SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Train customers on new and/or enhanced products 
SAQA US ID UNIT STANDARD TITLE
12311  Train customers on new and/or enhanced products 
ORIGINATOR
SGB Telecommunications 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  16 
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 focuses on the field of Customer Premises Equipment (CPE).

A learner credited with this unit standard is capable of:
  • Planning the training of customers on new and / or enhanced products
  • Preparing for the training of customers on new and / or enhanced products
  • Conducting the training of customers on new and / or enhanced products
  • Concluding the training of customers on new and / or enhanced products

    This unit standard will contribute to the full development of any learner within the Telecommunications environment, more specifically within CPE by providing recognition, further mobility and transportability within the field. The knowledge, skills and understanding demonstrated in this unit standard are essential for upliftment, social and economic transformation in the Telecommunications environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learning assumed to be in place should be on the same level of this unit standard or higher.
  • Communication & Language.
  • Maths & Numeracy, Life Sciences.
  • Installation of multi-line CPE.
  • Computer literacy. 

  • UNIT STANDARD RANGE 
    The typical scope of this unit standard includes but not limited to:
  • All Telecommunications Equipment.

    The context of this unit standard is performed within structures where stationery, support structure, communication media, employer`s policies and procedures, cultural ethics, business ethics, work environment, professional conduct, human resources, customer, equipment, quality standards, SABS standards, anti-static procedures, training facilities, technology and transportation are applicable.

    The level assigned to this unit standard is appropriate because the learner has:
  • A broad knowledge and understanding of the main areas of at least one discipline/field.
  • Some awareness of how the discipline/ field relates to cognate fields.
  • Knowledge and understanding of the key terms, rules, concepts and principles of one or more disciplines/fields.
  • Familiarity with and effective application of the essential methods and techniques of the discipline/field.
  • The ability to use the above to identify and solve clearly defined problems using accepted procedures and appropriate evidence.
  • Skills in information gathering and -processing.
  • Presentation of information using basic information technology skills.
  • Critical analysis and synthesis of information within given frameworks.
  • An ability to communicate information reliably by recognising and using basic academic/professional discourse conventions and formats appropriately in the required medium of instruction. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan to train customers on new and/or enhanced products 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Customers are consulted according to employer's policies and procedures and training needs are determined according to customer needs. 

    ASSESSMENT CRITERION 2 
    2. Scheduled dates and times meet customer's availability and training site is identified to meet customer's budget and availability. 

    ASSESSMENT CRITERION 3 
    3. Training manuals are obtained and training content is established according to customer product. 

    ASSESSMENT CRITERION 4 
    4. Customer product knowledge is established before conducting training and relevant training aids are identified and customized according to customer needs. 

    SPECIFIC OUTCOME 2 
    Prepare to train customers on new and/or enhanced products 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Training site is set-up according to customer requirements. 

    ASSESSMENT CRITERION 2 
    2. Conducive training environment is created according to health and safety standards. 

    ASSESSMENT CRITERION 3 
    3. Training aids are set-up to meet customer needs, product requirements, and site specifications. 

    ASSESSMENT CRITERION 4 
    4. Training outcomes are communicated to customers according to industry training standards. 

    SPECIFIC OUTCOME 3 
    Conduct training for customers on new and/or enhanced product/s 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Training and demonstrations are conducted according to product specifications. 

    ASSESSMENT CRITERION 2 
    2. Adequate practice opportunities are provided according to customer needs. 

    ASSESSMENT CRITERION 3 
    3. Conducive training environment is maintained throughout the training session. 

    ASSESSMENT CRITERION 4 
    4. Pace is maintained effectively according to time allocated by customer/s. 

    ASSESSMENT CRITERION 5 
    5. Effective use of training aids is ensured to establish customer's understanding of the product/s use. 

    ASSESSMENT CRITERION 6 
    6. Effective training style is uses to ensure learning takes place. 

    SPECIFIC OUTCOME 4 
    Conclude training for customers on new and/or enhanced products 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Training evaluation is conducted to determine effective accomplishment of all the training objectives. 

    ASSESSMENT CRITERION 2 
    2. Training evaluation is conducted to determine customer satisfaction levels, industry practices and according to employer's policies and procedures. 

    ASSESSMENT CRITERION 3 
    3. Product manuals are provided according to customer needs. 

    ASSESSMENT CRITERION 4 
    4. Training site is cleared and documentation is completed according to employer's policies and procedures. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
    1. Anyone assessing a learner against this unit standard must be registered as an Assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation Option:
    1. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Skills, Knowledge and Understanding:
  • Use oral and written communication when liasing with role players.
  • Compile documentation after conducting training.
  • Apply decision-making and problem solving skills before and during training.
  • Demonstrate understanding of product facilities and operations.
  • Demonstrate understanding of the policies and procedures.
  • Reach agreement with the customer through negotiation.
  • Facilitate co-operation among trainees.
  • Apply adult learning principles during training.
  • Apply training standards and principles before, during and after training.
  • Utilise variety of training aids during training.
  • Demonstrate understanding of the correct use of training aids and product/s.
  • Demonstrate computer literacy 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify barriers pertaining to the training of customers on new and / or enhanced products and developed strategies to overcome them 

    UNIT STANDARD CCFO WORKING 
    Work effectively with customer in order to ensure that training is effective and efficiently provided 

    UNIT STANDARD CCFO ORGANISING 
    Manage activities in terms of planning, preparation, conducting and concluding training for customers on new and/or enhanced products effectively to ensure an accurate and professional service delivery 

    UNIT STANDARD CCFO COMMUNICATING 
    Be culturally sensitive across a range of social contexts when consulting and training customers 

    UNIT STANDARD CCFO SCIENCE 
    Technology will assist in improving the entire training process 

    UNIT STANDARD CCFO CONTRIBUTING 
    Analyse and cater for training needs to proactively avoid problems from arising 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgments should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the Assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means Assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.
  • Requirements for a portfolio are that it should be valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience, which serves to supplement the assessment of applied competence.

    The portfolio may include:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
  • Relevant certificates or awards
  • Previous assessment records
  • Journals/logbook 

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

    UNIT STANDARD NOTES 
    Compliance to the following legal requirements and standards are mandatory:
  • Employer`s Policies and Procedures.
  • Environmental Management System.
  • Independent Communications Authority of South Africa.
  • Occupational Health and Safety Act.
  • National and International standards.
  • Industry training standards. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  21798   Certificate: Telecommunications for Customer Premises Equipment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-10-03  Was MICTS until Last Date for Achievement 
    Elective  78963   National Certificate: Telecommunications for Customer Premises Equipment  Level 2  NQF Level 02  Reregistered  2023-06-30  MICTS 
    Elective  58883   National Certificate: Fluid Power  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MERSETA 


    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.
     
    NONE 



    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.