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MGT617 Business Plan Contents Excutive

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Course Code: MGT617
University: Australian Institute Of Management

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Country: Australia


This edition includes the following six important changes. More detailed information on each of these issues is provided in the section titled “Changes in This Edition.”

There is an emphasis on the role of the context within which performance management takes place.
This edition emphasizes that knowledge generated regarding performance management is essentially multidisciplinary.
This edition emphasizes the important interplay between science and practice.
This edition describes the technical aspects of implementing a performance management system in detail and, in addition, it emphasizes the key role that interpersonal dynamics play in the process.
This new edition includes new cases in almost every chapter. Taken together, this new edition includes a total of 43 case studies


Activity 1

The key purposes of RPL is to include the appropriate and accessible placement at any particular level of an institution, advanced standing, granting advanced status, certifying and crediting learners for the unit standards and the qualification parts where all requirements have been met, depending on the overall context and a combination of all these factors (Gonzales 2016).
Objective 1:The implementation of RPL within the context of NQF will enable the learners in gaining a quality assured, resource driven and comprehensive approach in order to optimize the RPL services as well as programs, including assessments.

Objective 2: This will build on the competencies and strengths including basic priorities and principles for RPL for further development, especially in South Africa.
Objective 3: Enabling potential individuals to attain recognition regarding appropriate skills and knowledge for employment market and personal development in South Africa.
Objective 4: Quality councils, skill development providers, educational institutions, work places and other professional will provide the base for instructional decision making.
Objective 5: Self learning and developing skills by enhancing the learners’ knowledge, competencies, skills, qualifications in national learning system (Pitman and Vidovich 2016).

The misconceptions regarding RPL are as follows;

RPL is an alternative form of formal learning.
RPL can replace formal learning.
Individual can gain certificates or credits without any relevant skills or knowledge previously.
RPL cannot make any substantial contribution to redress or transformation (Ralphs 2016).

RPL helps in facilitating the cycle of continuous and developmental learning where assessment feeds learning and learning feeds assessment. In addition to this, providing authenticity will not become a problem as the evidence will be presented under the supervision and guidance of the facilitator (Malatji and Maphosa 2016).

Activity 2
An example of a successful international RPL model, by considering the system which was developed by South Western Sydney Institute to discuss the trends and findings of successes, failures as well as challenges experienced;
Step One: Information Session
The entire procedure started with a formal information session regarding the new qualification criteria for the Institute’s teachers.
Step 2: Grouping the competencies
The Institute then started forming groups of 12 individuals who wanted to complete their training and assessment sessions. They discussed their issues as well as shared their relevant working experiences, both workplace and in teaching. The ideal candidates were the one who delivered training and education programs at various workplaces or environments.
Step 3: Mentoring
One of the major issues that emerged at the time of RPL procedure was that the individuals often under-estimated their skills, experiences and knowledge. They lacked confidence in their competencies at various areas or sections. Therefore, the mentoring program was being introduced in order to provide opportunities to them for raising their confidence level. This procedure worked well and gave people confidence in their competencies and skills they acquired at their workplaces (Moss 2017).
Activity 3
3.1. RPL helps individuals by sharing information with them, which increases the organizational scope in terms of qualifications as well as competence. In addition to this, the organizational scope can increase if proper mentoring programs are being conducted within the workplace settings. The policies has been developed as well as implemented by the working groups in order to provide and support clear guidance and instructions to program candidates with regards to RPL parameters and processes. Moreover, the policy change also means that the higher education institutions are often encouraged to provide multiple pathways into the undergraduate and postgraduate degrees, especially in South Africa (Sisitka et al. 2016).
3.2. Holistic: The holistic approach to RPL ensures that the system is flexible. It helps in overcoming the social as well as personal barriers of the RPL. Moreover, it helps in providing individuals with new skills and knowledge.
Developmental: The developmental approach of RPL helps in providing educators and trainers to experiment and explore with the policy implementation (Finn 2017).
The purpose of the assessment is developmental as it supports the institutions as well as sectors to retain the autonomy and develop implementation plans within organizational settings.

