IIE Module Manual XHLS5119

HIGHER CERTIFICATE IN LEGAL STUDIES

XHLS5119
WORK INTEGRATED LEARNING
MODULE MANUAL 2020
(First Edition 2020)

This manual enjoys copyright under the Berne Convention. In terms of the Copyright
Act, no 98 of 1978, no part of this manual may be reproduced or transmitted in any
form or by any means, electronic or mechanical, including photocopying, recording or
by any other information storage and retrieval system without permission in writing
from the proprietor.

The Independent Institute of Education (Pty) Ltd is registered

with the Department of Higher Education and Training as a
private higher education institution under the Higher Education
Act, 1997 (reg. no. 2007/HE07/002). Company registration number: 1987/004754/07.

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IIE Module Manual XHLS5119

DID YOU KNOW?

Student Portal

The full-service Student Portal provides you with access to your academic
administrative information, including:
• an online calendar,
• timetable,
• academic results,
• module content,
• financial account, and so much more!

M odule Guides or M odule M anuals

When you log into the Student Portal, the ‘Module Information’ page displays the
‘Module Purpose’ and ‘Textbook Information’ including the online ‘Module Guides or
‘Module Manuals’ and assignments for each module for which you are registered.

Supplementary M aterials

For certain modules, electronic supplementary material is available to you via the
‘Supplementary Module Material’ link.

M odule Discussion Forum

The ‘Module Discussion Forum’ may be used by your lecturer to discuss any topics
with you related to any supplementary materials and activities such as ICE, etc.

To view, print and annotate these related PDF documents, download Adobe
Reader at following link below:
www.adobe.com/products/reader.html

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 IIE Module Manual XHLS5119

IIE Library Online Databases

The following Library Online Databases are available to you. Please contact your
librarian if you are unable to access any of these. Use the same username and
password as for student portal

EBSCOhost
This database contains full text online articles.
https://ezproxy.iielearn.ac.za/login?url=http://search.ebscohost.
com/

EBSCO eBook Collection

This database contains full text online ebooks.
https://ezproxy.iielearn.ac.za/login?url=http://search.ebscohost.
com/login.aspx?authtype=ip,url,uid&profile=ehost&defaultdb=nl
ebk

Library Website
This library website gives access to various online resources
and study support guides
http://www.iie.ac.za/IIE%20Library/Pages/default.aspx

LibraryConnect
The Online Public Access Catalogue. Here you will be able to
search for books that are available in all the IIE campus
libraries.
https://libraryconnect.iie.ac.za/client/en_GB/iie/

SABINET

This database will provide you with books available in other

libraries across South Africa.
http://reference.sabinet.co.za.ezproxy.iielearn.ac.za/

DOAJ
DOAJ is an online directory that indexes and provides access
to high quality, open access, peer-reviewed journals.
https://doaj-org.ezproxy.iielearn.ac.za/

DOAB
Directory of open access books.
http://www.doabooks.org/

Emerald Insight
Online journals, books and case studies.
https://www.iie.ac.za/IIE%20Library/E-Shelf/Pages/Electronic-
Databases.aspx

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Table of Contents

1. Introduction ............................................................................................................ 5
2. The Purpose of WIL ............................................................................................... 5
3. WIL Role Players ................................................................................................... 6
4. Assessment of WIL ................................................................................................ 7
4.1 Portfolio of Evidence ....................................................................................... 7
4.2 Peer/Self-Evaluations and Attendance ........................................................... 8
4.3 Oral Presentations .......................................................................................... 8
5. Qualification Summary........................................................................................... 9
5. MODULE SUMMARY .......................................................................................... 11
6. Pacer .................................................................................................................... 13
7. Detailed WIL Requirements ................................................................................. 17
ANNEXURE A .............................................................................................................. 18
ADDRESS TO THE SMALL CLAIMS COURT (PESENTATION RUBRIC): TASK 4(b) ................... 31
ANNEXURE C.............................................................................................................. 37
ANNEXURE D.............................................................................................................. 44
ANNEXURE E .............................................................................................................. 46
ANNEXURE F .............................................................................................................. 48
ANNEXURE G ............................................................................................................. 50
1 Introduction .......................................................................................................... 51
2 Progressing from student-life to work-life ............................................................ 51
3 Behaviour in the workplace.................................................................................. 53
3.1 Communication skills .................................................................................... 54
3.1.1 Meetings ................................................................................................. 55
3.1.2 Telephone Etiquette ............................................................................... 55
3.2 Working with others: team work and group work ......................................... 56
3.2.1 Office politics and social protocols ........................................................ 57
3.2.2. Professional networking......................................................................... 57
4 Ethics, trust, honesty and integrity....................................................................... 57
5 Managing professional spaces and appearances............................................... 58
6 Behaviour and conduct outside of working hours ............................................... 59
7 Contracts and legal matters ................................................................................. 59
8 In Closing ............................................................................................................. 59
9 Bibliography ......................................................................................................... 60

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1. Introduction
An essential part of The Independent Institute of Education (The IIE) qualifications is
to prepare students for the World of Work. You are prepared for your future career in
all WIL modules by either simulations, case studies or work placements.

The key differences between WIL modules and all other modules in a qualification is
that, in the WIL module, you need to use all the knowledge and skills that you have
developed in all of your modules up to that point, and, further develop your abilities to
reflect on yourself and your peers.

2. The Purpose of WIL

The purpose of having a WIL module in a qualification is to bring together all the
knowledge and skills gained into one consolidated project thereby enabling you, the
student, to integrate what you have learnt in several modules and demonstrate that
you are able to apply it to solve a workplace type problem. Through the WIL Modules
additional attention can be given to what SAQA calls Critical Crossfield Outcomes
(CCFOs) or what is now more generally known internationally as global competencies.
These include:

CCFO1: Identify and solve problems in which responses demonstrate that

responsible decisions using critical and creative thinking have been made.
CCFO2: Work effectively with others as a member of a team, group, organisation,
community.
CCFO3: Organise and manage oneself and one’s activities responsibly and
effectively.
CCFO4: Collect, analyse, organise and critically evaluate information.
CCFO5: Communicate effectively using visual, mathematical and/or language skills
in the modes of oral and/or written presentation.
CCFO6: Use science and technology effectively and critically, showing responsibility
towards the environment and health of others.
CCFO7: Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
CCFO8: In order to contribute to the full personal development of each learner and
the social and economic development of the society at large, it must be the
underlying intention of any programme of learning to make an individual
aware of the importance of:
▪ reflecting on and exploring a variety of strategies to learn more
effectively;
▪ participating as responsible citizens in the life of local, national and
global communities;
▪ being culturally and aesthetically sensitive across a range of social
contexts;
▪ exploring education and career opportunities; and
▪ developing entrepreneurial opportunities.

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The application of CCFOs or global competencies is largely context and discipline

dependent.

3. WIL Role Players

WIL involves the following role players:

1. The student – the student is expected to attend all scheduled sessions (in
person or in the case of distance students remotely), to meet deadlines, and
collect and prepare evidence aligned to expectations as set out in the relevant
WIL Module Manual. If a letter is required to make contact with stakeholders from
industry, the student must request such letters from the WIL Coordinator.

2. The WIL Coordinator – takes responsibility for the overall operationalisation of

WIL on a campus or for a group of students and issues any formal letters required
by the student.

3. IIE approved lecturers – designated to guide, mentor, assess and monitor

students’ academic progress in the WIL module.

4. External roleplayers in the workplace – takes responsibility for mentoring the

student, ensuring the student completes suitable work experiences and monitors
the student’s attendance.

A lecturer responsible for a WIL module may also be the designated WIL Coordinator.

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4. Assessment of WIL
Assessment of Work-Integrated Learning (WIL) should be based on the design of the
learning component of the programme expectations and stated outcomes. In addition,
the assessment of WIL is governed by the principles in The IIE Assessment Strategy
and Policy (IIE009) and the IIE Work-Integrated Learning Policy (IIE006).

WIL modules are assessed primarily through:

• POE;
• Self-reflective report/evaluation;
• Peer evaluations;
• Attendance of scheduled sessions with the lecturer and with your group. For
distance students attendance will be taken on your participation in discussion
groups, Skype or Collaborate sessions;
• Oral presentation. In the case of distance students the presentation will be done
via Skype or Learn Collaborate on Blackboard

4.1 Portfolio of Evidence

A Portfolio of Evidence (PoE) is a collection of materials that illustrates a person’s skills

and capabilities. A PoE also typically includes reflecting on the learning process and is
the place (usually a file) where documents are collected for one or both of the following
purposes:
• To demonstrate student competence during a WIL process by putting together
evidence of what they did, for example, documentation, background research,
reflections, lessons learnt, etc. This would include all types of WIL e.g. Project,
Simulation, Work Placement.
• To keep in one place some of the documents students may wish to show a
potential employer as evidence of their learning.

The student’s submissions for their PoE can also be in the form of MSOffice documents
such as Visio, Project, PowerPoint, Excel and Word documents (available through
Office 365 to which all students have access) or using specific relevant software if
required by the WIL.

The student will receive the WIL Module Manual half way through the first semester
but the actual WIL runs in the second semester. The final submission of the portfolio
will be after the 12th week in the second semester – normally in week 13.

