Author: Tsakani Stella Rikhotso

  • 10313-3-2 SayPro Lesson Key to Icons

  • 10313-2-1 Alignment Matrix

    Unit Standard Alignment

     

     

     

    Assessment matrix: US ID: 10313
    Unit standard Comply with service levels as set out in a Contact Centre Operation  ID: 10313 Credits: 6 NQF Level: 3
    Unit standard range This standard applies to Contact Centres that are in-bound and/or out-bound within a commercial or emergency context and will include appropriate subject matter in the area in which the learner chooses to operate.
    Formative Assessment Strategy Legend  P = Project             Q = Questioning               B = Brainstorming         R = Role-play                   CS = Case Study            W = Workplace Activity     S = Self Assessment Checklist
    Summative Assessment Strategy Legend O = Observation             Q = Questioning               PS = Product Sampling         R = Role-play                   CS = Case Study            T = Testimonial                P = Project
    Specific outcomes

    and
    assessment criteria

    		 Delivery Methods  

    Media Aids, Resources

    		  

    Formative Assessment Instruments

    		 Formative activities Summative Assessment Instruments

    &

    Questions

    		 Specific Outcome Reference Date & signature
    Specific Outcome 1 Demonstrate an understanding of company specific service levels. 
    Outcome Range
    AC 1.1

    All relevant service levels are explained.

    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 1 – 4

     

    		 Task 1- 4

     

    		 Learner Guide:

    p. 8- 19

     

    Workbook:

    p. 8 -10
    AC 1.2

    The purpose of service levels is described and explained.

    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 1 – 4

     

    		 Task 1- 4

     

    		 Learner Guide:

    p. 8- 19

     

    Workbook:

    p. 8 -10

    		  
    AC 1.3

    The requirements of all relevant service levels are listed, described and

    explained.

    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 1 – 4

     

    		 Task 1- 4

     

    		 Learner Guide:

    p. 8- 19

     

    Workbook:

    p. 8 -10

    		  

     

     

    Formative Assessment Strategy Legend  P = Project             Q = Questioning               B = Brainstorming         R = Role-play                   CS = Case Study            W = Workplace Activity     S = Self Assessment Checklist
    Summative Assessment Strategy Legend O = Observation             Q = Questioning               PS = Product Sampling         R = Role-play                   CS = Case Study            T = Testimonial                P = Project
    Specific outcomes and
    assessment criteria    		 Delivery Methods  

    Media Aids, Resources

    		  

    Formative Assessment Instruments

    		 Formative activities Summative Assessment Instruments

    &

    Questions

    		 Specific Outcome Reference Date & signature
    Specific Outcome 2 Meet and maintain service levels.
    Outcome Range
    AC 2.1
    Relevant company specific levels are implemented.    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 5 – 7

     

    		 Task 5 – 6

     

    		 Learner Guide:

    p. 20 – 33

     

    Workbook:

    p.11 – 13
    AC 2.2
    Implementation processes are monitored to ensure compliance.    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 5 – 7

     

    		 Task 5 – 6

     

    		 Learner Guide:

    p. 20 – 33

     

    Workbook:

    p.11 – 13

    		  
    AC 2.3
    Service level timeframes and targets are consistently met as per company specific requirements.    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 5 – 7

     

    		 Task 5 – 6

     

    		 Learner Guide:

    p. 20 – 33

     

    Workbook:

    p.11 – 13

    		  
    AC 2.4

    Potential constraints in meeting and maintaining service levels are identified
    and evaluated.

    		 Facilitation. Classroom discussion. Learner Manual, Classroom equipment Q, B, CS, W

    Interview

    Questioning

     

    		 Activity 5 – 7

     

    		 Task 5 – 6

     

    		 Learner Guide:

    p. 20 – 33

     

    Workbook:

    p.11 – 13

    		  

     

    cal cross-field outcomes Description Formative activities Summative assessment Comments
    UNIT STANDARD CCFO WORKING Work effectively with others in the achievement of service level requirements Activity 1- 7 Task 1 – 6

     
    UNIT STANDARD CCFO ORGANISING Organise and manage oneself and activities responsibly and effectively in responding to and achieving service level requirements. Activity 1- 7 Task 1 – 6

     
    UNIT STANDARD CCFO

    COLLECTING

    		 Collect, analyse, organise and critically evaluate information pertaining to the compliance of service levels. Activity 1- 7 Task 1 – 6

     
    UNIT STANDARD CCFO

     COMMUNICATING

     

    		 Communicate effectively by demonstrating an application of the understanding of relevant service level agreements in relevant medium desired by client. Activity 1- 7 Task 1 – 6

     
    UNIT STANDARD CCFO

    DEMONSTRATING

    		 Demonstrate an understanding of the world as a set of related systems by recognising the meeting and maintenance of service levels impact on the overall success of the organisation. Activity 1- 7 Task 1 – 6

     
    UNIT STANDARD CCFO

    CONTRIBUTING

     

    		 In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of: developing entrepreneurial opportunities while complying with service levels. Activity 1- 7 Task 1 – 6

     

     

     

  • Network databases are similar to hierarchical databases by also having a hierarchical structure. There are a few key differences, however. Instead of looking like an upside-down tree, a network database looks more like a cobweb or interconnected network of records. In network databases, children are called members and parents are called owners. The most important difference is that each child or member can have more than one parent (or owner).Like hierarchical databases, network databases are principally used on mainframe computers. Since more connections can be made between different types of data, network databases are considered more flexible. However, two limitations must be considered when using this kind of database. Similar to hierarchical databases, network databases must be defined in advance. There is also a limit to the number of connections that can be made between records.

