the topic. A maximum of four trainers are required for the presentation, and one replacement trainer is required for stand-by, in the event that the trainer is unavailable on a specific day. The maximum number of five CVs must be submitted in the proposal phase to enable the Seta to approve who they wish to view at the presentation ‘dry run’ (which will be scheduled at the Seta’s discretion). Where speaker quality is unknown to Fasset, Fasset must be able to ensure that the quality of the speakers proposed is adequate by assessing this prior to the start of the event. The training provider must allow for the proposed speakers (selected speakers and backup speaker) to be made available for a ‘dry run’ seminar in Gauteng to be facilitated by Fasset at Fasset’s discretion, at a specific venue and date to be confirmed, for review (prior to confirmation of their suitability for participation). This ‘dry run’ seminar is required for all proposed trainers to assess their suitability for the programme (at the Seta’s discretion, if the speaker quality is known to the Seta, a ‘dry run’ may not be required). Ensure that proposed speakers are available for the ‘dry run’ which will be scheduled to take place before the intended date for contract completion where the short-listed provider is met. This is to be done prior to the contract being signed. Reject trainers who are not approved by Fasset in the ‘dry run’. This process shall be repeated until Fasset is satisfied with all the proposed trainers. The cost of the first ‘dry run’ is to be included in the Inform the recommended service provider of the final date, time and venue for the ‘dry run’, if applicable. Review and approve each speaker at the ‘dry run’ presentation seminar at the sole discretion of Fasset, which approval shall not be withheld unreasonably. Allocate speakers to a proposed training schedule (venues and dates scheduled). Fasset reserves the right to appoint the number of main speakers per FET College.
The feedback sessions covering the programme progress reporting, course evaluations, meetings, branding and copyright. Detailed outcomes and service levels required: No. Outcome Training Provider Responsibility Fasset Responsibility 4.1 Compliance, adherence and attendance at meetings. Attend all meetings as reasonably scheduled by Fasset. Meetings will generally not exceed a ‘kick off’ meeting of between 1 and 2 hours and a possible close-out meeting of 1 to 2 hours. Communication throughout the project will occur via email, telephone and fax. Schedule meetings and advise the training provider within a reasonable time frame. Record minutes of the meetings and distribute to all relevant parties. Communication throughout the project will occur via email, telephone and fax. 4.2 Use of branding during the seminars and on supporting course material. Ensure that no training provider branding is visible on the course material or at the venues unless permission has been granted by the Seta. The Fasset template, or a non-specific, MS PowerPoint template is to be used. Ensure that no promotion of the training provider is undertaken during the seminars except during the introduction by Fasset where the CV of the provider will be read by the Fasset host or may be read by the training provider where no Fasset host is present. (A brief outline of the training company and the proposed speakers will be included in the Fasset invitation to this event) unless permission has been granted Monitor usage of branding during the course and on the course material. Ensure branding of seminars and training material represents Fasset only unless otherwise agreed. Provide training provider with Fasset templates.
Time Period Description 08h00 – 08h45 Registration 09h00 – 09h10 Fasset Opening 09h10 – 10h15 Speaker 10h15 – 10h45 Comfort Break 10h45 – 11h45 Speaker Continued 11h45 – 12h00 Evaluation and Closing