The PoE must consist of the following documents:

• Cover Page;
• Table of Contents;
• Group name and members (if applicable);
• Project outline/description;

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• A discussion on the progression through the process, findings and

recommendations;
• Screenshots of important items relating to the project (if applicable);
• Project contents/documentation (all of the outputs as stated in the project
requirements);
• Copies of the letters for work placement as received from the WIL coordinator
and your application form (Annexure A) for workplace letters;
• Declaration of Authenticity (Annexure B);
• Peer evaluations;
• Self-evaluation reflective report (Annexure D);
• Presentation rubric (with lecturer’s feedback comments).

4.2 Peer/Self-Evaluations and Attendance

Because reflection is such an important part of the WIL modules, students will be
assessed on their reflections and insights gained while engaging in work-like activities.
Students will be assessed both on their ability to reflect on themselves (called a “self-
learning evaluation”), and will evaluate other students, or their peers (called a “peer
evaluation”). All of the self-learning evaluations and peer evaluations will be
standardised across all the WIL modules, and will be weighted differently across the
various years in a three-year qualification. The students are to complete the peer
evaluation questionnaire (Annexure C) and the self-evaluation reflective report
(Annexure D).

All WIL modules are set up on Learn and students are required to do their self-
reflections and journals on WIL using the journaling tool.

Students who do not attend at least 80% of scheduled sessions and sessions
organised by groups working together in person or online will forfeit 5%. The group
leaders/WIL Coordinator must track attendance of these sessions (Annexure G). For
distance students, these sessions can take place using The IIE Learn platform (i.e.
“Collaborate”) or Skype.

4.3 Oral Presentations

The WIL modules require students to deliver an oral presentation describing their
project or activity to their peers and/or lecturer(s). This will typically happen at the end
of the project, i.e. towards the end of the WIL module. Each student in the group is to
be evaluated according to the presentation rubric (Annexure E).

There are two main components of oral presentations, namely, a verbal component
and a visual component. The verbal component focuses on the oral, or spoken, portion
of the presentation during which aspects such as tone, delivery, language and
audience engagement are assessed.

The visual component includes all other communication aids that are used during the
presentation, e.g. slides, video clips, posters, handouts, models, simulations,

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diagrams, websites, etc. The visual images created by the students themselves may
be included here if they are relevant to the environment which is being represented. A
typical example would be when a group of students is simulating the presentation of a
proposal to a prospective client. In such instances, appropriate dress, posture and
body language are important. Visual aids used in presentations should be used
effectively. For example, PowerPoint slides should support the presentation, but not
become the presentation. Consequently, students need to think about both what they
say, how they say it, what they use to support what they say, and how they are acting
professionally and appropriately in a work-like environment.

5. Qualification Summary
Qualification Name: HIGHER CERTIFICATE IN LEGAL STUDIES

Qualification Code: Qualification Code: HCLS111(a)

QUALIFICATION PURPOSE EXIT LEVEL OUTCOMES

The design of this qualification facilitates On achieving the qualification, a student
basic critical learning through exposure will be able to:
to, and application of, specialised and • Demonstrate the ability to
support learning areas in the theory and present and communicate
practice of the South African law and the information, including legal
legal system. The qualification information, reliably, critically,
introduces learners to the South African ethically, and coherently.
law and legal system, communication, • Demonstrate a basic yet
basic numeracy and research skills as systematic knowledge of the
well as law-office support skills. The structure of the modern South
qualification design instils a problem- African legal system and the
solving approach to learning relationship between the various
accompanied by the development of the sub-disciplines of law that
ability to apply solutions within a familiar comprise our legal system.
context. The qualification also requires • Identify and evaluate the basic
that the learner develops the ability to principles and norms of private
answer for their own actions and work and mercantile law in the overall
effectively in teams. context of modern South African
legal and business practice.
In modules such as Academic Literacy, • Engage with legal texts
Business Communication and Skills for pertaining to legislation, court
Law the focus falls on introducing precedent, and academic articles
learners to the principles and practices of in order to source, identify, and
academic knowledge, writing and basic select relevant information to
research as well as the basic principles support and inform basic
of academic referencing, including legal statements, recommendations,
referencing. The modules the Law of and decisions related to a legal
Persons and the Aspects of Mercantile position.
Law introduce learners to discrete areas • Gain a general understanding of
of the modern South African law. the hierarchy of the South African

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system of courts and tribunals, in

In the modules Fundamentals of the particular the functioning of a
South African Legal System, Principles Magistrates Court, the
of Employment Law and Aspects of procedures and methods applied
Private Law, selected aspects of the in the courts and the documents
substantive South African law of (pleadings) used in court
particular relevance to the world of procedures.
commerce and fundamental • Gain a general understanding of
understanding of our law and legal the administration of the typical
system are introduced. In modules such attorney’s office and the most
as Academic Literacy, Skills for Law, common matters dealt with in the
Work Integrated Learning I and II and modern South African attorney’s
Business Communication the focus falls office.
on both verbal and written
communication skills, including
knowledge of persuasion and legal
argumentation. The modules Skills for
Law and Introduction to Personal
Computing provides learners with
fundamental knowledge with respect to
numerical and technological applications
related to the law-office and business
environment. The module Legal Office
Support provides an understanding of
the fundamental principles of legal office
administration and associated paralegal
skills within the modern South African
law-office environment.

In addition, the curriculum has been

designed to support the achievement of
the outcomes related to this qualification
by incorporating the different skills
learned in different modules in the
integrated simulation project (a
simulated court case) which is the Work
Integrated Learning component of this
qualification. Practical work completed is
presented in a portfolio which will be
submitted at the end of the course and
can also be used by the student in their
applications for employment or further
study.
Throughout the qualification, cognisance
is taken of the importance of an ethical
and sustainable approach to doing

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business and applying the law in the

modern South African context.

5. MODULE SUMMARY

ITEM DESCRIPTION

Faculty FACULTY OF SOCIAL SCIENCES

Qualification HIGHER CERTIFICATE IN LEGAL STUDIES

Module Name WORK INTEGRATED LEARNING

Module Code XHLS5119

Module Purpose The purpose of this module is to introduce students to a capita

selecta of the divisions of South African objective law and to
ethical legal practice through a variety of applied activities.

MO1: Discuss a variety of capita selecta of divisions of the

South African objective law.

MO2: Discuss and make recommendations on how to deal

Module with legal ethical dilemmas encountered in practice.
Outcomes
MO3: Explore solutions to potential legal problems that one
may encounter.

MO4: Draft legal documentation.

Credits 20

200 of which:

Notional Hours XHLS5119 consists of: 70 XHLS5110p consists of: 46

lecture hours 130 hours lecture hours 154 hours
independent work independent work

Type of WIL POE/Simulation

Personal Computer
Tools &
Microsoft® Office 365
Resources
Internet etc.

Additional Please refer to the pacer and use the sessions as a weekly
Information guide, e.g. Session 1 is Week 1.

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IIE Module Manual XHLS5119

Final deadlines will be communicated to the students by their

lecturers. (This is a campus decision).

PLEASE NOTE:

A student who does not participate in the oral

presentations will fail the module.

If a student, after having been requested to do so, fails to

submit the Declaration of Authenticity, he/she will be
awarded zero for the POE.

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6. Pacer
Students need to communicate with the lecturer on the progression of their project during the assessment points, highlight constraints
and problems (externally and within their group), participate in class discussions, and submit evidence of their project progression.

WIL will be conducted usually in the second semester so as to create a more focused experience for students and thus increase the
intensity and impact of the learning. However, it is important that students receive this guide in the previous semester when students
are required to search for an appropriate organisation where they can carry out their WIL in the case of work placement or engagement.
Simulations for first and second year WILs will also be distributed to students in the previous semester.

Assessment points are indicated on the Pacer which describes the various milestones. Each milestone represents an assessment
point.

WEEK MILESTONE TASK

(ASSESSMENT POINT)
1. Professional Conduct in Students must complete a relevant Professional Conduct in the Workplace
the Workplace Programme (PCWP) as part of the WIL module if the WIL requires them to engage
Programme (Annexure G) with representatives or stakeholders from industry. It is not a requirement for WIL
modules based on simulations or other forms of campus-based activities,
but it is strongly recommended that the PCWP be completed anyway as the
skills are related to the World of Work and are thus supportive of WIL outcomes.

Introduction to XHLS5119 Lecturer must explain the following to the students:

• The nature and purpose of a WIL module.
• The POE/Simulation, the tasks and rubrics.
• The mark allocation of all the components of the WIL module.
• Milestones/deliverables.
• The resources for the WIL module.
• Participation of the students.

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WEEK MILESTONE TASK

(ASSESSMENT POINT)
• Attendance of the students.
• Responsibilities of the students.
Lecturer’s discretion: The Lecturer may wish to schedule lectures in a computer
room in order to assess or assist students with general word processing skills, and
general online research skills. This must be coordinated with the AOC for
XHLS5119 on the individual campuses and is subject to the availability of computer
rooms and other timetable constraints.
2–3 Task 1 • Lecturer to provide support and guidance to the students as they work on
(Speech) Task 1.
• Students begin Task 1. Students must conduct significant research,
reading, note-making and drafting in order to complete Task 1. Students
are required to use the acquired knowledge to draw a conclusion regarding
the plagiarism aspect of this task.
• It is recommended that Lecturers use a percentage of the allotted lecture
hours to peruse each student’s work and provide individual verbal feedback
and guidance to the students as they complete the Task 1.
4-5 Task 2 • Lecturer to provide support and guidance to the students as they work on
(Legal Memorandum) Task 2.
• Students begin Task 2. Students must conduct significant research,
reading, note-making and drafting in order to complete Task 2. Students
are required to use the acquired knowledge to make an informed
recommendation to the client regarding the prospects of success of the
client’s claim.
• It is recommended that Lecturers use a percentage of the allotted lecture
hours to peruse each student’s work and provide individual verbal feedback
and guidance to the students as they complete the Task 2.
• Lecturer to return marked Task 1, complete with written feedback, to the
students and remind students to keep the task for submission as part of
their POE.

