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U/S; 14525 – Present an Informed Argument on a Current Issue in a Business Sector 

Present an Informed Argument on a Current Issue in a Business Sector. 

Learning Unit1

US: 14525, NQF LEVEL 5 WORTH 5 CREDITS

PRESENT AN INFORMED ARGUMENT ON A CURRENT ISSUE IN A BUSINESS SECTOR

Unit Standard Purpose

This Unit Standard is intended specifically to meet the communication requirement for qualifications in Financial Services at NQF Level 5, but it may be useful to learners in other sectors. It requires knowledge of current issues in a selected field or sub-field and ability to conduct independent research on such issues.

The qualifying learner is capable of:

Learning Assumed to be in Place

Demonstrating knowledge and insight into a current issue in a selected business sector.

Developing an argument around an issue using the language of the field.

Organizing a communication on a selected issue.

Appling technical knowledge and skill to present an argument on an issue in a selected business sector.

SESSION 1

SO 1

DEMONSTRATE KNOWLEDGE AND INSIGHT INTO A CURRENT ISSUE IN A SELECTED BUSINESS SECTOR.

Learning Outcomes

(Assessment Criteria)

A current issue is identified in a selected business sector.

The issue is analyzed indicating in-depth insight into the specialist issue.

The relevance of the issue and potential impact on a specific business sector is explained with reference to current research.

Regulations relating to the topic are identified to ensure that the argument to be developed complies with legislative requirements.

Demonstrate knowledge and insight into a current issue in a selected business sector. 

Understanding the Oil & Gas business sector

Oil & Gas includes the global processes of exploration, extraction, refining, transporting (often by tanker sand pipelines), and marketing petroleum products. The largest volume products of the industry are fuel oil and gasoline (petrol). Petroleum is also the raw material for many chemical products, including pharmaceuticals, solvents, fertilizers, pesticides, and plastics.”.

“Types of business knowledge:

Knowledge can exist in many forms, but usually falls under one of three main categories:

Tacit knowledge

This is personal know-how or skills rooted in experience or practice (eg aesthetic sense or intuition). Tacit knowledge is difficult to write down, visualise or transfer.

Explicit knowledge

This is articulated knowledge recorded in documents, memos, databases, etc. Explicit knowledge is easy to store, distribute and communicate.

Embedded knowledge

These are skills and understanding locked in processes, products, rules or organizational culture (eg informal routines, codes of conduct, organizational ethics).”

The industry is usually divided into three major components:

Upstream

Midstream

Downstream 

Midstream operations are usually included in the downstream category. Petroleum is vital to many industries, and is of importance to the maintenance of industrial civilization itself, and thus is a critical concern for many nations.

This sector is one of the few that influence what happens in other sectors. An example of this is when oil prices go up the transport industry will be affected hence the price of good and food hike. This chain can lead economic disruption and poverty thereof it is of paramount importance that oil and gas is preserved and used efficiently.

 A current issue is identified in the Oil and Gas sector

The technical skills and knowledge in Africa is currently one of the challenges that the industry is experiencing

Oil and gas exploration, development and management require a specialised set of skills and we are currently experiencing a loss in our pool of intellectual resources. Engineers and geologists in the oil and gas sector are being attracted by international companies. Local firms are losing their employees to foreign companies due to the big salaries that they are offered. The remuneration packages keep going up, but there is a limit to what can be paid for these resources.”

 Current and planned developments in the regulatory environments in which they operate

Some of these regulations include the proposed Petroleum Industry Bill (PIB) in Nigeria, environmental policy changes, proposals on zero gas flaring in many countries, discussions in Uganda regarding the tax implications of a US$1.5-billion deal involving Tallow Oil and Heritage Oil, Government’s commitment to cleaner fuels and reducing emissions in South Africa, “fledgling” oil economies in Uganda and Ghana formulating new policies. Further issues may include but not limited to the following:

  • The global call for African oil is steadily increasing.
  • The world oil and gas markets have remained high and volatile with prices of oil and gas unpredictable. Spot market price for dated Brent almost reached $80 in July 2006.
  • Global investment in oil and gas has experiencing a significant downturn in the last decade.
  • Oil exporting countries have experienced high oil and gas revenue volatility driven by global market developments.
  • Africa’s competition in global context is constrained by the fact that most African countries are at the bottom of the ladder in terms of global standards in energy utilisation and economic development.
  • Higher oil and gas prices in recent years have adversely affected net oil importing countries especially the land-locked and resource poor countries. Some dimension of the problem facing oil importing land-locked and coastal non-resource intensive countries in Africa. The data show the more precarious economic situation of the former category of countries in terms of per capita income and external sector indicators.

