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Further Education and Training Certificate: Craft Enterprise
SAQA ID:48809 NQF LEVEL 04: CREDITS 161
Learner guide-04Module- Producing craft product ranges
Learner guide –Module: 04
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UNIT STANDARD COVERED
ELO US Type NLRD US Title Level Credits 4.1 Materials, tools and equipment were source and prepared. 4.2 Marketable craft product ranges are in line with given prototypes. 4.3 Processes and schedules of craft production were achieved. 4.4 Production teams were allocated to optimise potential.
Core 115129 Develop craft production processes and schedules
Level 4 10
Core 115132 Operate in craft enterprises Level 4 15
TOTALCREDIT VALUE
25
Learner guide –Module: 04
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TRAINING INTRODUCTION
WE
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E Welcome to the course!
The Facilitator is here to assist you in learning and understanding what is required to successfully complete the course. You are encouraged to participate in all the exercises and ask as many questions as you like, that are pertinent to the course. If you are uncomfortable with any aspect of the course, please feel free to discuss this with your Facilitator. Remember that the course meets SAQA requirements.
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We would like you to be comfortable throughout your learning, within a safe and healthy environment. Regular breaks are scheduled according to the course requirements and include tea / lunch time. You are requested to switch off your cell phone during lectures and the use of any form of digital camera (cell phone or other) is not allowed. If you are expecting and emergency, or urgent call, please discuss this with the Facilitator.
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The Learner may also be requested to complete a Portfolio of Evidence in which practical work and exercises carried out in the workplace are recorded, written-up and evaluated.
The Learner will then be assessed Competent, or Not Yet Competent, using a variety of assessment tools which may include, Written Tests, Oral Tests, Assignments, Observations and Practical Role-plays.
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This Appeal Process is a requirement of accreditation as a Training Provider and therefore is fully compliant with SETA norms.
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SAQA (South African Qualifications Authority) oversee training in South Africa today and their authority extends over the complete spectrum of formal and informal learning in the classroom and the workplace. SETA’s (Sectorial Education and Training Authorities) are responsible for developing education and training within defined commercial and industrial sectors of the workplace and general population.
To ensure uniformity in education and training, each sector has a SGB (Standards Generating Body) who scrutinize and accredit the individual Unit Standards submitted for approval within that particular sector. This SGB will allocate a Unit Standard to a level and allocate credits whilst also registering the Unit Standard with an Identity Number.
The level allocated will be in accordance with the NQF (National Qualifications Framework) and the credits are based on an estimated learning period (1 credit = 10 hours of learning)
DETAILS OF THIS COURSE
Revised February 2016 Information Researched and developed by Yellow Media Publishers Group ©
Learner guide –Module: 04
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Contents
STRUCTURE OF THE LEARNER GUIDE ....................................................................... 6
LEARNING ASSUMED TO BE IN PLACE ..................................................................................................... 6
CREDIT VALUE AND NOTIONAL HOURS DISTRIBUTION ......................................................................... 6
SPECIFIC OUTCOMES ............................................................................................................................... 6
ASSESSMENT CRITERIA ........................................................................................................................... 6
EMBEDDED KNOWLEDGE ........................................................................................................................ 6
CRITICAL CROSS FIELD OUTCOMES ........................................................................................................ 6
TAKE NOTE ..................................................................................... ERROR! BOOKMARK NOT DEFINED.
COST-EFFECTIVENESS ANALYSIS ................................................................................. 23
GENERAL APPLICATION ....................................................................................................................... 23
KEEPING A CLEAN AND SAFE OFFICE SPACE ................................................................................... 24
.............................................................................................................................................................. 26
THIS SIGN ILLUSTRATE THE PRACTICAL TASKS ACTIVITIES THAT NEEDS TO BE COMPLETED ..... 26
ASSIGNMENT: TASK 01 ..................................................................................................................... 26
.............................................................................................................................................................. 27
THIS SIGN ILLUSTRATES THE RESEARCH PROJECT NEEDS TO BE COMPLETED ............................. 27
PROJECT: TASK 02 ............................................................................................................................. 27
.............................................................................................................................................................. 28
THIS SIGN ILLUSTRATE WORKPLACE ACTIVITIES TO BE COMPLETED ............................................ 28
ROLE-PLAY: TASK 03 ......................................................................................................................... 28
APPLIED ARTS .................................................................................................................. 32
ELECTRICAL ........................................................................................................................................ 37
MACHINE GUARDING .......................................................................................................................... 37
IN-PLANT MATERIAL HANDLING ......................................................................................................... 37
EMERGENCY CONTROL ....................................................................................................................... 37
MAINTENANCE ..................................................................................................................................... 38
.............................................................................................................................................................. 42
THIS SIGN ILLUSTRATE THE PRACTICAL TASKS ACTIVITIES THAT NEEDS TO BE COMPLETED ..... 42
ASSIGNMENT: TASK 04 ..................................................................................................................... 42
.............................................................................................................................................................. 43
THIS SIGN ILLUSTRATES THE RESEARCH PROJECT NEEDS TO BE COMPLETED ............................. 43
PROJECT: TASK 05 ............................................................................................................................. 43
CRAFT PRODUCTION ....................................................................................................... 45
Learner guide –Module: 04
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CRAFT ECONOMY ................................................................................................................................. 45
CRAFT PRODUCTION AT THE COMMUNITY SCALE ............................................................................. 45
CRAFT ECONOMIES & LOCATION ....................................................................................................... 46
HOW TO BE A GOOD TEAM PLAYER ....................................................................................................... 47
THE IMPORTANCE OF A GOOD TEAM PLAYER .................................................................................. 48
USE YOUR STRENGTHS ....................................................................................................................... 48
TEAM ROLES ........................................................................................................................................ 49
GROUP ROLES ...................................................................................................................................... 49
TEAM MANAGEMENT PROFILE .......................................................................................................... 50
UNDERSTAND THE TEAM'S OBJECTIVES............................................................................................ 50
BE RELIABLE .......................................................................................................................................... 51
BE A GOOD COMMUNICATOR ............................................................................................................. 51
STAY FLEXIBLE ....................................................................................................................................... 51
TIPS FOR BEING A GOOD TEAM MEMBER ............................................................................................... 52
UNDERSTANDING DEVELOPMENTAL NEEDS ........................................................................................... 55
WHY UNDERSTAND INDIVIDUAL NEEDS? .......................................................................................... 55
IDENTIFYING DEVELOPMENTAL NEEDS ................................................................................................... 56
STEP 5: ANALYZING AND PREPARING DATA ..................................................................................... 58
STEP 6: DETERMINING ACTION STEPS ............................................................................................... 58
TEAM COHESION DEFINED .................................................................................................................. 60
THE QUESTION ..................................................................................................................................... 60
TEAM COMPOSITION ............................................................................................................................ 60
HOW TO PROMOTE TEAM COHESION WHEN SELECTING AND IDENTIFYING DIVERSITY WITHIN TEAMS
.............................................................................................................................................................. 60
SURFACE-LEVEL DIVERSITY: .............................................................................................................. 60
DEEP-LEVEL DIVERSITY: ..................................................................................................................... 60
EIGHT DISCIPLINES PROBLEM SOLVING ...................................................................... 61
HISTORY ............................................................................................................................................... 62
FORD'S PERSPECTIVE .......................................................................................................................... 62
.............................................................................................................................................................. 63
THIS SIGN ILLUSTRATE THE PRACTICAL TASKS ACTIVITIES THAT NEEDS TO BE COMPLETED ..... 63
ASSIGNMENT: TASK 06 ..................................................................................................................... 63
.............................................................................................................................................................. 64
THIS SIGN ILLUSTRATES THE RESEARCH PROJECT NEEDS TO BE COMPLETED ............................. 64
PROJECT: TASK 07 ............................................................................................................................. 64
CRAFT PRODUCTION AT THE COMMUNITY SCALE ............................................................................. 66
CRAFT ECONOMIES & LOCATION ....................................................................................................... 66
HANDICRAFT .................................................................................................................... 68
HISTORY IN THE INDIAN SUBCONTINENT, 3000 BCE – 600S CE ..................................................... 69
Learner guide –Module: 04
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STEP ONE: BUILDING A BEHAVIOR SUPPORT TEAM ................................................. 72
STEP TWO: PERSON-CENTERED PLANNING ................................................................ 78
STEP THREE: FUNCTIONAL BEHAVIORAL ASSESSMENT ........................................... 83
STEP FOUR: HYPOTHESIS DEVELOPMENT ................................................................... 89
............................................................................................................................................................ 123
THIS SIGN ILLUSTRATE THE PRACTICAL TASKS ACTIVITIES THAT NEEDS TO BE COMPLETED ... 123
SIMULATION: TASK 04 .................................................................................................................... 123
............................................................................................................................................................ 124
THIS SIGN ILLUSTRATES THE RESEARCH PROJECT NEEDS TO BE COMPLETED ........................... 124
PROJECT: TASK:5 ............................................................................................................................. 124
............................................................................................................................................................ 125
THIS SIGN ILLUSTRATE WORKPLACE ACTIVITIES TO BE COMPLETED .......................................... 125
ROLE PLAY: TASK 06 ........................................................................................................................ 125
............................................................................................................................................................ 134
THIS SIGN ILLUSTRATE WORKPLACE ACTIVITIES TO BE COMPLETED .......................................... 134
ROLE PLAY: TASK 07 ........................................................................................................................ 134
....................................................................................................... ERROR! BOOKMARK NOT DEFINED.
THIS SIGN ILLUSTRATE THAT THERE IS A SUMMATIVE ASSESSMENT .......................................... 135
ASSIGNMENT: TASK 08 ................................................................................................................... 135
....................................................................................................... ERROR! BOOKMARK NOT DEFINED.
THIS SIGN ILLUSTRATES THAT THERE ARE FORMATIVE ASSESSMENT ACTIVITY WORKSHEETS
WITH ACTIVITIES FOR YOU TO COMPLETE, DURING THE COURSE ................................................ 136
RESENTATION : TASK 09 ................................................................................................................... 136
Learner guide –Module: 04
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Structure of the Learner Guide
Learning Assumed to be in place
The credit value is based on the assumption that people starting to learn towards this unit standard
are competent in Mathematics and Communications at NQF level 1.
Credit Value and Notional Hours Distribution
After you have completed the learning experience, you will be required to complete a portfolio of
evidence based on the specific outcomes and assessment criteria as indicated in this learner guide. A
registered assessor will mark your portfolio and measure your outcomes.
Specific Outcomes
After the learner completed this learning programme he/she must be able to meet all specific otcomes
accordingly.
Assessment Criteria
The assessment criteria are listed under each specific outcome. The assessment criteria for a course
are the dimensions with which you will judge how well a learner has achieved the learning goals.
Embedded Knowledge
Embedded knowledge is explicit and resides within systematic routines. It relates to the relationships
between roles, technologies, formal procedures, and emergent routines within a complex system.
Critical Cross Field Outcomes
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Critical Cross-Field Outcomes refer to those generic outcomes that inform all teaching and learning.
For example, CCFOs may include working effectively with others as a member of a team, and/or
collecting, analysing, organising, and critically evaluating information.
Learner Assessment
Attending the training is not sufficient evidence of competence to award a certificate and the credits
attached to this programme. Learners are required to undergo assessment in order to prove
competence and be awarded the credits attached to this programme, eventually leading to a national
qualification.
After each module, you will be required to complete a formative assessment to assess your
knowledge by answering questions and apply the knowledge in the form of learning activities before
you move on to the next learning module. A separate learner workbook is provided. Ideally, formative
assessments should minimise the need for re-assessment as the assessor and the candidate will
agree to a summative assessment only when they both feel the candidate is ready.
Summative assessment of competence is a process of making judgments about an individual's
competence through matching evidence collected to meet the appropriate national standards. That is
why the evidence in the learner’s portfolio should be closely linked to the outcomes and assessment
criteria of the unit standards against which the learner is being assessed. However, candidates who
are deemed not yet competent on a summative assessment will be allowed to be re-assessed not
more than two times.
When learners have to undergo re-assessment, the following conditions will apply:
Specific feedback will be given so that candidates can concentrate on only those areas in
which they were assessed as not yet competent
Re-assessment will take place in the same situation or context and under the same
conditions as the original assessment
Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and more
suitable learning avenues. In order for the assessor to assess competence, the portfolio should
Learner guide –Module: 04
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provide evidence of knowledge, skills, and attitude, and of how knowledge, skills, and attitude were
applied in a variety of contexts.
The Candidate’s Assessment Portfolio directs the learner in the activities that need to be completed
so that competence can be assessed and the credits attached to the programme be awarded.
The assessment requirements for this programme are stated at the beginning of each module.
The candidate has a right to appeal against assessment decisions or practices they regard as unfair.
An Appeals and Disputes procedure is in place and communicated to all assessment candidates prior
to assessment in order for them to appeal.
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Glossary and Terms
Assessment The process of collecting evidence of learners’ work to measure and
make judgments about the achievement or non-achievement of specified
National Qualifications Framework standards or qualifications.
Assessment criteria The assessment criteria for a course are the dimensions with which you
will judge how well a learner has achieved the learning goals.
Assessor A person who is registered by the relevant ETQA body to measure the
achievement of specified National Qualifications Framework standards
or qualifications.
Credit That value assigned by the Authority to ten (10) notional hours of
learning.
Integrated Assessment That form of assessment, which permits the learner to demonstrate
applied competence and which uses a range of formative and
summative assessment methods.
Moderation The process, which ensures that assessment of the outcomes described
in the NQF standards and qualifications, is fair, reliable, and valid.
Outcome Contextually demonstrated product of the learning process.
RPL (Recognition for
prior learning)
The comparison of the previous learning and experience of a learner,
howsoever obtained, against the learning outcomes required for a
specified qualification, and the acceptance for purposes of qualification
of that which meets the requirements.
SETA A body responsible for the organisation of education and training
programmes within a specific sector.
Specific outcome Knowledge, skills, and values (demonstrated in context) which support
one or more critical outcomes.
Summative
Assessment
This assessment for making a judgment about achievement. This is
carried out when a learner is ready to be assessed at the end of a
programme of learning.
Unit standard Registered statement of desired education and training outcomes and its
associated assessment criteria together with administrative and other
information as specified in the regulations.
Learner guide –Module: 04
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Learner’s class room rules
Dos
Don’ts
Ask Questions for clarity
No eating or Drinking in class
Give constructive criticism
No discrimination is allowed in class
Maintain confidentiality
Avoid unnecessary movement in
class
Have a pen and pencil at hand
Unnecessary noise is prohibited
Use the note pad provided for notes
Do not steal other fellows
equipments
Keep your valuables safe
Learner guide –Module: 04
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ICONS
Icon Meaning
This sign illustrate the practical tasks
activities that needs to be completed
This sign illustrates the research project
needs to be completed
This sign illustrate workplace activities to
be completed
This sign illustrate that there is a
Summative assessment
This sign illustrates that there are
Formative Assessment activity worksheets
with activities for you to complete, during
the course
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Learner’s materials
Make sure you have the following before the commencement of the lesson
Learner’s guide
Pens and pencils
Highlighter
Name tag
Ruler
Note pad
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Learning Map
UNIT: 01Develop craft production processes
and schedules
UNIT: 02Operate in craft enterprises
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UNIT 1: 115129 - Develop craft production processes and schedules
Competencies Knowledge of:
Identifying steps of production for optimal output.
Planning work areas for craft production.
Allocating production teams.
Skills to:
The following embedded knowledge is addressed in an integrated way
in the unit standard:
Qualifying learners understands and can explain:
1. Housekeeping and Safety procedures within the context of
craft production.
2. Relevant materials of specific craft production.
3. Relevant production processes of craft production.
4. Relevant principles and procedures of quality assurance
measures.
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SECTION 1: Identify steps of production for optimal output.
Specific Outcome
On completion of this section you will be able to: Identify steps of
production for optimal output.
Assessment Criteria
The production processes were analysed and various steps were identified.
(SO 1, AC 1)
Production steps were identified and organised to optimise cost
effectiveness. (SO 1, AC 2)
Housekeeping and safety procedures in the context of production steps of
craft product range were adhered to. (SO 1, AC 3)
Environmental sustainability criteria were considered during the
identification of production steps for craft production. (SO 1, AC 4)
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1.1 The production processes were analysed and various
steps were identified.
SYMPTOMS OF LAND-USE PROBLEMS
Migration to towns
Low rural incomes
Lack of employment opportunities
Poor health and nutrition
Inadequate subsistence production
Shortage of fuel and timber
Shortage of grazing land
Low, unreliable crop yields
Desertion of farmland
Encroachment on forest and wildlife reserves
Conflicts among farming, livestock and non-agricultural uses
Visible land degradation, e.g. eroded cropland, silted bottomlands, degradation of woodland,
salinity in irrigation schemes, flooding
UNDERLYING CAUSES RELATED TO LAND USE
Social problems
Population pressure on land resources
Unequal distribution of land, capital and opportunities
Restrictions of land tenure and landownership
Natural hazards and limitations
Inadequate water supply and distribution
Irregular relief
Drought-prone soils
Poor drainage
Diseases
Mismatch between land use and land suitability
Inadequate water control
Clearance of forest on steep lands
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Inadequate soil conservation practices
Inadequate periods of bush fallow
Related rural planning problems
Inadequate power
Lack of fertilizer and pesticides
Lack of markets, unsatisfactory price structure
Lack of finance
Inadequate transport
Lack of technical support
Problems of land use
To define a problem it is necessary to establish the present situation, judge ways in which it
is unsatisfactory and identify ways in which it might be made better.
Apart from when planning new settlements on unoccupied land, this stage of diagnosis of
problems is of the highest importance. Without identifying problems and analysing their
causes, one is in no position to plan for improving the situation. Three closely related
methods, any of which can be used at this stage, are farming systems analysis, diagnosis
and design and rapid rural appraisal (see Rural land-use analysis, p. 79).
The fundamental field survey method may be summarized as:
• talk to the people;
• look at the land.
"People" include the farmers and other land users, local leaders, extension staff and
agencies active in the area. Where time allows, a set of interviews should be conducted with
farmers sampled from each land-use system. Table 2 gives some examples of problems of
land-use systems. Identify which are considered to be the most important - by the farmers,
by local agencies and by the planning team.
At the same time, diagnose the causes of the problems identified. For example, a fodder
shortage may be caused by cultivation encroaching on former grazing land, coupled with a
lack of rotational grazing and/or control of livestock numbers on the latter. The effects may
be indirect: a labour shortage on farms at a critical period might be made worse by the fact
that women have to travel long distances to collect fuelwood or water.
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Field observation is complementary to interviews. Ask to be shown around farms and travel
about the area. This will reveal physical problems such as soil erosion, overgrazing and
forest degradation.
Taking present land use as the basis, ask:
• How is the land managed now?
• What will happen if the present management continues unchanged?