Internal and External RPL barriers

Overcome by…

· Lack of reformatted qualifications, that is, specifically the qualifications developed by outcomes on the basis of education principles.
· Absence of some registered assessors.
· Delays in accreditation of training and education providers.

These issues must be acknowledged and the fist qualification should be the unit standard based qualification and the second one will be based upon exit level outcomes.

Activity 4


RPL Project Description

Community Development Professionalization

Population Grouping



Male, Female




Different culture




Mostly lower secondary education

Economic standing



Work context (department)


Experience of learning and assessment


Attitude of learning and assessment



Access and
admission directives

Encouraging the young people to participate in the post compulsory education for their social as well as labor market integration. Those who are school dropouts are in big danger of being left behind from today’s competitive society.

Entry into ETD
institutions (Addressing conflicting RPL principles and regulations)

The average school dropping rates are still high, whereas RPL addresses qualifications and workplace experiences.

Portability and
(Requirements for moving from one level to another or from
one qualification to another)

RPL at the designated centers for the geographically scattered workers who have to be mobilized in order to another form of qualification.

Awarding of credits
(Current regulations)

All the candidates of RPL should undergo the five steps process as per the current regulations, which are; mobilization, counseling, orientation, final assessment and lastly, certification.

(Geared to accommodate credit transfers)

On the enrolment data, the project funding must involve the manufacturing sector and service sector as well.

Professional Bodies
(Councils for registration)

Associations, NGOs and training partners.

Activity 5
The RPL involves in different forms of the recognition of non-formal and informal learning, which the individuals have gained in the overall course of their lives. The places of learning include schools, universities, training providers, universities and others. The role players are mainly the RPL practitioners, trainers, assessors, educators and others.
There are various purposes of RPL and the vital ones are as follows;

RPL for access;
RPL for credits;
RPL for advancement;
RPL for addressing equity, redress and inclusion.

The employment equity policy promotes advancement and empowerment of the advancement of disadvantaged employees for creating gender and racial equity. RPL helps in improving the representation level of the black senior management and identify opportunities for them. The national skills development strategy seeks to promote the skills development architecture and system so that it effectively responds to the overall needs of the social equity and labor market. RPL helps in promoting and establishing the closer links between training institutions and employers. In addition to this, RPL aligns with the organizational strategies and objectives in order to link them with their formulated vision and mission in South Africa (Craft and Daku 2017).
The holistic RPL helps in enhancing the confidence by giving them formal recognition of skills, understandings and knowledge inside or outside the organizations. It helps in increasing organizational productivity, identifying the gaps and complying with the safety standards.
The admission and accessible systems for the diverse learners ensure that all the students and accessibility to a balanced, broad as well as relevant curriculum so that they can enhance self efficacy and reach full potential. It also ensures that all the teachers are aware of the individual needs of the students (Hlongwane 2018).
Quality assurance mechanisms, monitoring of the issues and reviews help in identifying as well as assessing the students and their diverse needs or demands as early as possible.
The reporting and recording procedures should involve; monitoring the teachers’ movement, their teaching abilities, how are they handling the issues of the diverse community and others (Eriksson et al. 2018).
Activity 6

Role player 1:

Assessors: The RPL must be promoted among the assessors and trainers. The assessors can come from several sources, provided that they meet all the criteria of assessors as set out by the policies of RPL. The assessors include trainers, peers, colleagues, supervisors, managers, external assessors, designated and workplace assessors. The assessors are required to provide sound evidence they have expertise, skills, experiences and knowledge in the assessment as well as assessment procedures. It can be done by demonstrating the competencies against relevant unit standards of assessors, while meeting quality standards.

