The Banking Sector Education & Training Authority
Managing your career in banking and microfinance
Your guide to career management in the broader banking industry
The Banking Sector Education & Training Authority
Career Guide®
Mission “To support transformation and people development and through partnerships, to enable stakeholders to advance the national and global position of the broader banking and microfinance industry.”
How to use this guide It is suggested that you start at the beginning of the guide and explore your way through it. You can alternatively use this map to identify the topic you are interested in and go to the relevant page number.
GUIDELINES
Introduction to guide
3
Planning your career
6
Banking and microfinance as employers of choice
17
Career guidelines
24
Your next steps
35
Career inventory questionnaire
42
Career action planning template
48
Banking and microfinance competencies and attributes
50
Educational option matrix
54
Professional bodies and education providers
57
Related links
60
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Career Guide®
Table of contents A. Introduction
3
B. Planning your career for success
6
C. Banking and microfinance as employers of choice
17
2
1. Background
BANKSETA
18
The National Qualifications Framework
19
Banking and microfinance
21
2. Career Guidelines
24
D. Your next steps
35
1. Your learning journey
36
2. Learnerships
37
3. Who to contact
39
E. Appendices
40
i.
Career inventory questionnaire
42
ii.
Career action planning template
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iii. Banking and microfinance competencies and attributes
50
iv. Educational option example
54
v. Professional bodies and education providers
57
vi. Related links
60
References
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A Introduction
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A. Introduction The primary purpose of this guide is to provide you, the existing or prospective banking industry employee, with information on the banking and microfinance industry such that you can make informed career decisions. It also aims to promote the banking industry as an employer of choice in South Africa. This guide will be made available to existing and prospective employees, Skills Development Facilitators, selected career guidance professionals at universities, other relevant tertiary institutions or training providers, and to national libraries. An abridged version of the guide will be made available to schools, where applicable. Why work in the banking industry? You may be unsure of the career you should follow. The banking and microfinance industry offers you the opportunity to explore and discover your ideal career. Banking and microfinance is a dynamic and exciting industry with many different channels for career opportunities. The majority of career fields can be found in some form within banking and microfinance, whether you want to work with people, processes or technology. Career fields that may be found in banking and microfinance include (but are not limited to) information technology, administration, business, research, creative and practical work. At present five critical skills priorities are applicable to the banking and microfinance sector, i.e. customer interface, information technology, legislation implementation, management and leadership, and specialist financial skills. The table on the following page provides a summary of some of the main reasons you would want to work within the banking and microfinance industry.
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Banking/microfinance … • • • • • • • • • • • • • • • • • • • • • • • •
has a well recognised, strong brand; has a professional image; focuses on employees; has a proven track record of business success; offers a variety of opportunities for growth; is well established and organised, therefore ensuring job security/stability; offers exciting and challenging work; has a high average spend on people development (training and development); offers specialisation careers with broad opportunities; is a competitive environment that is focused on results; offers a working environment with available resources (e.g. computers); has high values, ethics and integrity – the industry is highly regulated; offers competitive remuneration packages; offers working conditions that provide for a variety of structured benefits (e.g. medical aid, bonuses, share options, group life, car allowances); offers International exposure/opportunities due to being Internationally competitive and active; is a highly sophisticated industry that is technologically advanced; relies on best practice support functions (e.g. IT); engages high corporate social investment policies and practices; is close to customers’ needs and expectations; is highly diverse and flexible; offers opportunities for the disabled due to the varied nature of careers; fosters a positive, productive relationship with labour; is essential for the South African economy; and is supported by an effective and highly active Sector Education and Training Authority which promotes and enables skills development in the industry (BANKSETA).
So, why work in banking and microfinance? Take this opportunity to explore the diverse career offerings and discover your ideal career. Before discussing the banking and microfinance industry and the variety of multi-directional career opportunities that exist, it is critical for you to spend time planning your career and making career choices and decisions. 5
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Career Guide®
B Planning your career for success in banking and microfinance
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B. Planning your career for success in the banking industry Do you sometimes feel that your career is not going anywhere? Are you uncertain about your career path? Do you just need a change? The importance of choosing the right career Choosing a career is a dynamic process that is influenced by your interests, skills, values and personality. External factors such as money, prestige or family history can also influence career choices. As you pursue your career path, you will find that the ‘right’ career choice is driven by personal factors. You need to ensure that the industry you decide to work in offers you what you want out of life. Why is it important to choose the right career? • You will enjoy your job and be more motivated to achieve; • You’ll be more interested in your work; • You’ll have more job stability; • Your job performance will be better and you’ll make more progress at work; • Growth opportunities will present themselves; and • You’ll make more money. How do you choose the right career? Making decisions about your career is an ongoing process that is influenced by your personal goals. It is important to think carefully about your options and not to put yourself under pressure to make a quick decision. The right career decision should be made once a thorough self assessment is made: • Who you are – an understanding of your strengths and weaknesses (your personality); • Your passions and interests; • Your vision, mission and goals; • Your skills; and • Your achievements and your values.
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Career Guide®
Taking all these factors into consideration will: • assist you in gaining appropriate career skills and knowledge; • enrich career choices; and • indicate suitable career options. Your career research and planning starts with you! The following steps will help you to kick-start the process of career decision-making: • Do a self-assessment; • Explore different careers; • Learn to make decisions; • Learn to self-market; and • Develop your support system. 1. Do a self-assessment There are many ways to assess yourself and it is suggested that you use different methods to get a thorough understanding of your personality, passions, strengths etc. These methods can be accessed via the internet, your current Human Resource department, career guidance centres, industrial psychologists, local schools/educational institutions, teachers or successful business people in your community. The purpose of a self-assessment is to determine the career that will best suit your personality, goals and talents. One such method is Edgar Schein’s career anchors1, which groups what people want most out of a career into eight categories. Career anchors refer to values that influence an individual’s career choices. Schein’s anchors include: • Autonomy/independence – wanting to be self-reliant; • Security/stability – wanting to remain with one employer for life; • Technical/functional competence – identifying with a professional discipline; • General management – having a broad, overview, facilitating role, not a specialist; • Entrepreneurial creativity – being driven by innovativeness and business competitiveness; • Service – dedication to worthwhile causes ranging from the environment to poverty; • Pure challenge – wanting to solve difficult problems; and • Life style – choosing lifestyle over career advancement.
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Edgar Schein, Career Anchors: Discovering your real values, Pfeiffer, 1993.
You may notice that you can associate with a few of these career anchors but it is important to prioritise them and to identify your top career anchor. You can assess yourself against these career preference anchors using the Koenig Coaching questionnaire in the appendix section. 2. Explore different careers Once you have identified the type of career anchor or set of values you are best suited to, your strengths and weaknesses, passions, interests and skills, it is important to explore your careers options further. A traditional way of looking at careers is to consider career paths that were developed along functional or departmental lines and that emphasise vertical mobility. These paths are still useful when plotting a career, but they may also be too narrow and constraining. They are based on what has happened in the company previously, not what might or should happen. An example of a traditional career path of a person leaving school and starting at a bank: • Manager • Supervisor • Clerk • Teller • Enquiries An alternative to the traditional approach is identifying career options and paths based on similarity in required job behaviours, knowledge and skill requirements. Decisions in moving between jobs or careers are based on an analysis of the job content (what people do in their jobs) and looking at a logical path between different business areas, e.g. from finance to marketing.
