NATIONAL CERTIFICATE: GENERIC MANAGEMENT 

ID 59201  LEVEL 5 – 162 CREDITS.

SUMMATIVE ASSESSMENT MEMORANDUM
SAQA: 251962
ESTABLISH AND CO-ORDINATE FORUMS FOR
DISASTER RISK MANAGEMENT IN A SPECIFIC
ENVIRONMENT

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FULL NAME & SURNAME

ID NUMBER:

NAME OF ASSESSOR

DATE OF ASSESSMENT

VENUE

ACHIEVED NOT ACHIEVED

KNOWLEDGE

SKILLS

Signature of learner Signature of Assessor

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 ASSESSMENT PACK

Please complete the following sections (A and B) before commencing with this assessment. The
moderator of this assessment will complete section C.

Section A Learner Information

Name:

Surname:

Date:

Contact telephone no:

Learnership agreement no:

Company: Site:
ID

Section B Assessor Information

Name:

Surname:

Date:

Contact telephone no:

Assessor no:
Provider no: Site:
ID

Section C Moderator Information

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Name:

Surname:

Date:

Contact telephone no:

Moderator no:
Provider no: Site:
ID

Results:

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1. INSTRUCTIONS TO ASSESSOR

Introduction:

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This assessment guide has been designed as a generic assessment guide and is intended for use by the accredited
NATIONAL CERTIFICATE: GENERIC MANAGEMENT Training Providers.

Purpose of the assessment

The purpose of summative assessment against this unit standard is to:
♦ Award credits to the NQF to learners who are able to start and run their businesses.
Learning assumptions
The following knowledge, skills, attitude and/or equivalent:
♦ Demonstrate knowledge of communication and numeracy at Abet Level 3
Assessment methods
The following assessment methods will be used for the summative assessments:
♦ written and/or/verbal questioning
♦ Product sample and on site assessment

2. Assessment Process
General
 Use the assessment guide and your latest company policies and standard operating procedures to assess the
evidence received from the learner.
 Use the section: Addition Comments/Questions to note down any further comments or questions on the
evidence assessed.
 Use the model answers as a guideline to assess the learner’s answers to the assessment questionnaire.
 The learner can complete the assessment questionnaire orally. In this case, agree a date, time and venue.
 Provide the learner with a feedback within 10 working days of receiving the evidence.

Step 1 - Planning for the Assessment

Review this assessment guide to:
 Ensure that you understand all the requirements of the assessment in terms of evidence required to
prove competence.
 Identify and prepare the learner for the assessment by:
o Completing the Assessment Plan with the learner to discuss and agree the details regarding the
assessment.
o Completing the Assessment Preparation Checklist and getting the learner to sign.
 Ensure that you have familiarized yourself with the following:
o The various patrolling functions and standard operating procedures within the company.

Step 2: Complete the Assessment

 Collect the evidence in accordance with the methods and evidence requirements specified.
 Mark each question as correct or incorrect in the “Office Use” column.
 Record the evidence on the assessment guide and indicate “Competent”, “Not Yet Competent” or “Not
Assessed” for each assessment criterion. Note down any comments at the back of the assessment guide.

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  Ask the learner additional questions, if necessary, to clarify points. Record these on the guide.
 All questions must be complete as per the criteria specified.
 Answers provided must be similar to the model answers.

Step 3 - After the Assessment

 Prepare the feedback by writing comprehensive, developmental feedback after each section on the
Assignment Sheets. In addition to this, you are required to write a summary overall feedback on the
Assessment Guide.
 Provide the feedback to the learner in a safe, undisturbed in nature.
 Ensure that your feedback is developmental and supportive in nature.
 Advise the learner on what action to follow in the event of a “Not Yet Competent” rating.
 Advise the learner on what action to take where he/she feels the need to appeal against your decision.
 Allow the learner time to provide you with feedback relevant to the process.
 Record the learner’s feedback in the guide and ensure that it is given to the person responsible for the
quality assurance of assessment tools.
 Ensure that the learner co-signs the assessment guide to indicate agreement with the feedback.