Role player 2:

Moderators: The moderators are required to evaluate the assessments by utilizing the checklists developed and designed in conjunction with the assessors. The checklists will also take the formative assessments into consideration for summative assessments for the exit-level outcomes. The moderators can also inspect random sample of fifty percent of assessments against the fifty percent of criteria stimulated by the moderator checklists, which are selected in a random manner. This also includes the moderation of the exit-level outcomes.

Role player 3:

Organization: RPL can be promoted within organizations by promoting social inclusion as well as equity for the disadvantaged groups, ethnic minorities and retrenched workers, by providing the employees with opportunities and equality. Moreover, the organizational managers should improve efficiency as well as flexibility within the workplace by fostering employability.

Role player 4:

Leaning providers/ Institutions: This can be done by improving the flexibility as well as efficiency within the education systems and by allowing several alternative learning ways, informal and non-formal learning and others. Therefore, the learning providers or institutions need to improve their efficiency and flexibility and foster the learning environment in South Africa.

Activity 7
RPL is a procedure which is used to assess, certify and identify an individual’s skills, competencies and knowledge- regardless of when, where or how the learning procedure occurred against the standards or full qualifications that are prescribed. The overall philosophy of the RPL is being aligned with NQF. It serves three key aspects. The first one prefers to the entire process that is related to the identification of informal and non-formal learning, which consists of the self-evaluation part as well. In addition to this, it refers to the collection or presentation of the learning evidence, validation and assessment of evidences and issuing the recognized qualification if the claims are valid. The second one is the independence of learning methods and the third specifies the learning, which conforms to the qualifications as well as standards (Valentine, Bowles and McKinnon 2016).
The purpose of RPL in our organization is;

To promote equality for the diverse groups, retrenched workers as well as ethnic minorities.
Provide equal and better opportunities to the employees.
Improving flexibility and efficiency within the organizational settings.
Enhancing the working skills portability as well as mobility of the migrant workers.
Fostering employability.
Meeting the regulatory requirements of the organizational sectors (Wihak 2016).

The process of RPL is strongly felt in the organization, as the majority of the employees suffered from discrimination in terms of education and employability. The development of the RPL tool will help in accessing the sustainability of the candidates and offer them with indirect benefits like higher education, lifelong learning, increased productivity, increased self-esteem as well as compliance with the regulatory requirements (Netswera et al. 2017).
The evidences gathered from RPL after aligning it with VACS stated that most of the outcomes are generally positive for the workers, as they gained self motivation, self esteem, improvement of employability and at most cases, it led to further training as well as education (Andersen 2016).
There are several misconceptions as well which needs to be addressed by the organizational managers. The misconceptions generally interpret that RPL is an alternative form of formal learning. It can replace formal learning. Individual can gain certificates or credits without any relevant skills or knowledge previously. It cannot make any substantial contribution to redress or transformation (Snyman and van den Berg 2018). These issues need to be addressed by the organizational managers in an appropriate manner.
Despite of the high expectations from RPL, several countries are experiencing slow implementation of the method as well as difficulties in up scaling the project-based implementations. The entry as well as exit points of the RPL are now aligned with several organizational programs (Goggin et al. 2015). However, the concept of RPL have grown and more progressive than the historical learning.
Activity 8
Mr. Khosa needs to follow the overall procedures of RPL philosophy which includes three specific aspects. The first one prefers to the entire process that is related to the identification of informal and non-formal learning, which consists of the self-evaluation part as well. In addition to this, it refers to the collection or presentation of the learning evidence, validation and assessment of evidences and issuing the recognized qualification if the claims are valid. The second one is the independence of learning methods and the third specifies the learning, which conforms to the qualifications as well as standards.
He can overcome the barriers by deleting the misconceptions he has in his mind, regarding RPL. This can be done by making him understand that RPL is a concept, which is continuously evolving. Moreover, the differing definitions and confusing languages may hinder effective and efficient discussions regarding RPL as it acts as a barrier to the effective implementation of this concept. It is also important to make him understand the core purposes of the RPL procedure, which will in turn benefit him on the long run.
Activity 9

Detail of individual:


Target Area of RPL:

Informal Education

Support structures:

Instructors, Trainers, Educators.

