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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Apply moral decision making and problem solving strategies 
SAQA US ID UNIT STANDARD TITLE
116483  Apply moral decision making and problem solving strategies 
ORIGINATOR
SGB Ethical Foundations of Society World of Ideas 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 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 
This Unit Standard is intended to equip learners with the means to understand moral decisions and problems, which will add value to the learners' working situation. The understanding gained will assist in establishing high standards of conduct for the sector, workplace or institution.

The Unit Standard aims to empower learners to regulate their own moral conduct within an environment based on the ethical code and resulting moral standards which regulate individual and corporate actions of each sector, workplace or institution.

People credited with this unit standard are able to:
  • Identify components of a moral decision or problem
  • Interpret and explain a strategy for moral decision-making
  • Identify and apply different strategies of moral decision-making
  • Evaluate the consequences of the decision-making process 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Open, although learners would benefit by having competence equivalent to that described in the Unit Standard: "Identify the basis for distinctions between morally acceptable and unacceptable behaviour in society". 

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify component parts of a moral decision or problem. 
    OUTCOME RANGE 
  • Contexts include: workplace, home, social circle.
  • Concepts include: corruption, motivation, ethical code.
  • Profiles include: explanations of choices resulting from character defects; or unethical/misconduct due to temptations; or corruption due to sets of norms of the particular subculture of society. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The part played by a particular situation or context in a moral decision or problem is identified and explained by showing what concerns or choices the context presents. 

    ASSESSMENT CRITERION 2 
    The part played by key ethical concepts in a moral decision or problem is identified and explained by showing what concerns or choices the ethical concepts present. 

    ASSESSMENT CRITERION 3 
    The part played by social profiles in a moral decision or problem is identified and explained by showing what concerns or choices the profiles present. 

    ASSESSMENT CRITERION 4 
    The part played by the motivation of self and others in a moral decision or problem is identified and explained by showing what concerns or choices these motivations present. 

    ASSESSMENT CRITERION 5 
    The cause and effect of corruption is identified by referring to ethical codes within the workplace, sector or institution. 

    ASSESSMENT CRITERION 6 
    The reasons provided for personal choices and motivation is carefully examined against key ethical concepts and ethical codes in a variety of contexts. 

    ASSESSMENT CRITERION 7 
    Possible choices for resolving moral problems are carefully considered by looking at the causes of the moral problem and possible outcomes of choices made for the lives of human beings in the workplace, sector or institution. 

    SPECIFIC OUTCOME 2 
    Interpret and explain a strategy for moral decision-making. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The grounds for decision-making are accurately identified and described in line with generally accepted ethical principles and theories about moral choices. 
    ASSESSMENT CRITERION RANGE 
    Theories on moral choices include: predisposition - character defects; temptation - misconduct due to temptations; and structural - norms existing in society or sub-culture).
     

    ASSESSMENT CRITERION 2 
    The decision-making process used is logical and informed by ethical reasons. 

    ASSESSMENT CRITERION 3 
    The implications of decision-making are explained in terms of ethical reasons. 

    ASSESSMENT CRITERION 4 
    The ethical principles that inform decision-making are described in relation to the workplace, sector or institution. 

    SPECIFIC OUTCOME 3 
    Identify and apply different strategies of moral decision-making. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The causes of moral problems and consequences of choices made in relation to the problem are analysed in relation to each other and to the lives of human beings in the workplace, sector or institution. 

    ASSESSMENT CRITERION 2 
    Different strategies for moral decision-making are identified and explained by referring to generally accepted literature and practice in the field and/or workplace. 

    ASSESSMENT CRITERION 3 
    The strengths and weaknesses of strategies are identified in relation to particular ethical codes and workplace, sector or institution contexts. 

    ASSESSMENT CRITERION 4 
    General choices typical of all decision-making are illustrated by means of ethical principles relevant to a particular context. 

    ASSESSMENT CRITERION 5 
    The mechanisms for avoiding and overcoming unacceptable practices are identified and explained by referring to a personal code of ethics and/or code of ethics relevant to the particular context. 

    ASSESSMENT CRITERION 6 
    The basis for justifying choices is identified and explained by referring to a personal code of ethics and/or code of ethics relevant to the particular context. 

    ASSESSMENT CRITERION 7 
    Relevant procedures for adjusting practice are explained and demonstrated in ways that are in line with the ethical code and strategies for decision-making and moral problem solving. 

    ASSESSMENT CRITERION 8 
    The procedures followed in the decision-making process are logical, meet with the requirements of the selected decision-making model, and are appropriate to the specified context. 

    SPECIFIC OUTCOME 4 
    Evaluate the ethical consequences of the decision-making process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Decision-making strategies are evaluated in terms of their effectiveness as approaches to ethical decision-making and moral problem solving within particular ethical codes and specific workplace, sector or institution contexts. 

    ASSESSMENT CRITERION 2 
    Flaws in moral arguments are identified and described in relation to the decision-making process and ethical code. 

    ASSESSMENT CRITERION 3 
    The value of deliberation in moral problem solving is explained by referring to effectiveness and alignment with decision-making processes and ethical codes. 

    ASSESSMENT CRITERION 4 
    Own ethical decisions are discussed and explained by looking at their moral implications and the ethical code in the particular context. 

    ASSESSMENT CRITERION 5 
    Evidence of situations where ethical principles were applied in apparently similar contexts, but when obligations conflicted, are described by referring to the ethical uncertainties experienced. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of this Unit Standard should be contextual, practical and be conducted in the workplace as far as possible.
  • Assessors must be registered as assessors with the appropriate ETQA.
  • Moderators must be registered as assessors with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • The mechanisms and requirements for moderation should be applied as per the SAQA criteria.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems by identifying underlying causes of actions that reflect unethical reactions to corruption, and pursuing ways of dealing with the situation(s), investigating ways to prevent forms of corruption, detrimental to the sector, workplace or institution. 

    UNIT STANDARD CCFO WORKING 
    Working as a team by cooperating with own members and members of related sectors/professions to establish a shared vision, shared norms and principles to combat corruption, and respecting efforts and discourses that attempt to eliminate corruption. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself by assuring that all possible strategies to prevent and eliminate corruption are understood and that implementation of an own philosophy with regards to corruption is functionally integrated in each individual and group situation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information and behaviour by identifying and analyzing the extent to which the established code of ethics for public officials is causally related to high standards of conduct - of the officials and the public; examining whether institutional and national duties and functions are in accordance with principles contained in the various Leadership Codes of Conduct of the nation. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, such as when planning skills development strategies and activities that foster an uncompromising adherence to the established ethical code to combat corruption, individually and cooperatively. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology critically as when using technologies like audio-visual, computer equipment, video material, and with an awareness of the moral implications of decisions and problem solving. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  50480   Further Education and Training Certificate: Firearm Training  Level 4  NQF Level 04  Reregistered  2023-06-30  SAPFTC 
    Elective  78143   Further Education and Training Certificate: Military Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  SAS SETA 
    Elective  59889   Further Education and Training Certificate: Military Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2010-01-25  Was SAS SETA until Last Date for Achievement 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. SA ARMY GYMNASIUM 
    2. SOUTH AFRICAN AIR FORCE COLLEGE 



    All qualifications and part qualifications 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.