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Finance Department
Marketing Department
IT Department
An example of a multi-directional career progression for an accountant in a medium sized business:
FINANCE
MARKETING
INFORMATION TECHNOLOGY IT Supervisor IT Accounts System Processor
Marketing Accounts Supervisor Marketing Accounts Officer Junior Accountant
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Although certain structures are provided to help you understand the paths that your career can take, it is important to remember that: • You are unique – there is no such thing as a “normal” career cycle OR a “one career path that fits all”; • Career paths give you an opportunity to see where you have been and help you to plot where you are going; • Career paths also help you to understand the choices that you have made; and • Career paths can be plotted and tracked throughout your career. It is strongly advisable to review your life and career progress on a regular basis. The banking industry offers multi-directional mobility and the opportunity for you to define your own career path and to redefine it as your life goals change. The various career choices in the banking industry are discussed in detail along with the key attributes, skills and knowledge requirements in the section on Career guidelines. Be sure to investigate all aspects of each career option. These aspects may include existing jobs, entrance requirements (educational), working environment, compensation, employment conditions, and growth opportunities. 3. Learn to make decisions Learning to make decisions is a key skill necessary in today’s workplace. Decisions relating to your career should not be taken in isolation. Looking at the big picture is vital. Experts agree that decision-making should involve analytical thinking, time and consulting with others (family, friends, subject matter experts, job incumbents, mentors, career guidance experts). To have something that you have never had, you have to be prepared to do something you have never done. Reaching your goals requires commitment, persistence and action. Move out of your comfort zone, make changes and use your time more effectively.
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Career Guide®
What is your career goal?
Ask yourself the following questions: • What is my dream, my purpose, vision, mission or goals?
•
Where do I see myself in the next 10 years or so?
•
Where do I see myself in the next 2-3 years or so?
•
Will my short-term career goals help me to achieve my longer-term career goal/s?
•
Do my career goals make sense when compared to my dreams?
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•
What are my current strengths and talents?
•
What are my development needs in terms of skills and experiences?
•
What challenges or barriers do I foresee in achieving my career goals?
From this process, key themes and patterns should emerge regarding the next steps you need to take. Use the following table to help you identify the next steps required to achieve the priorities that you have identified. CAREER ACTION PLANNING SUMMARY OF CAREER GOAL: (WHAT I WANT TO ACHIEVE) To become a Branch Manager within 3 years PRIORITY
ACTIONS
START
END
1. Improve my skills and knowledge
Understand the Mentor Branch banking industry Manager Internet
Jan 07
Jan 08
HR Manager Manager
Jan 07
Feb 07
Training Complete relevant training Providers HR and pass exams Manager
Mar 07
Jan 09
Identify my skill and knowledge gaps
RESOURCES NEEDED
A career action planning template can be found in the appendix section. 13
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4. Learn to self-market Once you have made a career decision, it is time to make your move. If you know what your goals are and what career you want, you will have confidence in your choices and actions. Use positive affirmations to build your confidence believe in yourself. An example of an affirmation is: “I am good at what I do and I will have the career I choose”. Positive self talk results in positive outcomes remember to keep motivating yourself in the direction of your career decision and you will see the changes in your life. Once you have the right attitude, i.e. you believe in yourself, you need to ensure that you are marketable. Being marketable is about having the right skills, knowledge, experience and attitude to get the job. Possessing important or critical skills for a specific industry gives you an advantage. For example, customer service is a critical skill in banking and microfinance. Having customer service skills makes you more marketable within the industry. Self-marketing is also about having the right CV and interview skills. More detailed information on CVs and interviews can be found on the websites referred to in the appendix section. Guidelines for putting together a CV
Although the term ‘curriculum vitae’ literally means ‘course of life’, your CV is about much more. In addition to outlining your life and experiences to date, your CV is a marketing tool to demonstrate your suitability for the job in question. Without realising it, your CV can send out many other messages about you. The accuracy of spelling and grammar and the attention to detail of layout can convey messages about your motivation and professionalism. Remember your CV needs to be: • Pleasant to look at; • Easy to read; and • Provide the information the employer needs.
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Planning your CV
• • • •
Write out all the facts about yourself which you might want to include in your CV; Consider the experiences, interests and skills which you have written down and think about what they say about you; Decide how best to group all these facts under suitable subheadings; and Having grouped your information you now have to decide in which order each heading should be placed.
Compiling a CV
• • • • • • • •
Be concise and aim for no more than two A4 pages; Present education and work experience in reverse chronological order and remember to keep your CV updated; Do not have any chronological gaps – an employer will regard them with suspicion; Emphasise relevant skills, achievements and experience; Be positive and truthful – do not be tempted to fabricate; Do not make lists; Use power words, e.g., achieved, produced, established, implemented, formulated, etc. (past tense, active voice); and Have your CV checked for spelling, grammar and typing errors.
Guidelines for a successful interview
The key to successful job interviews is confidence in yourself, your ability to do the job and the ability to project that confidence during an interview, in a relaxed and calm manner. Key facts to gather about the company before the interview
• • • • • • • •
Key people in the organisation; Major products or services; Size in terms of sales and employees; Locations other than your community; Organisational structure of the company; Major competitors; View of the company by clients, suppliers, and competition; and Latest news reports on the company or on local or national news that affects the company.
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During the interview
• • • • • • • •
•
Arrive 10 to 15 minutes early; Treat all people you encounter with professionalism and kindness; Maintain a professional image throughout; Don’t chew gum, smell like smoke, or take cell phone calls during an interview. If you carry a cell phone, turn it off during the interview to be sure it doesn’t ring; Don’t ever interrupt the interviewer, even if you are anxious and enthusiastic about answering the question; Be aware of your non-verbal behaviours – sit straight, smile as often as you can, maintain eye contact, lean forward. Sit still in your seat; avoid fidgeting and slouching; Don’t be shy or self-effacing – you want to be enthusiastic, confident and energetic, but not aggressive, pushy or egotistic; Listen very carefully to each question you are asked and give thoughtful, to-the-point and honest answers. Ask for clarification if you don’t understand a question. It is acceptable to take a few moments of silence to gather your thoughts before answering; and Always thank the interviewer for his or her time at the close of the interview and establish the follow-up plan.
5. Develop your support system Making a move into a preferred career can be stressful for you and others. As with most things in life, a career change requires a strong support system. You should draw support from your family, friends, work colleagues or other important people. Consult and involve them in your decisions. There are no quick fixes or magic wands when it comes to making a good career decision. It does take some hard work and a readiness to think and explore. But it feels really good when you begin to get results! Remember, it’s about your future, your life, your talents, and your dreams.
You are in charge – make it happen!