• Why is it the way it is? Is it the best available system of land use or is it followed because
of tradition, insufficient labour, lack of capital, a need for staple food, a need for cash, a need
for time for communal activities and leisure, a desire to retain landownership, a lack of skill
or technical knowledge or poor planning?
Group together issues that seem to be related. Try to distinguish between symptoms and
underlying causes. For example, the direct cause of a food shortage may be declining yields;
these result from cultivation without fallow which, in turn, is caused by a land shortage
coupled with increasing population.
Plate 4: A fuelwood shortage: a simplified example of a problem statement
The problem. A severe fuelwood shortage affects small farms in this land unit. Women
spend many hours each day gathering and carrying wood. Surveys show a one-third
decrease in tree cover over the past five years.
Causes. The shortage has developed as a result of greater demand, caused by increased
population and leading to prolonged cutting of natural woodland. There is no extension
programme to tell people about growing trees.
Opportunities for change. There are two opportunities to improve this situation: i) the
establishment of fuelwood plantations, managed by the local community, on lower slopes of
adjacent hills; ii) growing trees on farms, using agroforestry technologies such as boundary
planting.
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Figure 7. A simple cause-and-effect model of a land-use situation, identifying points
where intervention may be possible
Problems can sometimes be modelled. Models may range from cause-and-effect linkages
(Fig. 7) to quantitative simulations or economic models. Models help to show linkages in the
land-use system and may help to identify possible opportunities for change (see Modelling,
and Systems analysis, ).
Separate problems that can be tackled by local land-use planning from those that are
beyond its scope. For example, it is no use encouraging production of a bulky export crop if
there is no road to the coast.
Problem statements
This stage can be summarized by a set of problem statements which, for each problem,
give:
• Its nature and severity with respect to land units and land-use systems;
•Its short-term and long-term effects;
• a summary of its causes: physical, economic and social.
CHECKLIST
Step 3
ANALYSIS OF PROBLEMS
Responsibility: planning team
• Collect data on the existing situation; where possible, compile maps:
- population;
- land resources;
- employment and income;
- present land use;
- production and trends;
- infrastructure.
• Sources: maps, satellite imagery, air photographs, censuses, departmental records. Check
in the field whether the sources are reliable and up to date.
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• Identify and map:
- land units;
- land-use systems.
• Identify problems of land use:
- nature and severity, land units and land-use systems affected;
- analysis of causes.
• Methods: interviews with land users, local leaders, extension staff, agencies; field
reconnaissance.
• Prepare problem statements.
Step 4. Identify opportunities for change
Now that the problems needing attention are known, the next step is to consider what can be
done to solve or ameliorate them. This requires interaction between the planning team,
which devises and presents its alternative opportunities for change, the land users, who
comment on these opportunities and may offer their own solutions and the decision-makers,
who choose which alternatives are to be analysed further.
Seek a variety of solutions in the first instance, then select those that seem most promising.
All reasonable solutions should be considered in Step 4 because it becomes increasingly
difficult to follow new directions as planning progresses. It is important for the land users,
planners and decision-makers to reach a consensus about what the priorities are, and this
entails both public involvement and wide-ranging executive discussion.
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Box 7
Identification of options for solving a problem
Existing situation: chronic food shortage, accelerating degradation of grazing land.
Specification for improved land use: increase rural income, arrest land degradation.
Options
• Non-land-use planning options -emigration or, in the long term, birth control.
• Do-nothing policy, which means accelerating land degradation and increasing dependence
on food aid; therefore rejected.
• A sustainable increase in production might be achieved by:
- the control of stock numbers combined with rotational grazing, allowing herbage to recover;
- a combination of controlled grazing and improved forage production by top-dressing,
reseeding and physical soil conservation measures to increase infiltration of rainfall;
- the supplementary feeding of stock during critical periods, using either imported forage or
conserved forage grown locally with the use of irrigation.
• These options merely control the livestock problem. Some alternatives are needed that will
alleviate the shortage of food and fuel. Therefore, consider:
- the diversification of land use by combining livestock, crops and possibly fuelwood
production by agroforestry, for example.
For any of these options to be implemented, there must be a reform of land tenure and
grazing rights that is acceptable to the community as a whole.
* The land-use situation (problem) is illustrated in Figure 7.
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Opportunities
Planning involves seeking and appraising opportunities for closing the gap between the
present situation and the goals. Opportunities are presented by untapped human and land
resources, new technology and economic or political circumstances.
The people present opportunities in the form of labour, skills and culture and, not least, the
ability to adjust to change and to survive adversity. Cooperation at the local level may be
promoted by encouraging the participation of land-use groups in the planning process and
through buyer and producer organizations.
The land may have underdeveloped regions or unexploited resources such as water power,
economic minerals or scenery and wildlife. The location of the planning area may give it a
strategic advantage for trade or defence. The land nearly always has the potential for greater
or more diverse production, given investment in management.
New crops and land uses may be available. Circumstances may have changed so much,
e.g. through population growth, that it is no longer possible to solve problems by improving
the existing land use. A completely new use may be necessary, e.g. irrigation.
Improved technology can transform the productive potential of the land - for example
fertilizers, pesticides, improved drainage or irrigation practices, new ways to store or process
products, improved crop and livestock varieties. Research and extension services play key
roles in developing, adapting and introducing new technology.
Economic opportunities include new sources of capital, new or improved markets, changes
to the price structure, the improvement of transport and communications. Often, the
application of improved technology to land is rendered difficult or impossible by the relative
prices of inputs and products.
Government action may create opportunities, for example by the reform of land tenure and
administrative structure and through policies of taxation, pricing, subsidies and investment.
At this stage, the opportunities considered need not be specified in great detail but should be
wide-ranging to include all possibilities that appear realistic (a process sometimes called
"brainstorming").
Learner guide –Module: 04
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1.2 Production steps were identified and organised to
optimise cost effectiveness.
Cost-effectiveness analysis
Cost-effectiveness analysis (CEA) is a form of economic analysis that compares the
relative costs and outcomes (effects) of two or more courses of action. Cost-effectiveness
analysis is distinct from cost-benefit analysis, which assigns a monetary value to the
measure of effect. Cost-effectiveness analysis is often used in the field of health services,
where it may be inappropriate to monetize health effect. Typically the CEA is expressed in
terms of a ratio where the denominator is a gain in health from a measure (years of life,
premature births averted, and sight-years gained) and the numerator is the cost associated
with the health gain. The most commonly used outcome measure is quality-adjusted life
years (QALY). Cost-utility analysis is similar to cost-effectiveness analysis. Cost-
effectiveness analyses are often visualized on a cost-effectiveness plane consisting of four-
quadrants. Outcomes plotted in Quadrant I are more effective and more expensive, those in
Quadrant II are more effective and less expensive, those in Quadrant III are less effective
and less expensive, and those in Quadrant IV are less effective and more expensive.
General application
The concept of cost effectiveness is applied to the planning and management of many types
of organized activity. It is widely used in many aspects of life. In the acquisition of military
tanks, for example, competing designs are compared not only for purchase price, but also
for such factors as their operating radius, top speed, rate of fire, armor protection, and
caliber and armor penetration of their guns. If a tank's performance in these areas is equal or
even slightly inferior to its competitor, but substantially less expensive and easier to produce,
military planners may select it as more cost effective than the competitor. Conversely, if the
difference in price is near zero, but the more costly competitor would convey an enormous
battlefield advantage through special ammunition, radar fire control and laser range finding,
enabling it to destroy enemy tanks accurately at extreme ranges, military planners may
choose it instead—based on the same cost effectiveness principle.
Cost effectiveness analysis is also applied to many other areas of human activity, including
the economics of automobile usage.
Learner guide –Module: 04
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1.3 Housekeeping and safety procedures in the context of
production steps of craft product range were adhered to.
Keeping a Clean and Safe Office Space
The office environment is more than simply furniture placement. The environment of an
office includes issues such as cleanliness, order, and maintenance. Injuries in office settings
often come about because the "housekeeping" of the office has become slack, or if an
excessive amount of paper, products or other materials create a daunting environment.
Cleanliness and good housekeeping can also reduce allergic reactions to dust/mold and
prevent illness such as the flu or Norfolk virus.
Hazards
Piles
Papers and materials are on the floor or piled precariously on desks and tables. In addition
to the level of stress that accompanies an untidy office, the paper menace is a safety hazard
in that it is highly flammable (particularly if stored next to an electrical outlet) and also has
the potential of falling off shelves or file cabinets and injuring passersby.
Rest Room Sanitation
Rest Rooms should be cleaned and sanitized at least once a day. Paper should not be
permitted to litter the floor. Bath tissue, soap and paper towels should be available in
adequate supplies. If desired, air freshener sprays or solids should be available. Never light
a candle and leave it unattended in a rest room.
Toxic Chemicals
Storage of toxic chemicals and cleaning supplies can be problematic particularly if chemicals
are reactive if combined. Chemicals should be stored in separate closet or cabinet from
cleaning supplies. Beware of chemicals such as linseed oil which can spontaneously
combust.
Cleaning Supplies
Cleaning supplies should be clearly marked and stored in spill-proof containers. These
products should also be stored above counter-level to avoid potential danger if the office has
Learner guide –Module: 04
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young visitors. The phone number of the local poison control office should be clearly posted
on the door of the storage area.
Kitchen and Food
Dirt, grime and garbage if left to accumulate can create health hazards and spread disease.
Have sufficient trash receptacles located in kitchens, staff lounges, break rooms and other
locations where food is consumed.
Kitchens need to be clean and floors maintained. Spills on the counters or floors need to be
mopped up promptly. Injuries can be sustained from slips and falls on wet floors.
Kitchen counters need to be clean and free from spills and grime.
Refrigerators should be cleaned out at least once a week, and stoves/microwaves need to
be wiped down at least daily.
Trash must be properly disposed on at least a daily basis to avoid attracting insects, mice,
rats and other vermin. Rotting food, even in a refrigerator, is a health hazard.
Staff and volunteers should be discouraged from consuming food at their desks, or in places
that are not specifically designated for food consumption.
Recommendations
Store toxic chemicals and cleaning supplies in separate areas
Establish daily, weekly and monthly cleaning procedures. For example, bathrooms, kitchen
counters, dishes, work surfaces, phones and keyboards should be cleaned on a daily basis.
Determine how often other parts of the office should be cleaned and establish a roster of
individuals responsible for clean-up.
Standards of cleanliness should be put into place for each office and/or work cubicle. Staff
performance objectives should include a requirement to maintain a clean workspace.
Implement a paper recycling program to cut down on paper clutter and buildup
Identify cleanliness and safety expectations for all staff — for example — spills, particularly
liquids spilled on the floor, need to be wiped up immediately.
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This sign illustrate the practical tasks activities that
needs to be completed Assignment: Task 01
Identify the production processes then analyse various steps
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates the research project needs to
be completed Project: Task 02
List steps for production steps
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrate workplace activities to be
completed Role-play: Task 03
Identify resources for safty and hygiene
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
Learner guide –Module: 04
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SECTION 2: Plan work areas for craft production.
Specific Outcome
On completion of this section you will be able to: Plan work areas for
craft production.
Assessment Criteria
The purpose and layout of relevant workstations was correctly planned. (SO
2, AC 1)
General functions of the major production tools, equipment and stages of
relevant workstations were correctly planned and organised. (SO 2, AC 2)
Sequence of production phases in the workplace were prepared and
organised to optimise production effectiveness. (SO 2, AC 3)
Raw material, tools and equipment for use in workplace were prepared,
organised and maintained. (SO 2, AC 4)
Housekeeping and safety procedures in the context of production of craft
product range were adhered to. (SO 2, AC 5)
Environmental sustainability criteria were considered during the preparation
and organising of the workplace for craft production. (SO 2, AC 6)
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2.1 The purpose and layout of relevant workstations was
correctly planned.
Height - Eye levels, you want people’s eyes to roam all around the space you have so don’t
lay your items flat, use furniture, props, boxes and shelving to create height. You coud also
consider lifting the entire height of your table to allow peope to view your items without
stooping.
Theme/Branding – Display your handmade items in an appropriate environment. Think
about who your target audience is and focus on attracting attention from this market. If your
items are expensive they will probably suit a more sophisticated display. You should
consider the overall impression you are giving to potential customers. If you are selling items
for kids then ensure that the theme of your display is young and vibrant. The theme should
compliment your items, not outshine them. Picking a theme will help to focus your ideas and
simplify your display. Ensure that your dispay is still approachable and not too intimidating
for customers to interact with you or your items.
Props – Use props to display your items and give height as well as to indicate how to use
them and who might use them. Placing a mobile into one of your phone cases will help
customers instantly identify the function. Use objects to fit your theme and attract a certain
demographic. For example displaying an expensive ceramic bowl filled with inexpensive
sweets would not be as appropriate or effective as filling it with fresh coffee beans, chillis or
peppercorns.
I only have one real pet peeve about a craft stall and that’s a
stall that has more stuff on it which isn’t for sale than the stuff
that is. I saw one a couple of years ago selling jewellery and the
stall had candlesticks and jewellery boxes and strategically
placed silk scarves and glass dishes, like a proper diva dressing
table. It looked lovely, but it was difficult to spot the jewellery
casually draped here and there that was actually for sale :)
Leanne from See the Woods
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Price Labels – Clearly label items and display a price list if possible (if you have masses of
different types of items a huge list will be far too difficult to read). Customers may not want
to ask how much an item costs for fear they cannot afford it. Take time and effort to match
your labels with your display and the type of goods you are selling. Beautiful labels will add
to your overall presentation, shabby labels will detract from it. The most important factor is
legibility. If you have terrible handwriting print out you labels. Ensure your spelling and
grammar is correct!
Banner – You want people to remember your stall but also your company name. It’s
important to display a banner or sign on your display. You needn’t go overboard as a large
banner can be expensive or time consuming if you are making it yourself. Try to match this
with your website or craft blog if you can to unify your brand.
Space – Use all your available space – “Think outside the table”. Is it possible to add a stand
to the side or in front of the table? – especially useful for selling cards or accessories, it may
be possible to remove the table so people can walk around your stands/racks. Ask in
advance about the position of your stall – if you are against a wall you can use it to hang
your banner or display more goods – ask about which fixings you can use.
I always have a practise, almost like a stage rehearsal, even if it is the night before on my
kitchen table. I like to see what fabrics/colours look nice together. I always put my best
sellers near the front, work out what is going where. I like to use pretty storage to display my
items, like cake stands, pretty baskets, nice holders for all my fabric hearts. I think it makes
such a difference if things are displayed nicely and up to date/on trend. Mary – Polkadots
and Posies
Lighting – A well lit display will really help to show off your items, enquire about power
points in advance. Your light should illuminate your work, or highlight your best pieces –
ensure that they are not blinding for customers.
Access – Can people reach your items? Do you want people to? Think of ways to maximise
the number of people that can be at your stall or table. Picking an item up or being able to
get really close to it can only help with a sale – but beware of children’s sticky fingers. Place
your valuable items in elevated and stable positions.
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2.2 General functions of the major production tools,
equipment and stages of relevant workstations were correctly
planned and organised.
Applied arts
Example of a cup figuring a tortoise
Applied art is the application of design and aesthetics to objects of function and everyday
use. Whereas fine arts serve as intellectual stimulation to the viewer or academic
sensibilities as well as produced or intended primarily for beauty; the applied arts incorporate
design and creative ideals to objects of utility, such as a cup, magazine or decorative park
bench. There is considerable overlap between the field and that of the decorative arts; to
some extent they are alternative terms.
The fields of industrial design, graphic design, fashion design, interior design, decorative art
and functional art are altogether considered applied arts. In a creative and/or abstract
context, the fields of architecture and photography are considered applied arts. Many applied
art objects are collected, for instance ceramics, textiles, jewelry, glass, furniture, children's
toys, cars, electric guitars, as well as various forms of images produced in commercial
contexts, such as film posters or old advertisements.
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2.3 Sequence of production phases in the workplace were
prepared and organised to optimise production effectiveness.
Arts and crafts. It is a good
activity that allows you to release any creative juices that your brain may have been
producing for so long. It allows you to be busy with things and it allows you to put all those
creativity into something that is wonderful to look at. This is an activity that has been used for
a long time now by teachers and educators so as to learn more about their students as well
as let their students show just what they can do. Different materials are used for this and the
list includes wool.
However, when it comes to arts and crafts, one has to make sure that the aspect of design is
included in here. See, if it was all just about showing what you can do, you can create
something that is in your mind and yet it would not look like much to a lot of people. On the
other hand, if you put in design, you would be able to see that the finished product would be
something that not only you would be proud of it but it could also make other people marvel
at it as well.
Of course, there are plenty of designs that one can use when working with arts and crafts.
The world is a place filled with imagination and creativity and to say that a certain design
should only work is not the way the world works. In fact, this place allows people to show off
their artistic side at the very best. As long as it has aesthetic value, it is then a good one to
look at. It is all about knowing about what materials to use and what materials one should
not use.
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2.4 Raw material, tools and equipment for use in workplace
were prepared, organised and maintained.
Materials: Photo / paper mounting spray glue, straight blade shears (heavy duty
scissors), 14 ply white illustration board (heavier than poster board, get at an arts & crafts
or some office supply stores), wooden knobs (crafts store), and a set of geometric shapes
printed on colors of Astrobright card Stock (buy by the sheet at an office supply) using the
printouts in Montessori At Home! You will also need some contact cement & a sheet of
400 grit wet / dry sandpaper.
The knobs create a pincer grasp practice opportunity. Tracing objects is wonderful
practice for writing. As pictured in Montessori At Home!, many objects work for tracing
practice. Arts & crafts stores have all kinds of wooden crafts shapes you can glue knobs
onto and let your child trace. Box & jar lids, coasters, a protractor – many things work in
addition to geometric shapes.
You could make a set of these shapes in highly contrasting light and dark colors, or black &
white, and create an infant Mobile, attaching the knobs on the back & attaching the string
(duct tape, of course) to each at a spot on the knob where it will hang at an angle into the
baby’s direct line of sight, about 18 inches above the baby.
Be sure to introduce all the shape names using Three Step Lessons. In the new edition of
Montessori At Home! the names are on each shape. You can also make name cards using
index cards and a black marker.
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2.5 Housekeeping and safety procedures in the context of
production of craft product range were adhered to.
SAFE OPERATING PROCEDURE:
HOUSEKEEPING
Purpose
A clean workstation free of debris and clutter is critical to maintaining a safe work
environment. Housekeeping is a continual effort, but one where the rewards are far greater
than the effort. The proper management of routine tasks should be maintained at all times.
Poor housekeeping affects all aspects of safety and can result in both minor and major
incidents.
Application
Housekeeping is the responsibility of all employees. Employees are responsible for their
departments and any other locations they do work for Supervisors are responsible for
overseeing employees and insuring that proper housekeeping is maintained. If a problem
exists at any point the employee should contact a supervisor or complete a “Report of
Unsafe Conditions” form. Aspects of proper housekeeping practices are outlined in all safety
programs and trainings. This is a summary of the major housekeeping tasks that must be
maintained on a regular basis.
