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: 

Design an organisational structure which supports the achievement of the organisational mandate 
SAQA US ID UNIT STANDARD TITLE
252404  Design an organisational structure which supports the achievement of the organisational mandate 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Human Resources 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  13 
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 develops in the qualifying learner the knowledge and skills to design an organisational structure that supports the achievement of an organisational mandate.

A person credited with this unit standard is able to:
  • Analyse and determine the organisational results to be achieved and critical measures of success.
  • Design an organisational architecture within the predetermined results, critical success measures and contextual elements.
  • Populate the organisational architecture with the jobs/posts, number and levels required to achieve the organisation's results.

    This unit standard is to contribute to the professional development of learners within the public service and private sector environment and further mobility and portability within the field of Management Science. The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and upliftment within the field. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has completed the following standards:
  • Apply the Strategic Process during Planning, NQF Level 5.
  • Determine and manage the human resource needs of a new venture, NQF Level 4.
  • Apply a range of project management tools and techniques, NQF Level 4.
  • Management Individual and team Performance, NQF Level 4. 

  • UNIT STANDARD RANGE 
    The scope, depth and parameters of this unit standard will enable the learner to utilise the knowledge, skills, values and attributes acquired in any size and type of organisation. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse and determine the organisational results to be achieved, contextual elements and critical measures of success. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Organisational results emanating from the strategic plan are analysed in terms of their influence on organisational structure. 
    ASSESSMENT CRITERION RANGE 
    Results include but are not limited to strategic results, products, profit, productivity, service delivery, effectiveness, efficiency, economy.
     

    ASSESSMENT CRITERION 2 
    Critical measures of success pertaining to the strategic plan are analysed in terms of their influence on organisational structure. 
    ASSESSMENT CRITERION RANGE 
    Critical measures include but are not limited to measures of success in terms of results that are vital to the survival of the organisation.
     

    ASSESSMENT CRITERION 3 
    Contextual elements relating to the strategic plan are analysed in terms of their influence on organisational structure. 
    ASSESSMENT CRITERION RANGE 
    Contextual elements include but are not limited to reporting lines, delegations, mandate, span of control, environmental scan, statutory requirements.
     

    ASSESSMENT CRITERION 4 
    Methods are applied to advance positive and to negate negative factors affecting the organisation's ability to achieve mandated results. 
    ASSESSMENT CRITERION RANGE 
    Methods include activities linked to identifying risks, strengths and weaknesses, potential for success, present and future requirements.
     

    SPECIFIC OUTCOME 2 
    Design an organisational architecture within the predetermined results, critical success measures and contextual elements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The identified organisational results are interpreted in terms of the component elements of an organisational structure. 
    ASSESSMENT CRITERION RANGE 
    Component elements include but are not limited to business processes, purposes, functions, tasks and task elements.
     

    ASSESSMENT CRITERION 2 
    The identified organisational critical success measures are interpreted in terms of the component elements of an organisational structure. 

    ASSESSMENT CRITERION 3 
    The identified contextual elements are interpreted in terms of the components and elements of an organisational structure. 

    ASSESSMENT CRITERION 4 
    A macro organisational structure is designed reflecting a broad functional structure and process flow. 

    SPECIFIC OUTCOME 3 
    Populate the organisational architecture required to achieve organisational results. 
    OUTCOME RANGE 
    Populate include but not limited to jobs/posts, number, levels. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An iterative process is applied to refine the macro structure to achieve organisational results. 

    ASSESSMENT CRITERION 2 
    The type of jobs/posts are determined to enable the execution of the mandate of the organisation. 

    ASSESSMENT CRITERION 3 
    Job descriptions/profiles are developed to inform the job level and grading processes. 

    ASSESSMENT CRITERION 4 
    The number of jobs/posts are determined to enable the execution of the mandate of the organisation. 

    ASSESSMENT CRITERION 5 
    Levels of jobs/posts are determined to allocate reward levels associated with the identified job/post. 
    ASSESSMENT CRITERION NOTES 
    Grading processes are iterative and are influenced by levels and influences amongst others, such as reward, employment practices. 

    ASSESSMENT CRITERION 6 
    The organisational structure is populated with jobs/posts at the pre-determined levels. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.
  • The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification. To this effect the following must be complied with:

    > Internal moderation must be conducted.
    > External moderation must be conducted.
    > An assessor, accredited by the relevant ETQA, will assess the learner's competency.
    > All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias.
    > Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF.
    > Direct observation in simulated and/or controlled work conditions. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • Types of organisational structures.
  • Locations of examples of structures.

    Purpose of processes and procedures of:
  • Linking structure to strategy.
  • Clarification of responsibilities between line function and support function.
  • Business process mapping and methodologies.

    Attributes, properties, characteristics related to:
  • Negotiations skills, analytical skills, strategic thinking, problem solving skills, conceptual thinking skills, verbal and written communication skills.
  • Change management.

    Cause and effect, implications of:
  • Change management.
  • Interaction between structure and performance, forecasting, environmental scan, SWOT analysis, scenario planning.

    Categories of things, processes, concepts:
  • Knowledge of strategic planning process.
  • Identification of critical success factors.
  • Broad understanding of functions of the organisations.
  • Purpose of the organisation structure.
  • Alternative service delivery methods.
  • General overview of organisation of work.

    Procedures and techniques:
  • Compilation of job descriptions.
  • Job analysis.
  • Job evaluation and methods.
  • Work measurements.
  • Time studies.
  • Functional analysis.
  • Organisation and work study methodologies.
  • Optimisation of procedures and methods.
  • Mechanisations, automation.

    Legislation, policies, Regulations, standards, agreements:
  • BCEA, LRA, Public Service Act and Regulations, Code of Remuneration, Relevant HR delegations, SOPs, organisational policies and procedures, operational plans.

    Theory - rules, laws, principles:
  • Forecasting, environmental scan, SWOT analysis, scenario planning.
  • Organisation design.
  • Organisational architecture.

    Relationships, systems:
  • Interaction between structure and performance, forecasting, environmental scan, SWOT analysis, scenario planning. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Selecting architecture. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • Consultation and involvement of stakeholders. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Collecting data.
  • Involving stakeholders.
  • Meeting deadlines. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Gathering information and analysing data.
  • All other processes related to the design process. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Involving stakeholders.
  • Collecting and analysing data.
  • Doing presentations.
  • Developing structures.
  • Report writing.
  • Interviewing. 

  • UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • Research.
  • Analysis processes. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Interaction between structure and performance, forecasting, environmental scan, SWOT analysis, scenario planning
  • Understanding the link between HRM and other related disciplines 

  • 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 
    Supplementary information:

    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. 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.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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.
  • 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. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: Assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed.

    Definitions:

    The human resource concepts used in this unit standard are consistent with the definitions as reflected in the SABPP human resources dictionary. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61592   National Diploma: Human Resources Management and Practices  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  63909   National Certificate: Business Analysis  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  MICTS 


    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. Business Management Training College (Pty) Ltd 
    2. DC Dynamic College of Commerce & Further Training (Pty) Ltd 
    3. Faculty Training Institute (Pty) Ltd 
    4. GLOBAL BUSINESS SOLUTIONS 
    5. IQ Academy (previously known as Fernwood Business College) 
    6. MSC Education Holdings Pty Ltd 
    7. T & T Appointments 



    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.