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: 

Coach employers on creating an enabling work environment for an employee with a disability 
SAQA US ID UNIT STANDARD TITLE
244587  Coach employers on creating an enabling work environment for an employee with a disability 
ORIGINATOR
SGB Inclusive Education 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
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 
The purpose of this Unit Standard is to enable learners to gain competencies to ensure successful integration of people with disabilities into the open labour market, which depends to a large degree on a barrier free work environment. This Unit Standard is particularly suitable for employers so that they can gain and apply competencies learnt and create an enabling work environment for an employee with a disability. Employers will be better able to create and manage the work environment as they are the key to the successful removal of barriers in the work environment.

The qualifying learner will be capable of:
  • Determining the employment opportunities and facilities regarding the needs of employees with disabilities.
  • Developing and presenting a proposal for integration of employees with disabilities.
  • Facilitating the implementation of a recruitment cycle to include people with disabilities.
  • Coach employers on sustainable employment of people with disabilities. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Competence in Communication at NQF Level 4. Mathematical Literacy at NQF Level 4. It is recommended that learners are familiar with labour legislation and disability codes of good practice. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determining the employment opportunities and facilities regarding the needs of employees with disabilities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various methods are used to determine the needs gap of the employer with regards to the employment of people with a disability as well as the needs of the employee with the disability. 
    ASSESSMENT CRITERION RANGE 
    Methods may include but are not limited to questionnaires, interviews, (the minutes of) formal meetings with all role players and stakeholders in the employer's work environment as well as the employee with a disability.
     

    ASSESSMENT CRITERION 2 
    Information on recruiting employees with disabilities for specific jobs is sourced and and applied using various methods. 
    ASSESSMENT CRITERION RANGE 
    Methods could include but are not limited to desk top literature search methods, field visits to disability organizations, visits to specialist libraries at universities and consulting with disability specialist relating to this specific context, etc.

    Information could be about the following areas:
  • Definitions of disability.
  • Different disabilities.
  • Different support for different disabilities.
  • Physical work environment barriers e.g. no a ramp to enable someone who uses a wheelchair to enter the building.
  • Attitudinal barriers-stereotypes and incorrect assumptions.
  • Relevant Acts, guidelines and Codes of Good Practice.
  • Disclosure.
  • Confidentiality.
  • Assistive technology evaluation and application.
  • The variety of methods and models to employ people with disabilities e.g supported employment.
  • Cost factors.
     

  • ASSESSMENT CRITERION 3 
    Information on specific needs of employees with disabilities is analysed for a specific context. 
    ASSESSMENT CRITERION RANGE 
    Information may include but is not limited to a research report, a gap analysis report, presentation, workshop, meeting, a company newsletter, articles, poster, or a combination of communication methods, etc.
     

    ASSESSMENT CRITERION 4 
    Feedback and responses of the employer is analysed in order to determine appropriate steps to be taken. 

    SPECIFIC OUTCOME 2 
    Develop and present a proposal for integration of employees with disabilities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A holistic plan is developed for the purpose of sustaining integration of people with disabilities in the work environment. 
    ASSESSMENT CRITERION RANGE 
    The plan would include but is not be limited to creating an enabling environment for the employment of people with disabilities taking into consideration physical, attitudes, systems, and financial implications, etc.
     

    ASSESSMENT CRITERION 2 
    A financial plan is prepared and costed to include all the aspects of the employment cycle, taking into consideration physical and technical aspect of the work environment. 

    ASSESSMENT CRITERION 3 
    A proposal is presented to relevant roleplayers and stakeholders. 

    ASSESSMENT CRITERION 4 
    An evaluation and feedback system is developed and applied to address the integration of employees with disabilities. 

    ASSESSMENT CRITERION 5 
    Feedback is analysed and recommendations are made to address strengths and weaknesses for future planning and recruitment. 

    SPECIFIC OUTCOME 3 
    Facilitating the implementation of a recruitment cycle to include people with disabilities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A session is planned and conducted for employers to cater for issues relating to the recruitment cycle. 

    ASSESSMENT CRITERION 2 
    Positions of employment for people with disabilities are identified and developed in line with organisation policy. 

    ASSESSMENT CRITERION 3 
    A variety of methodologies are used to enable people with disabilities to operate within the work environment. 
    ASSESSMENT CRITERION RANGE 
    Methodologies include but are not limited to skills training before placement, learnerships, offering (free) work experience which leads to placement, internships, etc.
     

    ASSESSMENT CRITERION 4 
    Principles of reasonable accommodation are applied when implementing the recruitment cycle to ensure people with disabilities are catered for. 

    ASSESSMENT CRITERION 5 
    The process of a recruitment cycle is assessed in terms of its impact on the organisation. 

    SPECIFIC OUTCOME 4 
    Coach employers on sustainable employment of people with disabilities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A skills training programme for employees with disabilities is developed in line with organisational policy and identified needs. 
    ASSESSMENT CRITERION RANGE 
    Programme may include but is not limited to current job specific needs, vocational aspirations and mobility needs.
     

    ASSESSMENT CRITERION 2 
    Options to develop and offer vocational management and advancement of employees with disabilities are investigated in terms of sustainability and organisational benefits. 

    ASSESSMENT CRITERION 3 
    Human resource policies and procedures are analysed in terms of catering for reasonable accommodation in all aspects where applicable. 
    ASSESSMENT CRITERION RANGE 
    Reasonable accommodation refers to but is not limited to: recruitment, remuneration, performance management, leave, skills development, etc.
     

    ASSESSMENT CRITERION 4 
    Support structures and mechanisms are analysed in terms of catering for specific needs in the workplace and in line with organisational policy and procedures. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.
  • Moderators must be registered assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Rights of people with disabilities in the workplace.
  • Labour legislation, Technical Assistance Guidelines and Codes of Good Practice.
  • Knowledge of recruitment, selection and placement for people with disabilities.
  • Knowledge of the concept and principle of reasonable accommodation.
  • Ability to make referrals to specialized service providers and professionals.
  • Best practice regarding human resources management of people with disabilities in the workplace. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team during the process of coaching the employer to create a barrier free and supportive environment for employees with disabilities in the work environment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and evaluate information when planning and creating a successful integration of people with disabilities in the work environment. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively to a range of roleplayers and stakeholders using visual, mathematical and/or language skills in the modes of verbal and written presentation, discussion, and debate through coaching the employer to create a work environment inclusive of people with disabilities. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that work environments should be enabling for all thus creating an inclusive, barrier free environment. 

    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 
    Notes to Assessors:

    Assessors should keep the following 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, 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 learner 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 judgements 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 learner 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58802   National Diploma: Disability Employment Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  SABPP 
    Elective  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    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.