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General Housekeeping Rules
Floors, Aisles, and Ladders
1. All slip and trip hazards have been eliminated. If you see a potential hazard, stop and fix it
on the spot.
2. Floors are clean and free of excessive debris. Any cleaning schedules are maintained.
3. Aisles should not contain obstructions, a width of 3 feet shall be maintained.
4. Any grates or floorboards should be firmly secured.
5. The openings to stairways and ladders should be kept clear and free of debris.
Personal Protective Equipment
1. Gloves are available and worn where needed.
2. Safety glasses are worn at all times on the shop floor.
3. Safety sideshields are worn at all times.
4. Hearing protection is available (at 85db) and required (at 90db) in designated areas.
5. Respirators are to be kept clean and worn whenever painting in the spray booths.
Safety Procedures
1. No food and/or drink should be kept or consumed in the manufacturing area.
2. Long pants are to be worn at all times. Extremely dirty garment should be laundered.
3. Safety equipment should be maintained by the specific employee it has been assigned to.
Individually assigned safety equipment is for individual use only.
Fire Protection
1. Exits should never be obstructed for any reason.
2. All exterior doors should be maintained in a workable order.
3. Fire extinguishers are not to be blocked or used as hangers. Easy access must always be
maintained.
4. Shelving and stacked materials must always be at least 18” below any sprinkler heads.
Hazard Communication
1. All containers must be labelled as to their contents.
2. MSDS’s books must be kept organized and up to date with all current materials.
3. Chemicals must be properly stored when not in immediate use.
4. Any spills must be cleaned up immediately.
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Compressed Gases
1. Compressed gases must always be stored away from any heat sources.
2. Tanks should be secured (chained) to prevent accidental tipping.
3. Covers must be kept on the top of tanks not in use. They should be fastened hand tight.
4. Air hoses cannot be damaged and must be used properly and accordingly.
Electrical
1. All electrical cords used in the shop will have a ground cord. If the ground is damaged, it
must be repaired or replaced.
2. Frayed, cut, or damaged electrical cords must be disposed of and replaced.
3. Electrical breaker boxes are not to be blocked, a distance of 36” should be kept around
the boxes.
4. Electrical cords should not be strung over metal shelving, tables, parts, etc.
5. Electrical cords should not be used around liquids or in wet areas.
6. Temporary wiring should only be used with portable tools. Extension cords are to be
coiled and hung when not in use.
7. Electrical panels are to be kept closed at all times.
Machine Guarding
1. Guards should be used at all times.
2. Emergency stops must always be operable. Emergency stop buttons should be colored
bright red.
3. Lockout/tagout checklists should be available at all times.
In-plant material handling
1. Dock locks must always be operable and used.
2. Wheel chocks must be in place when loading a trailer.
3. Paths and aisles must be kept clear.
Emergency Control
1. Plumbed eye wash stations must be flushed and documented weekly. They are to be kept
free of debris.
2. Portable eye wash station must be filled and have conditioner added to the water, every
six months. The change-up must be documented.
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3. First aid supplies must be checked and maintained.
4. Blood borne pathogen kits must be maintained and be available for use at any time.
5. Emergency phone numbers should be posed by all phones in the shop.
6. Emergency lighting must be tested monthly, the test should be documented.
Any problems must be fixed immediately.
7. Evacuation maps for the facility need to be current and posted in conspicuous locations.
Maintenance
1. Aisle space of at least 3- must be kept around and waste storage drums.
2. Grinder tongue and toe guards must be adjusted to 1/8” and ¼” respectively.
3. Overhead cranes must be visually inspected prior to use. Frequent and periodic checks
must also be maintained and documented.
Employees must be trained in all the required training’s. Missed sessions must be made up.
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2.6 Environmental sustainability criteria were considered
during the preparation and organising of the workplace for
craft production.
Sustainability lies in the interplay of environmental quality, economic vitality and social
equity. Sustainable development can be defined as: ‘a dynamic process which enables all
people to realize their potential and to improve their quality of life in ways which
simultaneously protect and enhance the Earth’s life support systems’. (Forum for the
Future). It is a process of moving towards sustainability. It can also be described as
'securing quality of life within the limits of nature' (Mathis Wakernagel).
In order to increase the quality of dialogue about sustainable development, it is helpful to
decide on a clear set of criteria, which can be used as a basis for decision making and
education. A clear mental model, focussing on agreed - upon principles, enhances
communication as well as opportunities for creativity in planning how to achieve sustainable
development.
These criteria act as a platform for communication, policy and strategic planning. The
Natural Step (TNS) 1 model provides a framework for such criteria, based on consensus
derived scientific principles and a systems approach to sustainability. The basic idea behind
these criteria is to determine what is sustainable about the eco-cycle, then to ask what is it
that we are doing as a society which is unsustainable. To know how to be sustainable, we
must first understand what is an unsustainable, condition which cannot be breached in the
long term. These criteria for un-sustainability can be derived from asking the question - what
is it that we are doing which has no precedent in ecological history? From this, we can
determine what behaviours do have precedent in ecological history, and use these as the
basis for decision making and creative design of ways to increase quality of life. Holocene
coined the term SUN stainability in 1998 because the term Sustainability is often used
without reference to ecology and the vitality of the biosphere. Sustainable implies the
capacity to continue within the sun-driven cycle of ecology, without which there would be no
economy or society. This capacity for continuance is a dynamic process that requires the
global economy to work within the earth's life-support systems.
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Balance of flows
In order for a society to be sustainable, nature's functions and
diversity are not systematically subject to increasing
concentrations of substances extracted from the Earth's crust.
Living off current solar income, not the principal
This criteria covers global climate change and other
potential problems such as acid rain, due to the
accumulation of fossil fuels and their by-products in the
biosphere.
Metals and other minerals must not be extracted at a
faster rate than their re-deposit and reintegration into
the earth's crust. Heavy metals, such as lead, mercury
and cadmium, must not systematically accumulate in
the biosphere.
Cycling of matter
In order for a society to be sustainable, nature's functions and diversity are
not systematically subject to increasing concentrations of substances
extracted from the Earth's crust.
No reliance on persistent synthetic compounds, or human-made
substances that cannot be broken down and cycled in natural systems
Human made substances not be produced at a rate faster than their
assimilation in the biosphere.
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Ecosystem integrity
In order for a society to be sustainable, nature's functions
and diversity are not systematically impoverished by
overharvesting or other forms of ecosystem manipulation.
The productive surfaces of the biosphere must not be
diminished in quality or quantity.
We must not harvest more from the biosphere than
can be recreated and renewed.
Biodiversity and diversity of habitats are essential for
ecosystem integrity.
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This sign illustrate the practical tasks activities that
needs to be completed
Assignment: Task 04
The importance of planing for the workstation for production purposes
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
Learner guide –Module: 04
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This sign illustrates the research project needs to
be completed Project: Task 05
List the general functions of the major production tools, equipment and stages of relevant
workstations were correctly planned and organised.
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
Learner guide –Module: 04
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SECTION 3: Allocate production teams.
Specific Outcome
On completion of this section you will be able to: Allocate
production teams.
Assessment Criteria
Production phases of production of craft product range were identified and
described. (SO 3, AC 1)
Team members' strengths and weaknesses according to production of craft
product range were identified. (SO 3, AC 2)
Production team members were aligned to appropriate phase of production
process. (SO 3, AC 3)
Performance and training needs of each team member were identified and
addressed to. (SO 3, AC 4)
Team members were correctly informed as to their task. (SO 3, AC 5)
Daily production problems can be solved. (SO 3, AC 6)
(SO 3, AC 6)
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3.1 Production phases of production of craft product range
were identified and described
Craft production
A craftsman making boxes in the manner of the 19th century Shakers.
Craft production is the process of manufacturing by hand with or without the aid of tools.
The term Craft production refers to a manufacturing technique applied in the hobbies of
Handicraft but was also the common method of manufacture in the pre-industrialized world.
For example, the production of pottery uses methods of craft production.
A side effect of the craft manufacturing process is that the final product is unique. While the
product may be of extremely high quality, the uniqueness can be detrimental as seen in the
case of early automobiles.
Womack, Jones and Roos in the book The Machine That Changed the World detailed that
early automobiles were craft produced. Because each vehicle was unique, replacement
parts had to be manufactured from scratch or at least customized to fit a specific vehicle.
The advent of Mass production and the standardization of replacement parts guaranteed a
parts' compatibility with a variety of vehicle models.
Mass production has many drawbacks to craft production, including that production quality
can be lower than a craft-produced item. For example, in some mass-production automobile
manufacturing facilities, craftsmen rework flawed, mass-produced vehicles to give the
appearance of a quality product.
Lean manufacturing aims to bring back or exceed the quality of craft production and remedy
the inefficiency of mass production through the elimination of waste.
Craft Economy
Craft production at the Community Scale
Craft production is a part of the informal economy in many cities, such as Istanbul, Turkey
where the informal craft economy is a vital source of income for the Turkish craftspeople
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(Yagiz, 2011). Craft markets are highly dependent on social interactions, and verbal training
which results in variations in the goods produced. Often, the craft economy consists of craft
neighbourhoods, by which a community is structured on the craft activity present in the area
(Urban, 2004).
Often used in the household, many craft goods such as historic Muman Pottery in Korea,
originated from the need for economic alternatives to meet household needs. Changes in the
craft economies have often coincided with changes in household organization, and social
transformations, as in Korea in the Early to Middle Mumun Period(Ko, 2006.
Given that craft production requires an intimate knowledge of methods of production from an
experienced individual of that craft, the connectedness between trades people is highly
evident in craft communities. The production of many crafts have a high technical demand,
and therefore require full-time specialization of the skill-set in the form of workshops, or
verbal, hands-on training (Schortman, 2004. The verbal interaction between teacher and
student encourages strong social bonds, which ultimately leads to cohesive communities,
typical of modern day craft communities.
Craft Economies & Location
Craft economies are highly related to place. Craft-specialization explores how portable
goods are integral to the social relations of a community, and links groups of people together
through the creation of tangible items (Yagiz, 2011).
Places where craft economic activity is taking place indicate strong linkages between
sociopolitical organization and societal complexity (Bayman, 1999). These communities are
often tight-knit, with strong linkages to materials produced and sold, as well as mutual
respect for fellow tradesmen in the market place.
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3.2 Team members' strengths and weaknesses according to
production of craft product range were identified.
How to Be a Good Team Player
Have you worked for teams where everyone pitches in, and you all work together in perfect
harmony? Do you always play to your strengths in a team, or are there times when the group
you're in just doesn't gel? Either way, team working is such a vital way of completing projects
that it's worth developing and refining the skills that will help you make a valuable
contribution to whichever type of team you're in.
Sports teams are perfect examples of how many players working together can achieve much
more than one player who is acting alone. For example, you may not be the best goal
scorer, but you're great at moving the ball forward. You know that if you pass that ball to the
person who can score, the team has a better chance of winning. Everyone on the team
plays a different role, according to their strengths – and by helping and encouraging one
another along the way, you can make some inspiring things happen.
Off the sports pitch and back in the workplace, we hear the term "good team player" a lot.
But what does this really mean in a business context? What do leaders want from their team
members, and how can you make a more significant contribution to your team?
These are some of the questions we address in this article. We show you what makes a
good team player, and we offer some tips on how to make a bigger contribution in the future.
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The Importance of a Good Team Player
Teams are created for several reasons. They may need to deliver a one-time project, or
work together on an on-going basis. Either way, if you take advantage of a group's collective
energy and creativity, the team can accomplish much more in less time.
What does this mean for you? Well, teams are probably an integral part of how things are
done in your organization. If you show that you have the ability to work well with others, this
could have a major impact on your career.
Being a valuable team member can open new career opportunities, because leaders may
see firsthand what a great job you're doing. You may even be invited to bring your strengths
into play in another team setting – and in higher profile, business-critical projects. This is why
learning to be a good team player is so important. If you make a good impression, you never
know what possibilities might open for you.
Use Your Strengths
Do you know what you do best?
Perhaps you're incredibly organized. Or, you might excel at motivating people, helping
resolve disagreement, or researching hard-to-find information.
Whatever your strengths, you have something valuable to offer. Find a role within your team
that allows you to do what you do well. This will help you make a meaningful contribution –
and increase your chances of doing a great job. Plus, it's usually much easier, and more
satisfying, to do tasks when you're naturally good at them.
Teams usually come together to handle an issue that's difficult, if not impossible, for people
to do on their own. When a group works well together, creativity levels are generally higher,
as people tap into one another's strengths. This often leads to increased productivity, and an
inspiring sense of collaboration and cooperation that moves everyone – and the project –
forward.
The most successful teams don't just combine different technical skills; they also allow
members to take on more general roles that cross traditional functional lines. Here, we've
outlined three different models, which show you what these roles are. If you'd like to know
more – or to help you discover which roles are best for you – then click on the links below.
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Team Roles
These roles are as follows:
Shapers – people who challenge the team to improve.
Implementers – the people who get things done.
Completer-Finishers – the people who see that projects are completed thoroughly.
Coordinators – people who take on the traditional team leader role.
Team Workers – people who are negotiators, and make sure the team is working
together.
Resource Investigators – people who work with external stakeholders to help the
team meet its objectives.
Plants – people who come up with new ideas and approaches.
Monitor-Evaluators – people who analyze and evaluate ideas that other people come
up with.
Specialists – people with specialist knowledge that's needed to get the job done.
Team leaders use the Belbin model to make sure there is the right balance of strengths and
weaknesses on their team.
Group Roles
Some people are helpful and supportive, some people just want to get the job done, and
some cause disagreement within the team.
There are 26 different group roles, which can be played by one or more people within the
team. Those roles are divided into the following categories:
Task Roles – the roles needed to take a project step-by-step through to completion.
Roles include Information Seeker, Opinion Giver, and Evaluator/Critic.
Personal and/or Social Roles – these roles help the group function well, and include
Encourager, Compromiser, and Gatekeeper/Expediter.
Dysfunctional and/or Individualistic Roles – these roles cause discord in the group,
and can disrupt progress. The roles include Aggressor, Dominator, and Recognition
Seeker.
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Team Management Profile
. The eight role preferences are:
Reporter/Adviser – people who gather information, and help others understand
what's going on.
Creator/Innovator – people who look for different ways to view things.
Explorer/Promoter – persuasive people who are able to influence others easily.
Assessor/Developer – people who evaluate and analyze.
Thruster/Organizer – results-oriented people who make things happen.
Concluder/Producer – efficient individuals who complete activities according to plan,
and on schedule.
Controller/Inspector – the 'facts and figures' people who control the details, and
make sure standards are met.
Upholder/Maintainer – people who hold the team together, looking after the
emotional and social needs of the group.
There is also a "linker" role, to coordinate everyone's work, which is generally carried out by
the team leader.
Understand the Team's Objectives
On the occasions that teams don't function well, it's often because there's a lack of
communication and understanding about what the group's objectives are.
If you want to be a good team player, make sure you understand the group's goals. Ask key
questions like these:
Why are we here?
What is the 'perfect ending' to this project?
What is our deadline?
How often will we meet?
What is our budget?
Who is in charge of implementing our ideas?
What roles and responsibilities will each of us have?
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Be clear about what you're there to do. This will help you complete your tasks to the best of
your abilities.
Be Reliable
We've probably all worked with people who have made promises they didn't keep. It's
frustrating when someone says one thing and does another, and it can really slow a group's
progress.
You can be a valuable asset to your team simply by delivering what you said you would do –
on time. For some people, it's all too easy (and, unfortunately, quite common) to make
promises they can't keep. But you may really surprise and impress people by following
through on what you say you'll do. If you commit to completing something for the group by
the end of the day, make sure you do it. If you say you'll attend the 5:30 meeting, don't be
late.
Being reliable also applies to the work you do for the group. If you have high standards,
people will depend on you to produce quality work. If your output is excellent one day, but
only average the next, the team may regard you as being unreliable.
Be a Good Communicator
Be involved and active within the group. If you sit silently while someone else discusses an
idea that you know won't work, you could damage the team's chances of achieving its
outcomes. If you're got an alternative suggestion that might be more effective, then share it
with the group.
The opposite applies as well: If people discuss a plan that you think is great, then speak up.
Tell them what an inspiring idea you think it is. They might really need and appreciate your
support, even if they don't show it.
When you communicate with your team members – whether showing support, or challenging
their thinking – it's important to stay positive and respectful. Even if you disagree with
someone, don't become emotional. Being objective and fair will make a good impression;
getting upset and angry won't.
Stay Flexible
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If you've ever worked with a team, you probably know that things can change quickly.
People may join or leave the group, budgets may be reduced, or goals may be redefined.
The best team players know how to be flexible. They don't fight change – instead, they see it
as a new opportunity for growth.
You may find that that the group members, the approaches you use, and the goals you
started with have all changed by the time you've finished. By staying flexible, you can take
advantage of the new opportunities that arise during the project, and you'll be able to help
others do the same.
Your willingness to remain comfortable and positive in a constantly changing environment is
an important business skill – and your boss will likely notice.
Tips for Being a Good Team Member
Don't cherry-pick projects. It can be tempting to choose only those projects that
seem easier, or ones that offer more benefits. But if you choose more difficult
projects, and accept what's offered to you, you'll earn a reputation for being a hard
worker. Your boss will notice your willingness to take on a challenge, and it will pay
off in the long term.
Support other people on your team by offering positive feedback, and providing help
if they need it. Your willingness to collaborate and help others will make a good
impression on both the group and upper management.
Share information and resources with your team. Remember, you're all there for one
purpose – and by keeping everyone informed, you contribute to that goal. If you have
past experiences or knowledge that can help others, then offer it. They'll appreciate
the help.
Keep a positive attitude. If you complain, delay, or give the tough assignments to
others, people will notice – and they may start to avoid you. A positive attitude can
be a refreshing change, and it will help others stay focused and productive as well.
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3.3 Production team members were aligned to appropriate
phase of production process.
1. Plant (PL)
Advancing new ideas and strategies with special attention to major issues and
looking for possible breaks in approach to the problem that the group is
confronting.
2. Resource Investigator (RI)
Exploring and reporting on ideas, developments and resources outside the group,
creating external contacts that may be useful to the team and conducting
negotiations.
3. Co-ordinator (CO)
Controlling the way in which the team moves forward towards the group
objectives by making the best use of team resources; recognising where the
team's strengths and weaknesses lie and ensuring the best use is made of each
members potential.
4. Shaper (SH)
Shaping the way in which the team effort is applied, directing attention generally
to the setting of objectives and priorities and seeking to impose some shape or
pattern on group discussion and on the outcome of group activities.
5. Monitor Evaluator (ME)
Analysing problems, evaluating ideas and suggestions so that the team is better
placed to take balanced decisions.
6. Team Worker (TW)
Supporting members in their strengths; eg. Building on suggestions, underpinning
members in their shortcomings, improving communications between members
and fostering team spirit generally.
