| All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
| Apply workplace communication skills |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 8647 | Apply workplace communication skills | |||
| ORIGINATOR | REGISTERING PROVIDER | |||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| QUALITY ASSURING BODY | ||||
| – | ||||
| FIELD | SUBFIELD | |||
| Field 11 – Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
| ABET BAND | UNIT STANDARD TYPE | OLD NQF LEVEL | NEW NQF LEVEL | CREDITS |
| Undefined | Regular | Level 5 | New Level Assignment Pend. | 10 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
| Passed the End Date – Status was “Reregistered” |
2004-12-02 | 2007-12-02 | SAQA 1657/04 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2008-12-02 | 2011-12-02 | |||
| In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old levels unless specifically stated otherwise. |
| This unit standard does not replace any other unit standard and is not replaced by any other unit standard. |
| PURPOSE OF THE UNIT STANDARD |
| A person assessed as competent against this unit standard will be able to:
Produce and respond to accessible written and oral communication in the workplace. This competence will equip individuals with the communication skills to operate more effectively in their workplace. It will contribute to more effective communication within the workplace environment. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| A person taking this unit standard is assumed to have acquired the competence described in the ABET communication standards at levels 1 – 3. |
| UNIT STANDARD RANGE |
| Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by “e.g.” since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.
The following range statements in this unit standard are generic across the outcomes, with appropriate interpretations for written and oral skills. They are as follows: 1. Length: average length of 5 pages (5 – 10 minutes) These are intended only as a general guide to scope and complexity of what is required. NSB 1: Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by “for example” since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Interpret and respond to accessible written communications in the workplace. |
| OUTCOME RANGE |
| A normal office memorandum. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample – examine the outcomes previously produced by the practitioner Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) – ask relevant questions linked to the unit standard Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 2 |
| Produce simple written communication in the workplace. |
| OUTCOME RANGE |
| A report on work done, accidents in the workplace, respond to requests and complaints. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample – examine the outcomes previously produced by the practitioner Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) – ask relevant questions linked to the unit standard Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 3 |
| Produce and respond to accessible oral communication in the workplace. |
| OUTCOME RANGE |
| Offer a five-minute presentation.
Listen to and summarise a ten-minute presentation. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| The assessment of a person against this standard should meet the requirements of established assessment principles.
It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations. The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed. NSB 1: When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. Method of assessment: Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample – examine the outcomes previously produced by the practitioner Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) – ask relevant questions linked to the unit standard Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party) Integrated assessment: It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| 1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:
The purpose, typical content and structure of all forms of accessible communications used in the workplace. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO WORKING |
| Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes). |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively (relates to all outcomes). |
| UNIT STANDARD CCFO CONTRIBUTING |
| Personal development. |
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