 There are contrasting demand and supply paths in the region reflecting diverse initial economic and social conditions and the oil-non-oil producing status of the country.

  • There is grossly inadequate coping mechanisms for the millions of poor households who spend a significant share of their expenditure on oil products through transport expenses and kerosene for cooking and lighting.
  • Actual supply-demand balances reveal stark differences at sub-regional and country levels and significant demand-supply gaps exist.
  • There are many refineries in the region, but this has not precluded the significant and expensive dependence on oil imports from outside the Africa region.
  • Poor regional and intra-regional energy infrastructure linkages have exacerbated the cost of domestic supplies especially in land-locked countries.
  • Oil products refined in the region are mainly produced in small, inefficient, poorly maintained and outdated refineries. The quality of the oil products produced in many of the refineries does not meet international standards.
  • Oil and gas are central to the economic growth and fiscal situations of an increasing number of countries. However, for many of them, the resource curse syndrome, oil price volatility, oil-related social conflict and poor oil revenue management have largely eroded the significant gains from higher but volatile export revenues.
  • Africa exhibits relatively low energy access level when compared with the in other parts of the world.
  • The problem of energy access is more acute in rural than in urban areas. Yet the bulk of the population live in the rural areas and the problem of poverty is often more acute in the rural areas. 

Does the Oil and Gas sector comply with the legislative requirements?

Several pieces of energy legislation were passed in the 1987-2000 period, of direct relevance to the future of the energy sector in the country. They include: 

Eskom Act 40 of 1987

Defines the responsibilities of Eskom

Electricity Act 41 of 1987

Defines the structure, functions and responsibilities of the Electricity Control Board, and assigns the sole right of electricity supply within municipal boundaries to local government authorities.   

Electricity Amendment Act 58 of 1989

Amends the Electricity Act of 1987 to provide for a levy on electricity; ensures that a license shall not be required for the generation of electricity and provides for the transfer of servitudes on the transfer of undertakings; and other incidental matters.

Nuclear Energy Act 3 of 1993

Brings all nuclear activities funded by the state under the control of the Atomic Energy Corporation, with specified exceptions.

Electricity Amendment Act 46 of 1994

Amends the Electricity Act, 1987 by providing for the continued existence of the Electricity Control Board as the National Electricity Regulator (NER) and applying certain provisions of the Act to other institutions and bodies.

Electricity Amendment Act 60 of 1995

Amends the Electricity Act of 1987 further to establish the NER as a juristic body; it makes provision for the appointment,

conditions of employment and functions of the chief executive officer and employees; and for the funding and accountability of the NER. The objectives of the NER are given as:

  • Eliminating monopolies in the generation and sales/supply sectors
  • Rationalising end-use prices and tariffs
  • Giving customers the right to choose their electricity supplier
  • Creating an electricity market
  • Introducing competition into the industry, especially in the generation sector
  • Addressing the impact of generation, transmission and distribution on the environment
  • Permitting open, non-discriminatory access to the transmission system
  • Creating similar opportunities for all distributors of electricity

The 1999 National Nuclear Regulation Act 

This Act amends the governance of nuclear energy. 

After 2000, there was renewed discussion about reform in the energy sector. There were suggestions that some regulation should return to the deregulated market, starting with the gas and electricity sectors. The concern to extend social benefits of electrification was reflected in the poverty tariff, which provided 50 kWh of free electricity to poorer households. New policy, for example on renewable energy, continued to emerge. Many of these considerations were combined in the first Integrated Energy Plan in 2003.

The 2001 Gas Act 

Made for the orderly development of the piped gas industry and established a National Gas Regulator. 

The 2001 Eskom Conversion Act

This Act made Eskom into a public company. 

The 2002 Gas Regulator Levies Act 

This Act provided for the imposition of levies by the National Gas Regulator.

The 2003 Petroleum Pipelines Bill

The Bill seeks the establishment of a national regulatory framework for petroleum pipelines and provides for the licensing of persons involved in the manufacturing or sale of petroleum products.

Merging of the energy regulators

In April 2003, the Minister of Minerals and Energy announced that the NER, the Gas

Regulator and the Upstream Petroleum Regulator would merge into a single entity within five years. 