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7. Implementer (IMP)
Turning concepts and ideas into practical working procedures; carrying out agreed
plans systematically and efficiently.
8. Completer Finisher (CF)
Ensuring the team is protected as far as possible from mistakes of both
commission and omission; actively searching for aspects of work that need a
more than usual degree of attention; and maintaining a sense of urgency within
the team.
9. Specialist (SP)
Feeding technical information into the group Translating from general into
technical terms Contributing a professional viewpoint on the subject under
discussion
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3.4 Performance and training needs of each team member
were identified and addressed to. Understanding Developmental Needs
.
While most managers know that training is essential for team success, many don't take the
time to understand team members' individual needs.
Only by doing this can they ensure that their people have the skills and knowledge they need
to perform well and meet their objectives.
However, how do you know who needs what training? And, how do you avoid wasting time
and money on unnecessary training activities?
In this article we'll explore the importance of understanding your people's developmental
needs, and we'll look at a process that you can use to do this effectively.
Why Understand Individual Needs?
Clearly, some training needs will be universal, and will apply to many, if not all, of your team
members. However, everyone on your team is unique; they have different skills, different
levels of understanding, and different responsibilities and objectives.
Therefore, training and development shouldn't follow a "one size fits all" approach if you
want it to be effective. Instead, you need to take the time to understand the training that each
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individual needs, so that you can provide the right training for the right people. As well as
improving performance, this saves time, resources, and money.
With this tailored approach, your people will also feel more empowered, and they'll be able
to link what they learn to their own personal objectives. This boosts well-being and morale.
Identifying Developmental Needs
The six steps below, which we've adapted from the American Society for Training and
Development's Strategic Needs Analysis, will help you better understand people's training
needs:
1. Reviewing team members' job descriptions.
2. Meeting with them.
3. Observing them at work.
4. Gathering additional data.
5. Analyzing and preparing data.
6. Determining action steps.
Let's look at each step in greater detail.
Step 1: Review Team Members' Job Descriptions
Start by thinking about what work your team members should be doing – this will be defined
by their job descriptions. Identify the skills that they may need to do things well.
Tip:
Job descriptions can get out of date. Before using them to think about training, ensure that
they fairly reflect what individual team members actually do.
Step 2: Meeting with Team Members
Your next step is to meet one-on-one with each member of your team. Your goal here is to
have an open talk about the kind of training and development that they think they need to
work effectively and develop their career.
They might not feel that they need any training at all, so it's important to be up front about
your discussion. Use your emotional intelligence, as well as good questioning
techniques and active listening, to communicate with sensitivity and respect.
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Ask the following questions to get a better understanding of your people's training needs:
What challenges do you face every day?
What is most frustrating about your role?
What areas of your role, or the organization, do you wish you knew more about?
What skills or additional training would help you work more productively or
effectively?
Then, talk to them about what they would like to get out of additional training, and ask them
to visualize the outcomes that they'd like to achieve. What does this future look like to them?
Also, find out more about their personal goals, and think about how well these goals align
with the organization's objectives. Ideally, training and development will help them in both
of these areas.
Tip 1:
You can pick up some important clues about people's needs by observing their body
language. For instance, if they start to fidget and lower their eyes when you talk about their
computer skills, it could indicate that they don't feel comfortable in this area.
Tip 2:
You may find it easier to incorporate this step into a feedback session or appraisal.
Step 3: Observing Team Members at Work
Next, keep an eye on how well your team members are doing with key tasks. (If appropriate,
use an approach like Management by Walking Around to do this.)
For instance, could they be quicker with key tasks, or are they procrastinating on projects?
This might indicate that they're not confident in their abilities, or are not sufficiently well
trained in key skill areas.
Try to be fair and straightforward when you do this. If team members know that you're
watching them, they might act differently, but if they discover that you're watching secretly, it
could damage the trust they have in you. So be sensitive, ask open questions, and, where
appropriate, explain your actions.
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Tip:
Once you've observed people working, it can be useful to confirm your assessment by
setting specific, time-bound tasks that give them the opportunity to demonstrate their skills
and abilities. Do this positively, though – don't set people up to fail.
Step 4: Gathering Additional Data
If you approach data gathering in a sensitive way, you can learn a lot from others who work
closely with the person you want to assess.
These people could include internal or external clients, past bosses, or even peers and co-
workers.
Remember the following while gathering information from these sources:
Make sure that you don't undermine the person's dignity, and that you respect the
context. For example, in some cultures, it may be acceptable to talk openly to co-
workers. In others, you will have to do this with a lot of sensitivity, if you do it at all.
Avoid unfocused generalizations. Ask people to back up their comments with specific
examples.
You can also use information from past appraisals or feedback sessions.
Step 5: Analyzing and Preparing Data
Now, look closely at the information you gathered in the first four steps. What trends do you
see? What skills did your team members say they needed? Are there any skills gaps?
Your goal here is to bring together the most relevant information, so that you can create a
training plan for each team member.
Step 6: Determining Action Steps
By now, you should have a good idea of the training and development that each person on
your team needs. Your last step is to decide what you're going to do to make it happen.
There are several training and development options to consider:
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On-the-Job Training – this is when team members shadow more experienced team
members to learn a new skill. This type of training is easy and cost-effective to set
up.
Instructor-Led Training – this is similar to a "class," where an experienced
consultant, expert, or trainer teaches a group.
Online Training and E-Learning – this can be particularly convenient and cost-
effective.
Cross-Training – this teaches team members how to perform the tasks of their
colleagues. Cross-training helps you create a flexible team, and can lead to higher
morale and job satisfaction.
Active Training – Active Training involves games, group learning, and practical
exercises. This type of training is often effective, because it pushes people to get
involved and be engaged.
Mentoring or Coaching – these can be effective for helping your team members
develop professionally and learn new skills.
Make sure that you take into account people's individual learning styles before you commit
to any one training program. Remember, everyone learns differently; your training will be
most effective if you customize it to accommodate everyone's best learning style. A cost
benefit analysis might also be helpful here, especially if the training you're considering is
expensive.
Also, help your team members get the most from their training. Encourage them to arrive
on time, take notes, and communicate with their instructor and each other, about what they
have learned. It might also be helpful to perform a type of "after action review" to see how
the training went.
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3.5 Team members were correctly informed as to their task.
Team Cohesion Defined
One definition of cohesion is “a group property with individual manifestations of feelings of
belongingness or attraction to the group” (Lieberman et al., 1973: 337). It is generally
accepted that group cohesion and performance are associated. “However, the issue of a
cause/effect relationship between group cohesion and performance is not completely
resolved. Generally, there tend to be more studies supporting a positive relationship
between group cohesion and performance.” With that in mind the following article is an
effort to enhance group/team cohesion and as a result help improve group/team
performance.
The Question
What is team cohesiveness and why does it matter to an organization to have cohesiveness
within its teams?
Team Composition
How to promote team cohesion when selecting and identifying diversity within teams
In their journal article Beyond Relational Demography: Time and the Effects of Surface- and
Deep-Level Diversity on Work Group Cohesion, David A. Harrison, Kenneth H. Price, and
Myrtle P. Bell discuss the composition of teams and its effect on cohesiveness. They
describe two different categories of diversity, namely surface level and deeper level.
Surface-Level Diversity:
Surface level attributes are “immutable [and] almost immediately observable.”Such attributes
include age, sex, and race/ethnicity. In general, the findings have been fairly inconsistent
within and across studies as to how diversity in these areas affect team cohesion.
Deep-Level Diversity:
Deep-level diversity includes differences among members’ attitudes, beliefs, and values.
These attributes are less apparent than surface-level differences and are “learned through
extended, individualized interaction and information gathering.” They are communicated
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3.6 Daily production problems can be solved.
Eight Disciplines Problem Solving
Eight Disciplines Problem Solving (8D) is a method used to approach and to resolve
problems, typically employed by quality engineers or other professionals. Its purpose is to
identify, correct and eliminate recurring problems, and it is useful in product and process
improvement. It establishes a permanent corrective action based on statistical analysis of
the problem (when appropriate) and focuses on the origin of the problem by determining its
root causes. Although it originally comprised eight stages, or 'disciplines', it was later
augmented by an initial planning stage. The 8D follows the logic of the PDCA cycle. The
disciplines are:
D0: Plan: Plan for solving the problem and determine the prerequisites.
D1: Use a Team: Establish a team of people with product/process knowledge.
D2: Define and describe the Problem: Specify the problem by identifying in
quantifiable terms the who, what, where, when, why, how, and how many (5W2H) for
the problem.
D3: Develop Interim Containment Plan; Implement and verify Interim Actions:
Define and implement containment actions to isolate the problem from any customer.
D4: Determine, Identify, and Verify Root Causes and Escape Points: Identify all
applicable causes that could explain why the problem has occurred. Also identify why
the problem has not been noticed at the time it occurred. All causes shall be verified
or proved, not determined by fuzzy brainstorming. One can use five whys or Ishikawa
diagrams to map causes against the effect or problem identified.
D5: Choose and Verify Permanent Corrections (PCs) for Problem/Non
Conformity: Through pre-production programs quantitatively confirm that the
selected correction will resolve the problem for the customer. (Verify the correction
will actually solve the problem)
D6: Implement and Validate Corrective Actions: Define and Implement the best
corrective actions.
D7: Take Preventive Measures: Modify the management systems, operation
systems, practices, and procedures to prevent recurrence of this and all similar
problems.
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D8: Congratulate Your Team: Recognize the collective efforts of the team. The
team needs to be formally thanked by the organization.
8D has become a standard in the auto, assembly and other industries that require a
thorough structured problem solving process using a team approach.
History
8D methodology despite what is generally thought has not been created by Ford but by the
U.S. Department of Defense (DOD) in 1974. The standard, which described 8D, was named:
“MIL-STD 1520 Corrective Action and Disposition System for Nonconforming Material”
Standard was officially abolished in 1995, but the 8D methodology has been propagated by
Ford in the automotive industry and is well known to many companies in the electronics
industry.
Ford's perspective
The executives of the Powertrain Organization (transmissions, chassis, engines) wanted a
methodology where teams (design engineering, manufacturing engineering, and production)
could work on recurring problems. In 1986, the assignment was given to develop a manual
and a subsequent course that would achieve a new approach to solving tough engineering
design and manufacturing problems. The manual for this methodology was documented and
defined in Team Oriented Problem Solving (TOPS), first published in 1987. The manual and
subsequent course material was piloted at Ford world headquarters in Dearborn, Michigan.
Many changes and revisions were made based on feedback from the pilot sessions. This
has been Ford's approach to problem solving ever since. It was never based on any military
standard or other existing problem solving methodology. Ford refers to their current variant
as G8D (Global 8D).
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This sign illustrate the practical tasks activities that
needs to be completed
Assignment: Task 06
Demonstrate the production phases of production of craft product range were identified and
described.
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates the research project needs to
be completed Project: Task 07
Describe the teams weakness and streangths
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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SECTION 4: Develop and apply production schedules.
Specific Outcome
On completion of this section you will be able to: Develop
and apply production schedules.
Assessment Criteria
Production phases of production of craft product range were identified and
developed (SO 4, AC 1)
Realistic duration of production schedule were determine (SO 4, AC 2)
A production schedule was developed that include all phases of production
(SO 4, AC 3)
Relevant and effective quality assurance measures were in place for
applying production schedule of craft product range (SO 4, AC 4)
Support activities and functions for team members during a production
schedule were planned, organised and performed. (SO 4, AC 5)
All issues arising during the production schedule were identified and dealt
with. (SO 4, AC 6)
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4.1 Production phases of production of craft product range
were identified and developed.
Craft production at the Community Scale
Craft production is a part of the informal economy in many cities, such as Istanbul, Turkey
where the informal craft economy is a vital source of income for the Turkish craftspeople
(Yagiz, 2011). Craft markets are highly dependent on social interactions, and verbal training
which results in variations in the goods produced. Often, the craft economy consists of craft
neighborhoods, by which a community is structured on the craft activity present in the area
(Urban, 2004).
Often used in the household, many craft goods such as historic Muman Pottery in Korea,
originated from the need for economic alternatives to meet household needs. Changes in the
craft economies have often coincided with changes in household organization, and social
transformations, as in Korea in the Early to Middle Mumun Period(Ko, 2006.
Given that craft production requires an intimate knowledge of methods of production from an
experienced individual of that craft, the connectedness between trades people is highly
evident in craft communities. The production of many crafts have a high technical demand,
and therefore require full-time specialization of the skill-set in the form of workshops, or
verbal, hands-on training (Schortman, 2004. The verbal interaction between teacher and
student encourages strong social bonds, which ultimately leads to cohesive communities,
typical of modern day craft communities.
Craft Economies & Location
Craft economies are highly related to place. Craft-specialization explores how portable
goods are integral to the social relations of a community, and links groups of people together
through the creation of tangible items (Yagiz, 2011).
Places where craft economic activity is taking place indicate strong linkages between
sociopolitical organization and societal complexity (Bayman, 1999). These communities are
often tight-knit, with strong linkages to materials produced and sold, as well as mutual
respect for fellow tradesmen in the market place.
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4.2 Realistic duration of production schedule were
determine.
Crafting a realistic budget for your documentary is important to avoid a host of financial
headaches, and to avoid presenting a red flag to funders. It is best achieved only after a
detailed treatment (or script) is completed to enable a good estimate of the number of
shooting days and locations required. The closer you, as producer, can come to a detailed
shooting script (which then enables listing all elements of prep, production, and post) the
more accurate your estimate of shooting days (and other line items) will be and the more
realistic your budget will be. Since most documentary-makers don’t develop a full script and
shooting script before production, you will most likely need to develop the most detailed
treatment possible that can be broken down into locations, interviewees, verite scenes,
travel expenses and total shooting days. Then, you’ll need to estimate the number of pre-
production and post-production days, and research current rates for crew, gear and post-
production facilities, and any other line items you’re unsure about. You should most definitely
be prepared to use a spreadsheet program like Excel.
Among the other initial questions to answer before beginning to budget are: film or video;
and if video, what format? For this article, I’ll assume that you’re shooting in digital video
(mini-DV or DVCAM—by far, the most popular [and sensible] formats for low-budget docs). If
you’re planning to shoot in Betacam, HD or 16mm, you’re most likely very experienced with
budgeting and documentary-making, and don’t need much advice (or shouldn’t). With a 20 to
1 shooting ratio (very low for most docs), a 16mm film budget could total at least twice that of
a mini-DV budget (unless you own your own Eclair NPR, Nagra and flatbed). Film and
processing can be budget busters.
To estimate post-production time, know that most hour-long documentaries (with paid pro
editors) take about 14-20 weeks in editing after logging and transcribing. Some take a year,
but no funder likes to see that in a budget. Most half-hour docs would take slightly over half
as long, 8-11 weeks. But if you’ve shot 100 hours of video, it may take you four months to
log and transcribe your footage. And it’s extremely difficult to edit interviews without
transcripts.
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4.3 A production schedule was developed that include all
phases of production.
Handicraft
A handicraft Selling-Factory shop, Isfahan-Iran
A handicraft, sometimes more precisely expressed as artisanal handicraft, is any of a
wide variety of types of work where useful and decorative objects are made completely by
hand or by using only simple tools. It is a traditional main sector of craft, and applies to a
wide range of creative and design activities that are related to making things with one's
hands and skill, including work with textiles, moldable and rigid materials, paper, plant fibers,
etc. Usually the term is applied to traditional techniques of creating items (whether for
personal use or as products) that are both practical and aesthetic.
Collective terms for handicrafts include artisanry, handicrafting, crafting, and
handicraftsmanship. The term arts and crafts is also applied, especially in the United
States and mostly to hobbyists' and children's output rather than items crafted for daily use,
but this distinction is not formal, and the term is easily confused with the Arts and Crafts
design movement, which is in fact as practical as it is aesthetic.
Handicrafting has its roots in the rural crafts—the material-goods necessities—of ancient
civilizations, and many specific crafts have been practiced for centuries, while others are
modern inventions, or popularizations of crafts which were originally practiced in a limited
geographic area.
Many handcrafters use natural, even entirely indigenous, materials while others may prefer
modern, non-traditional materials, and even up cycle industrial materials. The individual
artisanship of a handcrafted item is the paramount criterion; those made by mass production
or machines are not handicraft goods.
Seen as developing the skills and creative interests of students, generally and sometimes
towards a particular craft or trade, handicrafts are often integrated into educational systems,
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both informally and formally. Most crafts require the development of skill and the application
of patience, but can be learned by virtually anyone.
Like folk art, handicraft output often has cultural and/or religious significance, and
increasingly may have a political message as well, as in craftivism. Many crafts become very
popular for brief periods of time (a few months, or a few years), spreading rapidly among the
crafting population as everyone emulates the first examples, then their popularity wanes until
a later resurgence.
History in the Indian subcontinent, 3000 BCE – 600s CE
Indian handicraft
Crafts of India
The history of handicrafts in the areas generally now comprising India and Pakistan is
ancient, dating back almost 5000 years. The first surviving written references to handicrafts
in the Indian subcontinent can be found from the Moen jo Daro, Sindh Indus Valley
civilization (3000–1700 BCE). As in other cultures, the craft tradition in India has long
involved religious beliefs, local needs of the commoners, as well as the special needs of the
patrons and royalty, along with an eye for foreign and domestic trade. These craft traditions
have withstood numerous foreign invasions and continue to flourish, owing to the multi-
cultural, assimilative nature of Indian society and its openness to new ideas.
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4.4 Relevant and effective quality assurance measures were
in place for applying production schedule of craft product range
Craft production in South Africa contributes significantly to the economic sector. In 1997,
estimates indicated that craft generated R3.5 billion annually – at a national level – and
employed over 1.2 million people. In 2002, figures for just KwaZulu-Natal indicated that craft
generated nearly R1 billion annually.
Craft provides an entry point to the economy for thousands of marginalised people, the
majority of whom are women. Barriers to entry are low as it draws on existing social/cultural
and human capital and, where production is home-based, it allows flexibility to engage in
livelihood activities (agriculture, child-care, food-provision etc). In addition, it builds broad
life-skills, promotes expression of cultural heritage and affords the opportunity to engage
across a range of other economic sectors (tourism, culture and heritage, manufacturing, and
retail).
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4.5 Support activities and functions for team members
during a production schedule were planned, organised and
performed.
The Process of Positive Behavior Support
The following steps are essential to the process of PBS.
1. Building a Behavior Support Team-PBS begins by developing a team of the key
stakeholders or individuals who are most involved in the child’s life. This team
should include the family and early educator, but also may include friends, other
family members, therapists, and other instructional or administrative personnel.
2. Person-Centered Planning-Person-centered planning provides a process for bringing
the team together to discuss their vision and dreams for the child. Person-centered
planning is a strength-based process that is a celebration of the child and a
mechanism of establishing the commitment of the team members to supporting the
child and family.