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IIE Module Manual XHLS5119

WEEK MILESTONE TASK

(ASSESSMENT POINT)
6-8 Task 3(a) and (b) • Lecturer to provide support and guidance to the students as they work on
(Letter of Demand and Task 3.
ethics question) • Students begin Task 3. Students must conduct research the practical
aspects of drafting a letter of demand and complete Task 3(a).
• Students must conduct research on the ethical implications of Task 3(b).
Students are required to use the acquired knowledge to make an informed
recommendation to Ms Mbeki regarding the implications of her proposed
action.
• It is recommended that Lecturers use a percentage of the allotted lecture
hours to peruse each student’s work and provide individual verbal feedback
and guidance to the students as they complete the Task 3.
• Lecturer to return marked Task 2, complete with written feedback, to the
students and remind students to keep the task for submission as part of
their POE.
9-11 Task 4(a) • Lecturer to provide support and guidance to the students as they work on
(written address to Small Task 4(a).
Claims Court) • Students begin Task 4(a). Students, in pairs, must conduct significant
research regarding communication, legal argumentation, verbal
presentation thereof in order to begin to draft and finalise Task 4(a).
• It is recommended that Lecturers use a percentage of the allotted lecture
hours to peruse each student’s work and provide individual verbal feedback
and guidance to the students as they complete the Task 4(a).
• Lecturer to return marked Task 3, complete with written feedback, to the
students and remind students to keep the task for submission as part of
their POE.
10-12 Task 4(b) • Lecturer to return marked Task 4(a), complete with feedback, to the
(compulsory oral students and remind students to keep the task for submission as part of
presentation) their POE.

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IIE Module Manual XHLS5119

WEEK MILESTONE TASK

(ASSESSMENT POINT)
• Students, in pairs, verbally present Task 4(a). The Lecturer acts as the
Commissioner of the Small Claims Court.
• Lecturer to provide students with feedback on rubric for Task 4(b) and
remind students to keep the rubric for submission as part of their POE.
• Students to complete self and peer evaluations.
• If a student fails to participate in the oral presentations, they will fail the
module.
13 POE • Students to finalise and collate all submission to the POE.

TOTAL 200
NOTIONAL
HOURS

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7. Detailed WIL Requirements

While there are general principles for the assessment of WIL modules, each WIL module will have
its own marking criteria and weightings.

MILESTONE TASK MARK

(ASSESSMENT WEIGHTING
POINT) BREAKDOWN
1. POE Tasks 1, 2, 3(a), (b), Task 4(a) 60%

2. Peer- Complete peer evaluation report (Annexure B) 10%

Evaluation
3. Self- Complete self-evaluation report (Annexure C) 5%
Evaluation
4. Presentation Group Presentation: Task 4(b) 20%

5. Attendance Lecture and group attendance (Annexure F) 5%

TOTAL WEIGHTING 100

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IIE Module Manual XHLS5119

ANNEXURE A

Facts:
You successfully completed the Higher Certificate in Legal Studies (HCLS) at the IIE’s Varsity
College 2016 and are currently enrolled in the 3rd year of the LLB (Bachelor of Laws)
programme. You recently started your first job as a part-time legal administrator working for
Ms Mbeki, an admitted attorney working for Smith, Botha and Dlamini Attorneys, a general
practice law firm.

Ms Mbeki informs you she also completed the Bachelor of Laws through Varsity College and
that she has been asked by the Programme Manager of the School of Law, Ms Kimora
Mantu, to deliver a presentation to students in the Faculty of Law on the statutory
requirements for admission as an attorney in the High Court of South Africa as well as the fit
and proper person test. Ms Mantu specifically asked Ms Mbeki to discuss two very important
issues:
1. the impact of disciplinary proceedings for plagiarism at the tertiary level on a student’s
eligibility for admission as an attorney; and
2. the status of the Bachelor of Laws degree offered by private higher education
institutions, like the IIE’s Varsity College, in South Africa.

Ms Mbeki, while excited to deliver her speech to the law students, is extremely busy
preparing for an upcoming trial. Accordingly she asks you to conduct the necessary research
and draft the speech which she will deliver to the HCLS students in the Faculty of Law. (Refer
to task 1).

The day after addressing the students at the Varsity College Faculty of Law, a new client, Mr
Jacob Williamson is due to consult with Ms Mbeki. Shortly before Mr Williamson is due to
arrive for his consultation, Ms Mbeki contacts you from court and informs you that her court
appearance in an eviction matter is taking longer than expected, and she instructs you to
meet with Mr Williamson in her absence; take a detailed statement from him and to keep a
written record of the consultation. Ms Mbeki has promised to study your statement and then
revert to Mr Williamson regarding his matter and possible remedies available in law.

Mr Williamson arrives. You introduce yourself to him as a legal administrator and inform him
that Ms Mbeki has asked you to take a detailed statement from him as she has been
unavoidably delayed attending to an urgent court matter. Mr Williamson proceeds to inform
you of the legal issues that he faces.

The double story apartment that Mr Williamson shares with his fiancé, Ms Olivia Naicker, was
recently burgled. The perpetrator pushed Mr Williamson down a flight of stairs. When Mr
Williamson attempted to stand up, the perpetrator kicked him in the chest. Mr Williamson was
able to grab a knife from the kitchen and stab the perpetrator in his left arm just as he
escaped with his laptop computer, flat screen television and his fiancé’s engagement ring.

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IIE Module Manual XHLS5119

While the police caught the perpetrator, Jan Broeksma, he was released on bail forty eight
hours after his arrest as he was a first-time offender and posed no flight risk.

As a result of the attack from Jan Broeksma, Mr Williamson, broke his arm and cracked three
ribs on his left side. He had two x-rays and spent one night in the hospital. He missed one full
week of work and had to stop playing his favourite sport, cricket. He had to take painkillers for
one month. Mr Williamson’s x-rays cost R525.00 each. The costs of his stay in the hospital as
well as doctors consultations totalled R7,950.00. He required strong painkillers for a period of
one month after the incident which cost R895,00. Mr Williamson works as a freelance graphic
designer and, as such, his earnings fluctuate, but he typically earns R30,000.00 per month.

Mr Williamson informs you that criminal charges are pending against Mr Broeksma. He further
informs you that his fiancé seems to think that he can obtain damages from the perpetrator.
He asks for your advice. (Refer to task 2)

General Instructions for ALL tasks:

1. Please read each of the tasks below. Please read the rubric for each task carefully. The
rubric indicates to you what your lecturer expects from you and how your lecturer will be
marking your task. It is recommended that students read the task and thereafter read the rubric
before completing the tasks themselves.

2. Please complete the tasks as per the instructions below:

2.1 Please attach the rubric for the task to the front of your task.
2.2 Please reference all sources used in completing the task according to the IIE Law Style
Guidelines and Legal Referencing document. Please include a bibliography in every written
task.
2.3 Please note that the text of your tasks must comply with the following format
requirements:
• Line spacing: 1.5 spacing.
• Paragraphs: Justified.
• Font size: 11
• Font: Arial or Calibri.

3. Please submit the tasks on the due dates set by your Lecturer.

© The Independent Institute of Education (Pty) Ltd 2020 Page 19 of 60

IIE Module Manual XHLS5119

Task 1 — The statutory requirements for admission as an attorney (Marks: 100)

Prepare a presentation (speech), not exceeding 1000 words, for Ms Mbeki to deliver to the
HCLS students. The speech will focus on:
• the impact of disciplinary proceedings for plagiarism at the tertiary level on a student’s
eligibility for admission as an attorney in the High Court of South Africa; and
• the status of law degrees offered by private higher education institutions, like the IIE’s
Varsity College, in South Africa.

Refer to the relevant legislation and case law including the latest court judgment involving the
IIE’s law degree in your presentation.

Before beginning Task 1, please read the rubric to determine how your lecturer will be
assessing this task.

Students may find the following resources useful in the completion of Task 1:
Textbooks
1. Kok, A. Nienaber, A. Viljoen, F. Skills Workbook for Law Students 2nd ed (2011) Juta:
Claremont.
2. Womack, C. A Practical Guide for Legal Support Staff 2nd ed (2019) Juta: Claremont.
3. Kleyn, D. Viljoen, F. Zitzke, E. Madi, P Beginners Guide for Law Students 5th Edition,
(2018) Juta: Claremont

Journal Articles
Slabbert, M The Requirement of being a Fit and Proper Person for the Legal Profession PER
14 (2011) 209 - 351

Internet
1. The Law Society of South Africa https://www.lssa.org.za/ (Accessed: 26 August 2019).
2. South African Legal Information Institute http://www.saflii.org/ (Accessed: 26 August 2019).
3. Fit and Proper Person https://www.youtube.com/watch?v=e0HZ1jM6YlE (Accessed: 28
August 2019).
4. Nkosi, B Pretoria lawyer struck off the roll for embezzling RAF money
https://www.iol.co.za/the-star/news/pretoria-lawyer-struck-off-the-roll-for-embezzling-raf-
money-29085634 (Accessed: 28 August 2019).
5. Abrahams, KS From LLB to admission – are there any guarantees? (1 October 2017) De
Rebus http://www.derebus.org.za/llb-admission-guarantees/ (Accessed: 29 August 2019).