3. Assessment documentation required:

Step 1: Planning for the Assessment

♦ Assessment Plan
♦ Assessment Preparation Checklist
♦ Assessment Policy (including Appeals)
♦ Evidence Matrix
♦ Assessment Instruments
Step 2: Conducting the Assessment
♦ Assessor Guide
♦ Learner’s workbook
♦ Summative assessment pack
Step 3: After the Assessment
♦ Assessment Comments
♦ Feedback Report
4. Specific Instructions
Please note that Part 3 Assessment Instruments are not included in this guide and are to be included by the
assessor on an individual basis.
The actual summative assessments need to be completed and signed off by both learner and assessor. The
assessor will take control of the completed assessment instruments and will file them under the tab for
Assessment Evidence.

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The completed assessment pack will be kept in safekeeping at the training provider for three months after
endorsement by SETA and will then be returned to the learner.

Guidelines where an appeal is lodged

 The normal appeal procedure prescribed by SETA and described by the provider’s Quality
Management System will be followed.

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 ASSESSMENT PLAN

ASSESSMENT DETAILS

Date of Assessment Option 1 Option 2 Option 3 Option 4

TIME OF ASSESSMENT

Start: End:

VENUE Contact
person
LANGUAGE MEDIUM
METHOD OF
METHOD OF ASSESSMENT (please tick off the one to be used)

OBSERVATION ORAL WRITTEN

Simulation Knowledge test Knowledge test

Product Interview

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PRE-ASSESSMENT MEETING CHECKLIST

ACTION YES/NO COMMENTS

Set learner at ease; be friendly, polite and professional.

Explain to the learner and agree on the following issues.

1. The unit standard that will be assessed
2. Date, time, venue and process to be followed during
the assessment.
3. Summative assessment tools to be used for the
assessment.
4. The assessment plan
5. Purpose of assessment
Explain to the learner and agree on the role of all
involved during the assessment process.
Identify possible barriers and or disabilities of the
learner.
Explain the meaning and application of RPL.

Explain, discuss and provide one complete set of the

Appeals process documentation.
Explain to the learner when final results will be available
and how feedback will be provided.
Discuss previous assessment results if applicable.

I, ______________________________ (initials and surname of learner), DECLARE THE FOLLOWING:

A copy of the unit standard(s) involved has been given to me prior to this meeting. I know I will be assessed
against the criteria, which have been set to the applicable unit standards. The criteria have been discussed with
me, and the procedures and purpose of the assessment has been clearly explained to me.

I am well aware of the venue, date and time that I will be assessed. I consider the period of time given to me to
prepare myself for the assessment to be fair.

I understand clearly that I have the right to appeal against any decision made by the assessor during the
assessment of the evidence provided by me, and that I have free access to the appeals procedures attached to this

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assessment pack. I understand that I have the right to be accompanied by another person during all procedures,
and that I have free access to the Training Division of SBV’S Health and Safety Procedures- filed at the offices.

Signature of learner Date

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 Assessment Instruments

TAKE NOTE
The assessment instruments included in this assessment pack are all summative assessment
instruments and are to be read in conjunction with the formative assessment instruments
contained in the learner workbook. Both formative (workbook) and summative assessments are
to be retained as part of the learner’s portfolio of evidence.
A number of the assessment instruments contained in this assessment are workplace knowledge
based questions.
This means that you will arrange with the learner, a time that is suitable, during which the
learner will complete each questions.

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 Learning Unit 1 Establish and co-ordinate forums for
disaster risk management in a specific
environment

UNIT STANDARD NUMBER : 251962

LEVEL ON THE NQF : 5
CREDITS : 6
FIELD : Business, Commerce and Management Studies
SUB FIELD : Generic Management

This unit standard will enable disaster risk management practitioners and related role-players to improve
PURPOSE: professionalism and enhance the quality and effectiveness of services by being able to establish and co-
ordinate forums for disaster risk management in a specific environment. A person credited with this unit
standard is able to: Establish arrangements for the integrated execution of disaster risk management activities
Produce a terms of reference (TOR) for directing and guiding the relevant disaster risk management forums.
Conduct and execute forum meetings. This unit standard will contribute to the development of the learner
within the context of the disaster risk management discipline. Learners who have achieved this unit standard
will increase their opportunities for further development and employability within the disaster risk
management environment.