3. Functional Behavioral Assessment-Functional assessment is a process for
determining the function of the child’s problem behavior. Functional Assessment or
Functional Behavioral Assessment (FBA) involves the collection of data,
observations, and information to develop a clear understanding of the relationship of
events and circumstances that trigger and maintain problem behavior.
4. Hypothesis Development-The functional assessment process is completed with the
development of a behavior hypothesis statement. The behavior hypothesis
statements summarize what is known about triggers, behaviors, and maintaining
consequences and offers an informed guess about the purpose of the problem
behavior.
5. Behavior Support Plan Development-Once behavior hypotheses statements are
developed to summarize the data gathered from the functional assessment process,
the team can develop a behavior support plan. Essential components of the
behavior support plan are prevention strategies, the instruction of replacement skills,
new ways to respond to problem behavior, and lifestyle outcome goals.
6. Monitoring Outcomes-The effectiveness of the behavior support plan must be
monitored. This monitoring includes measurement of changes in problem behavior
and the achievement of new skills and lifestyle outcomes.
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Step One: Building a Behavior Support Team
Positive Behavior Support (PBS) begins by building a behavior support team of key
individuals and stakeholders who are most involved in the child’s life. Team members
collaborate in multiple ways in order to develop, implement, and monitor a child’s support
plan. The collaborative process of PBS includes the following steps:
All these steps are essential to successful teaming and in developing a Positive Behavior
Support Plan. When developing a behavior support team one must ask the following
questions:
WHO are the key stakeholders and individuals in this child’s life?
WHY is collaborative teaming a key element of PBS for this child?
WHAT do we need to do to make this a successful collaborative experience that will benefit
the child and family?
HOW are we going to promote the active participation of the family and all team members in
the behavior support planning process?
WHO are the key stakeholders and individuals in this child’s life?
Potential team members include anyone who the family or teacher feels knows the child well
and will be a part of the behavior support process. Parents and family are absolutely
essential to the PBS teaming process. The goal is to create a team that represents all of the
adults who will interact with the child in the natural environment. When that occurs, the team
will be able to develop a behavior support plan that can be used across environments. Plans
that are consistent across environments are more likely to be effective and new skills are
more likely to be learned and generalized. Other potential members can include therapists,
administrative staff, program consultants or resource professionals, and possibly even other
key stakeholders (such as, extended care providers, individuals who transport the child, or
even medical professionals).
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WHY is collaborative teaming a key element of PBS for this child?
Collaborative teaming is based on the idea that all team members have contributions to the
development, implementation, and monitoring of a behavior support plan. When the family is
a part of the process from the beginning, and are encouraged to participate in the PBS
process from functional assessment to plan implementation, they are more likely to “buy in”
to the support plan and implement the plan with fidelity. In addition, the parents will learn to
view behavior as purposeful and may be able to develop support strategies as their child
moves to new settings or situations. Because collaborative teaming is a key element in PBS,
the family builds a large foundation of knowledge about why their child uses problem
behavior and a better understanding of how to teach their child new skills to use in place of
problem behavior. The family is better able to use problem-solving skills in the future to
support their child. Collaboration is a gift of family empowerment.
Strategies for Teaming with Families in the Process of PBS
WHAT do we need to do to make this a successful collaborative experience that will
benefit the child and family?
Collaboration is delicate process. Success is achieved when all team members are actively
involved in the behavior support process and when each team member feels that their
contributions are valued and important. Effective teaming relies on good leadership. The
leader of the team is the one who facilitates active participation from team members and
reflects on the family’s goals and voice in those instances where the family members choose
not to lead the team. A leader is always open-minded and is able to take on the perspective
of the other team members and facilitate discussions so that everyone’s voice on the team is
heard. Collaborative teaming needs to be a cooperative experience and result in a
commitment to develop and implement the written plan (i.e., behavior support plan).
Teaming works best when there is open communication between team members, goal
setting, teaching within natural environments, use of family strengths, monitoring of
progress, and family involvement beyond meetings. Goal setting as a team should include a
shared vision for the child and a belief that goals can and will be accomplished. Goals are
written in such a way that skills can be taught within daily activities and routines in natural
environments. This will not only allow for generalization of skills but also increased
opportunities for teaching.
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When setting goals for the child, it is also important to build upon family strengths. Family
members are important contributors to the child’s team and thus should be commended for
their abilities and ideas. Using the family’s strengths can give the family a sense of
accomplishment, empowerment, and success. For instance, various family members come
to a team with strengths such as, special talents (artistic, a skilled writer, computer
knowledge, athleticism); resourcefulness (ability to tap into the community, good at recycling,
researches topics); optimism (cheers others on, believes in one’s self, hopeful); and
organizational skills.
When building a collaborative team it is important to use facilitation techniques to promote
active participation (e.g., round robin, group graphics) during team meetings. All team
members should also be aware of the facts that the PBS process takes time, PBS can be a
difficult process the first time it’s used, that team members have differing skills and/or
approaches, there are varying learning styles amongst team members, and there may be
competing factors that influence team members. Awareness of these issues can allow the
team to better develop a Behavior Support Plan for the child. When discussing plan
development, family members and the other team members should identify routines and
activities that are problematic for the child through a process called Functional Assessment
and Hypothesis Development. Once a team completes a Functional Assessment on the
child, they collaborate to develop a Behavior Support Plan.
A Behavior Support Plan should be written in easy-to-understand language and “fit” with
routines, activities, and values of the family and teaching staff. Once a plan is constructed
the team should write a Collaborative Action Plan of who will produce the various
components needed to implement the plan. Components (such as reminder signs,
checklists, and tip sheets) need to be easy to use and easy to remember, otherwise the plan
will be difficult to implement with fidelity. The plan must also accommodate competing
demands on the teaching staff and family. If the individuals implementing the plan feel that it
is too difficult or does not fit within the child’s everyday activities, then inconsistencies in
implementation may occur. Mini-plans are sometimes developed around difficult routines or
activities. For instance, a mini-plan can be written for a tooth brushing routine that may
consist of preventions, new skills for the child to learn, and how the adults will respond
around the child brushing his or her teeth. The mini-plan still fits within the Behavior Support
Plan but really addresses a specific routine or activity.
Prior to the implementation of a plan, everyone on the team needs to understand the plan
and agree that the strategies and approaches within the plan are appropriate. Begin
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implementation when all pieces of the plan have been developed. This includes a method for
monitoring outcomes. Forms to monitor outcomes should be simple and user-friendly. The
entire team should feel the outcomes that the team is measuring are of value. Dates need to
be scheduled to check-in with the team do discuss progress or needed amendments. Please
see our Evaluating the Support Plan form for more information.
The following are Principles of a Collaborative Relationship:
Building Rapport & Respect for the Person
Team members need to establish a relationship with the members on the child’s team.
Establishing this relationship relies on building on and recognizing strengths of the entire
team. Rapport and respect involves showing an awareness of the dynamics in the child’s
various environments, using easy to understand language rather than jargon and
appreciating differences of opinions and perspectives. Showing respect for diverse cultures
and asking the other team members for input also contributes to building and establishing a
good teaming relationship and good rapport.
Sensitivity to Context
The team should be aware of the broader ecology of the educational setting and home.
Actions, along with classroom and home dynamics are influenced by the environment and
each other. Team members should ask themselves: Are their limited resources at this center
or program? Do families have intense needs? Is “time” an issue? Team members should
acknowledge these challenges and keep them in mind in planning strategies with the team.
Commitment to Evolving Growth and Change
Team members need to be sensitive that change and growth is a process. Change and
growth may involve a learning curve for all team members. Team members need to be given
the time to process new information and build their fluency at using this approach. Some
team members will feel comfortable with the change and growth. Other team members may
need to be convinced the process will have a positive effect or may be cautious about the
change and need to be given time to understand the new information they are learning. Also,
team members may have had past experiences that will influence how they perceive the
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growth or change. Both negative and positive past experiences can impact how team
members view a situation or suggestion.
Mutuality of Shared Goals
It is important that the entire team has a “shared vision”. The “team leader” should lead the
team in the sharing of goals throughout the process and explicitly state long-range goals for
children, families, and the program. An emphasis should be placed on meaningful outcomes.
Open Communication
The team leader should promote honest expression, use active listening, and encourage
dialogue about the process, family/staff concerns, and emotions. The team leader should
ask the team members to identify the most effective way to communicate between meetings
(i.e., phone, email, in person, fax, or mail) to ensure collaboration and shared information.
Please see the Talking with Families About Problem Behavior Do’s and Don’ts sheet for
more information.
HOW are we going to team to promote involvement of the family and all team members?
How a team gathers to meet and collaborate around a child’s problem behavior can really
“set the stage” for the tone of the teaming experience. It is extremely important to take into
account that individuals come to the table with various backgrounds, knowledge and
perceptions. Creating a sense of unity is important. A team can only work successfully when
all the players not only have a shared vision but a sense of being an important contributor to
the team.
There are steps a team leader can take to promote a positive collaborative experience.
Meetings should occur in a comfortable location and at times that are convenient for both the
educational/professional staff and the family. When teams gather to meet, members should
talk in terms that all on the team understand; de-jargon the process. The room should be
arranged to facilitate an equal exchange. Circular tables lend to this well, as there is not a
person who sits at the “head of the table”. Agendas are helpful in facilitating a smooth and
efficient meeting. It is important to have a clear start and a planned agenda. Often, effective
teams will generate an agenda that is distributed prior to the meeting so that team members
have to time review and add to or delete agenda items as needed. Please see the
Collaborative Team Meeting Notes worksheet for more information.
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During the team meeting, roles are assigned such as: timekeeper, facilitator, recorder, and
jargon buster. Role assignment encourages the team to stay on track with the meeting
agenda and enables team members to be actively involved in the meeting. Role assignment
also portrays a message that everyone on the team is important and time is valued and
appreciated. As individuals on the team share information and ideas, the group listens with
respect and all information discussed at the meeting is understood to be confidential.
The team develops a plan of action during the meeting. An Action Plan is then written to
denote what actions are going to be taken, the steps involved to complete each actions step,
who is responsible for each step, and the timeline for the action step to be completed.
Please see the Collaborative Action Planning Form for more information. The facilitator
ensures group participation through the use of teaming strategies and by giving an
opportunity for all on the team to speak and reflect on the meeting once the meeting is
coming to a conclusion. Please see the "Collaborating with Families: Building Capacity"
sheet for more information. As the meeting is drawing to a close, the team decides on the
next team meeting date.
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4.6 All issues arising during the production schedule were
identified and dealt with.
Step Two: Person-Centered Planning
Person-Cantered Planning – Person-centered planning provides a process for bringing the
team together to discuss their vision and dreams for the child. Person-centered planning is a
strength-based process that is a celebration of the child and a mechanism of establishing the
commitment of the team members to supporting the child and family.
One of the key features of positive behavior support for young children with problem
behavior and their families is a commitment to a collaborative team approach. This is
especially important for children whose problem behavior occurs in multiple settings such as
the home, preschool, therapy visits, etc. Person-centered planning provides a process for
bringing the team together to discuss their vision and dreams for the child. Person-centered
planning is a strength-based process that is a celebration of the child and mechanism of
establishing the commitment of the team members to supporting the child and family.
In general, person centered planning processes use graphic recordings (usually words,
pictures, and symbols on chart paper) and group facilitation techniques to guide the team
through the process. For example, the facilitator is responsible for setting the agenda,
assessing equal opportunities for all to participate, handling conflict when necessary, and
maintaining the group’s focus. The following well-known person centered planning
processes share underlying values and similarities but may differ in their application.
MAPS (Making Action Plans)
MAPS is a person centered planning process that brings together the key players in a child’s
life to identify a “roadmap” for working toward and achieving goals for the focus child. (Forest
& Lusthaus, 1989; Vandercook et al., 1989). The MAPS process identifies where the child
currently is, what the goals are for the child, and how the team will work together to reach
the goals. MAPS has an established framework that addresses the child’s history, identity,
strengths, gifts, and the team’s nightmares and dreams for the child. The child’s needs and
action steps for the plan are also identified. The MAPS process is most effective when the
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team has a general idea of what the goals are for the focus child (i.e. inclusion, more
friends.) (Kincaid & Fox, 2002; Pearpoint et al., 1993)
Sample MAPS
PATH (Planning Alternative Tomorrows with Hope)
PATH is an effective process for bringing together a team that may already know a child well
and has made a commitment to supporting the child in the future. PATH is ideal for
addressing long and short-term planning. The process provides clear time lines for achieving
goals and breaks those goals into achievable and measurable steps. It also identifies
individuals on the team who are responsible for completing each action step (Kincaid & Fox,
2002).
PFP (Personal Futures Planning)
Personal Futures Planning focuses on what the team can do to address the themes or
issues identified within a personal profile or other person centered process (Mount, 1987;
Mount & Zwernick, 1988). In Personal Futures Planning, the team identifies an appropriate
time frame for achieving a futures plan that specifically addresses themes and issues in five
areas (home, school, community, choices and preferences, and relationships.) This process
can be very effective, even when some of the team members do not know the focus child
very well, because it gives the team a comprehensive understanding of many important
areas of the child’s life (Kincaid & Fox, 2002).
Detailed Instructions for Personal Futures Planning
Maps and Materials
The materials necessary for the personal futures plan process include: chart paper, markers
(red, blue, green, purple) and masking tape. The maps are a visual reminder that the
meeting is informal and creative; they are also a visual means for guiding the group as they
begin to explore possibilities and capacities of the focus child. The markers provide color-
coding for all the experiences and descriptions shared during the meeting. Red is for things
perceived as negative; for example, a run in with a rude school administrator. Blue is for
neutral concepts (i.e., factual information about the child or situation). Green is for things that
are positive, and purple is to add emphasis. Another important element of the creative
process is art. Pictorial representations are drawn to illustrate the story of the focus child’s
life. Whenever possible, pictures should be drawn to symbolize people, events, emotions,
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and actions. The facilitator or artist may determine ahead of time how they will illustrate
common elements such as people, buildings, etc. The families keep the original maps and a
photographed copy can be kept on record (with family permission). The following 8 maps
can be used for an initial futures plan:
Initial Futures Plan Maps
Who We Are and How We Feel - Who is attending, their feelings about being at
the meeting.
Background and History - Provides an overview of the life experiences of the
individual and his family.
Who is (Focus Child) - Describes the unique personality characteristics,
abilities, and talents of the focus child.
Typical Day - Describes the typical activities of the day and the child’s reaction
to those activities.
Preferences/What Works and What Doesn’t - Describes personal preferences,
gifts, and interests, as well as conditions to avoid.
Choices - Describes decisions made by the person and decisions made by
other people
Vision - Describes ideas about personal dreams and desires for the future.
A Plan - Identifies the steps necessary to begin to realize the dream.
These maps were adapted for young children, therefore, they differ slightly from the ones
described in the personal futures planning booklet, yet, their purpose was the same. The
purpose is to obtain basic information about the focus child and his family and to gain an
insight into the child’s life by reviewing his choices, preferences, and daily routines. Then,
people who are committed to the quality of the focus child’s life provide a voice for the child’s
dreams and goals for the future. The dreams are used for the vision map and then the
necessary steps for realizing the dream are outlined in the plan map. Before the actual
meeting, write out the map headings and determine symbols/art that you will use. Doing as
much work prior to the actual meeting, will save time and increase the efficiency of the
meeting.
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Facilitator/Time Keeper/Artist
As described in the personal futures planning booklet (Mount & Zwernick, 1988), the
facilitator leads the group through the planning process by setting the agenda, assessing
equal opportunity for all to participate, handling conflict when necessary, and recording
accurately the comments and process. This person should be a neutral, unbiased person.
The facilitator should be someone who is familiar with the mapping process. During the
planning process, it is important that the facilitator be able to reflectively listen, and provide
short feedback phrases, particularly if someone seems to have launched into a long story
and has lost focus. Initially, some participants may feel apprehensive contributing in a group,
thus, the facilitator should be able to encourage dialogue and detail, as well as, maintain
focus.
Upon arrival at the location, the facilitator should check room arrangement including seating,
lighting, and temperature control. Once everyone has arrived, the facilitator may begin the
meeting by introducing him or herself and describe the process (including the description of
the color coding). The facilitator should also describe his/her role. The facilitator will then
begin the process by describing the purpose of the first map and inviting the group to begin.
As each map is completed, it should be briefly summarized. Summarizing each map will help
keep the group focused and provides an opportunity to highlight noteworthy information. The
facilitator should periodically check the time to keep the pace going. The meetings can take
about two hours, therefore, it is very important to keep the group focused and to maintain the
momentum. After completing all the maps, the facilitator should summarize the process and
wrap up the meeting. Typically, the facilitator closes the meeting by asking the group to
share how they are feeling after completing the process. This allows for a time of reflection
for everyone. To break the ice, the facilitator may go first.
It should be noted that this may be the first time families have told their story from beginning
to end; this can be very emotional. The facilitator should be patient, and allow the person to
regain their composure.
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The Next Meeting
Families are encouraged to schedule a second planning meeting as the focused intervention
phase of the project concludes and a transition to a new program (e.g. Part B, preschool,
etc.) is anticipated. The format of this meeting is flexible and should be determined by the
family, contingent upon their needs and accomplishments at a given time. The family should
be guided to consider what new people might be invited into the child's circle of support. If
the new intervention team has been identified, it may be fruitful to invite them to participate in
the meeting. Often the family will choose to use Maps to structure the meeting, but will also
integrate additional components of celebration and creating connections. The family is
encouraged to take charge of the meeting, but may need assistance in the planning and
facilitation. Families have reported that this has been an energizing planning meeting as they
transition out of the focused intervention phase of the project. One mother reported that it
was empowering to bring so many people together who were committed to the well being of
her child. Particularly, she realized that these people were invested, not just from an early
intervention perspective, but for the whole child. Many of the project families reflect back to
the initial meeting and are encouraged by the gains their child has made toward realizing the
vision, and feel enthusiastic and confident about their ability to support their child.
Things to Remember for PFP meetings
Use painters’ masking tape and double up paper if marking on walls is an issue.
State the amount of time allocated for the meeting at the beginning and keep people
focused.
Be flexible about using different maps.
Verify color use if a statement is ambiguous.
Keep the atmosphere informal, positive, and capacity focused.
Remain calm and enthusiastic throughout the meeting.
When possible, have a facilitator and recorder work as a team.
If you do it all (facilitate, record, and time keep), don’t talk while you draw.
Deflect issues back to the group.
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Step Three: Functional Behavioral Assessment
Functional Behavioral Assessment. Functional assessment is a process for determining the
function of the child’s problem behavior. Functional Assessment or Functional Behavioral
Assessment (FBA) involves the collection of data, observations, and information to develop
a clear understanding of the relationship of events and circumstances that trigger and
maintain problem behavior.
Functional behavioral assessment (FBA) is a process used to develop an understanding of a
child’s challenging behavior (Carr et al., 1994; O’Neill et al., 1997; Hieneman et al., 1999).