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C Banking and microfinance as employers of choice
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C. Banking and microfinance as employers of choice The banking and microfinance industry offers a diverse range of careers in all aspects of business. It is therefore possible to explore various career options through different roles in the banking industry. The ‘ideal’ career for you will evolve through exploration and self-discovery. Before exploring the various careers offered by the banking and microfinance industry, let’s look at the BANKSETA, critical skills, the National Qualifications Framework and some background to the industry. 1. Background a) The BANKSETA The BANKSETA’s mission is to support transformation and people development and through partnerships, to enable stakeholders to advance the national and global position of the broader banking and microfinance industry. In terms of the Skills Development Act, 97 of 1998, the Department of Labour established the BANKSETA on 20 March 2000 for the five year period ending March 2005. On 3 March 2005 the BANKSETA was re-certificated without changes to its previous scope of coverage. The key functions of the BANKSETA are summarised below: • Develop and implement a sector skills plan; • Promote learnerships; • Be accredited and act as a quality assurance body; and • Disburse the skills development levies in the banking sector. Notwithstanding the above functions and objectives, the Authority must at all time give effect to the purposes of the Skills Development Act, being: • to develop the skills of the South African workforce; • to increase the levels of investment in education and training in the labour market and to improve the return on that investment; • to encourage employers:
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- to use the workplace as an active learning environment; - to provide employees with opportunities to acquire new skills; - to provide opportunities for new entrants to the labour market to gain work experience; and - to employ persons who find it difficult to be employed. • to encourage workers to participate in learnerships and other training programmes (see a list of BANKSETA learnerships in the appendix); • to improve the prospects of persons previously disadvantaged by discrimination and to redress those advantages through training and education; • to ensure the quality of education and training in and for the workplace; • to provide and regulate employment services; and • to assist: - work-seekers to find work; - retrenched workers to re-enter the labour market; and - employers to find qualified employees. Critical strategic skills in the banking sector
At present five critical skills priorities are applicable to the banking sector: • Customer interface – e.g. call centre training, communication skills; • Information technology – e.g. network engineers, software package training; • Legislation implementation – e.g. compliance training, money laundering training; • Management and leadership – e.g. supervisory training, MBA; and • Specialist financial skills – e.g. risk management, credit control. Critical skills refer to those competencies that are important, valuable and often scarce within a particular industry. Individuals who possess such critical skills are more employable and marketable. b) The National Qualification Framework (NQF) The NQF is the South African set of principles and guidelines by which records of learner achievement are registered to enable national recognition of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-long learning. Qualifications and unit standards are registered on the NQF by the South African Qualifications Authority (SAQA) at the relevant NQF level.
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One way of advancing your career is to gain new skills and knowledge. The NQF enables individuals to achieve NQF qualifications by gathering credits. Credits are obtained through completing competency assessment(s) against unit standards. When selecting a qualification, it is advisable to check its alignment to the NQF (where applicable). NQF Level
Band
8 7 6
Higher Education and Training
5
Qualification Type • • • • • • • • •
Post-doctoral research degrees Doctorates Masters degrees Professional Qualifications Honours degrees National first degrees Higher diplomas National diplomas National certificates Further Education and Training Certificate (FETC)
4 3 2
Further Education and Training
National certificates
General Education and Training Certificate (GETC)
1
Source: SAQA
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General Education and Training
Grade 9 | ABET Level 4 __________________________________________________________ National certificates
c) The banking and microfinance industry in South Africa South Africa has a well-developed banking sector that dates back to the 18th Century. Today, it operates in sophisticated local and world markets using the most advanced technologies. The main scope of business within the banking and microfinance sector is monetary intermediation. Banks are the custodians of the general public’s money, which they accept in the form of deposits and pay out on clients’ instructions. The microfinance sector is a very diverse one and is comprised of: • Banks – including mainstream banks as well we those operating specifically in the microfinance sector; • Non-Governmental organisations which are donor funded organisations or Retail Financial Institutions (RFIs) working with government or donor funds, operating in the small business, housing and agricultural markets; and • Micro and small companies operating as cc’s mostly offering short term loans to individual borrowers. In the past banks were functionally subdivided into commercial, merchant and general banks. This distinction is no longer valid since many banks offer the entire spectrum of services. Banks are involved in a wide range of activities, which can be divided into two broad categories: a. Interest related activity – the acceptance of deposits (on which interest is paid), and the granting of loans (on which interest is received). This allows a bank to earn a margin from the difference between the two interest rates. b. Non-interest related activity – service fee income; commissions; trading on own account on money and capital markets; dividends and profits from sale of assets.
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Outlined below is a breakdown of the various participants that exist and operate within the sector: Commercial banks/microfinance companies
• • • • • • • • •
Large banks; Medium banks; Small banks; Micro banks; Mutual banks; Investment banks; Asset management organisations; Microfinance/lending organisations; and Other finance organisations (lease finance).
Statutory bodies
• • • •
Microfinance Regulatory Council (MFRC); Financial Services Board (FSB); Banking Sector Education and Training Authority (BANKSETA); and Ombudsman for Banking Services (Office of the Banking Adjudicator).
Associations/professional bodies
• • • • • • •
The Bankers’ Association (previously known as Banking Council); Institute of Bankers (IOB); Microfinance South Africa (MFSA); Back Office Forum of South Africa (BOFSA); South African Back Office Treasury Forum (SABTOF); Micro Enterprise Alliance (MEA); and Association of Black Securities and Investment Professionals (ABSIP).
Staff associations/labour unions
• •
South African Society of Banking Officials (SASBO); and Insurance and Banking Staff Association (IBSA).
Statutory banks
• •
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Central bank (South African Reserve Bank); and Development finance organisations.
Non-profit/Non-Governmental organisations
• • •
Non-Governmental organisations (finance related); FinMark Trust; and Compliance Institute of South Africa.
Other
•
SABRIC (South African Banking Risk Intelligence Centre).
There are currently 1 301 registered BANKSETA levy-paying enterprises within the sector that employ 137 892 people. These include 104 large organisations, including the 4 major banks (ABSA Group, FirstRand, Nedbank and Standard Bank), which accounts for 9% of the sector but provide 95% of employment in the sector (130 665 people). Banking sector employers are predominantly small and medium in size. They comprise mainly microfinance institutions and represent 91% of organisations, yet account for only 5% of employment in the sector. Global imperatives:
The IMD World Competitiveness Report rates South Africa’s financial sector position favourably. In the latest report (2004) the South African financial sector was rated number 8 among 30 countries with a population exceeding 20 million, an improvement from 2002 when the sector was rated eleventh. Globalisation, rapid growth and increasing sophistication of capital markets have increased the scope for new products. The increasing complexity of financial products has resulted in increased emphasis on technical model building for pricing and managing the risks of these products. For the sector to be globally competitive, its cost-to-income ratio must be comparable to international companies. South African banks are cost-efficient and are continuously improving. There is a growing need for highly skilled people in the smaller banks and in specialised areas of the large banks. The banking and microfinance industry’s global nature means that employees have access to international opportunities. Source: BANKSETA Sector Skills Plan 2005-2010
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2. Career guidelines What are the career options available in the banking industry? The scope of coverage of the BANKSETA includes employers who fall into the following broad categories: central banking, discount houses, commercial and other banking, building societies, financial mediation, lease financing, securities dealings and activities ancillary to financial mediation. Brief description
Core activities Central banking
The South African Reserve Bank is the central bank and monetary authority of the Republic of South Africa. The Reserve Bank assumes responsibility for formulating and implementing monetary policy, ensuring that the South African money, banking and financial system is sound, assisting in the formulation and implementation of macro-economic policy; and informing the South African community and others about monetary policy specifically, and the South African economic situation in general.