© The Independent Institute of Education (Pty) Ltd 2020 Page 20 of 60

IIE Module Manual XHLS5119

Task 2 — Legal Memorandum Marks: (100)

Ms Mbeki reviews the notes that you made during the meeting with Mr Williamson. Thereafter
she instructs you to draft a legal memorandum addressed to Mr Williamson in which you provide
him with a detailed explanation as to whether or not he may obtain ‘damages’ from Mr
Broeksma. Specifically, Ms Mbeki asks you to address the following points in your legal
memorandum:
• The legal basis for an action for damages.
• A brief explanation of this branch of law.
• A brief explanation of the elements that would have to be proven in order for the claim to
succeed.
• A brief explanation of the difference between general and special damages.
• A brief explanation of what legal costs refer to and the different types of costs.
• Your informed opinion on whether or not Mr Williamson should, in fact, institute an action
against Mr Broeksma. (100)

Your memorandum must not exceed 1000 words. Before beginning Task 2, please read the
rubric to determine how your lecturer will be assessing this task.

Students may find the following resources useful in the completion of Task 2:
Textbooks
1. Schulze, H. Kelbrick, K. Manamela, T. Stoop, P. Manamela, E. Hurter, E. Masuku, B. Stoop,
C. General Principles of Commercial Law 9th Edition, (2019) Juta: Claremont.
2. Kok, A. Nienaber, A. Viljoen, F. Skills Workbook for Law Students 2nd ed (2011) Juta:
Claremont.
3. Kleyn, D. Viljoen, F. Zitzke, E. Madi, P Beginners Guide for Law Students 5 th Edition, (2018)
Juta: Claremont.
Internet
1. South African Legal Information Institute http://www.saflii.org.za
2. Joupert Galpin Searle, Delict Explainted http://www.jgs.co.za/index.php/litigation/delict-
explained (Accessed: 28 August 2019).
3. Smith, C Claiming for listeriosis deaths, damages could be complex – lawyer
https://www.fin24.com/Companies/Retail/claiming-for-listeriosis-deaths-damages-could-be-
complex-lawyer-20180306 (Accessed: 28 August 2019).
4. Wessels, B A compensation fund for crime victims? Why it can and should be established
https://www.news24.com/Analysis/a-compensation-fund-for-crime-victims-why-it-can-and-
should-be-established-20180502 (Accessed: 29 August 2019).

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IIE Module Manual XHLS5119

Task 3 — Drafting a Letter of Demand Marks: (100)

a) After reading your well-drafted legal memorandum, Mr Williamson gives Ms Mbeki the
instruction to institute an action for damages against Mr Broeksma.

Ms Mbeki informs Mr Williamson that she thinks it is a good idea to send Mr Broeksma a letter
of demand before instituting summons against him. She explains that this step will give Mr
Broeksma an opportunity to settle the matter, and even though Mr Williamson will incur some
legal costs by sending Mr Broeksma a letter of demand, he may avoid the costs of litigation
entirely if Mr Broeksma chooses to settle the matter. Ms Mbeki then informs Mr Williamson
that the legal fees for drafting of a letter of demand are R100.00 per page and the
disbursements are R3.00 per page for printing and approximately R50.00 for sending the
letter by registered mail.

Assume that the quantum of general damages is estimated to be R150,000.

Mr Williamson considers all of Ms Mbeki’s advice and instructs her to send Mr Broeksma a
letter of demand before taking further action.

Thereafter Ms Mbeki instructs you to draft a letter of demand to Mr Broeksma in which you
must:
• Indicate that she represents Mr Williamson.
• Set out briefly the facts upon which the claim is based.
• Set out the quantum of the claim, including legal costs.
• Inform Mr Broeksma that your client’s instructions are to issue summons against him
should he fail to make full payment of the claimed amount or contact the firm to make
payment arrangements within 14 days of receipt of the letter of demand.
• Set out the firm’s trust account details.
• Set out a demand clause. (marks: 90)

The letter of demand may not exceed 300 words.

(b) Twelve days later Mr Broeksma telephones Ms Mbeki. He explains that he has been
unemployed for six months and that he turned to crime in desperation to put some food on
the table for his three small children. He says that he meant Mr Williamson no harm and that
all that he can pay in settlement of the matter is R1,000.00 as he has had to hire an attorney
to defend him against the criminal charges against him.

Ms Mbeki tells you that offering R1,000.00 in settlement of the matter is a joke and that she is
not going to inform Mr Williamson of this offer. Consult the appropriate legislation and code of
conduct and draft a note which you send via email, advising Ms Mbeki on the ethical
implications of her decision. (marks: 10)

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IIE Module Manual XHLS5119

Before beginning Tasks 3(a) and (b), please read the rubrics to determine how your lecturer
will be assessing this task.

Students may find the following resources useful in the completion of Task 3:
Textbooks
1. Schulze, H. Kelbrick, K. Manamela, T. Stoop, P. Manamela, E. Hurter, E. Masuku, B.
Stoop, C. General Principles of Commercial Law 9th Edition, (2019) Juta: Claremont.
2. Kok, A. Nienaber, A. Viljoen, F. Skills Workbook for Law Students 2nd ed (2011) Juta:
Claremont.
3. Womack, C. A Practical Guide for Legal Support Staff 2nd (2019) Juta: Claremont.
4. Kleyn, D. Viljoen, F. Zitzke, E. Madi, P Beginners Guide for Law Students 5th Edition,
(2018) Juta: Claremont.

Internet
1. The Law Society of South Africa https://www.lssa.org.za
2. Buitendag, M Letter of Demand – Background
https://blogs.sun.ac.za/legalwriting/2015/04/27/1-the-letter-of-demand-breakdown-of-legal-
documents/ (Accessed: 28 August 2019).

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IIE Module Manual XHLS5119

Task 4: Small Claims Court (Trial advocacy) (Marks: 100)

After reading your note Ms Mbeki revises her decision and informs Mr Williamson of Mr
Broeksma’s offer.

Mr Williamson considers the matter from both his own perspective and that of Mr Broeksma.
He asks Ms Mbeki for a timely and cost-effective solution to litigation. Ms Mbeki suggests that
he approach Small Claims Court. She explains that the Small Claims Court is a court designed
for the speedy resolution of minor civil claims by Commissioners. She further points out that
the monetary limit of the Small Claims Court is R20,000.00 and that Mr Williamson will have to
forgo claims beyond this amount. Ms Mbeki advices that parties may not be represented by
attorneys in the Small Claims Court. Nonetheless, she offers to assist Mr Williamson by drafting
an address to the Small Claims Court. Mr Williamson gratefully accepts.

(a) Ms Mbeki instructs you to draft formal addresses to the Small Claims Court. She explains
that a good strategy in litigation is to consider the arguments that will be made by the opposing
party. Accordingly work together in pairs to draft two addresses to the Small Claims Court. One
address must be from the perspective of Mr Williamson and the other address must be from
the perspective of Mr Broeksma. Your address must not exceed 600 words.
(You and your partner will receive the same mark for this task.). (50)

(b) Each student must verbally present one of the written addresses submitted by them for 4(a)
above in order to satisfy the oral component of this module in the second semester. One student
must verbally present the address from the perspective of Mr Williamson. One student must
verbally present the address from the perspective of Mr Broeksma. (50)

Please note:
• Task 4(b), the oral component, will be weighted at 20% of the final result of this module.
• The orals will be presented by the students, in pairs, on specific lecture dates which will
be announced by your lecturer.
• Remember that parties who appear in the Small Claims Court are not permitted to have
legal representation. Thus the students (in pairs) will take on the roles of Mr Williamson
and Mr Broeksma and present their respective cases as if the matter is proceeding in the
Small Claims Court. This means that the student acting as Mr Williamson will start,
(presenting his statement to the commissioner), followed by the student acting as Mr
Broeksma. Your lecturer will act as the Commissioner of the Small Claims Court, preside
over the addresses and deliver a ruling.

Before beginning Tasks 4(a) and (b) please read the rubrics determine how your lecturer will
be assessing these tasks.

Students may find the following resources useful in the completion of Task 4:
Textbooks

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IIE Module Manual XHLS5119

1. Kok, A. Nienaber, A. Viljoen, F. Skills Workbook for Law Students 2nd ed (2011) Juta:
Claremont.
2. Womack, C. A Practical Guide for Legal Support Staff 2nd ed (2019) Juta: Claremont.
3. Kleyn, D. Viljoen, F. Zitzke, E. Madi, P Beginners Guide for Law Students 5 th Edition, (2018)
Juta: Claremont.

Internet
1. Small Claims Court http://www.justice.gov.za/scc/scc.htm.
2. Cape Bar Society of Advocates Practical Advice on Presenting or Defending your Case in
the Small Claims Court Act https://capebar.co.za/cape-bar/small-claims-court/practical-advice-
on-presenting-or-defending-your-case-in-the-small-claims-court-act/ (Accessed: 28 August
2019).
3. Nolo Your Day in Small Claims Court: What to Expect https://www.nolo.com/legal-
encyclopedia/free-books/small-claims-book/chapter15-4.html (Accessed: 28 August 2019).