LEARNING ASSUMED TO BE IN PLACE:

It is assumed that the learner has the following knowledge and skills:
Communication at NQF Level 4.
Mathematical Literacy at NQF Level 4.
Learners will find it difficult to do this unit standard if they do not have a background in basic disaster risk management
concepts and indigenous knowledge

Complete the following activities according to the instructions provided

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 SESSION 1.
Establish arrangements for the integrated execution of disaster
risk management activities.

Activity Questions Description Mark

Show your understanding of communicating risk with institutional
1 6
stakeholders
Stakeholder involvement is used to come to a consensus about the goals and visions of the future.
Regulatory agencies, specialists and industrial representatives are valuable participants in the   debates
as their different views can help create a more balanced outcome. Institutional organizations are often
high profile so their decisions are often considered important, for this reason a lot of thought needs to
go into which organizations should be chosen to help with risk management decisions. As with all
other types of risk communication, stakeholder involvement needs to happen at the beginning of risk
management, not at the end.  Institutional stakeholders need to be informed about the risk
management project at the beginning and their expertise needs to be sought when it comes time to
balance the pros and the cons of the risk management options.  If the project is high profile and
controversial then institutional organizations should be involved from the early stages.
Strategies for risk communication with institutional stakeholders are:
o Expert hearings;
o Expert committees;
o Stakeholder hearings; and
o Round tables (advisory groups)

Activity Questions Description Mark

2 Show your understanding of stakeholder identification and analysis 7
Stakeholder identification is conducted in a step-wise analytical process as detailed below:
Step 1
In Step 1, review literature on the existing institutional arrangements for the management of
chemicals of interest to the site and country.  Stakeholders with interests and/or involvement in
POPs/chemical management are identified.
Step 2
In Step 2, a list of stakeholders is created and those with an interest are identified through the
following questions:
o Who uses the resource(s)/controls the site?
o Who benefits from the use of the resource(s)/targeted chemicals?

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o Who has rights and responsibilities over the use and management of the targeted
chemicals/resource(s)/hot spots?
o Who makes decisions that affect the use and status of the resource(s), and who does not?
Step 3
In Step 3, stakeholder positions are determined and roles are assigned based on stakeholder type.

Activity Questions Description Mark

3 Describe the developing a responsibility assignment matrix 6
Step One: Define Your Deliverables
Tip:
A Work Breakdown Structure (WBS) is a project planning tool used to break a project down into
smaller, more manageable pieces of work (deliverables). It's not a list of every task: rather, it's a "tree"
structure showing the meaningful groups of activities that make up the main segments of the project.
Step Two: Identify the People Involved
Map out who is on your project team. By creating a chart of individuals who are available, you can
then delegate work assignments based on expertise, and you can recruit talent that you’re missing.
This step is often called an “Organization Breakdown Structure” because it creates an organizational
chart for your team.
Step Three: Create Your Responsibility Matrix
Draw a matrix. The deliverables are the column headings, and the people are the row titles.  
Determine responsibilities and levels of involvement for each item/person in your Work Breakdown
Structure.
Step Four: Assign Roles
For each group responsible for an activity, assign roles and responsibility. The following table
suggests roles that can be used.

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 SESSION 2.
Produce terms of reference (TOR) for directing and guiding the
relevant disaster risk management forums.