• • • • • • •
Bank supervision; Exchange control; Financial markets; Financial stability; National payment system; Research; and South African Reserve Bank College.
Discount houses, commercial and other banking Banking employers are generally involved in the assuring and certification of cheques, granting credit in the form of loans/bonds, taking deposits or payments, and issuing credit cards.
• •
Financial services offered by retail outlets; and Banking (retail, business, international, investment, foreign exchange).
Building societies Building societies are being phased out in South Africa.
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Not applicable
Brief description
Core activities Financial mediation
Financial mediation employers are involved in the activity of obtaining and redistributing funds (other than for the purpose of insurance and pension funding or compulsory social security).
• • •
Credit-card activities; ATM-card services by banks; and Credit granting cards for consumers.
Lease financing Securities dealers deal in financial markets on behalf of others on fee, commission or contract and related activities. This includes, amongst others, share dealing, broking and underwriting, securities valuation, brokerage, and commodity contracts.
• •
Car fleet finance; and Moveable asset finance.
Securities dealings Securities dealers deal in financial markets on behalf of others on fee, commission or contract and related activities. This includes, amongst others, share dealing, broking and underwriting, securities valuation, brokerage, and commodity contracts.
• • •
Stock broking; Dealing; and Underwriting.
Activities ancillary to financial mediation Employers who conduct activities secondary or in addition to financial mediation, including microfinance employers.
May include, but not limited to: • Microfinance; • Financial advisory services; • Mortgage advisor broking; • Foreign currency exchange dealing; • Estate administration; • Trust companies/funds; and • Franchisers’ activities.
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Career guidelines refer to general directions towards particular careers. The guidelines below provide information on the generic careers within the banking and microfinance industry. Information is represented in both; • graphic format – the helix model career map; and • tabular format – general guidelines per specific banking role. The helix model career map on the next page reflects the multi-directional nature of career progression in the banking and microfinance industry. The map outlines key career roles and how these diverse opportunities enable mobility in the industry. Each career role allows for various specific banking and microfinance jobs. The banking and microfinance industry is a wide, fluid environment and career paths are varied and intermixed. It is therefore far less valuable to specify rigid, predetermined pathways than it is to recognise the skills individuals possess and to encourage them to expand on these. As such, the generic helix model for career progression in the banking and microfinance industry reflects two inter-linked pathways, i.e. managerial and non-managerial. These pathways may be followed in one of the following streams; • Banking specialist: roles that relate to the core function and purpose of organisations within the industry; and • Non-banking specialist: roles that support achievement of the purpose of organisations within the industry. Pathway
Banking specialist
Non-banking specialist
Managerial
Branch Manager
Human Resource Managers
Non-managerial
Bank Tellers
Computer Programmers
Industry pathway examples It is important to note that an individual in a non-managerial role may very well be at the same grade and salary level as someone in a managerial role. Such individuals are usually highly skilled specialists and recognised professionals. Please note that the key skills, knowledge and attributes listed are best practice guidelines only. They should be interpreted in context. Each role includes a brief description, suggested qualification levels for entry with an example, the most important competencies required for the role, key personality attributes for the role and a list of job title examples.
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BANKSETA Career Guide Banking Industry Helix Model Career Map
MANAGERIAL Management Stream
NON-MANAGERIAL Specialist Stream
Executive Management
Professionals
Senior Management
Associate Professionals
Management/Supervision
Technicians
Back-office Assistants
Back-office Assistants
Clerical/Admin
Clerical/Admin
Customer Services/Tellers
Customer Services/Tellers
Entry points
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For more information relating to qualifications, please refer to the education option matrix and training providers in the appendix section. The broad career descriptions relate to the following key banking roles: Executive management Brief description Generalist/line managers who have staff reporting to them. These individuals operate mostly in a strategic capacity. Executives can be defined as strategy formulators. Suggested qualifications and NQF levels for entry Degree (NQF 7/8) e.g. Bachelor of Commerce Honours: Management (NQF 7) Masters of Business Administration: MBA (NQF 8) Key competencies (skills and knowledge) required for the role Banking specialist: Specialist financial Customer interface Financial skills Business of banking skills Group management and support functions
Non-banking specialist: Commercial contextual understanding Strategy Regulatory compliance
Managerial: Managing people Leadership Managing performance and development Managing processes Strategy Key personality attributes Dynamic Assertive Career family title examples Banking specialist: Chief Executives Operations Directors
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Non-banking specialist: Human Resource Directors Marketing Directors Financial Directors
Senior management Brief description Generalist/line managers who have staff reporting to them. Senior managers can be defined as translators or interpreters of strategy and middle managers as those who implement strategy in the business context. Suggested qualifications and NQF levels for entry Degree (NQF 6) e.g. Bachelor of Commerce: General Management Bachelor of Commerce: Human Resources and Business Management Key competencies (skills and knowledge) required for the role Banking specialist: Specialist financial Customer interface Information Technology skills Financial skills Business of banking skills Group management and support functions
Non-banking specialist: Commercial contextual understanding Production management Operations management Information Technology management Finance management Marketing management Sales management Human Resource management Project management Regulatory compliance
Managerial: Managing people Managing performance and development Managing processes Key personality attributes Handle pressure Collaborative Career family title examples Banking specialist: General and operations managers
Non-banking specialist: Marketing and sales managers Computer and information systems managers Financial managers Human Resources managers
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Professionals Brief description Individuals possessing specialist skills within a specific functional area. These individuals may be at a managerial equivalent level, but do not have staff reporting to them. Their core function is not to manage people, but to operate as a functional/technical specialist. Individuals falling into this category have a relatively high level of decision-making authority. Suggested qualifications and NQF levels for entry Degree (NQF 7) e.g. Bachelor of Commerce Honours: Accounting Bachelor of Commerce Honours: Investment Management Key competencies (skills and knowledge) required for the role Banking specialist: Specialist financial Customer interface Information technology skills Financial skills Business of banking skills
Non-banking specialist: Commercial contextual understanding Production management Operations management Information Technology management Finance management Marketing management Sales management Human Resource management Industrial relations management Project management Regulatory compliance
Non-managerial: Working with people Performance and development Business processes Key personality attributes Continuous development Transparent Career family title examples Banking specialist: Personal financial advisors
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Non-banking specialist: Human resources, training, and industrial relations specialists Accountants and auditors Computer programmers Computer software engineers
Technicians and associate professionals Brief description Individuals who are subject matter experts, possessing specialist skills within a specific functional area and operate in a fairly routine environment. Employees follow set rules and procedures and have limited decision-making power. There is very little room for discretion in the carrying out of daily duties. This definition includes high level supervisors. Suggested qualifications and NQF levels for entry Diploma/Degree (NQF 5/6) e.g. Diploma: Treasury: International Banking (NQF 5) Bachelor of Commerce: Marketing and Business Management (NQF 6) Key competencies (skills and knowledge) required for the role Banking specialist: Specialist financial Customer interface Information technology skills Financial skills Business of banking skills Group management and support functions
Non-banking specialist: Commercial contextual understanding Production Information Technology Finance Marketing and Sales Human Resource Industrial Relations Regulatory compliance