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IIE Module Manual XHLS5119

Please note: Tear off this section and attach it to your work when you submit it.
MODULE NAME: WORK INTEGRATED LEARNING MODULE CODE: XHLS5119
STUDENT NAME:
STUDENT NUMBER:
RUBRIC FOR TASK 1: Speech Levels of Achievement Feedback

Excellent Good Developing Poor

In order to be awarded full marks for these elements of Task
1, students need to have: Score Ranges Per Level (½ marks possible)

Language and structure: Correct use of grammar, spelling,

punctuation. Correctly structured with paragraphs and 9-10 7-8 4-6 0-3
headings.
Appearance and instructions: Presentation has a neat
9-10 7-8 4-6 0-3
appearance and complies with all instructions.
Authority: Identification and correct citation of the relevant
legislation and sections thereof, and relevant court 16-20 11-15 6-10 0-5
judgment.
Content: Demonstrates an understanding of all of the
requirements for admission as an attorney and the fit and
proper person test. Correct formulation and discussion of the
56-60 45-55 21-30 0-20
definition of plagiarism and the impact thereof on a person’s
eligibility for admission as an attorney and the student
presents their own (logical) opinion and conclusion.
TASK 1 SUBTOTAL /100

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IIE Module Manual XHLS5119

Please note: Tear off this section and attach it to your work when you submit it.
MODULE NAME: WORK INTEGRATED LEARNING MODULE CODE: XHLS5119

STUDENT NAME: STUDENT NUMBER:

RUBRIC FOR TASK 2 — LEGAL MEMORANDUM Levels of Achievement Feedback

In order to be awarded full marks for these elements of Task Excellent Good Developing Poor
2, students need to have: Score Ranges Per Level (½ marks possible)
Language and structure: Correct use of grammar, spelling,
punctuation. Correctly structured with paragraphs and 10 9-6 5-3 2 -0
headings.
Appearance and instructions: Legal memorandum has a neat
appearance, the format is correct (legal memo) and complies 10 9-6 5 -3 2-0
with all instructions.
Authority: Correct use of at least one textbook and one
relevant court judgment in preparation of the legal 20 -16 15 - 11 10 - 6 5-0
memorandum.
Content: Demonstrates an understanding of the relevant
aspects of delictual law, types of damages, types of legal
costs. Student evaluates all aspects of the client’s matter and 60 -48 47-39 38-24 23 - 0
presents their own logical opinion of the prospects of success
of the matter.
TASK 2 SUBTOTAL
/100

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IIE Module Manual XHLS5119

MODULE NAME: WORK INTEGRATED LEARNING MODULE CODE: XHLS5119

STUDENT NUMBER:
STUDENT NAME:

RUBRIC FOR TASK 3(a) — LETTER OF DEMAND Levels of Achievement Feedback

Excellent Good Developing Poor
In order to be awarded full marks for these elements of Task
3, students need to have: Score Ranges Per Level (½ marks possible)

Language and structure: Correct use of grammar, spelling,

punctuation. Correctly structured with paragraphs and 10 9-6 5-3 2-0
headings.
Appearance and instructions: Letter of demand has a neat
appearance, the format is correct (letter of demand), is on a
20-16 15-11 10-6 5-0
letterhead and complies with all instructions, including
letterhead.
Content of Letter of Demand:
-Correct subject line, reference numbers and date.
-Confirmation of the firm’s representation of client.
-Briefly state the facts upon which the demand is based.
-The correct calculation of the amount claimed, including
60-48 47-39 39-24 23-0
legal costs.
-Demand clause.
-Consequences of non-payment (non-compliance with
demand).
-Set out the firm’s trust account details.
TASK 3 SUBTOTAL
/90

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IIE Module Manual XHLS5119

MODULE NAME: WORK INTEGRATED LEARNING MODULE CODE:XHLS5119

STUDENT NAME: STUDENT NUMBER:

RUBRIC FOR TASK 3 (b) ETHICS Levels of Achievement Feedback

Excellent Good Developing Poor
In order to be awarded full marks for these elements of Task
3, students need to have: Score Ranges Per Level (½ marks possible)

Legislation/Rule: Identified the relevant legislation (full

5 4 3-2 0-1
citation of the Act) and Code of Conduct.
Content:
Correct formulation, discussion and demonstration of an
understanding of the ethical implications of failing to inform 5 4 3-2 0-1
a client of a settlement offer. Student comes to a logical
conclusion and advises Ms Mbeki.

TASK 3 (b) SUBTOTAL

/10

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IIE Module Manual XHLS5119

MODULE NAME: WORK INTEGRATED LEARNING MODULE CODE:

XHLS5119
STUDENT NAME:
STUDENT NUMBER:
RUBRIC FOR TASK 4(a) — ADDRESS Levels of Achievement Feedback
(WRITTEN)

In order to be awarded full marks for Excellent Good Developing Poor

these elements of Task 4, students Score Ranges Per Level (½ marks
need to have: possible)
Language and structure: Correct use
of grammar, spelling, punctuation.
Formal and respectful tone of 5 4 3-2 0-1
language. Correctly structured with
paragraphs and headings.
Appearance and instructions:
Address to Small Claims Court has a
5 4 3-2 0-1
neat appearance and complies with
all instructions.
Content: Address to the Small Claims
Court: Appropriate greeting to the
Commissioner. Student presents a
strong, logical and persuasive case to
the court which includes a correct
formulation and discussion of the key
31-
aspects of delictual law and grounds 40-32 25-16 15-0
26
of justification and anticipation of
and neutralisation of the opposing
party’s arguments or defences
Appropriate conclusion; student
respectfully asks Commissioner for
the desired relief.
TASK 4(a) SUBTOTAL
/50

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IIE Module Manual XHLS5119

ADDRESS TO THE SMALL CLAIMS COURT (PESENTATION RUBRIC): TASK 4(b)

NAME/NUMBER OF STUDENT/GROUP ................................................... MODULE:

..............................

CRITERIA 1 – You have 2 – You are on 3 – Well done. 4 – You have TOTAL
learned something – the right track done
but you are not but you can do exceptionally
proving it. better. well.
Non-Verbal Skills (CCFO5)
Audience Makes no attempt to Sometimes Has frequent Holds attention
Engagement interact with the interacts with interaction through direct
audience. one or two with the same interaction with
members of the people in the various members
audience audience. of audience.
Body Does not promote Tense, anxious, Movements Stands up
language engagement, sits appears enhance straight, engaged,
during their part of defensive, delivery, some interested,
the presentation. distracting, interaction positive.
unnatural, and with the
unnecessary audience
movement.
Poise Unprepared - does Does not Recovers Interacts with
not cope with recover well quickly and audience, no
interruptions during when making smoothly distracting
presentation mistakes. when mistakes movements.
are made.
Dress code Clothing Clothing is not Neat, well- Professional,
inappropriate for entirely groomed, well-groomed,
purpose of appropriate for mostly entirely
presentation. purpose of appropriately appropriately
presentation dressed for dressed for the
the purpose of purpose of the
the presentation.
presentation.

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IIE Module Manual XHLS5119

VERBAL Skills (CCFO5)

Tone Too loud/ too soft, Cannot be heard Varies volume Clear, easy to
abrupt, by audience. and pitch listen to,
condescending articulate.
Language Inappropriate, in poor Unable to Thoughts well- Enthusiastic,
taste, mumbles, articulate ideas. articulated, relaxed, self-
incorrect use of uses own confident, seldom
terminology. words, but refers to notes,
unable to keep maintains interest
audience of audience
engaged throughout
throughout presentation.
presentation.
Delivery Shows no interest in Mumbles, Thoughts well- Enthusiastic,
topic or activity/ does appears articulated, relaxed, self-
not participate in oral distracted or uses own confident, seldom
part of presentation. unfocused, reads words, but refers to notes,
notes word for unable to keep maintains interest
word. audience of audience
engaged throughout
throughout presentation.
presentation.

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IIE Module Manual XHLS5119

CRITERIA 1 - You have 2 - You are on 3 - Well done. 4 - You have TOTAL
learned the right track done
something – but you can exceptionally
but you are do better. well.
not proving it.

VISUAL AIDS (CCFO5)

Physical, e.g. Unrelated to Poor, distracts Commercially Original visual
posters, presentation. audience, available aids, relevant
models, adds nothing visual aids, to topic,
charts, etc. to relevant to support and
Electronic, e.g. presentation. topic, enhance enhance
video, understanding understanding
computer and and
simulation explanation. explanation.
PowerPoint
slides
PACE (CCFO5)
Timing Presentation is Presentation is Length of Length of
Structure, e.g. too short or somewhat presentation presentation
introduction, takes much close to the close to close to
conclusion longer than allocated time. allocated time. allocated time.
allocated time. Audience has Mostly Structured,
Disjointed, difficulty structured, logical flow,
unstructured, following easy to follow accompanied
no discussion; in spite of by good
introduction content occasional explanations
and/ or presented lapses in that aid
conclusion. haphazardly logical flow. understanding.
without
appropriate
structure.
CRITERIA 1 - You have 2 - You are on 3 - Well done. 4 - You have TOTAL
learned the right track done
something – but you can do exceptionally
but you are better. well.
not proving it.