SESSION 2

SO 2

DEVELOP AN ARGUMENT AROUND AN ISSUE USING THE LANGUAGE OF THE FIELD.

Learning Outcomes

(Assessment Criteria)

Appropriate terminology is used in the correct context.

The issue is considered from different viewpoints in order to produce an objective position or balanced view.

A specific case for or against the issue is developed for a selected audience and purpose.

The argument is substantiated in order to produce informed opinions.

Potential challenges to the argument are anticipated in order to be prepared for questions or counter arguments.

Develop an Argument Around an Issue Using the Language of the Field.

 

“Language as a Tool for Building an Argument

We use language to create an argument that flows logically, through the use of:

Key words and concepts.  In an evidence-based report, the key words are the elements of the question the report seeks to answer. They are repeated as necessary throughout the sections of the report. Do not vary these to give the reader variety—that only introduces possible confusion. The repetition of these key words and phrases acts as a series of ‘markers’ that move the reader through the sections of the argument.

Connectors: transitional words and phrases that establish relationships such as addition, contrast, comparison, causation.

In an evidence-based practice report, the Introduction, Discussion and Conclusion sections advance arguments. The Methods and Results sections, however, are description—they describe how the search was carried out and what was found.

Appropriate terminology is used in the correct context. 

The terminology used by engineers in the oil and gas sector can be very confusing to the public and consumers. As the demand s very high in this sector it is important that people understand the language being spoken to them. There are simple or rather terms that the public is aware of such as a barrel, but what about other terms. These terms will include the following:

Brent Crude is a major trading classification of sweet light crude oil comprising Brent Blend, Forties, Oseberg and Ekofisk crudes (also known as the BFOE Quotation). Brent Crude is sourced from the North Sea. The Brent Crude markers also known as Brent Blend, London Brent and Brent petroleum.

Dry gas

Also known as Lean gas is natural gas composed mainly of methane.

Ethanol

Chemical formed by fermentation or synthesis.

Barrel or cask 

Is a hollow cylindrical container, traditionally made of vertical wooden staves and bound by wooden or metal hoops. Traditionally, the barrel was a standard size of measure referring to a set capacity or weight of a given commodity. 

Gasoline

Mixture of lighter liquid hydrocarbons used chiefly as a fuel for internal-combustion engines. Produced by fractional distillation of petroleum, by condensation or adsorption from natural gas, by thermal or catalytic decomposition of petroleum or its fractions, by hydrogenation of producer gas or coal, or by polymerisation of hydrocarbons of lower molecular weight.

Natural Gas

Gas, occurring naturally, often found in association with oil.

Oil

This is a mixture of liquid hydrocarbons of different molecular weights.

Ozone

Allotropic form of oxygen having three atoms in each molecule, formula O3. Ozone formed in atmosphere from nitrogen oxides and organic gases emitted by automobiles and industrial sources. 

Petroleum products

Gasoline, kerosene, heavy fuel oil, lubricating oils, petroleum jelly, and paraffin consist principally of mixtures of paraffin hydrocarbons, which range from lighter liquid members to solid members.

Therefore it is highly imperative that when one deals with terms in the oil and gas sectors they fully understand what they are talking about, its implications and properties. This should not be only done in order for abilities to carry out a conversation but most importantly for understanding information being passed to you. 

 



SESSION 3

SO 3

ORGANISE A COMMUNICATION ON A SELECTED ISSUE.

Learning Outcomes

(Assessment Criteria)

The objective of the communication is clearly identified and stated for the target audience.

Appropriate communication tools are used to achieve the stated objective of the communication.

The selected content is sequenced to achieve the communication objective.

The information is synthesized into a coherent presentation that meets the objective and is appropriate for the intended audience.

A cogent argument is provided to negate undesired options.

Appropriate examples are included to illustrate and substantiate the argument.

ORGANISE A COMMUNICATION ON A SELECTED ISSUE. 

What is communication?

Communication is the activity of conveying information. Communication was derived from Latin communis meaning to share. Communication requires a sender of a message, and an intended recipient, although the receiver need not be present or aware of the sender’s intentions to communicate at the time of communication thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver has understood the message of the sender. Feedback is critical to effective communication between parties.