The goal of functional behavioral assessment is to identify the function of the child’s
behavior—the reason or purpose why a child behaves as he/she does in specific situations.
The process involves collecting information through the use of direct observations,
interviews, record reviews(e.g., school and/or medical records, lesson plans, individualized
education plans), and behavior rating scales. This information is used to understand patterns
of the child’s challenging behavior—the ecological events or conditions that increase the
likelihood of challenging behavior (i.e., setting events), what happens before the behavior
occurs (i.e., triggers or antecedents), what the behavior looks like (i.e., the behavior), and
what happens after the challenging behavior occurs (i.e., consequences). Once collected,
the information is analyzed to determine the specific function or purpose of the challenging
behavior—whether it occurs in order for the child to obtain something (e.g., attention, object,
activity) or to escape something (e.g., demands, activities, social interactions) (Carr et al.,
1994; O’Neill et al., 1997). The process is complete when there is enough information that
will lead to the development of hypotheses or summary statements (Hieneman et al., 1999)
that represent the behavior support team’s best guess or prediction as to what conditions
reliably predict the occurrence of the child’s challenging behavior.
Observations
Observation, whether anecdotal or systematic, is the foundation of the functional behavior
assessment process. In its simplest form, observation is a means of describing a child’s
behavior at any given moment—what the behavior looks like and how often it occurs, as well
as its length and intensity. Behavior can be observed either anecdotally or systematically.
Anecdotal behavioral observations are informal in nature—they might include notes taken
while observing a child’s performance during playtime, a parents’ recollection of his/her
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child’s behavior earlier in the day, scatter plots (i.e., charts used to record whether or not a
child’s behavior occurred across activities, routines, or time periods), or antecedent-
behavior-consequence analyses (Hieneman et al., 1999). In either case, there is no specific
type of measurement procedure used to document the child’s behavior.
In contrast, systematic behavioral observations are more structured and controlled—a
trained observer would either physically sit in the same room and watch the child or use a
videotape recorder to tape the child’s behavior.
Regardless of which type of behavior observation technique is used, it is critically important
to conduct as many observations as possible so that the child’s behavior support team can
be reasonably confident that the data obtained is both accurate and reflective of the child’s
typical behavior. The rule of thumb is that unless the child’s behavior is dangerous to
him/herself or others, the more observation data the better.
Antecedents
Antecedents are the conditions that immediately precede the occurrence of the child’s
behavior (Cooper, Heron, & Heward, 1987; O’Neill et al., 1997; Hieneman et al., 1999).
Antecedents include the specific times of day, settings, people, and activities that either
occur or are present before the child exhibits challenging behavior. For example, if a 3-year-
old child is found to have repeated tantrums whenever it is time to play at the water table,
the direction to play at the water table might be an antecedent to the child’s challenging
behavior.
Behavior
The term “behavior” refers to the child’s challenging behavior—what the child is doing (i.e.,
what it looks like), how often the behavior occurs, the length of the behavior’s occurrence,
and the intensity of the behavior (e.g., the severity of a tantrum, the impact of the child’s
striking hits another child) (O’Neill et al., 1997).
Consequences
Consequences refer to the events that immediately follow the occurrence of the child’s
challenging behavior. Examples of consequences include the attention paid by an adult in
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response to the child’s behavior, as well as the activities and objects the child either escapes
or has access to as the result of the behavior.
Setting Events
Setting events are ecological events or conditions (e.g. lack of sleep, change in routine,
noisy environment, crowds, allergies, illness, etc.) that increase the likelihood that
challenging behavior may occur (O’Neill et al., 1997). Setting events may continue to affect
children's behavior even when an effective plan has been working for some time.
For example, Quan is a child who has asthma and a history of problem behavior. He has
been learning how to wait his turn for the computer. The process for accessing the computer
in his classroom is to put your name on the chart (by moving a laminated name to chart with
Velcro) and wait until the child who is on the computer is finished (prompted by a timer).
Once the child leaves, the next child moves their name to the computer space on the chart,
sets the timer for 10 minutes, and begins working. Quan had a little difficulty with this
process when first introduced to the class, but more recently has been able to follow those
steps. On Monday morning, Quan comes to class with dark circles under his eyes. His
mother tells the teacher that he was up most of the night with his asthma. When he decided
he wanted a turn at the computer, he went over to the child who was sitting there and
pushed him off of his chair. The child left and Quan sat down to use the computer. The
setting event of being tired and not feeling well increased the likelihood that Quan would
have problem behavior in this routine.
A team may decide to collect data on setting events and see if they have a relationship to
the problem behavior. Those data collection forms are individually developed and tailored to
the specific circumstance of the child and the team’s feeling about what distal factors may
influence a child’s problem behavior. For examples, see the sample forms below.
Antecedent-Behavior-Consequence Analyses
Antecedent-behavior-consequence (A-B-C) analyses are used to determine patterns in the
occurrence of the antecedents, behaviors, and consequences that relate to the problem
behavior. A-B-C analyses are often quite useful in developing initial hypotheses or summary
statements of the child’s challenging behavior.
Blank A-B-C recording form
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In addition to A-B-C analyses, the team may use a data collection card to collect A-B-C
information. Carr and his colleagues (1994) suggest using context cards - cards used to
describe the general context, interpersonal context, behavior problem, and social reaction
regarding the child's challenging behavior.
Context cards are helpful because they prompt the observer to consider the broader context
that may relate to problem behavior. In addition, the collection of data on a car facilitates the
easy analysis of the data. Once there are several completed cards, the observer or team
member can sort the cards by perceived function of the behavior. This method of
segmenting observations and collecting multiple observations is very easy for team
members to use and understand.
Interviews
The functional assessment interview offers an efficient method for getting information on the
circumstances that relate to the child’s problem behavior. An interview is used to ask a
family member or caregiver specific questions about the child’s challenging behavior, such
as what the behavior looks like, when it occurs, and what happens before and after the
behavior occurs. As with behavioral observations, as much interview information should be
collected as possible—with the child’s parents, siblings, teachers, etc. Once collected,
interview data is a useful tool for a team when attempting to identify patterns that may
predict the function of the child’s challenging behavior.
The most popular and well-developed interview tool is the Functional Assessment Interview
(FAI; O’Neill et al., 1997). The FAI is a comprehensive, semi-structured interview tool used
to help carefully define the many variables that could potentially predict a child’s challenging
behavior. The FAI begins with descriptions of the child’s behavior; helps define antecedents,
consequences, and other important information; and concludes with hypotheses or summary
statements (O’Neill et al., 1997).
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Behavior Rating Scales and Other Tools
In addition to direct observations, interviews, and records reviews (e.g., school and/or
medical records, lesson plans, individualized education plans), behavior rating scales and
other types of checklists offer an additional means of obtaining information about the context
in which a child engages in challenging behavior. Broad in variety, behavior rating scales are
questionnaires typically used to describe a specific set of behaviors (e.g., inattention,
hyperactivity, social skills). Other rating scales are used to measure a child’s preferences,
developmental milestones, academic performance/benchmarks, or medication side effects.
Although behavior rating scales have many uses, they are most effective when used to
compare the perceptions of people, such as parents, teachers, and other persons familiar
with an individual child. Another effective use of behavior rating scales is to demonstrate
progress toward goals (e.g., administering the same rating scale before and after an
intervention is conducted). When used in either fashion, behavior rating scales provide a
unique source of information that is potentially valuable to a team.
Function
One of the most helpful things to keep in mind in working with young children is the
realization that each and every behavior has a purpose—an underlying reason for why it
occurs. Once the function or purpose of a behavior is identified, it is then possible to design
interventions directly targeting the underlying reason for why it occurs.
Defined by context and pattern, functions of behavior are determined by understanding the
events that occur before and after the behavior occurs—the patterns and chains of events
that consistently occur when a child demonstrates challenging behavior. In most cases, the
function of a child’s challenging behavior is either to obtain or get something or to escape or
avoid something.
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Types of Behavior Functions
To avoid…
Sensory Stimulation (pain and discomfort)
Attention (adults and peers)
Demands
Tasks or activities
People
Activities
To obtain…
Sensory stimulation (internal)
Attention (adults and peers)
Objects and materials
People
Activities
Help
Functional Behavioral Assessment Checklist
Begin your direct observations and filling out the observation cards in your first
meeting with the child.
Complete the functional assessment interview form as one of the final assessment
activities
Review the information from the interview and your observation cards and then
complete the final section of the functional assessment interview.
Develop your hypotheses from the information that you have gathered. There may be some
hypotheses that you are unsure about. Collect additional information if you feel that the
function is not clear to you.
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Step Four: Hypothesis Development
Hypothesis Development – The functional assessment process is completed with the
development of a behavior hypothesis statement. The behavior hypothesis statements
summarize what is known about triggers, behaviors, and maintaining consequences and
offers an informed guess about the purpose of the problem behavior.
Once a functional assessment is complete, the next step is to develop a hypothesis
statement—a prediction or “best guess” of the function or reason a child’s challenging
behavior occurs. This includes a description of the child’s challenging behavior (i.e., what the
behavior looks like), information about the specific predictors or triggers that occurred before
the child exhibited challenging behavior, the perceived purpose or function of the child’s
behavior, as well as the maintaining consequences that followed. Predictors include both
what conditions immediately precede the child’s behavior, as well as any setting events that
may be presumed to increase the likelihood of the challenging behavior’s occurrence (e.g.,
lack of sleep, allergies/illnesses, social and interactional factors). Hypothesis development is
a critically important step toward developing interventions that are directly linked to the
function of the child’s challenging behavior (O’Neill et al., 1997).
Very young children have brief learning histories (Dunlap & Fox, 1996). In many cases,
those with a limited repertoire of behavior will often use one behavior for several different
purposes. For example, children often use a general tantrum (prolonged screaming, crying,
pulling away) for multiple functions (e.g., request object and escape transition). Therefore,
when sorting out hypotheses the support team should address all of the circumstances in
which challenging behavior occurs rather than trying to match an individual function to each
challenging behavior.
Once the behavior support team identifies its hypotheses, attention should be paid to the
way by which hypotheses are written. They should be carefully written either as a series of
sentences that include each component (e.g., description, predictors, purpose, maintaining
consequences), or as a “when…then” or “if…then” statement (Hieneman et al., 1999).
Remember the more clearly articulated the hypothesis, the more likely the hypothesis will
clearly communicate the team’s understanding of the child’s challenging behavior.
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Sample Hypotheses
Nathan
Nathan appears to use tantrums to request help and objects. When these tantrums occur,
the caregiver is likely to provide attention, the requested object, or another preferred object.
Nathan does not make requests verbally, but will bring an adult to a desired object. If he
does not receive a consequence for his request, Nathan will have a tantrum.
Jackson
Jackson avoids the demands of activities that he finds difficult (structured language-based
activities, sharing objects, interactive play) by resisting or withdrawing. If pushed to
participate, Jackson will react by throwing objects, screaming, or stating “shut up.” When
Jackson resists, adults will often give up or allow him to leave the activity.
Billy
Billy will use tantrums to request social interaction. When he desires adult action, Billy will
get the adult’s attention by taking the adult by the hand and physically positioning him or her.
He will then initiate a chase game or request to be held. If the adult does not comply, Billy
will cry loudly, scream, and bring his hands to his face or ears. If the adult continues to not
meet his request, he will hit the adult. Often the caregiver will then comply with his request or
pick him up.
Aaron
Aaron appears to use tantrums to escape transitions. When Aaron is prompted to leave an
activity or setting, he will respond by crying, screaming, and dropping to the floor. In
response to the tantrum, Aaron is often provided with comfort and delayed transition.
Mandy
Mandy will drop, throw, turn over furniture, or push items to the floor to gain adult attention.
In response to the behavior, the caregiver usually picks up the items, provides her with
verbal feedback (e.g., “o.k., Mandy”) and often will pick her up.
Not Sure About the Hypothesis?
Sometimes the function of a child’s behavior is not readily apparent. In times like this, it
helps to ask the following questions to prompt further understanding of the context in which
the behavior occurs:
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What would make the problem behavior stop?
Is it something you would provide or allow the child the access?
Is there something to remove?
Can you allow the child to leave?
If the function of the child’s behavior still remains uncertain, another good suggestion is to
continue collecting data in the same context.
Another possibility is that the child’s behavior serves multiple purposes. Not only is it
possible for a single behavior to serve multiple functions, but it can also change (e.g., from
escape to attention). For example, consider a child who engages in aggressive behavior in
order to escape a non-preferred art activity. The child has been consistently removed from
the activity each time he becomes aggressive. However, if the child receives a lot of
attention from adults when he is removed from the group, he may become motivated to
receive attention from the adults. Thus, a behavior initially performed for one reason (e.g., to
escape a difficult task) may begin to occur for a completely different reason (e.g., to obtain
attention).
Step Five: Behavior Support Plan Development
Behavior Support Plan Development – Once behavior hypotheses statements are developed
to summarize the data gathered from the functional assessment process, the team can
develop a behavior support plan. Essential components of the behavior support plan are
prevention strategies, the instruction of replacement skills, new ways to respond to problem
behavior, and lifestyle outcome goals.
The behavior support plan represents the culmination of the assessment process. Typically
developed in connection with person-centered planning, the behavior support plan is the
team’s action plan outlining the specific steps to be used to promote the child’s success and
participation in daily activities and routines. In order to be most effective, behavior support
plans should be both carefully developed and clearly written using plain language,
incorporate the values of the family and support team, identify any prerequisite resources
and training needs for implementation, and include individual components that are both easy
to use and easy to remember.
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Behavior support plans must contain the following components:
Behavior Hypothesis Statements – statements that include a description of the
behavior, triggers or antecedents for the behavior, maintaining consequences, and
the purpose of the problem behavior.
Prevention Strategies – Strategies that may be used to reduce the likelihood that the
child will have problem behavior. These may include environmental arrangements,
personal support, changes in activities, new ways to prompt a child, changes in
expectations, etc.
Replacement Skills – Skills to teach that will replace the problem behavior.
Consequence Strategies – Guidelines for how the adults will respond to problem
behaviors in ways that will not maintain the behavior. In addition, this part of the plan
may include positive reinforcement strategies for promoting the child’s use of new
skills or appropriate behavior (this may also be included in prevention strategies)
Long Term Strategies – This section of the plan may include long-term goals that will
assist the child and family in meeting their vision of the child (e.g., develop friends,
attend a community preschool program).
Replacement Skills
In the PBS process, challenging behavior is recognized as serving a purpose for the child.
The identification of the purpose is the goal of the functional assessment process. Once the
purpose of the behavior is determined (e.g., to escape or to obtain), an alternative means for
achieving the same purpose of the behavior should be identified and taught to the child. On
very few occasions, the purpose of the behavior cannot be honored (e.g., child screams and
kicks to each car seat). When the purpose of the behavior cannot be honored, the behavior
support plan may include different replacement skills that are not alternative skills to achieve
the same function. For example, the support plan for a child who screams and kicks to
escape the car seat could include strategies for teaching the child to select a toy and play
while in his car seat. A replacement skill must be chosen that will be easy for the child to
learn. Thus the team should look at the other means the child uses to communicate that are
socially conventional and appropriate. For example, a child who has some natural gestures
might be taught a gesture for “finished!” to escape an activity. What the team should not do
is pick a replacement skills (e.g., raise hand and ask for a break), if it unlikely that the child
can learn the skill quickly and easily.
When selecting replacement skills, it is important to realize that the more efficient and
effective the replacement skill, the more likely it will be used in favor of challenging behavior.
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The new skill should produce a positive effect as close to or as the same function as the
challenging behavior, thus making the child’s challenging behavior less effective or useful.
For example, if the child currently has tantrums in order to be picked up and cuddled by the
parent, the child must have a way to gain the same results from the person he/she desires.
One should realize that the challenging behavior may serve multiple functions for the child.
For example, a child may head bang to end play demands and to request a drink. In that
case, the child must be taught skills intentionally using planned procedures that will serve as
replacement skills for each function—to communicate “finished,” as well as ways to mediate
the demands and a request for a drink.
Two other important considerations in the instruction of new skills are the efficiency of the
replacement skill in comparison to the challenging behavior and the extent to which the
replacement skills produce greater results for the child. If the use of the challenging behavior
achieves an effect quickly, the replacement behavior must also achieve the same results
and do so more efficiently. A critically important issue to consider regarding efficiency is that
replacement skills must be easier for the child in some way—they should either require less
effort to produce and/or should be easily understood by others. Likewise, rewards for
engaging in the more appropriate replacement skill should be far greater than that which the
child receives for exhibiting challenging behavior. When these conditions occur, the
replacement skill will be more likely to increase and be more motivating for the child to learn
and use than the challenging behaviors that were previously so effective. Regardless of
which is selected, replacement skills must be relevant to the child's unique situation, abilities,
and must be an immediately efficient mechanism for communicating wants and needs.
Finally, attention should be paid to the specific instruction procedures followed for teaching
replacement skills. When teaching replacement skills, the child’s support team should select
a skill to teach, identify a method of instruction, and systematically follow the steps required
to implement that procedure. The keys here are consistency and repetition—the child should
be taught replacement skills throughout the day whenever he/she is not engaging in
challenging behavior using the exact same instruction procedures each time. An activity
skills matrix offers an easy way to identify and plan for the instruction of the replacement
skill. The matrix is used to identify opportunities where the replacement skill can be taught
within a child’s routine activities and play. For example, if a child is learning to request
attention by raising his arms to the adult for a hug (to replace screaming and pulling the
adult’s hair), this skill can be taught throughout the day at home and at preschool. The child
could be prompted to ask for a hug when coming in the classroom, ask fro a hug after
making a selection during center time, ask fro a hug after clean-up, etc. The matrix form can
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be used to identify routines in the classroom where a new skill may be taught (preferably at
times where the child is not having problem behavior) or routines at home where the parent
can prompt the use of the new skill. A matrix is used by listing the skills to be taught across
the top of the chart and the routines or activities down the side. The support team then looks
at those activities or routines and identifies ways that the new skill can be taught. When
these conditions are met, the potential for successful skill acquisition becomes greatly
increased.
Prevention Strategies
Prevention strategies include the responses that caregivers and professionals provide or the
alterations that may be made to an environment that make challenging behavior irrelevant
(Hieneman et al., 1999). For example, if a child has difficulty playing with an adult because
he doesn’t understand turn taking, a prevention strategy may be to announce and signal turn
taking to the child. Another example includes visual strategies used to inform a child who
has difficulty with transitions that a transition is soon to follow. Making challenging behavior
irrelevant typically involves changing the physical setting of an environment, enriching the
environment, providing the child with more information or adaptive strategies, decreasing
demands by adapting tasks or routines, increasing predictability, and providing choices to
the child. These strategies alone will not resolve challenging behavior, but they will reduce
the child’s need to use challenging behavior while the child is learning more socially-
appropriate replacement skills.