Non-managerial: Working with people Business processes Performance and development Key personality attributes Innovation Initiative Career family title examples Banking specialist: Credit analysts Financial analysts Securities, commodities, and financial services sales agents First-line supervisors/managers of specialist areas
Non-banking specialist: Management analysts Computer support specialists Computer systems analysts Human resources, training, and industrial relations consultants
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Clerical This category includes back-office assistants, clerical/administrative staff, customer service employees and tellers •
Back-office assistants
Brief description Individuals who generally work at a clerical level within a specific functional area, providing support and assistance to management and professionals (includes secretaries and supervisors). Suggested qualifications and NQF levels for entry Certificate (NQF 4/5) e.g. Certificate: Professional Secretary (NQF 4) Certificate: Business Administration (NQF 5) Key competencies (skills and knowledge) required for the role Non-banking specialist: Production Operations Information Technology Finance Marketing and Sales Human Resource Industrial Relations
Banking specialist: Customer interface Information technology skills Financial skills Back office and support skills Business of banking skills Group management and support functions Non-managerial: Working with people Performance and development Business processes Key personality attributes Handle pressure
Collaborative
Career family title examples Banking specialist: Executive secretaries and administrative assistants Secretaries First-line supervisors/managers of specialist areas
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Non-banking specialist: Bill and account collectors Bookkeeping, accounting, and auditing clerks Executive secretaries and administrative assistants Secretaries
•
Clerical/administration
Brief description
This category encompasses all employees at a clerical or administrative level including, frontline clerks, enquiry clerks, filing clerks, data capturers etc. This definition includes supervisors. Suggested qualifications and NQF levels for entry Certificate (NQF 4/5) e.g. Certificate: Credit Control (NQF 4) National Certificate: Banking (NQF 5) Key competencies (skills and knowledge) required for the role Banking specialist: Customer interface Information technology skills Financial skills Back office and support skills End-to-end processing skills Business of banking skills
Non-banking specialist: Production Operations Information Technology Finance Regulatory compliance
Non-managerial: Working with people Performance and development Business processes Key personality attributes Attention to detail Trustworthy Career family title examples Banking specialist: Credit authorisors, checkers, and clerks Loan interviewers and clerks New accounts clerks
Non-banking specialist: Office clerks, general First-line supervisors/managers of office and administrative support workers
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•
Customer services/tellers
Brief description
Individuals in this category work directly with customers at the frontline, either as tellers or customer service agents. Employees follow policy and procedure and do not supervise others. Suggested qualifications and NQF levels for entry Certificate (NQF 4) e.g. Matric Certificate Certificate: Customer Service Key competencies (skills and knowledge) required for the role Banking specialist: Customer interface Information technology skills Financial skills End-to-end processing skills Business of banking skills
Non-banking specialist: Commercial contextual understanding Operations Information Technology Finance management Marketing and Sales Regulatory compliance
Non-managerial: Working with people Performance and development Business processes Key personality attributes Honest Customer service orientation Career family title examples Banking specialist: Loan counselors Loan officers Tellers
Non-banking specialist: Customer service representatives
A full list of banking competencies and attributes can be found in the appendix section.
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D Your next steps
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D. Your next steps Now that you have started planning your career and have a better understanding of the broader banking industry, you may need to explore your development path. A development or learning pathway identifies and outlines the learning you need to undertake to reach your career goals. Learning can happen in many different ways, as we are all unique in terms of how and when we learn. 1. Your learning journey Once you know the career path you wish to undertake, start planning your learning journey by; • Identifying the competencies (skills and knowledge) required for the career or job; • Checking these against the critical industry skills (refer to page 18); • Assessing your individual competence gaps against those identified above; and • Planning how you will fill those gaps. Planning your learning journey involves selecting the type of learning you will undertake, doing research on specific qualifications and providers of education, and determining costs in order to budget (if necessary). Your particular competence gaps may be filled through, amongst others; • Formal education including distance education), e.g. a banking qualification; • Short courses/Skills programmes, e.g. a five day conflict management course; • On-line computer based programmes, e.g. an on-line computer course; • Continuing Professional Education, e.g. seminar on new tax regulations; • Experience, e.g. spending time in a particular department learning on-the-job; • Research, e.g. reading books and searching the internet for information on finance; • Conferences, e.g. a leadership development conference; and • Coaching, e.g. learning from an experienced subject matter expert.
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If you decide to embark on a learning journey, advice on which educational option to select can be sought from education providers, professional bodies, Human Resource departments, or individual research. An example of an educational option path can be found in the appendix section. Another effective and available way to fill your skill gaps is through entering a learnership. 2. Learnerships So what is a learnership and how do you enter one? A learnership is defined as a work-based route for learning and gaining qualifications. It includes both structured work experience (practical) and structured institutional learning (theory). In other words it includes both on-the-job and academic components. A learnership is not the only way to gain a full NQF qualification but it does offer a very specific work oriented method for young people – especially from previously disadvantaged backgrounds – to acquire qualifications as well as preparation for the workplace and possible placement in jobs. If an employer in the banking sector has a business need that will be addressed by means of a learnership, it is the responsibility of that employer to advertise, recruit and select learners for the learnership. The selection criteria for learners will depend on the type of learnership and on the employer’s requirements. Learners can be selected from existing employees or from unemployed/preemployed individuals. The selection criteria as well as information about the particular learnership will be supplied by the employer when they advertise. How to apply to enter a learnership 1. Complete your career inventory and establish what your career anchors are. 2. Identify your career path linked to your vision/mission/goals. 3. Search the internet (SETA and Department of Labour websites) to check which learnerships are available.
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4. Identify which learnership(s) are best suited to your career path. 5. Register on the Database of the Department of Labour, either via the department’s website, by calling the department or by visiting your local labour centre. Many employers recruiting learners for learnerships source candidates from that database. 6. Keep an eye on the press (newspapers and publications) for employers advertising for learners to apply for learnerships. Recruitment and Selection Process Employers involved in learnership implementation follow a typical recruitment and selection process. As a learner, you would generally take the following basic steps; 1. Complete an Application form. 2. Have your application screened according to selection criteria. 3. Complete assessments. 4. Attend interview/s. 5. Receive notification of the outcome of the application. If you are successful you will be required to; 1. Attend induction. 2. Complete the learnership agreement. 3. Sign a contract of employment. 4. Complete the learnership. What is Induction? Induction prepares you for the environment you are entering by providing you with all the necessary information that you will require to ‘fit into’ the organisation. This includes policies and procedures, rules and regulations, hours of work, leave etc. During Induction you will be given the Learnership Programme Plan. This will explain to you how the learnership will be conducted, i.e. when you will be working and gaining experience and when you will be ‘learning’ or completing the theoretical part of the curriculum. Induction also gives you the opportunity to ask any questions that you might have about the learnership or about the organisation itself.