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IIE Module Manual XHLS5119

SUBJECT KNOWLEDGE (CCFO1; CCFO4)

Concepts Demonstrates no Demonstrates Demonstrates Demonstrates deep
understanding of limited adequate understanding of
concepts. understanding of understanding of concepts.
concepts . concepts .
Depth Is unable to answer Has difficulty Able to answer Is able to provide
any questions, answering most questions. in- depth
when required. questions explanations in
response to all
questions.
GROUP DYNAMIC (CCFO2; CCFO3)
Interaction Does not Little Participates in Participates
with: participate in participation in presentation, enthusiastically in
Team presentation. presentation. shares presentation,
members responsibilities supports peers,
with peers takes lead when
appropriate.

Audience Does not respond Occasionally Frequently Smoothly

to feedback (verbal responds to responds to integrates
and nonverbal) feedback (verbal feedback (verbal appropriate
from audience. and nonverbal) and nonverbal) feedback (verbal
from audience. from audience and nonverbal)
BONUS: Any exceptional parts of the presentation can be awarded the extra mark 1

GENERAL LECTURER FEEDBACK:

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………………

TOTAL /50

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IIE Module Manual XHLS5119

This peer evaluation form must be completed for each member of the group and returned to the
lecturer before the final PoE submission.

PEER EVALUATION
(NOT TO BE SHARED WITH TEAM MEMBERS)

GROUP NAME/ NUMBER: ……………………………. DATE: …………………………..

Please rate each of your project team members using the following scale detailed in the
assessment criteria descriptions provided. Marks received from each member of the team will be
added up and then averaged. Each team member must have a separate evaluation form
completed.

Never

Seldom

Frequently

Always
Name of student being evaluated:

0 1 2 3
The student’s personal work
The student contributed good ideas that added value
1.
to the project.
The student performed their tasks in line with what
2.
was expected of them.
3. The student produced high quality work.
The student managed their own time well and met
4.
deadlines.
The student’s work as part of a team (when relevant)
The student accepted responsibility for a fair portion
5.
of the tasks.
6. The student was an enthusiastic member of my team.
7. The student helped others to be successful.
The student worked well with other members of the
8.
team.

TOTAL: /24

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IIE Module Manual XHLS5119

Comments:

…………………………………………………………………………………………………..…………

……………………….………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

NAME: ……………………………………………. SIGNATURE: …………………………………….

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IIE Module Manual XHLS5119

ANNEXURE C

SELF-EVALUATION
REFLECTIVE REPORT
Please complete and include this self-reflective report when submitting your final PoE.

Using a reporting structure complete the following:

Introduction

Write an introductory paragraph in which you briefly outline your understanding of the purpose
and value of WIL.
Skills Learnt

Identify the skills you have learnt. State how you used/ were expected to use each skill during
your WIL. Consider skills under each of the following three categories and report on each:
Industry specific practices, e.g. media monitoring, compiling media kits, writing articles for the
staff newsletter, etc.
• Interpersonal communication skills, e.g. brainstorming sessions, feedback sessions,
staff meetings or briefing and debriefing sessions, etc.
• Management skills, e.g. time management to meet deadlines, crisis management to
solve unexpected problems, etc.

Role in the team

Describe the team dynamic during your WIL and whom you reported to and with whom you
were on a team with. Comment on your role in the team with regard to all of the following points:
Leadership responsibilities and being provided instruction.
• Your contribution to team success.
• The group dynamic and your contribution to the group/team as a whole.
• Dealing with concerns, complaints, queries and conflict.

Research, technology and the presentation of information

Finding information that is both relevant and useful is a much-needed skill in WIL.
• Describe one (1) or two (2) scenarios in which you were expected to find information for
a task or duty that you had to complete. This can be related to online research, finding
client or supplier contact information, or looking through files and databases to find
relevant data.
• Where did you find the information you needed to do this work?
• What technology did you use?
• How did you have to present the information you found?

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IIE Module Manual XHLS5119

Personal strengths (strong points) and weaknesses (areas to do better in)

Comment on the elements, tasks or duties during your WIL that you found yourself excel in, as
well as the ones you found difficult to master.

• List and describe the tasks that you did really well in.
• Identify at least five strengths that you realised you have.
• List and describe the tasks that you did not do well in.
• Why in your opinion, did you not perform well in these tasks?
• Comment on how you think you can improve on the weaknesses that you identified.

Stakeholder relationship

Describe your relationship with the WIL Coordinator or in the case of placement, the mentor in
the workplace by focusing on the following areas:

• Part of this relationship that worked well for you and parts that did not.
• Explain how you think you could have made the relationship better or stronger.

Impact

This refers to your contributions to the organisation during your placement there.

• Comment on how you think others (if placed, management, fellow staff members, team
members, clients, suppliers and others you worked with during your placement)
benefitted from you being there and the work you did.
• Describe how you have made a better/ greater/ more positive impact.

Conclusion

Write a summary whereby a clear overall impression of your WIL experience is provided.

The lecturer will use the rubric below to mark your self-reflection report. Consider the criteria when
compiling your report.

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IIE Module Manual XHLS5119

REFLECTION REPORT CRITERIA 1 – Poor 2 – Acceptable 3 – Accomplished TOTAL

Introduction (CCFO8) Lack of understanding of Some understanding of Clear understanding of

the purpose and value of the purpose and value of the purpose and value of
Write an introductory paragraph in which you briefly WIL. WIL. WIL.
outline your understanding of the purpose and value of Did not refer to preparation Could relate to the world
WIL. for the world of work of work, but did not Explained the relationship
Did not mention concepts mention concepts from between the world of work
from any modules modules and the concepts from a
range of modules
Skills Learnt (CCFO1; CCFO2; CCFO3; CCFO4; The student did not think The student thought about The student fully
CCFO8) about what they learnt. some skills that they understands and can
Limited to no details or learnt during the WIL. explain to others what
Identify the skills you have learnt. State how you used/ examples were provided. Some examples and skills they learnt in the
were expected to use each skill during your WIL. details were provided as WIL module. Detailed
Consider skills under each of the following three per brief. examples for what and
categories and report on each: how the student learnt
were provided. Reflection
• Industry specific practices, e.g. media monitoring, on the skills learnt is
compiling media kits, writing articles for the staff complete and done well in
newsletter, etc. line with the brief.
• Interpersonal communication skills, e.g.
brainstorming sessions, feedback sessions, staff
meetings or briefing and debriefing sessions, etc.
• Management skills, e.g. time management to
meet deadlines, crisis management to solve
unexpected problems, etc.

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REFLECTION REPORT CRITERIA 1 – Poor 2 – Acceptable 3 – Accomplished TOTAL

Role in the team (CCFO2; CCFO8) The student did not The student reflected on The team dynamic is
clearly reflect on the the team dynamic and clearly described. The
Describe the team dynamic during your WIL. Who you team dynamic. The role some key issues role of the student
reported to and who you were on a team with. Comment on of the student concerning their role in concerning their role in
your role in the team with regard to all of the following points: concerning their role in the team were described. the team is clear and in
the team is not clear. line with the brief.
• Leadership responsibilities and being provided
instruction.
• Your contribution to team success.
• The group dynamic and your contribution to the
group/team as a whole.
• Dealing with concerns, complaints, queries and
conflict.
Research, technology and the presentation of The student did not The student reflected on a Most aspects relating to
information (CCFO5; CCFO6; CCFO8) clearly reflect on limited number of key research, technology and
research, technology issues concerning the presentation of
Finding information that is both relevant and useful is a and the presentation of research, technology and information is clearly
much-needed skill in WIL. information. the presentation of described as per brief.
• Describe one or two scenarios in which you were information.
expected to find information for a task or duty that
you had to complete. This can be related to online
research, finding client or supplier contact
information, or looking through files and databases to
find relevant data.
• Where did you find the information you needed to do
this work?
• What technology did you use?
• How did you have to present the information you
found?

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REFLECTION REPORT CRITERIA 1 – Poor 2 – Acceptable 3 – Accomplished TOTAL

Personal strengths (strong points) and weaknesse s The student did not The student displayed The student fully
(areas to do better in) (CCFO8) accurately reflect on some understanding of recognises their strengths
their personal strengths their personal strengths and weaknesses. Details
Comment on the elements, tasks or duties during your WIL and weaknesses. and weaknesses. Some and examples were
that you found yourself excel in, as well as the ones you Limited to no details details were provided as provided as per brief and
found difficult to master. were provided as per per brief and the reflection the student clearly
brief and the reflection included a satisfactory understands how to
• List and describe the tasks that you did really well in. lacks insight on how description of how improve on their
• Identify at least five strengths that you realised you weaknesses can be weaknesses can be weaknesses.
have. improved. improved.
• List and describe the tasks that you did not do well in.
• Why in your opinion, did you not perform well in these
tasks?
• Comment on how you think you can improve on the
weaknesses that you identified.

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REFLECTION REPORT CRITERIA 1 – Poor 2 – Acceptable 3 – Accomplished TOTAL

Stakeholder relationship (CCFO2; CCFO8) The student did not The student displayed The student fully
adequately describe satisfactory understanding understands their
Describe your relationship with the WIL Coordinator or in the their relationship with of their relationship with relationship with the WIL
case of placement, the mentor in the workplace by focusing the WIL Coordinator the WIL Coordinator Coordinator and/or
on the following areas: and/or mentor. Limited and/or mentor. The mentor. Details were
to no understanding student provided some provided on which part of
• Part of this relationship that worked well for you and was shown on how the details on how the the relationship that
parts that did not. quality of the relationship could have worked well and parts that
• Explain how you think you could have made the relationship could have been improved. did not. The student is
relationship better or stronger. been enhanced. also able to
comprehensively explain
how the relationship could
have been made stronger
or better. Overall, the
reflection on the
stakeholder relationship is
complete and done well in
line with the brief.