Activity Questions Description Mark

4 What are terms of reference? 7
Terms of reference describe the purpose and structure of an organization or group of people who have
agreed to work together to accomplish a shared goal. They set out a road map for what will be
achieved, by whom, how and when. Terms of reference define:
 vision and mission,
 goals,
 structure, including membership, governance and decision-making
 available resources, and
 timelines.
Activity Questions Description Mark
5 What does a basic template look like? 7
It could include the following information. (This outline can be used by coalitions that are applying
for seed grants.)
1. Background: a brief description of the background to this organization and why it exists.
2. Vision and mission statement: A compelling vision statement can inspire others to get involved.
It expresses the dream of an organization. It should be brief and easy to understand and
communicate. A mission statement is the what and why. It is more action oriented. It should be
concise and clarify the organization's overall purpose.
3. Goals: This can include deliverables and timelines.
4. Scope: What are the bounds of responsibility and authority of this group? What does it need to
address and what is outside its area of concern?
5. Membership: What is the criteria for membership? Are there any restrictions? What is the
process for selecting members? What is the role of members? Can groups as well as individuals
join? Are there different levels of membership?
6. Resources and budget: What resources does the group have at its disposal (space, funding,
staffing, etc.)? What is the financial budget?
7. Governance or decision-making: How will the group be organized? What are the different roles
and responsibilities (e.g. chair and vice-chair)? Will there be committees? If so, what are their
roles and responsibilities? How will decisions be made (voting, consensus, etc.)? Is there a
requirement for a certain number of people to be present to pass a motion (quorum)?
8. Meetings: How often will meetings be held, when and where?

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9. Reviewing terms of reference: How often will they reviewed, by whom and how?

Activity Questions Description Mark

6 What are public forums? 5
In the "public forum" or public problem-identification and problem-solving session, citizens
discuss important issues such as health problems. In this well-publicized meeting, the facilitators
lead a discussion of various aspects of the issue like the community's strengths and potential
problems. A transcript of their ideas about the dimensions of the issue--and what can be done to
solve problems and preserve strengths--provides a basis for subsequent planning. Public forums:
 Give people of diverse backgrounds a chance to express their views
 Are a first step toward understanding the community's needs and resources

Activity Questions Description Mark

7 What do you need to conduct a public forum? 10
 meeting place
 community members
 easel/newsprint /markers
 facilitator
 recorder
 willingness to listen carefully

Activity Questions Description Mark

8 How should you conduct a public forum? 7
 Designate a discussion leader or group facilitator who is known and respected, who is neutral
on the topic, who has good listening and group process skills, and who can keep things
moving and on track.
 Introduce the leader of the community initiative and the discussion leader. If time and group
size allow, let all participants introduce themselves.
 Agree upon an ending time, and keep to it.
a) Try to keep working groups to smaller than 30-40 participants.
b) If over that number, divide into smaller groups.
c) Designate a recorder for each group.
 Provide information about your own organization, if appropriate. You can also pass around a
sign-up sheet to get on a mailing list or to help out in other ways.

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  Consider allowing some time for addressing each of the following topics: issues and
concerns; barriers and resistance to addressing the issues and concerns; community resources
for change; recommended alternatives and solutions.
 Use newsprint to record the discussion on each of the topics.
 Conclude with a summary of what was achieved and a preliminary plan of action. Announce
the next meeting if possible.
Prepare a written summary of brainstorming ideas and mail to all participants, with thanks, and with
mention of opportunities for further involvement.

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 SESSION 3.
Conduct and execute forum meetings.

Activity Questions Description Mark

9 What do we use meetings for? 3
Meetings are very important for the work of any organisation. Good meetings are important for
collective decision-making, planning and follow-up, accountability, democracy, and other practices
that will help you to build a good organisation. If meetings are used in the correct way, they can help
an organisation to be efficient. However, like all organising tools, meetings can be used badly and end
up not serving the purpose that they are supposed to. Sometimes we seem to attend too many long
meetings, which discuss the same thing over and over again without seeming to move forward.
Meetings can become places where conflict is played out. Some people can also see attending
meetings as working for the organisation instead of seeing it as a tool for getting work done. We
should try to make our meetings places where we get democratic and constructive participation and
involvement from our members.
Activity Questions Description Mark
10 Show your understanding of different types of meetings 4
Most organisations will hold the following types of meetings:
1. The general members meeting: 
This is the most common meeting, which usually happens once a month or once every two weeks.
The general members meeting should be the place where members are informed of developments,
involved in decisions and given education and information that will help them to become more active
in the organisation. General meetings are usually the places where decisions are made and where the
executive reports on work they and other sub-committees have done.
2. Special meetings: 
These can be called to discuss specific issues, for example preparing for a national conference or work
on planning activities for the year. Any members who are interested should be invited to attend
special meetings. They should not be run like general members meetings (with minutes, reports etc)
but should only focus on the issues they’ve been called to discuss.
3. Executive meetings: 
The executive should meet more regularly than the general members, and executive meetings should
have a more business-like focus. The executive has to plan implementation for the organisation,
monitor the work that has been done, deal with problems, and often (if you’re part of a larger
organisation) relate to other levels of the organisation. They should discuss correspondence in detail
and address problems as they come up. The executive should also keep an eye on the finances of the
organisation and monitor income and expenditure. Every executive meeting should have an item on