  • Student Guide

  • 9012-2-20 SayPro Lesson EXPERIMENTAL PROBABILITY

    One way to find the probability of an event is to conduct an experiment. Experimental probability of an event can defined as the ratio of the number of times the event occurs to the total number of trials. For example Sam rolled a number cube 50 times. A 3 appeared 10 times. Then the experimental probability of rolling a 3 is 10 out of 50 or 20%.

    Example

    A bag contains 10 red marbles, 8 blue marbles and 2 yellow marbles. Find the experimental probability of getting a blue marble.

    Solution:

    ·         Take a marble from the bag.

    ·         Record the color and return the marble.

    ·         Repeat a few times (maybe 10 times).

    ·         Count the number of times a blue marble was picked (Suppose it is 6).

    The experimental probability of getting a blue marble from the bag is

    Experimental probability is frequently used in research and experiments of social sciences, behavioural sciences, economics and medicine.

    In cases where the theoretical probability cannot be calculated, we need to rely on experimental probability.

    For example, to find out how effective a given cure for a pathogen in mice is, we simply take a number of mice with the pathogen and inject our cure.

    We then find out how many mice were cured and this would give us the experimental probability that a mouse is cured to be the ratio of number of mice cured to the total number of mice tested.

    In this case, it is not possible to calculate the theoretical probability. We can then extend this experimental probability to all mice. It should be noted that in order for experimental probability to be meaningful in research, the sample size must be sufficiently large.

    In our above example, if we test our cure on 3 mice and all of these are cured, then the experimental probability that a mouse is cured is 1. However, the sample size is too small to conclude that the cure works in 100% of the cases.

    3.3 THEORETICAL PROBABILITY

    Theoretical probability is the ratio between the number of ways an event can occur and the total number of possible outcomes in the sample space. Put simply, it’s the chance that something will happen, usually expressed as a percentage.

    The formula for theoretical probability of an event is

    Example

    A bag contains 20 red marbles, 8 blue marbles and 12 yellow marbles. Find the theoretical probability of getting a blue marble.

    There are 8 blue marbles. Therefore, the number of favourable outcomes = 8.

    There are a total of 20 marbles. Therefore, the number of total outcomes = 20
    Example

    Find the probability of rolling an even number when you roll a die containing the numbers 1-6. Express the probability as a fraction, decimal, ratio and percent.

    Solution:

    The possible even numbers are 2, 4, 6. Number of favourable outcomes = 3.

    Total number of outcomes = 6

    The probability = (fraction) = 0.5 (decimal) = 1:2 (ratio) = 50% (percent)

     

     

    The difference between experimental and theoretical probability.

    theoretical probability- what should happen after testing
    experimental probability- what did happen after testing
    This is true, but to expand on this:
    Suppose we toss a fair (non weighted) coin.
    The theoretical probability of getting a head (or tail) is 1/2 because the coin is fair so we should get an equal number of heads and tails ie. This is what should happen in theory. In practice this doesn’t always happen, which is where experimental probability comes in.

    Experimental probability is the probability of an outcome of an event based on an experiment. For example, if we toss the coin 10 times and get 4 heads and 6 tails we would say that the experimental probability of getting a head is 4/10 = 2/5 and the experimental probability of getting a tail is 6/10 = 3/5.

    The more experiments we do, the closer the probabilities get to the theoretical probability.
    Experimental probability is particularly useful when looking at problems which involved events and outcomes for which we don’t know a theoretical probability, so we use experimental probability to get an approximation.

     

    Exercise

    A coin is tossed 60 times. 27 times head appeared. Find the experimental probability of getting heads.

     

    Tree Diagram

    A diagram used in strategic decision making, valuation or probability calculations. The diagram starts at a single node, with branches emanating to additional nodes, which represent mutually exclusive decisions or events. In the diagram below, the analysis will begin at the first blank node. A decision or event will then lead to node A or B. From these secondary nodes, additional decisions or events will occur leading to the third level of nodes, until a final conclusion is reached.

    Using the diagram is simple once you assign the appropriate values to each node. Chance nodes, representing a possible outcome, must be assigned a probability. Decision nodes ask a question and must be followed by answer nodes, such as “yes” or “no”. Often, a value will be associated with a node, such as a cost or a payout. Tree diagrams combine the probabilities, decisions, costs and payouts of a decision and provide a strategic answer.

    Example:

    A bag contains 3 black balls and 5 white balls. Paul picks a ball at random from the bag and replaces it back in the bag. He mixes the balls in the bag and then picks another ball at random from the bag.

    a) Construct a probability tree of the problem.

    b) Calculate the probability that Paul picks:

    i) two black balls

    ii) a black ball in his second draw

    Solution:

     

    a)

    Check that the probabilities in the last column add up to 1.

    b) i) To find the probability of getting two black balls, first locate the B branch and then follow the second B branch. Since these are independent events we can multiply the probability of each branch.

    ii) There are two outcomes where the second ball can be black.

    Either (B, B) or (W, B)

    From the probability tree diagram, we get:

    P(second ball black)

    = P(B, B) or P(W, B)

    = P(B, B) + P(W, B)