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3. Who to contact Who you contact to take the next steps to a career in banking and microfinance depends on the career and learning path you select. If you are currently employed in the industry, discuss your career prospects with your manager or Human Resources department. Talking to a colleague who is currently in the career you wish to pursue would give you a clear and accurate picture of that career. If you are currently not employed in the industry, you may wish to contact employers directly or to start by communicating with a provider of training. Training providers and employers can guide you in linking your identified skills gaps to qualifications or training programmes. The appendix section contains details on who to contact, including; • A list of all tertiary institutions and BANKSETA accredited training providers; • A list of relevant professional bodies and organisations; and • A list of related organisations and government departments.
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E Appendices
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E. Appendices i.
Career inventory questionnaire
42
ii.
Career Action Planning template
48
iii. Banking and microfinance competencies and attributes
50
iv. Educational option example
54
v. Professional bodies and education providers
57
vi. Related links
60
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Appendix i - Career inventory questionnaire The purpose of this questionnaire is to stimulate your thoughts about your own areas of competence, motives, and values. This questionnaire alone will not reveal your career anchors because it is too easy to bias your answers. However, it will activate your thinking and prepare you for the discussion with your coach. Instructions (Part A) • Try to answer the questions as honestly as you can and work quickly; and • Avoid extreme ratings except in situations in which you clearly have strong feelings in one direction or the other. How to rate the items For each of the 40 items, rate how true each item is for you by assigning a number from 1 to 6. The higher the number, the more that item is true for you. • “1” if the statement is never true for me; • “2” or “3” if the statement is occasionally true for you; • “4” of “5” if the statement is often true for you; and • “6” if the statement is always true for you.
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Never true for me 1 1 2 3
Occasionally true for me 2 3
Often true for me 4
5
Always true for me 6
I dream of being so good at what I do that my expert advice will be sought continually. I am most fulfilled in my work when I have been able to integrate and manage the efforts of others. I dream of having career that will allow me the freedom to do a job my own way and on my own schedule.
4
Security and stability are more important to me than freedom and autonomy.
5
I am always on the lookout for ideas that would permit me to start my own enterprise.
6 7 8 9 10 11 12 13 14
I will feel successful in my career only if I have a feeling of having made a real contribution to the welfare of society. I dream of a career in which I can solve problems or win out in situations that are extremely challenging. I would rather leave my organisation than to be put in a job that would compromise my ability to pursue personal and family concerns. I will feel successful in my career only if I can develop technical or functional skills to a very high level competence. I dream of being in charge of a complex organisation and making decisions that affect many people. I am most fulfilled in my work when I am completely free to define my own tasks, schedules and procedures. I would rather leave my organisation altogether than accept an assignment that would jeopardise my security in that organisation. Building my own business is more important to me than achieving a high-level managerial position in someone else's organisation. I am most fulfilled in my career when I have been able to use my talents in the service of others.
15
I will feel successful in my career only if I face and overcome very difficult challenges.
16
I dream of a career that will permit me to integrate my personal, family, and work needs.
17 18
Becoming a senior functional manager in my area of expertise is more attractive to me than becoming a general manager. I will feel successful in my career only if I become a general manager in some organisation.
19
I will feel successful in my career only if I achieve complete autonomy and freedom.
20
I seek jobs in organisations that will give me a sense of security and stability.
21
I am most fulfilled in my career when I have been able to build something that is entirely the result of my own ideas and efforts.
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22 23 24 25 26 27 28 29 30 31 32 33 34 35
I dream of having a career that makes a real contribution to humanity and society. I seek out work opportunities that strongly challenge my problem solving and/or competitive skills. Balancing the demands of personal and professional life is more important to me than achieving a high-level managerial position. I am most fulfilled in my work when I have been able to use my special skills and talents. I would rather leave my organisation than accept a job that would take me away from the general managerial track. I would rather leave my organisation than accept a job that would reduce my autonomy and freedom.
36
I dream of having a career that will allow me to feel a sense of security and stability.
37
I dream of starting up and building my own business.
38 39 40
44
Using my skills to make the world a better place to live and work is more important to me than achieving a high-level managerial position. I have been most fulfilled in my career when I have solved seemingly unsolvable problems or won out over seemingly impossible odds. I feel successful in life only if I have been able to balance my personal, family, and career requirements. I would rather leave my organisation than accept a rotational assignments that would take me out of my area of expertise. Becoming a general manager is more attractive to me than becoming a senior functional manager in my current area of expertise. The chance to do a job my own way, free of rules and constraints, is more important to me than security. I am most fulfilled in my work when I feel that I have complete financial and employment security. I will feel successful in my career only if I succeed in creating or building something that is entirely my own product or idea.
I would rather leave my organisation than accept an assignment that would undermine my ability to be of service to others. Working on problems that are almost unsolvable is more important to me than achieving a high-level managerial position. I have always sought out work opportunities that minimise interference with personal or family concerns.
Instructions (Part B) • At this point look over your answers and locate all of the answers you rated highest. • Pick out the THREE items that seem most true for you and give each of those items an additional FOUR (4) points. • You can now score your questionnaire. The scales will have more meaning to you once you have read the text in the next section.
Scoring sheet Autonomy/ Independence
Security/ Stability
Technical function
General management competence
3
4
1
2
11
12
9
10
19
20
1
18
27
28
25
26
35
36
33
34
Total Entrepreneurial creativity
Service dedication to a cause
Pure challenge
Lifestyle
5
6
7
8
13
14
15
16
21
22
23
24
29
30
31
32
37
38
39
40
Total
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Schein’s career anchors 1. Autonomy/independence The key motives for this anchor are freedom from organisational constraints in order to pursue professional or technical/functional competency. Organisational life is experienced as too restrictive, irrational and/or intrusive into one’s personal life. There is a need to be on your own, setting your own pace, schedule, lifestyle and work habits. There is little conflict about missed opportunities for promotion and little sense of guilt or failure about not aspiring higher. 2. Security/stability People anchored in security tend to do what is required of them by their employers in order to maintain job security, a decent income, and a stable future in the form of a good retirement program, benefits, etc. These people will, more than others, accept the organisation’s definition of their career and will have to trust the organisation to do the right thing by them. 3. Lifestyle These people want and need to integrate their personal and family concerns into their career. They look for an integration of work/play/social life. People who anchor in lifestyle also value their autonomy and have in many cases also a high concern for independence 4. Technical/functional The primary concern in this area is the actual technical or functional content of the work being done. The self-image of people in this group is tied up with their feeling of competence in the particular area they are in. They are therefore not interested in management per se, though they will accept management responsibility within their technical or functional area of expertise. But it is the area of work that really turns them on and career growth means continued advancement within that work area only. 5. General managerial competence The anchor is a combination of three competencies: Analytical Competence: the ability to identify, analyse and solve problems under conditions of incomplete information and uncertainty. Interpersonal competence: the ability to influence, supervise and lead people at all levels of the organisation toward the more effective achievement of organisational goals.