Consequence Strategies
Consequence strategies are the responses to behavior used by caregivers and
professionals when the child engages in challenging behavior. The most important features
of consequence strategies are that selected procedures will make the challenging behavior
ineffective and less useful and that rewards provided to the child for appropriate behavior will
be either equal to or exceed rewards for engaging in challenging behavior. With respect to
the latter, this feature is achieved in two different ways: 1) Reinforcement is provided to
encourage the use of socially-appropriate replacement behaviors; and 2) reinforcement is
withheld to ensure that the behavior won’t work for the child (i.e., result in reinforcement).
The most commons strategy that is used in response to a young child’s challenging behavior
is to redirect the child to use the replacement behavior and then follow with reinforcement.
When that occurs, the child still gets their needs met and has a reminder that the
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replacement skill is the behavior to use to gain access or to escape an activity, object, or
interaction.
Safety Net Procedures
Whenever a team works together to help support a child with challenging behavior, the first
concern of the team should always be safety. This is of particular concern with children who
have a history of dangerous outbursts or behaviors that may place them directly in danger
(e.g., running away)—any specific procedures that should be followed whenever the child
engages in any challenging behavior that potentially places either the child or any other
person in danger (Hieneman et al., 1999).
If a child has a history of dangerous behavior that places the child or other in harm, safety
net procedures should be developed and included in the behavior support plan. Safety net
procedures provide a script for what adults will do when the child engages in behavior that is
potentially dangerous. Safety net procedures are strategies that keep children safe, they do
not change behavior. In the past, strategies that are safety net procedures have been used
by interventionists (e.g., removing the child from the room) as the sole intervention
approach. These procedures only serve the purpose of ensuring the safety of the child and
others. If a team develops or uses safety net procedures with a child, a full behavior support
plan should also be developed and implemented.
Plan Development
The support plan is developed to provide caregivers and interventionists with a
comprehensive set of strategies aimed at both decreasing occurrences of challenging
behavior and promoting growth and skill development (e.g., communication, adaptive, social,
or academic skills). Support plans are developed by analyzing the child’s challenging
behavior in routines, activities, and/or interactions with others (i.e., functional assessment
data).
It is important that the entire team is involved in the development of the behavior support
plan. If team members assist in the development of the plan, they are far more likely to be
invested in its implementation and success. One method that might be used by the team to
develop a plan is to use a process of brainstorming. We use chart paper and the following
format to guide the team in moving from the behavior hypothesis to ideas about prevention
strategies, new skills to teach, and consequence strategies. In a brainstorming process, all
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team members are encouraged to share their ideas. All ideas are put on the chart paper.
Once the ideas are listed, the team discusses the strategies that seem to have the most
promise, will be easy to implement, and fit within the contexts for intervention. The final step
needed to move from brainstorming to plan development is to review the ideas and select
the set of strategies that will be used in the plan. Once those are determined, a written plan
can be developed.
The most effective behavior support plans are ones that are both based on the functional
assessment information and “fit” with the lifestyles, values, and skills of caregivers who will
be implementing the plan. Behavior support plans should be written in language that is easy
to understand, and both easy to use and remember. More importantly, plans should
incorporate both long- and short-term support strategies developed from knowledge of the
child’s lifestyle and the vision created for the child in the person-centered planning meeting.
What this means is that plans need to be designed for daily use—that is, components must
fit into the child’s natural routines and structure of the classroom or family.
Action Plans
Once each of the behavior support plan components has been developed and agreed upon
by team members, the final step is to develop an action plan outlining the specific objectives
and corresponding steps to be taken to ensure the plan will be implemented as intended.
Completing the action plan is largely an exercise of organization—one where the team
specifies its needs, the specific steps to be taken, the person(s) responsible for completing
the steps, the anticipated date of completion, and any follow-up actions to be taken in order
to accurately implement the team’s behavior support plan (Hieneman et al., 1999). Once
complete, the team is ready to begin implementation of their plan.
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This sign illustrate the practical tasks activities that needs to be
completed
Simulation : Task 08
Work with the group to identify production steps within the art craft context?
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates the research project needs to be completed
Project: Task 10
Identify steps of production for optimal output.
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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UNIT 2: Operate in craft enterprises
Competencies
Knowledge of:
Learners credited with this unit standard are able to operate in a craft
enterprise.
This unit standard contributes to the competence of those who want to
develop a career path in the Art, Craft and Design sector, and
contributes to greater levels of production and quality in this industry.
If learners are competent in this unit standard then the general
operations management of a craft enterprise will improve and
increase.
Learners credited with this unit standard are capable of:
1. Operating financial systems for craft enterprise.
2. Developing and maintaining administrative systems.
3. Understanding the legal environment in which craft enterprises
operate.
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SECTION 1: Operate financial systems for craft enterprise.
Specific Outcome
On completion of this section you will be able to: Operate financial
systems for craft enterprise.
Assessment Criteria
Techniques for performing a range of business calculations were applied
when selling craft products for sustainability. (SO 1, AC 1)
Cost associated with running of a craft enterprise were identified and
explained (SO 1, AC 2)
Costing and pricing of craft products were calculated (SO 1, AC 3)
Applicable bookkeeping systems were identified and implementing (SO 1,
AC 4)
Financial statements were prepared for business plan. (SO 1, AC 5)
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1.1 Techniques for performing a range of business
calculations were applied when selling craft products for sustainability
Business SWOT Analysis
What makes SWOT particularly powerful is that, with a little thought, it can help you uncover
opportunities that you are well placed to exploit. And by understanding the weaknesses of
your business, you can manage and eliminate threats that would otherwise catch you
unawares.
More than this, by looking at yourself and your competitors using the SWOT framework, you
can start to craft a strategy that helps you distinguish yourself from your competitors, so that
you can compete successfully in your market.
How to Use SWOT Analysis
Originated by Albert S Humphrey in the 1960s, SWOT Analysis is as useful now as it was
then. You can use it in two ways - as a simple icebreaker helping people get together to
"kick off" strategy formulation, or in a more sophisticated way as a serious strategy tool.
Tip:
Strengths and weaknesses are often internal to your organization, while opportunities and
threats generally relate to external factors. For this reason the SWOT Analysis is sometimes
called Internal-External Analysis and the SWOT Matrix is sometimes called an IE Matrix.
To help you to carry out a SWOT Analysis, download and print off our free worksheet, and
write down answers to the following questions.
Strengths:
What advantages does your organization have?
What do you do better than anyone else?
What unique or lowest-cost resources can you draw upon that others can't?
What do people in your market see as your strengths?
What factors mean that you "get the sale"?
What is your organization's Unique Selling Proposition (USP)?
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Consider your strengths from both an internal perspective, and from the point of view of your
customers and people in your market.
Also, if you're having any difficulty identifying strengths, try writing down a list of your
organization's characteristics. Some of these will hopefully be strengths!
When looking at your strengths, think about them in relation to your competitors. For
example, if all of your competitors provide high quality products, then a high quality
production process is not a strength in your organization's market, it's a necessity.
Weaknesses:
What could you improve?
What should you avoid?
What are people in your market likely to see as weaknesses?
What factors lose you sales?
Again, consider this from an internal and external basis: Do other people seem to perceive
weaknesses that you don't see? Are your competitors doing any better than you?
It's best to be realistic now, and face any unpleasant truths as soon as possible.
Opportunities:
What good opportunities can you spot?
What interesting trends are you aware of?
Useful opportunities can come from such things as:
Changes in technology and markets on both a broad and narrow scale.
Changes in government policy related to your field.
Changes in social patterns, population profiles, lifestyle changes, and so on.
Local events.
Tip:
A useful approach when looking at opportunities is to look at your strengths and ask yourself
whether these open up any opportunities. Alternatively, look at your weaknesses and ask
yourself whether you could open up opportunities by eliminating them.
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Threats
What obstacles do you face?
What are your competitors doing?
Are quality standards or specifications for your job, products or services changing?
Is changing technology threatening your position?
Do you have bad debt or cash-flow problems?
Could any of your weaknesses seriously threaten your business?
Tip:
When looking at opportunities and threats, PEST Analysis can help to ensure that you don't
overlook external factors, such as new government regulations, or technological changes in
your industry.
Further SWOT Tips
Mind Tools on Strategy:
SWOT Analysis
TOWS Analysis
PEST Analysis
Core Competence Analysis
Value Chain Analysis
Porter's Five Forces
Porter's Generic Strategies
Bowman's Strategy Clock
Scenario Analysis
If you're using SWOT Analysis as a serious tool (rather than as a casual "warm up" for
strategy formulation), make sure you're rigorous in the way you apply it:
Only accept precise, verifiable statements ("Cost advantage of US$10/ton in
sourcing raw material x", rather than "Good value for money").
Ruthlessly prune long lists of factors, and prioritize them, so that you spend your
time thinking about the most significant factors.
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Critical Success Factors
Identifying the Things That Really Matter for Success
So many important matters can compete for your attention in business that it's often difficult
to see the "wood for the trees". What's more, it can be extremely difficult to get everyone in
the team pulling in the same direction and focusing on the true essentials.
That's where Critical Success Factors (CSFs) can help. CSFs are the essential areas of
activity that must be performed well if you are to achieve the mission, objectives or goals for
your business or project.
By identifying your Critical Success Factors, you can create a common point of reference to
help you direct and measure the success of your business or project.
As a common point of reference, CSFs help everyone in the team to know exactly what's
most important. And this helps people perform their own work in the right context and so pull
together towards the same overall aims.
The idea of CSFs was first presented by D. Ronald Daniel in the 1960s. It was then built on
and popularized a decade later by John F. Rockart, of MIT's Sloan School of Management,
and has since been used extensively to help businesses implement their strategies and
projects.
Inevitably, the CSF concept has evolved, and you may have seen it implemented in different
ways. This article provides a simple definition and approach based on Rockart's original
ideas.
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Rockart defined CSFs as:
"The limited number of areas in which results, if they are satisfactory, will ensure
successful competitive performance for the organization. They are the few key areas
where things must go right for the business to flourish. If results in these areas are
not adequate, the organization's efforts for the period will be less than desired."
He also concluded that CSFs are "areas of activity that should receive constant and
careful attention from management."
Critical Success Factors are strongly related to the mission and strategic goals of your
business or project. Whereas the mission and goals focus on the aims and what is to be
achieved, Critical Success Factors focus on the most important areas and get to the very
heart of both what is to be achieved and how you will achieve it.
Using the Tool: An Example
CSFs are best understood by example. Consider a produce store "Farm Fresh Produce",
whose mission is:
"To become the number one produce store in Main Street by selling the highest quality,
freshest farm produce, from farm to customer in under 24 hours on 75% of our range and
with 98% customer satisfaction."
(For more on this example, and how to develop your mission statement, see our article on
Vision Statements and Mission Statements.)
The strategic objectives of Farm Fresh are to:
Gain market share locally of 25%.
Achieve fresh supplies of "farm to customer" in 24 hours for 75% of products.
Sustain a customer satisfaction rate of 98%.
Expand product range to attract more customers.
Have sufficient store space to accommodate the range of products that customers
want.
In order to identify possible CSFs, we must examine the mission and objectives and see
which areas of the business need attention so that they can be achieved. We can start by
brainstorming what the Critical Success Factors might be (these are the "Candidate" CSFs.)
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Objective Candidate Critical Success
Factors
Gain market share locally of
25%
Increase competitiveness versus
other local stores Attract new
customers
Achieve fresh supplies of “farm
to customer” in 24 hours for
75% of products
Sustain successful relationships
with local suppliers
Sustain a customer satisfaction
rate of 98%
Retain staff and keep up customer-
focused training
Expand product range to attract
more customers
Source new products locally
Extend store space to
accommodate new products
and customers
Secure financing for expansion
Manage building work and any
disruption to the business
Once you have a list of Candidate CSFs, it's time to consider what is absolutely essential
and so identify the truly Critical Success Factors.
And this is certainly the case for Farm Fresh Produce. The first CSF that we identify from the
candidate list is relationships with local suppliers". This is absolutely essential to ensure
freshness and to source new products.
Another CSF is to attract new customers. Without new customers, the store will be unable to
expand to increase market share.
A third CSF is financing for expansion. The store's objectives cannot be met without the
funds to invest in expanding the store space.
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Tip: How Many CSFs?
Whilst there is no hard and fast rule, it's useful to limit the number of CSFs to five or fewer
absolute essentials. This helps your CSFs have maximum impact, and so give good
direction and prioritization to other elements of your business or project strategy.
Using the Tool: Summary Steps
In reality, identifying your CSFs is a very iterative process. Your mission, strategic goals and
CSFs are intrinsically linked and each will be refined as you develop them.
Here are the summary steps that, used iteratively, will help you identify the CSFs for your
business or project:
Step One: Establish your business's or project's mission and strategic goals (click here for
help doing this.)
Step Two: For each strategic goal, ask yourself "what area of business or project activity is
essential to achieve this goal?" The answers to the question are your candidate CSFs.
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Tip:
To make sure you consider all types of possible CSFs, you can use Rockart's CSF types as
a checklist.
Industry – these factors result from specific industry characteristics. These are the
things that the organization must do to remain competitive.
Environmental – these factors result from macro-environmental influences on an
organization. Things like the business climate, the economy, competitors, and
technological advancements are included in this category.
Strategic – these factors result from the specific competitive strategy chosen by the
organization. The way in which the company chooses to position themselves, market
themselves, whether they are high volume low cost or low volume high cost
producers, etc.
Temporal – these factors result from the organization's internal forces. Specific
barriers, challenges, directions, and influences will determine these CSFs.
Step Three: Evaluate the list of candidate CSFs to find the absolute essential elements for
achieving success – these are your Critical Success Factors.
As you identify and evaluate candidate CSFs, you may uncover some new strategic
objectives or more detailed objectives. So you may need to define your mission, objectives
and CSFs iteratively.
Step Four: Identify how you will monitor and measure each of the CSFs
Step Five: Communicate your CSFs along with the other important elements of your
business or project's strategy.
Step Six: Keep monitoring and reevaluating your CSFs to ensure you keep progressing
towards your aims. Indeed, whilst CSFs are sometimes less tangible than measurable goals,
it is useful to identify as specifically as possible how you can measure or monitor each one.
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This sign illustrate the practical tasks activities that needs
to be completed
Simulation : Task 01
Demonstrate how you manage finances in your business
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates the research project needs to be
completed
Projects: Task 02
Invistigate the cost involved in running a craft interprese
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrate workplace activities to be completed
Role play: Task 3
Demonstrate how you would compare pricing with in the craft market banch mark?
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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SECTION 2: Develop and maintain administrative systems.
Specific Outcome
On completion of this section you will be able to: Develop and
maintain administrative systems.
Assessment Criteria
Administrative system procedures and policies for craft enterprise were
developed and maintained. (SO 2, AC 1)
Business records and customers files were established, kept and
maintained. (SO 2, AC 2)
Best administrative systems for selected craft enterprise were developed
and maintained. (SO 2, AC 3)
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2.1 Administrative system procedures and policies for craft
enterprise were developed and maintained.
1. Choose your accounting system wisely
It’s important for any business to keep their books in order from day one, but for owners of
craft businesses this is even more important than usual as you’ll be dealing with stock and
you’ll need to keep track of how much you have at any one time. Choose a good accounting
system with the right level of stock control for your business.
If you’re buying in stock to sell straight on, you’ll need a system with light stock control. If
you’re making products from raw materials, particularly if your business is growing, look for a
system with in-depth stock control.
2. Be careful with commission sales
You may sell your products to larger organizations such as countywide craft bodies, who will
then sell on the items to the public. If you’re going to do this, make sure the rate of
commission they keep on the sales is fair, and that the interim buyer pays you on time. Don’t
be caught out by big companies who may pay “low and slow”.
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3. Beware of VAT registration if you sell to the public
If you’re selling your goods directly to the public – for example, via your own website – don’t
register for VAT unless and until you have to because to the public VAT just represents an
increase on the cost of your product. Read HMRC’s guide to VAT to find out how and when
to register.
4. Save money where you can
If your business won’t take up much space, start from home and find out whether you can
save money by buying large items for your business second-hand. For example, if you want
to make pottery, could you find a potter’s wheel for sale on eBay or Gumtree, or even pay to
use the wheel at your local art college, rather than buy a new one? But choose your cost
savings wisely
5. Choose suppliers carefully
When you’re thinking of how much you should pay for stock, don’t just look for the cheapest
option. Think also of quality and ease of acquisition. For example, it may be cheaper to buy
your buttons for your homemade childrenswear from abroad; but if they break when tugged
by a child, that’s bad news for your brand and you could lose business. And there could be
myriad reasons (stray ash clouds, political upheavals) why your imported stock can’t reach
you. There may be import tax, too, which would push up the total price paid. So choose your
suppliers carefully!
6. Think about how much stock you should buy in at a time
Suppliers may well give a discount if you buy a larger quantity, and you’ll save on postage,
too; but make sure you don’t end up with a pile of unsellable stock which will put a dent in
your profit and tie up cash. Your stock might not be perishable, but if you’re making fabric
bags and you buy a large quantity of bright orange material, will bright orange stay in fashion
long enough for you to make the bags and sell them?
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7. Work out your profitable lines
If you sell more than one kind of product – for example, hand-knitted mittens and scarves –
it’s a good idea to know which lines bring in the most profit, as that’s where you should look
to focus your time. To work out how profitable each line is, take your sale price per unit (for
example, R10 per scarf), then subtract how much each unit costs to make. Make sure you
include all your costs. For example, if you’re making patchwork cushions, think of not only
the fabric and thread but also the cushion pad and zip, and don’t forget to include your time
for cutting out and sewing up. The more intricate the design, the longer this will take. Use a
spreadsheet to help you and ideally do this before you set your prices to customers,
because it can be very hard to put prices up very soon after you start selling a particular
product.
8. Set your prices carefully for handmade goods
How much premium can you charge for handmade goods? For example, if you are making
bespoke cross-stitch wedding samplers then your customers will expect these to be sewn by
hand, and will expect to pay a premium because this will take you a long time. But if you’re
making clothes then these would usually be machine-stitched, which would not take as long
to make as handsewn garments.
For more pricing tips, read Joanne Dewberry’s advice on How to price your handmade
goods.
9. Your website or mine?
Should you sell through your own website or through sites such. In terms of costs, weigh up
the price of building your own site or having it built by a professional, against the greater pool
of customers you’ll find through established sites, but you will have to pay fees for. And don’t
forget that if you go through your own website you’ll also have to invest time marketing the
site and maintaining it, or paying someone to do that for you.
10. Plan for the future
No matter how small your business is, it’s very important to plan and forecast your sales,
costs, profit, and cash coming in and out. This isn’t just for large businesses. You won’t be
able to keep everything in your head no matter how small your business is so write it down
and record it.
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2.3 Business records and customers files were
established, kept and maintained.
A 10-Step Records Management Plan for Your Office
This document outlines the primary steps to follow to establish and maintain a records
management program for your office. Why is this important?
