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Code of Conduct

This Code of Conduct and the related Disciplinary Procedure are intended to provide fair procedures for maintaining reasonable behaviour by learners while they are enrolled with MTL TRAINING (MTL).

  • Learners are expected to behave in accordance with MTL rules and regulations.

  • It is the responsibility of all learners to ensure that they are aware of the regulations and standards and to adhere to them.

  • If there is cause for concern over a learner behaving in an unacceptable way the learner may be subject to the Disciplinary Procedure.

  • Any behaviour which infringes the MTL's policies, rules or regulations, causes distress to individuals, or disruption or disturbance in the learning or social environments of the MTL, is unacceptable, and may be subject to disciplinary procedures.

  • In any situation, in any part of the MTL or when involved in any MTL activities the MTL expects that:

  • learners behave with good sense, behave with consideration towards others and respect their differences and take care in the use of any facilities or services;

  • learners will not interfere with the normal working of the MTL or any of its facilities or services nor bring the MTL into disrepute by any of their actions.

  • MTL is, in return, committed to provide the best possible service to its learners and will endeavour to meet the realistic expectations of the learners.

  • If a learner feels s/he is a victim of inappropriate or unacceptable behaviour s/he has the right to use the MTL's Complaints and/or Grievance Procedures.

 
  Learnership Agreements
 

At the beginning of a learning intervention, during induction, learners complete a Learnership agreement that specifies the rules and regulations to be adhered to by the learner during the rollout of the training.

 
  Registers
 
Attendance registers are signed on a daily basis at all sites.
 
  Absenteeism
 

A register of attendance is kept at all MTL Training and Projects training sites on a daily basis. Unauthorised absenteeism is regarded as a serious offence. If you are ill, you are expected to notify your practitioner before 08h30 in the morning.

 
  Lateness
 

You are required to arrive at the training site on time for all classes and activities. Late arrival is unacceptable and disruptive for fellow class-mates.

 
  Appointments
 

You are not permitted to leave training venues during operational hours for dental or medical appointments, unless they are urgent. This kind of appointment should be made for the late afternoon, so that it does not interfere with routine training plans and activities. If it is impossible to arrange an appointment at any other time, a letter, in advance is required and be submitted to the head office.

 
  Training Sites
 

MTL Training and Projects provides mobile skills development and training at the heart of your community. Training sites are identified based on the concentration of learners recruited from the area. Also clients and training requirements are key determinants of the location of the training interventions.

 
  Operational Hours
 

Operating hours of MTL Training and Projects interventions begin at 07h30 in the morning and end at 16h00 in the afternoon. Because of individual training requirements, some programmes may finish later than others. We are unable to adjust operational times to suit individual students.

 
 
Policies
 
  Quality Policy
 

MTL Training and Projects was established in 2006 as a provider of skills development for the upliftment of communities.
We are a Training Provider and Coordinator offering skills training in the fields of Construction, Business, Energy and Water, Agriculture, Local Government and Education. Understanding the needs and perceptions of our clients is essential to the success of our business.

MTL Training and Projects is committed to:

  • Providing consistent quality service that meets client and statutory and regulatory requirements

  • Client satisfaction through the effective application of ISO 9001:2015

  • Implementing processes for continual improvement

  • Trainee empowerment, especially for innovative action to improve the company’s performance

  • Establishing processes to define our business operations

  • Understanding that each process forms an integral part of a system that defines our organization

  • Tempering our decision making processes to extract and focus on facts and measurements

  • Take cognizance of all interested parties and stakeholders, including the public, trainees and regulators

  • Building mutually beneficial relationships with interested parties, including suppliers

In addition, MTL Training and Projects seeks to understand its contextual position and obligations, both internal and external.

Our external context includes:

  • social conditions and cultures in the communities in which we offer services

  • the legal parameters within which we may conduct ourselves

  • the perceptions and expectations of our clients and their clients, with whom we may communicate directly

  • keeping abreast of changes in technology, training techniques and content

  • our integrity as a service provider that works closely with the Government

Our internal context includes:

  • governance and our corporate structure

  • our capabilities, both human and technological

  • our systems and processes, and their effectiveness

 
  Language and CAT Policy
 

As there is a significant potential for inaccurate translations, distortion of meaning and misunderstanding by trainees during the training process, it is critical to have a language policy to provide guidance in terms of language. The purpose of this policy is to provide guidelines to languages used during training instruction & assessment of candidates.

To clarify the rules for fundamentals when offering Level 4 Qualifications. The guidelines are as follows:

  • The languages of instruction during training sessions will be in English and Afrikaans.

  • As part of the needs analysis process prior to commencement of all training sessions, the facilitator will determine whether the trainees are more proficient in English or Afrikaans. This will then determine the language of instruction.

  • All training material and other training aids such as slide shows, flip charts and transparencies will be in English.

  • Where English or Afrikaans is the second language of trainees, extra care must be taken by the facilitator to give more detailed instructions and explanations. The facilitator will also evaluate on an ongoing basis that such trainees are on track with other trainees during training sessions.