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Emotional competence: the capacity to be stimulated by emotional and interpersonal crises rather than exhausted or debilitated by them, the capacity to bear high levels of responsibility without becoming paralysed, and the ability to exercise power without guilt or shame. 6. Entrepreneurial Creativity This anchor is characterised by the overarching need to build or create something that is entirely your own product. People with this anchor find that none of the other anchors completely matches with their key motives and values, but that there is a degree of overlap with several of the anchors, i.e. Autonomy, managerial competency, freedom to exercise special talents, and a desire to build wealth for security. 7. Service or Dedication to a Cause The people in this group feel the need not only to maintain an adequate income, but to do something meaningful in a larger context. They are actively service oriented and interested in careers that provide solutions in areas such as product safety, overpopulation, discrepancy between rich and poor and the environment. 8. Pure Challenge People in this group define their careers success by overcoming impossible odds, solving the unsolvable problem, winning out over the competitors. Instructions (Part C) Based on the review of your answers, rate your career anchors on a scale of 1 to 5 using your answers to the questionnaire, 1 = least important, 5 = most importance.
Importance rating
Your career anchor
5 (Most important) 4 3 2 1 (Least important) 47
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Appendix ii – Career Action Planning Template Career action planning Summary of career goal: (what I want to achieve)
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Priority
Actions
Resources needed
Start
End
Priority
Actions
Resources needed
Start
End
Priority
Actions
Resources needed
Start
End
Priority
Actions
Resources needed
Start
End
Banking and microfinance industry competencies
MANAGERIAL
NON-MANAGERIAL
BANKING-ATTRIBUTES
FUNCTIONAL SPECIALIST
FUNCTIONAL NON-SPECIALIST
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Appendix iii - Banking and microfinance competencies and attributes Career Families include: 1. Functional Specialist
a Managerial b Non-managerial
2. Functional non-specialist a Managerial b Non-managerial Functional non-specialist competencies
Functional specialist competencies
Commercial contextual understanding
Specialist financial
Strategy
Analytical ability
Production management
Knowledge of regulatory requirements
Operations management
Risk management
Information Technology management
Credit management
Finance management
Derivatives management
Marketing management
Capital markets management
Sales management
Equity management
Human Resource management
Credit assessment
Industrial relations
Treasury risk management
Project management
Credit risk management
Regulatory compliance
Securities management Insurance management Micro-finance management International banking Customer interface Selling Communication Relationship management Marketing Listening
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Functional specialist competencies (continued) Customer service Cross cultural/diversity management Information technology skills Analytical ability Systems development and implementation PC literacy Specialist skills in banking systems (e.g. Hogan) Project management Information management Knowledge management Financial skills Analytical Business acumen Business modeling Scenario planning Economics Cash management Budgeting Internal audit Taxation Back office and support skills Process understanding Risk awareness Internal customer interface PC literacy Numeracy End-to-end processing skills
System understanding Process skills Analytical ability Business of banking skills Banking process skills Business acumen Economic understanding Business management Business accounting Understanding customer behaviour Knowledge of banking law Communication Group management and support functions Information Technology Management Finance management Marketing management Sales management Human Resource management, including HR Management, HR Development, Industrial Relations Regulatory compliance Security Services Business Communications Library Services Catering Services Transportation Engineering and Maintenance Service Clerical Services Service & Sales Workers Labourers & Elementary Occupations
Business acumen
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Interactive competencies non-managerial
Interactive competencies managerial
Working with people Interpersonal relations Establishing and maintaining peer networks Managing customer and supplier relationships Dealing with differences Conflict handling Working with diversity Team skills Leadership Networking
Managing people Managing relationships Establishing and maintaining networks Managing customer and supplier relationships Managing differences Managing diversity Team skills Leadership
Business processes Administrative skills Business communication Change management Problem-solving Recruitment Performance and development Performance management Managing development
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Managing processes Administrative skills Business communication skills Change management Problem-solving Recruitment Managing performance and development Performance management Developing people Organisational learning
Related attributes Assertive Handling pressure Attention to detail Honesty Collaborative Initiative and tenacity Continuous development Innovation Customer service orientation Integrity Dependability Interpersonal ability Dynamic Transparent Ethical values Trustworthy Fairness
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Appendix iv – Educational option example For more information on specific qualifications, please check the South African Qualifications Authority (SAQA) website (www.saqa.org.za) or contact a relevant education and training provider (see pages 60 and 61). The information below serves as an example of an educational option in order to demonstrate the process of planning a learning journey. As discussed in section D of the career guide, planning your learning journey involves a number of key steps. Example: The learning journey planning example below is that of an existing banking industry employee. Thandi has a matric certificate. She has worked as a receptionist in a commercial bank for one year. She wants to pursue a career in banking and believes that a good place to start would be as a bank teller. She has a good understanding of information technology and finance, but feels her business of banking, end-to-end processing and customer service skills need to be developed.
Step 1: Identify career competencies
Step 2: Check against critical skills
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Career: Bank teller Competencies: Key • Working with people • Business processes • Customer interface • Information technology skills • Financial skills • End-to-end processing skills • Business of banking skills
Critical skills alignment: • Customer interface • Information technology skills • Specific financial skills
Step 3: Assess individual skills gaps
My skill gaps: • Working with people • Customer interface • Business of banking • End-to-end processing skills
Note: To complete an individual assessment of one’s skills gaps, you can; • Rate yourself according to a scale of 1 to 3 (1 being no skill, 2 being some skill but lacks experience, and 3 being existing skill with experience); • Ask your manager and/or Human Resources consultant for feedback and to rate you against the identified competencies; • If you are not employed, ask family or friends or ex-employers to rate you against the identified competencies; and • If you are able, you can go to an assessment centre (usually found at educational institutions) and complete a formal assessment against the identified competencies.