Following good records management practices will not only help you meet legal
requirements, they will benefit you and the Agency in many ways such as:
Improving access to information;
Controlling the growth of materials taking up valuable office
space;
Reducing operating costs;
Minimizing litigation risks;
Safeguarding vital information;
Supporting better management decision making; and,
Preserving EPA history.
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Here is the 10-step records management plan for your office.
Step 1. Determine who will be responsible and what resources will be needed.
Establish a project team with representatives from all sub units and job series (not just
support and clerical staff) to oversee the project. The project team should:
Set up a network of "records liaisons" with a lead person
and liaisons for each office.
Decide if everything will be done "in house" or if outside help
(e.g., contractors) will be needed.
Select one office or sub unit in which to initiate the project.
Based on the experience obtained in this one office, you can
estimate the resources needed to do other offices.
Step 2. Identify records needed to document the activities and functions of your
office.
Conduct an inventory of the materials in your office. Don't forget to include empty offices,
closets, and other areas where things may have been "stashed."
Document, at a minimum, where materials are located, how much there is, and the format
(e.g., paper, electronic, maps, etc.). (When you have a "snapshot" of the scope of materials
in your office, you may need to go back to Step 1 and review the resources available to
complete the project.)
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An inventory will help you identify which materials are:
Records,
Reference materials (nonrecords),
Personal papers (nonrecords),
Extra copies of documents, publications, and forms
(nonrecords).
The inventory will also help you identify which records would need to be immediately
available in the event of an emergency (vital records).
Step 2 resources
Interactive Q & A: What is a Record?
E-Mail Quick Reference Guide
Frequent Questions About Working Files
Frequent Questions About Personal Papers
Frequently Asked Questions About Records Inventories
Step 3. Establish your procedures (recordkeeping requirements).
Now that you know what you have in your office, the project team needs to determine:
If records will be kept in a "centralized" area, or
"decentralized" at individual work stations;
The type of documents that are included in the record files;
How draft documents, working papers, and concurrence
copies will be handled.
Who will be responsible for maintaining the record copy
(records custodian).
Remember – Non record materials such as convenience copies and personal papers need
to be maintained separate from records.
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Step 3 resources
Centralized vs. Decentralized Filing
Step 4. Match your records to the records schedules.
The next step in the project is to match the records identified in your inventory with the
records schedules. Records schedules provide information on how long records are to be
kept in the office and what happens when they are no longer needed in the office. Retention
periods as stated in the schedules are mandatory.
Step 4 resources
Records schedules can be found on the National Records Management Program (NRMP)
website. There are two sets:
Approved records schedules
Draft records schedules [EPA only]
(Use this page to search for both approved and draft
schedules.)
If a records schedule is still in draft, you can not destroy records covered by that schedule
until it has been moved to the approved portion of the website.
Contact the National Records Management Program Help Desk if:
You can not find an appropriate records schedule;
Your existing schedule is out of date or you need a new
one.
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Step 5. Prepare a "file plan."
Now that you know what records you have and what the appropriate records schedules are,
you can begin to organize them. EPA records are organized using the Agency file codes to
provide the first level of organization or the "main category."
Once you have identified the file code, place them in numerical order (e.g., 401 110 - Office
Administrative Files, 405 202 - Contract Management Records, ...).
Then, determine if there will be sub-categories or sub-folders and what they will be. For
example:
401 110 - Reports and Statistics
Annual activity reports
Personnel reports
Training
Travel
Step 5 resources
File Plan Guide
Step 6. Document your recordkeeping requirements and procedures.
Prepare a document, a file plan, which gives details on:
How your records are organized and maintained,
Who is responsible for doing what,
When it should be done (e.g., annual file retirement),
What happens to the records when they are no longer
needed in the office.
Include all the decisions you made in steps 1 through 5 (e.g., what happens to draft
documents).
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Step 7. Clean out records which are beyond the approved retention periods.
Once you have documented your file plan you can begin to organize your records. First,
however, it is a good idea to get rid of those materials in your office which are not needed. If
authorized by the records schedule, you can:
Retire records which are no longer needed in the office to
offsite storage (e.g., the Federal Records Center (FRC)).
Transfer permanent records to the National Archives, if
appropriate. Contact the Records Help Desk for assistance.
Recycle materials which have passed their approved
retention period. Remember to shred materials containing
confidential or personal information.
Step 7 resources
Using the Federal Records Center Tool Kit
Step 8. Organize your records.
Now you can begin to implement your file plan.
First, prepare folders and organize documents within the folders. Follow the procedures
established in your file plan.
Place reference sheets in folders, when necessary, to refer users to the location of related
non-paper materials such as maps, drawings, videotapes, etc.
Organize electronic documents (e.g., WordPerfect documents, e-mail messages) residing on
individual computer or local network directories using the Agency file codes.
Remember to spend the majority of your time on the "mission-related" records and less on
administrative or "housekeeping" records such as routine correspondence.
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Step 9. Maintain your records on an on-going basis.
Once everything is organized, it is important to keep it current and up to date. Be sure to:
File new materials on a regular basis (e.g., weekly).
Protect records containing confidential information such as
confidential business information (CBI) or personal
information.
Establish a check-out system (e.g., "out" cards) to track the
location of your records so you always know where they are.
Clean out inactive materials on a regular basis, usually at
the end of the year (as per your written procedures).
Retire eligible records to the FRC.
Clean out superseded or obsolete reference materials.
Step 10. Train, train, train.
Congratulations! Now you have a file plan. You've cleaned out all the unnecessary materials
and organized the necessary materials. Your job isn't over yet! You need to be sure all staff
members (and contractors) know about their recordkeeping responsibilities. Records liaisons
need to brief senior management on the importance of your records management program
and train office staff on how it work.
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This sign illustrate the practical tasks activities that
needs to be completed Simulation: Task 04
What are the administrative system procedures and policies for craft?
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates the research project needs to
be completed Project: Task:5
Invistigate the importantance for filling all recor keeping with the craft interprese context
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrate workplace activities to be
completed Role play: Task 06
Develop the best filling or record system
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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SECTION 3: Understand the legal environment in which craft
enterprises operate.
Specific Outcome
On completion of this section you will be able to: The legal
registrations required include PAYE, VAT, UIF, RSC, COID,
BCEA, Skills Development Levy and Industry registrations.
Assessment Criteria
The principles of input and output VAT were explained, and the net
output/input VAT were calculated. (SO 1, AC 1)
Registration with the South African Revenue Services (SARS) was prepared
and an indication was given of the implications of non-compliance. (SO 1,
AC 2)
The purposes of the skills levy were discussed and apply. (SO 1, AC 3)
An employer's responsibility to register and pay UIF was described and the
contributions were calculated (SO 1, AC 4)
The purpose and benefits of COID were described, and the amounts due
were calculated. (SO 1, AC 5)
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3.1 The principles of input and output VAT were
explained, and the net output/input VAT was
calculated.
Value-added tax (VAT)
VAT is paid by each producer or distributor who handles the goods before they reach the
final consumer, who is usually a member of the public. It is called value-added tax, because
tax is paid at every stage where value is added to the product.
VAT vendors
When a business is registered as a vendor, it means two things:
The vendor must collect VAT from customers and pay this VAT to the Receiver.
The vendor can claim back any VAT that is paid on anything bought for the business.
Who should register as a vendor?
If the valuable turnover (the total of all the sales, without subtracting the costs) of a business
is more than R1 000 000 (R1 million) per year, then the business must be registered as a
vendor by completing VAT 101 and VAT127. When you start a business, if you think the
turnover will be more than R1000 000, then you have to register as a vendor.
If the turnover of the business is less than R1000 000 per year, the owner can choose to
register or not. If you register, this is called voluntary registration. If the turnover is less than
R50 000 per year then the business is not allowed to register. It takes a lot of effort and work
to pay VAT to the Receiver regularly and to keep all the records the Receiver wants a
vendor to have. If you don’t have to register, it is only a good idea to register if the business
buys lots of things from suppliers and can claim back VAT to reduce the amount of VAT you
owe SARS.
If the business is a sole trader or a partnership, the owners must register in their own names.
If the business is a CC or a company, the owners must register in the name of the business.
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The Small Retailers VAT package
The Small Retailers VAT Package is a simpler VAT option for small retailers and has been
created by SARS to assist small businesses. If you qualify for the Package it means that you
can satisfy the VAT Act without keeping detailed records or having to buy expensive cash
registers to keep track of sales on the various types of products you sell.
The Package also includes a free set of pre-printed books in which you keep track of the
stock you buy and your daily sales.
Why was the Small Retailers Package introduced?
1. To make it simpler for small retailers who are registered for VAT.
Many small retailers find it difficult and time consuming to keep the detailed sales records
required by the VAT Act. The Small Retailers VAT Package will make accounting for VAT
much simpler for small retailers.
2. To make it simpler for small retailers who are not registered for VAT to satisfy the law.
All retailers who have a turnover of R1000 000 or more per year must register for VAT.
There are many small retailers who should register for VAT but do not because small
retailers feel the process is too complicated and takes too much time. The Small Retailers
VAT Package aims to encourage unregistered retailers to register for VAT.
3. To reduce VAT fraud.
Who qualifies for the Small Retailers VAT Package?
If you are not registered for VAT - You will first have to register for VAT before you can apply
for the Small Retailers VAT Package.
If you are already registered for VAT - You qualify for the Small Retailers VAT Package only
if you satisfy the requirements to become an approved vendor.
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How do you register for VAT?
You can register for VAT by visiting a SARS branch or by calling the SARS Call Centre on
0860 121218 or visit the website at www.sars.gov.za (click on Value-added tax) for more
details.
You must get the form VAT101 from SARS and complete it. You can download this from the
SARS website. After you have completed it, deliver it to SARS. SARS will issue you a
registration number. It is advisable to get professional help to register for VAT.
How does VAT work?
SARS will issue the business with a registration number, which is called a VAT invoice
number. This number requires the person or business to charge 14% VAT on goods or
services the business sells.
Example: Nomawethu types letters for other people. She is registered as a vendor. She
charges R50 to type one page. She must charge 14% VAT on top of that. In other words,
14% of R50 is R7. So she charges R50 + R7 = R57 altogether.
VAT invoices
Vendors must give their customers a VAT invoice, to charge them for the goods or services.
The invoice must have the following written on it:
the words "Tax Invoice"
the VAT registration number of the business
the amount of VAT paid by the customer separately from the price of the goods or
services.
if over R5000 the VAT number of the buyer.
Remember to check that the VAT invoices you receive from other businesses have all these
details on them if you are going to claim the VAT back from SARS. If an invoice does not
have all these things on it, you cannot claim the VAT back.
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What records must be kept for VAT purposes?
Businesses registered for VAT must keep records, which show how much VAT they have
collected. Even after the business has closed, the business must keep the records for 5
years. These are examples of records that must be kept:
invoices from your business to customers
invoices from your suppliers to you
a list of debtors (that owe the business money) and creditors (that the business owes
money to)
bank statements, deposit slips, copies of cheques (the owner of the business must
have a bank account)
books of account, where the owner of the business writes down how much money
has come into the business every month, and how much money has been spent and
on what
Paying VAT to the SARS
If you are registered as a VAT vendor you will have to submit a return and pay the VAT over
to the SARS every few months depending on the category that the business falls into..
The owner of the business must calculate how much VAT is owed to the Receiver. A
standard VAT return must be submitted on e-Filing by the end of the month following the
VAT period. The return form is VAT 201. SARS will impose penalties and interest for people
who submit their returns late. Penalties are 10% of the amount that is owing and interest is
charged at the standard interest rates.
Businesses have to pay VAT on goods or services if they have invoiced customers. This is
called paying VAT on an invoice basis. It means that if the owner of the business invoices
customers, the owner has to pay over the VAT to the Receiver even if the customer has not
yet paid. This could cause cash flow problems for the business.
The owner of the business can do three things:
Apply to the Receiver in writing to pay VAT on a payments basis. This means that
you only pay VAT to the Receiver when your customers have paid.
Ask customers to pay their account immediately when they buy the goods or when
they receive the service.
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Charge customers interest if they do not pay your invoices within 30 days.
Claiming input credits
The vendor can claim back any VAT that is paid on anything bought for the business which
relates to providing a valuable service or supply. The VAT which the vendor can claim back
is called an input credit.
You can only claim input credits for the amount of VAT shown on VAT invoices that you
paid. Remember to file invoices to prove what you have spent money on. For example, you
must keep salary slips, invoices from suppliers, slips to show how much petrol you have
used if you use a car for business reasons, and so on.
Example
John is the only member of a printing CC called Better Copy. Better Copy is registered
as a vendor and charges 14% VAT on all printing jobs. John has to give a Better Copy
VAT invoice to every customer. So, if Mary wants 20 copies made Better Copy charges
her R5,00 to do this. John must add 14% VAT, which would be 70c. Mary pays R5,70
and John then sends the 70c to the Receiver of Revenue, with all the other VAT paid by
other customers over 4 months (because the turnover of his business is less than R1,2
million per year).
Better Copy decides to buy a new photocopy machine from IBM for R10 000. They pay
R1 400 VAT on the machine which means they pay IBM R11 400. IBM gave Better
Copy an invoice with IBM's VAT registration number on it. Better Copy can now claim
the R1 400 from the Receiver because Better Copy is registered as a vendor. This R1
400 is called an input credit.
At the end of January, John adds up all the VAT which he has collected from his
customers. The total is R5 000, which he owes to the Receiver. But, he has an input
credit of R1 400, which is VAT he can claim back from the Receiver. John subtracts the
R1 400 input credit from the R5 000 collected from customers. John must pay the
Receiver R3 600.
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Business licences
What types of businesses need a licence?
making or selling food which can go off
health or entertainment activities, such as a business involving sauna, massage,
snooker, billiards, slot machines, a night club, disco or showing films
selling alcohol
For example, Lotando has a spaza shop, which sells only dry goods like tea, washing
powder, coke and so on. He sells no fresh foods so he doesn’t need a licence. Patrick sells
fruit and vegetables. Joyce has a stand next to the road where she makes hotdogs and
fishcakes. The things Patrick and Joyce sell can go off and so they need a licence.
But no licence is necessary if:
the person makes and sells the food from their home
the trader has a hawker's licence
How to get a business licence
For a licence to sell alcohol, you must apply to the Liquor Board for a liquor licence. The
procedure is complicated and it is best to get a lawyer to help you.
For the other types of business licences, you must contact the local council, which will give
you an application form. If you are the owner of the business you must fill in the form and
give it to the local council, with a copy of your Identity Document and an application fee.
(See Problem 2: Starting a business which needs a business licence)
Different government departments will contact the owner, to make an appointment to visit
the business. These inspectors will visit the business:
town planner, to see if the business is in an area that is zoned for business purposes
health inspector, to see that the business follows all the health rules
inspector from the Fire Department, to see that the business is not a fire hazard
mechanical engineer
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The inspectors must visit the business within 35 days after you have handed in the form.
Your local council can give you guidelines of the things inspectors look at. The inspectors
will visit the business and tell the council what they have found out about the business.
If the inspectors want the owner to make some changes to the business premises, the owner
must apply to the local council for another 14 days. If the owner does not apply for another
14 days and the work on the premises is not finished by 30 days after giving in the form, the
owner will have to apply again and the inspectors will have to come again.
The local council will give the person the licence allowing them to do business. The council
can give the licence with specific conditions.
Example: Nolita applied for a licence to sell fruit and vegetables as a hawker. The council
gave her the licence, but on condition that she only trades between 8 a.m. and 6 p.m. If
Nolita sells fruit and vegetables before 8 a.m. or after 6 p.m., the council can take away her
licence.
The council will not give a licence if:
the place where the owner does business is unsafe or unhygienic
the person is not considered to be a suitable person to open a business, because he
or she has a criminal conviction, or has a reputation for cheating people in the
community
Does the business licence have to be renewed?
Traders do not have to apply for a new licence every yea, but they do have to apply for a
new licence if:
if they move their business to other premises
if they sell the business, the new owner will have to apply for a licence
change the activities on the premises, where a licence for the new activity is required.
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This sign illustrate workplace activities to be
completed
Role play: Task 07
Apply book keeping within the craft interprise conext
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrate that there is a Summative
assessment Assignment: Task 08
legal environment in which a craft enterprise operates.
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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This sign illustrates that there are Formative
Assessment activity worksheets with activities for you to complete, during the course
Resentation : Task 09
Operate financial systems for craft enterprise.
Rating scale 1 = Poor, 2 = Good, 3=Very good
Rate yourself
Write your answer:
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Teamwork Self-Assessment Form (Remember to include this in your portfolio of evidence)
Name and surname: Company
name
Date of course
attended:
Learner
number
Contact
number
Describe the task that the team was trying to achieve and the size, composition and, if appropriate, the
skills base of the group:
What was your role in the team and which were those undertaken by others? How did this relate to the
individual strengths and weaknesses of the team members including yourself?
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What went well and which elements of teamwork did you enjoy? What were your specific contributions to
the outcome of the task?
What did not go well, which elements of teamwork did you find difficult and how did they hinder moving
towards the final result?
What do you think could have been done differently or better:
a. By yourself?
b. By other individuals?
c. By the team as whole?
How satisfied were you, and based on what criteria, with the performance of
a. Yourself
b. Other individuals
c. The team as a whole
What have you learnt about teamwork and your team-working preferences and abilities?
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Learner Evaluation Form
Learning Programme
Name
Facilitator Name
Learner name
(Optional)
Dates of Facilitation
Employer / Work site
Date of Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in order
for us to continuously improve our training quality!
The purpose of the Evaluation Form is to evaluate the following:
logistics and support
facilitation
training material
assessment
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Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!
A Logistics and Support Evaluation
No Criteria / Question
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1 Was communication regarding attendance of the
programme efficient and effective?
2 Was the Programme Coordinator helpful and
efficient?
3 Was the training equipment and material used
effective and prepared?
4 Was the training venue conducive to learning (set-up
for convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support
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1 The Facilitator was prepared and knowledgeable on the
subject of the programme
2 The Facilitator encouraged learner participation and input
3 The Facilitator made use of a variety of methods,
exercises, activities and discussions
4 The Facilitator used the material in a structured and
effective manner
5 The Facilitator was understandable, approachable and
respectful of the learners
6 The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation
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C Learning Programme Evaluation
1 The learning outcomes of the programme are
relevant and suitable.
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2 The content of the programme was relevant
and suitable for the target group.
3 The length of the facilitation was suitable for
the programme.
4 The learning material assisted in learning new
knowledge and skills to apply in a practical
manner.
5 The Learning Material was free from spelling
and grammar errors
6 Handouts and Exercises are clear, concise
and relevant to the outcomes and content.
7 Learning material is generally of a high
standard, and user friendly
Additional Comments on Learning Programme
D Assessment Evaluation
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1 A clear overview provided of the assessment
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requirements of the programme was provided
2 The assessment process and time lines were clearly
explained
3 All assessment activities and activities were discussed
Additional Comments on Assessment