  • The trainee has the right to be assessed in a language of their choice whenever possible. The trainee has the right to an interpreter for an assessment, unless the unit standard is to prove competency within a specific language. Our preferred language for assessment is English. The assessor and trainee can agree on an alternative language beforehand. Subcontracting a qualified assessor who can assess the trainee in his/her language of choice will accommodate potential trainees with other language requirements. Any such costs incurred will be discussed with the client.

  • Trainee will have the choice to conduct an assessment orally if this assist on bridging the language barrier

  • If a trainee struggles with understanding instructions, they can request additional time with the facilitator in order for instructions to be explained more carefully.

When offering Level 4 Qualifications the following rules apply within the Qualification in terms of the Fundamentals Component. Fundamental Unit Standards consists of:

  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.

  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.

  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.

It is compulsory therefore for trainees to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. Trainees may apply to achieve credits for Numeracy and Literacy if they have attained credits for languages/communication and mathematics at a schooling. These credits cannot be ignored or disregarded when seeking to enter a qualification at an equivalent level.


When a trainee did not for example do mathematics as a school subject it will be required from the trainee to complete the fundamental unit standards dealing with mathematical literacy as appropriate. Where a trainee feels that they could meet the requirements of such unit standards, without proof of the pre-requisite, RPL can be requested and where the trainee is successful in the assessment of prior learning, credits can be awarded.

Model for transferring credits between school / FET qualifications and sector qualifications. Click Here

Credits will be transferred for equivalent levels of learning, whether they were obtained in a school environment, a further education and training institution environment or a sector qualification environment.


A “base-line assessment tool” may be utilised to diagnose possible deficiencies, and to develop remedial actions plans, but will not be used to determine whether a trainee is given access to the qualification or not. This tool may also be used for the recognition of prior learning where no proof of previous learning exists. In that case credits can be awarded and trainees are exempted from the part of the learning programme that deals with the unit standards encompassing the appropriate fundamental components (communication and/or mathematical literacy, etc.) of the qualification.


ODI will develop a second language material pack including a trainee guide, facilitator guide, formative and summative assessments and this will be included on the alignment matrix. The choice of language will consider the target audience.

 
  Recognition of Prior Learning Policy
 
The RPL process is a streamlined process which does not rely solely on documentary evidence. It uses a combination of verbal questioning, practical assessment and supporting evidence of the candidate's competence. The RPL process is designed to accommodate people with skills and practical experience but don’t have any qualification. There will be a time commitment but, if the beneficiaries work consistently; this should not present any real problem.


MTL TRAINING AND PROJECTS will take the beneficiaries through a support process especially outlining the qualification against which they will be RPL'd, how to read and understand unit standards and how to prepare evidence to show competency in those unit standards; Sufficient time to enable the beneficiaries to compile the necessary evidence in what is known as a Portfolio of Evidence this includes a training log book.


Evidence can be naturally occurring or evidence that they already have in their possession that can be linked to the qualification to show that they are competent. If they don’t have such naturally occurring evidence available they may, through the completion of assignments and training log books, still be able to create sufficient evidence to show their competency.


Once their Portfolio of Evidence together with their training log book has been submitted it will be assessed. Candidates may be found to be competent or not yet competent – but, in either case, will get written feedback from the assessor, in a finding of not yet competent, MTL TRAINING AND PROJECTS will give them a further chance to submit additional evidence. Once they have submitted all their evidence and it has been assessed MTL TRAINING AND PROJECTS will arrange for the findings to be internally moderated to check that assessment procedures were properly followed. After this those findings will be externally moderated by Construction SETA.

  1. TARGETED GROUP
    People with practical experience of trades but do not have any qualifications
     
  2. LEARNER SELECTION CRITERIA
  • Semi-skilled
  • People with practical experience of trades but don’t have any qualifications
  • Should be a south African citizen
  • Youth ( between the ages of 18 to 35)
  • Must have a minimum of 3 years working experience
 
  Appeals Policy
 
Either party to the complaint may appeal the decision of the Grievance Committee. Appeals must be filed with the appropriate Board as designated below within seven calendar days of receipt of the Grievance Committee decision.

The Board of Appeals should consist of the Director and two members of the MTL Board of Directors.

In all cases where an appeal has been taken, written notice of the appellate body's recommendation shall be sent to both parties and to the Grievance Committee that heard the case, as well as to the accused. The notice shall include a statement of the reason for the appeal and the findings of the appellate board. In cases where the penalty is modified, notice of the modification shall be sent to both parties and to the Grievance Committee, by the appellate body, within seven calendar days of the rendering of the original appellate decision.

 
  Misconduct Policy
 
Discipline is intended to be corrective rather than to be punitive measure in the institution. It is a process used to ensure that all trainees are treated fairly and consistently.

Procedural and substantive aspects of discipline are as follows:-

Fairness

Fairness in disciplinary process requires compliance with the procedural as well as a substantive requirement. Procedural fairness relates to the correct process to be followed in a disciplinary action.

Procedural fairness requirements:

  • Communication of the alleged transgression.
  • Adequate notice of an enquiry.
  • Hearing to be held timeously.
  • An enquiry to be heard by an unbiased chairperson.
  • Trainee to be afforded a right to a representative and an interpreter within the workplace.
  • Trainee to be afforded a right to a representative and an interpreter within the workplace.
  • Trainee to be afforded a right to present a case and be heard.
  • Trainee to be accorded a right to Appeal.