Step 4: Plan to fill skills gap
Plan: a. Select type of learning ± Distance education b. Research qualifications ± National Certificate in Banking (see excerpt on following page) c. Research providers according to location, cost and quality ± Provider X d. Determine costs and budget ± R 10,000 for a one year course via distance education, payable in monthly installments e. Arrange to start your learning journey
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Qual/US ID
Qualification title
NQF level
Min credits
20186
National Certificate: Banking
5
120
Extract of unit standards from qualification (note – example of 4 out of a possible 50 unit standards)
56
7316
Educate a customer on bank products and services
Level 5
4
7338
Monitor and manage information technology risks in a banking environment
Level 5
35
7306
Process banking transactions
Level 5
5
7342
Identify and manage security risks in a banking environment
Level 5
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Appendix v – Professional bodies and education providers Professional bodies Professional bodies are involved in education and quality assurance for specific careers, have unique entrance requirements and offer many opportunities and services to their members. Professional body
Contact number
Website address
011 621 6737
www.abasa.org.za
011 325 7605
www.absip.co.za
Association of Chartered Certified Accountants
011 537 1760
www.acca.org.za
The Banking Association South Africa
011 782 7007
www.banking.org.za
Chartered Institute of Management Accountants
0861 2462 72
www.cimaglobal.com
Financial Planning Institute
011 475 1149
www.fpi.co.za
Financial Services Board
012 428 8000
www.fsb.co.za
Franchise Advice and Information Network (FRAIN) Project
0860 103 703
www.frain.org.za
Institute for Public Finance and Accounting
012 470 9450
www.ipfa.co.za
Institute of Bankers
011 481 7000
www.iob.co.za
Institute of Certified Bookkeepers
021 421 1110
www.icb.org.za
Institute of Certified Public Accountants of South Africa
011 486 0283
www.cpa-sa.co.za
Institute of Chartered Secretaries and Administrators
011 403 2900
www.icsa.co.za
Institute of Internal Auditors
011 450 1040
www.iiasa.org.za
Microfinance South Africa
012 361 0587
www.mfsa.net
National Credit Regulator
0860 627 627
www.ncr.org.za
SASBO The Finance Union
011 467 0192
www.sasbo.org.za
South African Board for Personnel Practice
011 773 6222
www.sabpp.co.za
South African Institute of Chartered Accountants
011 621 6600
www.saica.co.za
The Institute of Marketing Management
011 628 2000
www.imm.co.za
Association for the Advancement of Black Accountants in South Africa (ABASA) Association of Black Securities and Investment Professionals
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Tertiary education institutions
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Professional body
Contact number
Website address
Cape Peninsula University of Technology
021 959 6121
www.cput.ac.za
Central University of Technology, Free State
051 507 3911
www.cut.ac.za
Durban Institute of Technology
031 308 5111
www.dit.ac.za
Mangosuthu Technikon
031 907 7111
www.mantec.ac.za
Nelson Mandela Metropolitan University, Port Elizabeth
041 504 2111
www.nmmu.ac.za
North West University, Potchestroom
018 299 1111
www.nwu.ac.za
Rhodes University
046 603 8111
www.ru.ac.za
Tshwane University of Technology
012 703 2255
www.tut.ac.za
University of Cape Town
021 650 9111
www.uct.ac.za
University of Fort Hare
040 602 2011
www.ufh.ac.za
University of Johannesburg
011 406 2220
www.ujhb.ac.za
University of Kwa-Zulu Natal
031 260 2212
www.ukzn.ac.za
University of Limpopo
015 268 9111
www.ul.ac.za
University of Pretoria
012 420 3111
www.up.ac.za
University of South Africa
012 429 4111
www.unisa.ac.za
University of Stellenbosch
021 808 2908
www.sun.ac.za
University of Free State
051 401 3000
www.uovs.ac.za
University of the Western Cape
021 959 2911
www.uwc.ac.za
University of the Witwatersrand
011 717 1000
www.wits.ac.za
University of Venda
015 962 8000
www.univen.ac.za
University of Zululand
035 902 6029
www.uzulu.ac.za
Vaal University of Technology
016 950 9348
www.vut.ac.za
Training Providers Accredited by the BANKSETA ETQA (Education and Training Quality Assurance body) Please note that in-house/internal providers offer training programmes to their own fulltime employees only and do not offer courses of any sort to the general public. Training offered by external providers is open to the general public. The list below includes external providers only. Provider
Contact number
Beaufort Institute
011 476 3070
Brit Training
012 665 3555
Cornerstone Solutions (Pty) Ltd
011 789 1957
Credit Skills Training Institute (Pty) Ltd
021 883 2332
Culhane Consulting
021 930 4227
Examready (Pty) Ltd
011 615 2203
Full Value Financial Services (Pty) Ltd
011 325 2883
Idea Junction Consultancy (Pty) Ltd
082 824 9054
International Training Solutions
011 793 4606
Milpark Business School
011 718 4000
National Academy of Forex
011 467 8500
Plumbline Risk Alignment
021 531 9544
S.M. Mohapi Financial Services (Pty) Ltd
011 763 5392
The Academy of Financial Markets
011 782 2868
The Banking and Financial Services Campus
011 833 9121
The Institute of Bankers in South Africa
011 481 7000
TMS Training Services
011 853 2772
Training Techniques
021 685 0023
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Appendix vi – Related links For more information on careers, education and the banking and microfinance industry, try: Institution
Contact number
Website address
Department of Education
012 322 7685
www.education.gov.za
Department of Labour
012 309 4000
www.labour.gov.za
Education Association of South Africa
011 624 3284
www.easa.ac.za
The South African Qualifications Authority
0860 10 3188
www.saqa.org.za
Unitech
011 312 0671
www.unitech.org.za
Websites: • Careers 24: www.careers24.com • Career Information, Assessment Technologies and Services: www.careers.co.za • Centre for Higher Education Development, University of Cape Town: www.ched.uct.ac.za • E Financial Careers, UK: www.efinancialcareers.co.uk • Grad X.Net: www.gradx.net • MAPP Assessment, USA: www.assessment.com • Personality 100, USA: www.personality100.com • The Princeton Review, USA: www.princetonreview.com • University of the Witwatersrand, Johannesburg: www.wits.ac.za • US Department of Labor, Bureau of Labor Statistics: www.bls.gov • Wetfeet, USA: www.wetfeet.com
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References Documents: • BANKSETA, Sector Skills Plan, 2005 ± 2010 • Edgar Schein, Career Anchors: Discovering your real values, Pfeiffer, 1993. Websites: • The Banking Association, South Africa: www.banking.org.za • BANKSETA: www.bankseta.org.za • Career Development, Careering Orientation 2001, Mark Young: www.ched.uct.ac.za • Career Orientation Inventory, Red Point Coaching, Uys Kroenig: www.redpointcoaching.com • Council for Higher Education, South Africa: www.che.org.za • Creating your Career Path, ReadyMinds, Dr. James Malone: www.princetonreview.com • Grad X.Net: www.gradx.net • Managing your career, Careering Orientation 2001, Anne Short: www.ched.uct.ac.za • MAPP Assessment, USA: www.assessment.com • SAQA: www.saqa.org.za • US Department of Labor, Bureau of Labor Statistics: www.bls.gov
A journey of a thousand miles starts with one step – Lao Tzu
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Notes
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Notes
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Notes
This career guide for the banking and microfinance industry was developed by PeopleActiv on behalf of the BANKSETA (Banking Sector Education and Training Authority).
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“Managing your own career development is an active process which is as much about personal growth and development as it is about positioning oneself in the job market” (Anne Shot, 2001)
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Address Thornhill Office Park, Block 22, 94 Bekker Road, Midrand, 1685 PO Box 11678, Vorna Valley, 1686 Telephone 011 805 9661 Facsimile 011 805 8348
www.bankseta.org.za
K-6930 [www.kashangroup.com]
Call Centre 086 102 0002