QA Mechanisms:

Continuous assessment, monitoring, maintaining, guaranteeing and improving standards of the education systems.


Screening processes, self assessment questionnaires, general orientations, examinations.


Around 38 Rand

RPL Process & Schedule

Staff development procedures include the support from administration. This is immensely important for the success of the RPL programs in an institution. Moreover, the need for training facilities, moderators or assessors is also necessary. In addition to this, the training for the administrative staff may deal with applications, transcription of the credits and others. Therefore, the resource process or planning should include the cost requirements as well as time for the staff or training facilities.

Roll-out mechanisms
(documentation to complete):

The guidelines should be followed in order to assure quality RPL processes, as per terms and procedures. The person needs to have the willingness and read on the terms and guidelines of the documentation and complete the full term course.

Andersen, M., 2016. Tools of Assessment in Recognition of Prior Learning (RPL) Within Vocational Education in Denmark. PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, (5).
Craft, J. and Daku, M., 2017. A Comparative assessment of elite policy recruits in canada. Journal of Comparative Policy Analysis: Research and Practice, 19(3), pp.207-226.
Eriksson, J., Finne, N., Tsiftes, N., Duquennoy, S. and Voigt, T., 2018. Scaling RPL to Dense and Large Networks with Constrained Memory. In European Conference on Wireless Sensor Networks (EWSN 2018), February 14-16, 2018, Madrid, Spain..
Finn, J., 2017. Building a RPL Practioner Network 287 Reflections and considerations from the Irish perspective. The Learner at the Centre Validation of prior learning strengthens learning for all, pp.287-300.
Goggin, D., Sheridan, I., O’Leary, P. and Cassidy, S., 2015. A current overview of Recognition of Prior Learning (RPL) in Irish Higher Education. National Forum for the Enhancement of Teaching and Learning in Higher Education, Dublin, Ireland.
Gonzales, R., 2016. Development and Implementation of RPL Policies and Principles in Selected Countries: Implications and Lessons for South Africa.
Hlongwane, I., 2018. Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review. Africa Education Review, pp.1-17.
Malatji, K.S. and Maphosa, C., 2016. Recognition of Prior Learning Practices in a South African Institution of Higher Learning: Implications for Academic Development. Journal of Communication, 7(1), pp.134-141.
Moss, L., 2017. A review of recognition of prior learning (RPL) literature in Quebec. The Canadian Journal for the Study of Adult Education (Online), 30(1), p.47.
Netswera, F., Wilson, K., Cassidy, N. and Makombe, G., 2017. Sustainability of higher education credit systems and transfer structures experiences from Australia, South Africa and the United States of America. In Sustainable Transformation in African Higher Education (pp. 91-100). SensePublishers, Rotterdam.
Pitman, T. and Vidovich, L., 2016. Australian Universities’ RPL Policies and Practices: What Knowledge Counts?. In Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 18-33). IGI Global.
Ralphs, A., 2016. RPL policy and practice: More optimally inclusive configurations. RPL as specialized pedagogy, p.150.
Sisitka, L., Pahad, M., Ricci, G. and Martel, M., 2016. The WIO-COMPAS Program: RPL in Action. PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, (5).
Snyman, M. and van den Berg, G., 2018. The Significance of the Learner Profile in Recognition of Prior Learning. Adult Education Quarterly, 68(1), pp.24-40.
Valentine, B., Bowles, W. and McKinnon, J., 2016. A Developmental Approach to Recognition of Prior Learning in Social Work Field Education. Australian Social Work, 69(4), pp.495-502.
Wihak, C., 2016. Handbook of the Recognition of Prior Learning. PLA Inside Out: An International Journal on Theory, Research and Practice in Prior Learning Assessment, (5).

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