Substantive fairness requirements include:

  • Substantive fairness relates to the valid cause of a disciplinary action.
  • Communication and knowledge of the rule.
  • Fairness of the rule.
  • Consistency in application of the rule
  • Awareness of the consequences of transgressing.
  • Evaluation of mitigating circumstances.

Progressive discipline

Progressive discipline is an option invoked where we are dealing with transgressions that are minor and have a potential of being corrected by a mild intervention.

STEP ONE: Verbal Reprimand

  • To bring to the attention of the Trainee the undesirable conduct or performance problem.
  • To caution that such continued conduct or performance problem is contrary to policy.

STEP TWO: Counselling

  • To deal with a persistent problem not resolved by a verbal reprimand.
  • Trainee to be called into a session to explore means of addressing the identified problem.

Counselling procedure:

  • Private discussion with the Trainee
  • Detect the cause of the problem
  • Explore solutions to correct the situation
  • Agree the action plan.
  • Explain the consequences should the situation not improve.

STEP THREE: Written warning

  • To record a penalty for a continued transgression.
  • Trainee is called in with a representative of her choice.
  • No need for a formal enquiry.
  • Written warning with a prescribed period of validity is issued.

STEP FOUR: Final Written Warning

  • To record a penalty for continued transgression with a longer prescribed period of validity.
  • A formal enquiry needs to be held on issuing a final written warning.
  • It is a serious intervention as it precedes dismissal.

STEP FIVE: Dismissal

  • To record termination due to failure of the Trainee to comply with the required standard.
  • Dismissal is a result of a formal enquiry.

Summary of dismissible offences

  • Being under the influence of, or being in possession of, or taking alcohol or drugs at work.
  • Assault on or fighting with any other trainee, supervisor or manager.
  • Theft, bribery, or possession of property of the Company/organisation, its clients or fellow trainees.
  • Unauthorized possession of the Company property.
  • Falsifying or changing any documents with fraudulent intent or giving fraudulent statement or information.
  • Changing a medical certificate or producing a false one.
  • Intentional loss or damage to the company, customer or trainee property.

This list is not conclusive. A transgression under this category however warrants automatic discipline.

Important tips about discipline

  • Keep record of every stage of the progressive discipline.
  • Where a disciplinary enquiry is initiated ensure that it is held without any delays.
  • Do not suspend a trainee before you establish the length of the period of the investigations if possible.
  • Where you discipline a union official, inform the union.
  • Where dismissal is a sanction, advice of recourse to Appeal or the CCMA.
  • Where you are dealing with a trainee who has deserted make sure you record the enquiry held in absentia.

INCAPACITY

  • Incapacity relates to the failure of the trainee to meet the required standard of performance.
  • Incapacity can be as a result of poor performance or ill-health. The manner in which it is handled is determined by these factors.
  • Ill-health also encompasses drug addiction and alcoholism.

Poor performance

When dealing with poor performance we need to establish the following:

  • Whether the trainee is aware of the required standard.
  • The cause for failing to meet the required standard.
  • The appropriate intervention guided by the detected cause for poor performance.

The intervention might vary from evaluation, instruction, training, guidance or counselling.

STEP ONE: Cautionary intervention

  • Invite the trainee to a session wherein the actual performance will be discussed against the actual standard.
  • Indicate the problem area and demand correction.

STEP TWO: Specific intervention

  • If the intervention is evaluation, instruction, training, guidance or counselling, meeting is called with the Trainee in the presence of a representative.
  • In the meeting confirmation of the appropriate intervention must be communicated.
  • A review date must be agreed to monitor progress.
  • The consequences or implications of a failure to comply must be communicated to the trainee.

STEP THREE: the enquiry

  • If the identified intervention does not produce the desired result an enquiry must be held.
  • When an enquiry is held it is imperative that it complies with the procedural and substantive requirement for a fair hearing.
  • Alternatives to dismissal such demotion, transfers etc. should be explored prior to a decision to terminate a Learnership agreement.
  • If the said alternatives are not feasible termination of employment will be appropriate.

Ill-health

  • Where the trainee’s performance is declining due to ill health, we need to highlight this problem to the person concerned.
  • The investigation into the nature of illness should be investigated to decide on the appropriate intervention.
  • The trainee must be permitted to invite a representative amongst the fellow trainees.
  • If poor performance relates to drug addiction or alcoholism, means to rehabilitate an affected person must be explored.
  • If poor performance persists the employer may terminate the employment relationship. Such termination must be subject to proper enquiry.
 

 
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CONTACT US
 
 Tel : 086 112 2919

 Fax : 086 656 2578

 info@mtltrainingandprojects.co.za

 
ABOUT US
 
 MTL Training and Projects focuses its business on: -

Skills development. The company plans to develop into a leading player in the aforementioned sector. This means having the best and most efficient facilities, systems and human resource.

ACCREDITATION
       
 Our company is accredited with the following SETAS:
       

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