Therefore in this case oil and gas practitioners can be regarded as the sender of the message while motorists/transportation companies and companies that own cars in general will be the recipients.  Now oil and gas engineers/companies will send a message of an increase in oil and gas via the media (Radio/TV/Newspapers) and further state the reasons of such hikes, it is important that the recipients understand what is being said to them as it would help them make an informed decision 

Appropriate communication tools are used to achieve the stated objective of the communication

An effective communications program will combine some or all of the following tools to communicate the intended message to the target audience:

Internet

This powerful and rapidly expanding medium of communication has many advantages for transmitting messages:

  • Its global reach can be easily tracked
  • Costs per person reached can be very low
  • It offers the possibility of interacting with audiences and learning more about them (through on-line questionnaires, forums and e-mail)
  • Messages can be quickly changed and adapted to keep campaigns fresh and interesting

Publications and other print materials

The many advantages offered by printed publications make them one of the most used communications tools in outreach campaigns. Publications can reach large audiences with more targeted, technical and detailed information than that which can be communicated through press releases advertisements. Publications are handy educational tools that remain with the target audience for future reference and consultation.

An obvious disadvantage of publications is the cost related to their mailing and printing. Perhaps a more important disadvantage for publications is that they are only as effective as their distribution. Appropriate mailing lists and distribution at special events and key locations are essential to the communications success of publications.

Public service broadcasts and Videos

Audiovisual products, such as televised public service announcements (PSAs), film and video can be particularly effective in attracting the attention of and communicating a message to, a target audience. Their development, however, usually requires the services of experienced professionals. Therefore, the production of effective PSAs and videos does need a substantial investment, even if their eventual distribution can be obtained for free. Below are some other considerations to keep in mind when considering such productions.

Media relations

Media coverage offers the dual advantage of being cost-free and carrying more credibility than paid advertisements. The downside is that there are no guarantees as to when, how, or even if, the media will cover a story. The nature and extent of the media coverage that an IP awareness campaign will attract depends largely on the relationship with the press; on targeting the message to the appropriate outlet; and on communicating effectively with the media. This mini guide provides basic notions for each of these elements to help increase media coverage

Spokespersons

Spokespersons, or figure-heads, can be particularly effective in communicating IP (Intellectual Properties) issues by putting a face on what can sometimes be difficult concepts to grasp.

The visible and known characteristics of a spokesperson, and the way in which the target audience perceives these, provide tangible cues for understanding the issues being communicated.

In selecting a spokesperson for a particular campaign, three factors should be considered. First, the spokesperson must appeal to the target audience.

Second, in order to be credible, the spokesperson should have relevant experience and/or expertise.

Finally, even if the spokesperson is not famous, he/she must have some sort of media appeal, such as an interesting story to tell, excellent communications skills, etc. Celebrities are the most sought after spokespersons. Instant recognition attracts the attention of the target audience and makes whatever they are promoting more visible.

Target audiences tend to have a higher recall and be more persuaded by advertisements containing celebrities. Some even believe that the positive attitudes and feelings that the target audience has for the celebrity may be transferred to whatever that celebrity sponsors. As well as their effectiveness at increasing awareness, celebrities can also use their talents to raise funds for a cause they believe in.

In the past few years, several famous musicians and actors have joined forces with IP offices and industry groups to raise awareness against piracy. These celebrity spokespersons provide proof that famous people are interested and willing to promote IP (Intellectual Properties) issues. However, the use of celebrity spokespersons for the promotion of other IP (Intellectual Properties) issues, such as creativity and the effective use of the IP system, is much less common.

Events (special days, awards, exhibitions, seminars)

  • Special Days

The use of a special day (or week) to commemorate a specific issue year after year can be a particularly effective way to raise awareness of that issue. Such days provide an opportunity for different stakeholders interested in the issue to promote a single message related to that issue with a series of activities and events taking place in a limited period of time. These events tend to generate extensive media interest, so multiplying the message being transmitted by the different events and activities.

Governments, NGOs and private corporations around the world, have established national days to raise awareness of specific issues related to intellectual property.

  • Awards

Awards provide incentives and rewards for people who adopt the behaviour being promoted in an outreach campaign. Furthermore, award ceremonies tend to attract media attention and thus draw more attention to an outreach campaign. Thus, awards represent a cost-effective means of promoting a wider knowledge and understanding of the IP system.

  • Exhibitions

Exhibitions allow the showcasing of IP (Intellectual Properties) issues related to an outreach campaign in a way that can be easily related to by the public. The possibilities for exhibitions relating to IP (Intellectual Properties) issues are virtually endless.