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the agenda that plans for the next general members meeting. They should provide both leadership and
administration to the organisation.
4. Annual General Meeting: 
Most organisations have an Annual General Meeting laid down in their constitution. The AGM is the
place where the executive accounts to all members about the activities of the year as well as the
finances of the organisation. The AGM is also the place where new leaders are elected and are given a
mandate to run the organisation for another year.

Activity Questions Description Mark

11 Show your understanding of how to run a meeting? 6
a. The agenda
Open the meeting and welcome everyone. Then go through the agenda step by step.
Those present and apologies: The apologies of those members not able to attend the meeting are
recorded as part of the minutes. Send round an attendance register if there are too many people to just
record it in the minutes. Ask if there are any apologies from people who are not there.
Minutes: Minutes are accurate notes of what is discussed and decided on at meetings. Make sure that
the minutes of the previous meeting are circulated to everyone or at least read at the beginning of the
meeting. (See section on writing minutes) Minutes must be adopted at the beginning of a meeting.
Give people a chance to read the minutes or read them out aloud. Everyone must agree that they are
an accurate record of the last meeting. Members must be given the chance to add where item/points
might have been left out.
Matters arising from the minutes: This covers points that were discussed at the last meeting, when
perhaps someone was asked to do some work or there have been subsequent developments, which
now need discussion. A list of these points is drawn from the previous meeting’s minutes.
Correspondence: This means all the letters that have been received by the organisation since the last
meeting. They can be dealt with in different ways. If your group does not receive many letters, they
could be read out and then discussed. Another way is for the secretary to list them with a brief
explanation. The chairperson then goes through the list and suggests action. If the issue raised in the
letter needs decisive action it can be more fully discussed. Other items on the agenda: Someone must
introduce each item on the agenda. The item introduced could be either a discussion or a report. If it is
a discussion someone is given the job of leading the discussion and making proposals on that
particular item. If it is a report, the person who is reporting should comment on the following: Was it
a task that was completed, what were the problems and what still needs to be done? (issue, facts,
options, proposal – see guide on inputs and verbal reports) Discussion should be to examine a
problem or discuss an issue in more detail – get everyone’s ideas and points of view on it, arrive at a
decision, delegate responsibility for the completion of the task, and follow-up to ensure that it is
completed.

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b. Meeting Procedures
All members should know meeting procedures. There are a number of points that people use in
meetings to ensure that the meetings run smoothly. Often members use these points to assist the
chairperson.
The following are procedural points most used in meetings:
Point of Order:  
It should be used when a member feels that the meeting procedure is not being stuck to and s/he wants
the meeting to return to the correct procedure or order. For example, when an individual is speaking
totally off the point, another member might ask on a point of order for the speaker to stick to the
agenda.
Point of Information:  
A member may raise their hand and ask to make point of information (or request information) when it
is not his or her turn to speak. This can enable a member to speak (by putting up his/her hand and
asking to speak) when it is not his/her turn to request more information on the matter being discussed,
or to give more information on a point being discussed.
Out of Order:  
When an individual is not sticking to meeting procedure, being rude, interjecting or misbehaving in
some way, the chairperson might rule him/her out of order.
Protection: 
A speaker who is being harassed when he/she is speaking can ask for the protection of the
Chairperson.
Quorums:  
This is the minimum number of people who must be present for the meeting to conduct business and
take decisions. This minimum number is stated in the organisations constitution. The meeting cannot
start until there is a quorum. Always ensure that you have this minimum number of people at a
meeting, especially when decisions must be taken. If you do not, and decisions are taken, members
who were not present can request that it is re-discussed, meaning that time was wasted.
All these points are called meeting rules or procedures, which are there to try to make meetings more
efficient and effective. They should not be over-used just for the sake of it.
c. How to take decisions in meetings
Decisions are usually reached through two main ways:
 Consensus
This means reaching decisions by discussion and general agreement.
 Voting
People vote for a particular proposal. Usually one person will put forward a proposal, someone else
will second it and then people will vote. If the majority of people accept the proposal, it then becomes
binding on the organisation.