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REFLECTION REPORT CRITERIA 1 – Poor 2 – Acceptable 3 – Accomplished TOTAL

Impact (CCFO8) The student did not The student provided The student’s reflection
think about their some insight into their on their contribution
This refers to your contributions to the organisation during contributions during contributions during WIL. during WIL is complete
your placement there. WIL. and done well in line with
the brief.
• Comment on how you think others (management,
fellow staff members, team members, clients,
suppliers and others you worked with during your
placement) benefitted from you being there and the
work you did.
• Describe how you have made a better/ greater/ more
positive impact.
Conclusion (CCFO4; CCFO8) The student did not The student provided an The student provided a
provide a clear adequate summary of clear and detailed
Write a summary whereby a clear overall impression of your summary of their overall their overall impression of summary of their overall
WIL experience is provided. impression of their WIL their WIL experience. impression of their WIL
experience. More details could have experience.
been included in this
regard.
TOTAL /24

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ANNEXURE D
Plagiarism occurs in a variety of forms. Ultimately though, it refers to the use of the words,
ideas or images of another person without acknowledging the source using the required
conventions. The IIE publishes a Quick Reference Guide (available on The IIE Library website)
that provides more detailed guidance, but a brief description of plagiarism and referencing is
included below for your reference. It is vital that you are familiar with this information and the
Intellectual Integrity Policy before attempting any assignments.

The IIE respects the intellectual property of other people and requires its students to be familiar
with the necessary referencing conventions. Please ensure that you seek assistance in this
regard before submitting work if you are uncertain.

If you fail to acknowledge the work or ideas of others or do so inadequately this will be handled
in terms of the Intellectual Integrity Policy (IIE023 – [available in the library]) and/or the Student
Code of Conduct policy (IIE026)– depending on whether or not plagiarism and/or cheating
(passing off the work of other people as your own by copying the work of other students or
copying off the Internet or from another source) is suspected.

Your campus offers individual and group training on referencing conventions – please speak
to your librarian or ADC/ Campus Co-Navigator in this regard.

Reiteration of the Declaration you have signed:

1. I have been informed about the seriousness of acts of plagiarism.
2. I understand what plagiarism is.
3. I am aware that The Independent Institute of Education (IIE) has a policy regarding
plagiarism and that it does not accept acts of plagiarism.
4. I am aware that the Intellectual Integrity Policy and the Student Code of Conduct
prescribe the consequences of plagiarism.
5. I am aware that referencing guides are available in my student handbook or equivalent
and in the library and that following them is a requirement for successful completion of
my programme.
6. I am aware that should I require support or assistance in using referencing guides to
avoid plagiarism I may speak to the lecturers, the librarian or the campus ADC/ Campus
Co-Navigator.
7. I am aware of the consequences of plagiarism.

Please ask for assistance prior to submitting work if you are at all unsure.

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Declaration of authenticity

I, ____________________________ ID Number, ___________________________ hereby

declare that this portfolio, and any evidence included therein, contains my own

independent work and that I have not received help from other groups.

I confirm that we have not committed plagiarism in the accomplishment of this work,

nor have I falsified and/ or invented experimental data.

I accept the academic penalties that may be imposed for violations of the above.

________________________ __________________

STUDENT SIGNATURE DATE

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ANNEXURE E
LECTURER FEEDBACK TO STUDENT FOR POE

NAME OF STUDENT: .............................................. STUDENT NUMBER: .......................... MODULE: ...................

PHASE TASK Student Mark WEIGHT LECTURER FEEDBACK

Submission
POE speech /100
1 /350
2 legal memorandum /100 60%
3(a) letter of demand /90 convert:

3(b) ethics question /10

4(a) written address /50 /100
PRESENTATION Final Project PowerPoint slides; Final project convert: 20%
Presentation explanation. (Lecturer to /50
Task 4(b) complete presentation rubric) /100
REFLECTION Peer Annexure /24 /100 5%
Reflection

Self- Annexure /20 15%

Evaluation /100

ATTENDANCE Attendance with group/lecturer /5 /100 5%

TOTAL /100

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Additional Comments:

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ANNEXURE F

CLASS ATTENDANCE RECORD

MODULE: _________________________________

LECTURER: _______________________________

CAMPUS: _________________________________

STUDENT W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12

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GROUP ATTENDANCE RECORD

MODULE: _________________________________

GROUP NAME: _______________________________

GROUP MEMBER W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 W11 W12

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ANNEXURE G

PROFESSIONAL CONDUCT IN
THE WORKPLACE

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1 Introduction
This learning unit is designed to highlight transferable skills which are necessary to succeed
in the 21st century workplace. These skills include teamwork, critical thinking, high-level
problem-solving, communication, self-management, and career readiness.

After completing this learning unit, you should be able to:

• Conduct yourself professionally in the workplace;
• Apply appropriate interpersonal skills in a professional context;
• Develop yourself and promote your career.

There are short videos and links embedded throughout the learning unit directing you to more
readings on important topics. These are designed to give you a deeper understanding of some
of the terms and terminology that you will encounter in this learning unit, as well as the
circumstances that you may encounter as you enter the workplace.

2 Progressing from student-life to work-life

In the South African economy, employment opportunities are available in a range of very
different organisations such as local government, public administration, the banking industry,
private business, non-profit organisations and small, medium and micro-sized
enterprises (SMME). Each of these potential employers have their own rules, expectations
and organisational cultures. This means that you as a new employee would need to adapt and
fit into this new environment.

The Future: How to create opportunities from change

Source
Run time: 1:50

As you move into the workplace it is your responsibility to manage yourself. When you were
at school, somebody actively looked after you (your parents and teachers); at university you
were encouraged to explore your identities and given more freedom of choice in your lives.
However, you still had parents and lecturers who provided support and guided you.

Once you enter the world of work, you are expected to behave in certain ways and be
professional, efficient and effective in your role as an employee. Any actions you choose to
follow will have consequences (both good and bad). It is your responsibility to ensure you
follow any instructions from your line managers and take control of your own performance and
reputation.

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Your first line of responsibility before moving into the workplace will be to secure interviews
for yourself. Compile your curriculum vitae (CV) and include some specific information which
would showcase your abilities and your educational achievements. Some information is
considered irrelevant and should be excluded from your CV for various reasons. There are
many CV templates on the internet which you can choose from. If you are applying for jobs
which are predominantly in a corporate environment, then your CV should be simple and
reflect the formality of the company. However, if you will be applying for jobs with an arty or
creative edge then your CV can be much more elaborate and colourful.

You could hear of potential jobs through various channels, such as:
• Word of mouth – someone you know may hear about a vacancy and pass on the
information.
• Media – newspapers and the internet have thousands of jobs advertised.
• LinkedIn – create your own professional profile and upload your CV. Make connections
and network in your chosen field.
• Recruitment companies.

It is important to be professional in your job search and this includes professional email
addresses. Email addresses which do not portray you as an employee with integrity should
not be used. An email address such as [email protected] or [email protected] will
not give a good first impression of you and may be considered junk mail and never be seen
by the person who the email is addressed to. Choose a professional looking email address
e.g. [email protected].

Each year you will have a meeting with your line manager or someone who manages your
performance. This is normally called a Performance Review and will have a number of Key
Performance Areas (KPAs) which your performance is measured against. You will be notified
of these when you enter the workplace and relate to the job profile that you work in. These are
reviewed annually as you grow in your job and take on more responsibility. Your salary
increases will most probably be based on your KPA score.

One of the most important areas for you to attend to is meeting deadlines. Businesses function
on the timeous delivery of their products and services and in most cases the deadlines cannot
be extended. Think about your salary, you expect to be paid at the same time every month.
What would happen if someone missed a deadline and you were paid a week later or even
worse, never received it? Often the work you will be required to complete by a deadline needs
to move on to another person or department and if you miss your deadline then you are holding
up the process and putting those other employees under pressure to meet their deadlines.

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3 Behaviour in the workplace

Your new employer would expect you to conduct yourself professionally and ethically from the
first day.

Professionalism at the workplace

Source
Run time: 1:44

Most employers will have an induction programme for new employees, where you will get an
introduction into the sections and operations of your new environment. It is a good idea to be
prepared and make the most of learning about your new work environment during the
induction. But, there is far more that you would need to do and learn. This will help you to
understand what is expected of you and what is seen as appropriate behaviour. When you
start working in a new position make sure you know what the organisation’s culture is.

The more you understand your new work environment the sooner you will be able to fit right
in.

Source

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These key skills are also referred to as interpersonal skills or soft skills in the workplace. Let
us look a bit closer at each of these key skills:

3.1 Communication skills

Communication in the workplace must always be professional. It can never be on the same
informal level as at home or with friends. If your office environment has a policy that English
is the language of business, adhere to it. Professional communication at work includes
language proficiency, reading, writing, problem solving, and the use of information
technologies.