As with any other communication tool, in order to ensure a successful exhibition, its communications goal and target audience must be properly identified before any work is begun. A clear understanding of the goal and the audience will facilitate in the choice of theme, content, and location of the exhibition.

Seminars

Seminars appear to be the communications tool of choice for the promotion of IP issues. They have the benefit of being much targeted events with a captive audience, and can provide immediate feedback to the communicator.

Since seminars are usually given to a small number of people with similar interests and concerns, the information presented at these events can be much more detailed and technical than that used with other communications tools. Again, such information should be tailored according to the needs and expectations of the target audience. 

Any form of communication tool can be used to address the different types of recipients for example the public through the internet/ print media while companies can receive such insight at seminars.

  



SESSION 4

SO 4

APPLY TECHNICAL KNOWLEDGE AND SKILL TO PRESENT ARGUMENT ON AN ISSUE IN A SELECTED BUSINESS SECTOR.

Learning Outcomes

(Assessment Criteria)

A written document is produced to present an argument on the selected issue and support a verbal presentation.

The main points of the argument are identified and highlighted with due regard for the specific audience and purpose.

The language level and vocabulary used are appropriate for the audience.

A communication is presented coherently using the basic conventions of the appropriate professional discourse.

A specific viewpoint is defended and substantiated with additional information and examples when necessary.

Comments and challenges are addressed without losing the focus of the argument.

  

APPLY TECHNICAL KNOWLEDGE AND SKILL TO PRESENT ARGUMENT ON AN ISSUE IN A SELECTED BUSINESS SECTOR. 

How to write a written document

The work of a writer is to present anything expressed in letters of the alphabet and this should be from the point of view of style and effect. This written document should however resonate and support the verbal argument. Arguments can be selected from the previously mentioned or from current issues for example:

 The lack of technically skilled individuals in South Africa as they opt for bigger salaries abroad or

The inclined oil and gas hikes which is likely to affect other factors of life

Any of the chosen topics should then be researched and presented in a written document format.

The main points of the argument are identified and highlighted

The main points of the arguments on the chosen topic should be carefully considered. After such considerations it is important to dwell on the argument. It is important to present the information in the fashion that shows:

  • Proof that you understand what you are talking about 
  • A demonstration of your ability to use or apply your knowledge in ways that goes beyond what you have read or heard.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections.

By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument.

Recall our discussion of student seating in the Dean Dome.

To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

  • Do some research, it may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has.

For example, some people argue that the American Civil War never ended. If you are making an argument concerning, for example, the outcomes of the Civil War, you might wish to see what some of these people have to say.

  • Talk with a friend or mentor. Another person may be able to imagine counterarguments that haven’t occurred to you.
  • Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument?

Will you reject the counterargument and explain why it is mistaken?

Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue and that you are not simply attacking or caricaturing your opponents.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

 The language level and vocabulary used are appropriate for the audience

Audience

Audience is a very important consideration in argument.

A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them.

Maybe whining works with one parent, but the other will only accept cold, hard statistics.

Your kid brother may listen only to the sound of money in his palm.

It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you.

You are not just expressing your opinion in an argument and in most cases your audience will know something about the subject at hand therefore you will need sturdy proof.

At the same time, do not think of your audience as clairvoyant.

You have to come out and state both your claim and your evidence clearly.

Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Comments and challenges are addressed without losing the focus of the argument

The following is a list of processes in no particular order when in argument thus not loosing focus:

Listen to the entire question

Listen to the entire question before you begin to answer any questions. Too many people start responding to a question before the entire question is even asked. Not waiting to hear the entire questions can result in you providing a response which had nothing to do with the question. Force yourself to listen to the entire question and make sure you understand the question.

Pause

Pause and allow yourself time to value the question and listener. Repeat the question out load so the entire audience can hear it. It is important that everyone “hear” the question or the answer you provide may not make sense to some of the people. By repeating the question, this will allow you some additional time to evaluate the question and formulate a response.

Credit the Person 

Credit the person for asking the question. You may say something like, “That was a great question”. Take in consideration though that should you credit one person with asking a question; be sure to credit everyone for asking a question. You don’t want people to feel their question was not as important.

Respond to the Question 

Respond to the question honestly and the best you can. If you do not know an answer to a question, do not try to fake it. Be honest, and tell them you do not know but do promise to research the answer for them and get back to them.

Bridge

Bridge to the next question by asking them a question. “Does that answer your question?”, “Is that the kind of information you were looking for?” Once they respond to you by saying yes, you now have permission to go on to the next person.

End

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