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Voting can either be done by a show of hands or secret ballot.
Show of hand
The Chairperson would call for a show of hand when there is a difference of opinion amongst
members when a decision needs to be reached. S/he will call on members to raise their hands to show
their support for or against a proposal. These votes are then counted – majority would then ensure that
the proposal stands or falls away.
Secret ballot
Each person would be given a piece of paper where s/he would write whether s/he supports a
particular proposal or not. The votes would be counted and the majority would ensure that the
proposal stands or falls away. It is usually better to reach consensus than to vote. Reaching consensus
often means that there are compromises from everyone but it ensures that most people feel part of the
decision. Sometimes a vote does need to be taken, for example in elections or when the meeting
cannot reach a decision through consensus.
Resolutions
These are formal proposals put forward to the meeting, for people to agree or disagree with. If some
disagree, they are voted on. If passed, they become resolutions and therefore policy of the
organisation. There should be a proposer and seconder of each resolution. Resolutions are a clear way
to set out the policies and decisions of an organisation. Usually a resolution has three parts to it: We
start the resolution by saying that, eg: "The AGM of the Natalspruit Women’s Organisation, meeting
on (give date) notes that: and then you list the main issues that you are concerned about, for example:
Noting:
1. the rapid increase in crime in this area,
2. the devastating effects it has on the lives of people in this area,
3. etc.
The second part of the resolution will then list the points that show your understanding of the issue
and its causes, for example:
Believing:
1. that the increase in crime is due to the failure of police to effectively service our community
2. that the high unemployment rate is forcing many of our young people to take up crime as a
way of life
3. etc
The third part lists exactly what your organisation has decided to do or what its policy should be on
the issue, for example:
Therefore resolves:
1. to actively participate in the community police forum
2. to use all means possible to pressurise the police to perform their duty

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 3. to work with the local council to ensure that facilities and clubs are supplied to keep our
youth off the street
4. etc
Amendments may need to be made to resolutions, and these should be accepted by everyone present.
If there is not total agreement on an amendment, a vote should be held and the chairperson should
record the votes of those for, and those against, the amendment, as well as those abstaining. If the
majority support the amendment it stands and the original section of the resolution falls away.
The Chairperson and members must study the constitution of the organisation to make sure they know
and understand all these procedures.
d. How to chair the meeting
The chairperson is the most important person in the meeting. He or she will set the pace for the
meeting, make sure that people stick to the topics, ensure that democratic decisions are taken, and that
everyone is on board with these decisions. Chairing is a great skill and it is important to teach
members to chair meetings and rotate the job where possible so that more people can practise this
skill. However, it is always good to have an experienced chairperson for important meetings.
A good chairperson is an active chairperson; it is not the chairperson’s job to simply keep a list of
speakers and to let them speak one after the other. The chairperson should introduce the topic clearly
and guide the discussion especially when people start repeating points. When a discussion throws up
opposing views, the chairperson should also try to summarise the different positions and where
possible, propose a way forward. The way forward can involve taking a vote on an issue, having a
further discussion at another date, or making a compromise that most people may agree with. The
chairperson should ask for agreement from the meeting on the way forward, and apologise to those
who still wanted to speak.

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