Both written and oral communication in the work place must always be professional. There
are many books and articles written on the dos and don’ts of office communication. Here are
some of the most important ones:

Communication Dos and Don’ts:

DO DON’T
Develop your “business vocabulary”: Never use poor grammar, or slang.
Texting in the workplace should only be Never use the abbreviated language that
done when it is absolutely necessary. This you use with your friends on social media.
article on texting language. May be helpful
on how to do this.
Listen to the presentations of your managers Refrain from using inappropriate phrases or
and research terms and terminology any form of sexist, racist or heteronormative
pertaining to your environment with which language.
you are not familiar.
Make use of a spelling and grammar Do not let anger or frustration reflect in the
checker when typing emails, reports and tone of your verbal or written
letters. communication. Do not use CAPITAL
LETTERS, bold font, slang or emoticons to
indicate frustration.
Use the correct letterheads, stationery and Never gossip or constantly complain about
templates for official business trivial matters or use abrasive language.
communication and refrain from using them
for personal use.

But what about nonverbal communication in the workplace? Actions such a facial expression,
eye contact, gestures and posture communicate far more that you could realise. It could even
include the way you dress. Together with verbal communication, nonverbal communication
may be used to as important cues to strengthen the message. As a new employee you should
be aware how your nonverbal cues can be interpreted.

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Consider the following scenario:

Your manager asks you to compile a report and then present this report at a meeting. This
task provides you with a number of opportunities to showcase your abilities, work ethic and
performance. What choices would you need to make?

There are many considerations, but those listed below are some of the important ones:
• Communication:
o The language used in your report. Is it suitable for the audience you will be
presenting to?
o Verbal and non-verbal communication skills
• Appearance:
o The clothes you will be wearing to do the presentation. This should again be
appropriate for the audience and the occasion.
o It is not advisable to chew gum in an office environment if you are expected to
have face-to-face meetings with people or do presentations.

If you are unsure of what you are expected to do, then ask for assistance. Your manager would
rather you do this than have a presentation which is not fit for purpose or lacks vital information.

3.1.1 Meetings

Conducting yourself professionally and actively participating in business meetings would

require a good understanding of the different types of meetings, their purpose and structure.
The business environment generally has regular meetings for a range of business reasons.

Some examples are:

• Staff meetings;
• Product meetings;
• Stakeholder meetings;
• Committee meetings.

Communication in these meetings follows strict meeting protocols. It is also a good idea to
take notes during meetings, especially if they are used to allocate work and responsibilities.

3.1.2 Telephone Etiquette

You will be required to be professional in your telephone communication. It is good business

practise to state your name when answering your phone. Be polite and take notes if you are
being requested to do tasks or pass on a message. Getting the message communicated
correctly is an important function in the work place. Knowledge of Business phone etiquette
will assist you in dealing with clients, suppliers and associates in a professional way that will
promote both your image and your organisation’s reputation.

Another important consideration is your phone’s ringtone. Keep it simple and professional.

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3.2 Working with others: team work and group work

At work you will be required to work with people, either formally in teams or informally by
sharing office environments. Your success will depend on cooperation with individuals and
groups. You need a special set of skills when working on a one-on-one situation or in teams.
This will require people skills:

Creating Value through People Skills (Source)

To be a good team member you would need to:

• Build a good rapport with other team members;
• Improve your listening skills;
• Develop speaking and presentation skills;
• Communicate to different audiences;
• Respect diversity;
• Give and receive criticism more effectively without being offensive or taking the criticism
personally;
• Be assertive and diligent;
• Resolve conflict and deal with difficult people;
• Develop negotiation skills;
• Build leadership skills.

Many of these skills will be developed over time as you build experience in the workplace and
receive further training.

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3.2.1 Office politics and social protocols

All offices and organisations will experience office politics. There are many reasons why most
work environments go through stages where office politics can cause problems. There are
many reasons why these problems may surface and why this should be carefully managed.

Some of the reasons include:

• Employees aspiring to be noticed;
• Employees overstep and cross boundaries and their authority;
• Employees lack supervision and control in the workplace;
• Gossip at work leads to poor office politics;
• Jealous colleagues (professional jealousy) or people who perceive others as a threat.

As a professional you are responsible for managing difficult situations: How can professional
jealousy be prevented?

You will be spending many hours at work. It is, therefore, important that these situations be
handled with great care and professionalism to prevent the conflict and to keep office
relationships professional.

Dealing with differences in opinion and conflict is an important life skill to have which can be
effectively used in the workplace. It is important to regulate your emotions and not take other
individuals’ opinions personally. Do not email or phone anyone until you have thought through
your response carefully and remove all emotions out of your communication. If you do not,
you run the risk of inflaming the situation and coming across as volatile and unprofessional.

3.2.2. Professional networking

Networking with co-workers in the organisation and with professional bodies help you to grow
and develop your skills and career and build communities of practice. Social networking such
as creating professional profiles on LinkedIn helps to open up opportunities, create awareness
and build your professional portfolio.

4 Ethics, trust, honesty and integrity

Ethical behaviour means you are doing the right thing for the right reasons. e.g. not taking
home office stationery, using the company’s internet connectivity for personal use, gossiping
about fellow employees, harassment and discrimination of any kind. There are various
offences you could commit in the workplace which you could possibly be fired for. Many are
related to ethics, such as stealing, revealing confidential information, insubordination,
dereliction of duty, harassment and discrimination etc.

You want to trust your employer and believe that they will always have your best interest at
heart. Your professional conduct will create a mutual trust relationship at the organisation.
This requires ethical behaviour, knowing what is right and acting accordingly. Ethics is doing
the right thing even when no-one is watching.

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The following are some pointers that will guide you towards creating this trust relationship:
• Never exaggerate on a Curriculum Vitae or add skills and qualifications that you do not
have.
• Be punctual for meetings and appointments.
• Meet deadlines.
• Do what you said you will do and communicate immediately if you are not able to honour
your commitments.
• Conform to the organisational culture and stick to the “rules”.
• Be open and honest with your colleagues and manager if something goes wrong. Do
not lie.
• Respect your organisation, their resources and management.
• Sensitive information must be kept confidential. This includes any information about your
salary or other forms of remuneration. You may not discuss with other employees how
much you earn.
• Do not use the organisation’s resources such as stationery, internet connectivity and
telephones for personal purposes.

5 Managing professional spaces and appearances

One of the biggest adjustments that is required when bridging the stage of being an informal
student to a professional in the workplace is dress code. Would you trust a Bank Manager
who wears dirty shoes, chews gum, and uses informal language or slang? You must dress for
success – you must look the part if you want to succeed. Dressing appropriately will boost
your self-confidence. Read this article for more information: 20 Personal Appearances Tips
for the Workplace.

In open office environments it is particularly important to consider your colleagues in the

shared space. These are some of the areas that can cause conflict:
• Noise - Do not talk too loudly as you may distract your colleagues from their work. It is
very difficult to concentrate when there is too much noise.
• Temperature - Do not adjust the temperature of the air conditioner. These are normally
set at a standard temperature which is considered comfortable for the majority of
people. This is around 23 degrees. If you feel too hot or cold then plan to adjust your
personal space (an extra jersey, lap blanket, or a desk fan) to your comfort level.
• Neatness - Keep your office area neat and organised. You may be permitted to
personalise your area with photographs or other small items. Keep these to the
minimum so they don’t intrude on your work space. All décor must be appropriate and
portray a professional image.
• Smells – Keep the smelly food for home. Your colleagues may not appreciate your
tuna or garlic-laced lunch.

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6 Behaviour and conduct outside of working hours

Your conduct outside of office hours is as important as your conduct during working hours.
This is also true for your online behaviour. Recruiters and companies often scrutinise online
social media and behaviour when they decide on the suitability of a candidate. If you are
irresponsible and post inappropriate pictures or comments it may cost you your job.

The following are actions on social media that may have dire consequences for you as an
employee:
• Making negative comments about your manager, your colleagues or organisation
• Making derogatory comments or commenting on controversial social media posts
• Mentioning salaries, complaining about your salary or new job offers
• Sharing photos of wild parties, alcohol consumption and nudity
• Making threats online, even jokingly

The conduct and standards expected for online communication is often referred to as
Netiquette.

7 Contracts and legal matters

When you start working either permanently, as an intern or as a contract employee you need
to know what your responsibilities and rights are in advance. The very first document you will
be expected to sign will be your conditions of service for employment. These are normally
standard for colleagues in the same or similar positions but could have been customised to
include additional responsibilities as the job requires. Read your contracts carefully before
signing them as by signing them you acknowledge that you are accepting the tasks specified.
Ask if you do not understand certain clauses and information.

8 In Closing
It is better to be well prepared and have the appropriate expectations when you enter the job
market. In this learning unit we introduced some areas that will assist you in this preparation.
It is also important to realise that we live in a fast-paced world where technology, information
and situations constantly change.

In summary, make sure that you always stay informed and well-prepared, keep records and
conduct yourself in a way that will grow your opportunities to your long-term advantage.

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9 Bibliography
Lawson, K. 2016. New Employee Orientation Training. Alexandra, Virginia: Association For
Talent Development (ATD Workshop Series). [Online]. Available at:
https://ezproxy.iielearn.ac.za/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=e020mww&AN=1107620&site=ehost-live [Accessed: 6 November 2018].

National Research Council. 2012. Education for Life and Work: Developing Transferable
Knowledge and Skills in the 21st Century. Washington, DC: The National Academies Press.
https://doi.org/10.17226/13398.

Robles, M. M.2012. ‘Executive Perceptions of the Top 10 Soft Skills Needed in Today’s
Workplace’, Business Communication Quarterly, 75(4), pp. 453–465. doi:
10.1177/1080569912460400.

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