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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Lead and manage teams of people 
SAQA US ID UNIT STANDARD TITLE
7859  Lead and manage teams of people 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2009-11-03  2011-07-31  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-07-31   2015-07-31  

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 
Each learner must be able to determine the direction the team wishes to take, and should assist the team in nearing its desired goal. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
None. 

UNIT STANDARD RANGE 
Range statements are included with specific outcomes as necessary. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Describe expectations and constraints that need to be taken into consideration. 
OUTCOME NOTES 
Given cultural and religious needs, describe expectations and constraints that need to be taken into consideration in the workplace. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 2 
    Describe different styles of management and discuss the advantages/disadvantages of various styles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 3 
    Describe different ways of developing and maintaining constructive relationships. 
    OUTCOME NOTES 
    Describe different ways of developing and maintaining constructive relationships within the working environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 4 
    Describe methods of encouraging participation and open styles of communication. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 5 
    Explain the importance of keeping staff informed of any changes. 
    OUTCOME NOTES 
    Explain the importance of keeping staff informed of any changes to current standards, procedure and/or legislation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 6 
    Describe principles of teamwork and team empowerment. 
    OUTCOME RANGE 
    Principles: hierarchy, joint ownership. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 7 
    Stress the importance of handling conflicts promptly. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 8 
    Describe various methods to motivate staff. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 9 
    Describe various methods of conflict resolution. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 10 
    Describe different types of teams. 
    OUTCOME NOTES 
    Describe different types of teams and explain how they differ from each other in terms of how each team is led or managed. 
    OUTCOME RANGE 
    Types of teams: Formal departments, self-directed work teams, project teams, cross-functional teams. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 11 
    Establish and maintain productive working relationships. 
    OUTCOME NOTES 
    Given cultural and religious needs of the people in the workplace, establish and maintain productive working relationships. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 12 
    Identify barriers preventing successful team work and discuss and implement solutions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 13 
    Inform people within own area about their responsibility. 
    OUTCOME NOTES 
    Inform people within own area about their responsibility for expected standards of work and appropriate behaviour. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 14 
    Offer advice in a helpful manner and keep an open communication style to encourage participation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 15 
    Inform people about changes in procedures/policy. 
    OUTCOME NOTES 
    Inform people comprehensively and in good time about changes in procedures/policy that may affect them. 
    OUTCOME RANGE 
    People: those for whom one has responsibility, staff representatives, clients, colleagues. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 16 
    Encourage individuals to offer ideas or make alternative suggestions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 17 
    Handle information on individual team members with an appropriate level of confidentiality. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 18 
    Develop plans and objectives in consultation with the team. 
    OUTCOME NOTES 
    Develop plans and objectives in consultation with the team and communicate clearly to all team members. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 19 
    Encourage individual team members to take responsibility for their own work. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 20 
    Provide mentoring and coaching support to team members. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 21 
    Analyse information from the wider environment. 
    OUTCOME NOTES 
    Analyse information from the wider environment and decide whether to share the information with the team, and why. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 22 
    Monitor team performance and delegate tasks and responsibilities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 23 
    Deal promptly with conflict within a team and obtain a positive resolution. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 24 
    Suggest other ways to reward and motivate team members. 
    OUTCOME NOTES 
    Given that one cannot reward team members financially for excellence, suggest other ways to reward and motivate them. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 25 
    Suggest adjustments to the environment and distribution of work load. 
    OUTCOME NOTES 
    Given a particular team of people, suggest adjustments to the environment and distribution of work load that would improve the team's productivity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit standard must be assessed in a real life situation where the learner is working with a team of people.
  • The unit standard should be assessed in conjunction with a unit standard that deals with communication or information flow. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate, but the emphasis is to be on observation. 

    ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION 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 registered with the FE/HE Registrar.

    3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

    4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated knowledge and understanding" is required. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others - relates to the following outcomes:
  • Given cultural and religious needs, describe expectations and constraints that need to be taken into consideration in the workplace.
  • Describe different styles of management and discuss the advantages/disadvantages of the various styles.
  • Describe different ways of developing and maintaining constructive relationships within the working environment.
  • Describe methods of encouraging participation and open styles of communication.
  • Describe various methods of conflict resolution.
  • Describe different types of teams and explain how they differ from each other in terms of how each team is led or managed.
  • Offer advice in a helpful manner and keep an open communication style to encourage participation.
  • Develop plans and objectives in consultation with the team and communicate clearly to all team members. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively - relates to the following outcomes:
  • Describe principles of teamwork and team empowerment.
  • Describe different types of teams and explain how they differ from each other in terms of how each team is led or managed.
  • Inform people within own area about their responsibility for expected standards of work and appropriate behaviour.
  • Inform people comprehensively and in good time about changes in procedures/policy that may affect them.
  • Handle information on individual team members with an appropriate level of confidentiality. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Personal development: Participate as a responsible citizen - relates to the following outcomes:
  • Describe various methods to motivate staff.
  • Describe various methods of conflict resolution.
  • Describe different types of teams and explain how they differ from each other in terms of how each team is led or managed.
  • Given cultural and religious needs of the people in the workplace, establish and maintain productive working relationships.
  • Offer advice in a helpful manner and keep an open communication style to encourage participation.
  • Inform people comprehensively and in good time about changes in procedures/policy that may affect them.
  • Handle information on individual team members with an appropriate level of confidentiality. 

  • UNIT STANDARD NOTES 
    Recommendations and Exemplars for the design of:

    Learning / Curriculum
  • Learning should include observing another team leader managing a team in the work environment over a period of time and discussing performance.
  • The learner should familiarise him/herself with the principles of teamwork, people management, motivation and leadership.
  • Potential exercise: Leading a team could be done in the form of role-plays until the learner has more experience. Case studies could assist in this exercise.
  • Potential project: Learners could collect information on leadership, the principles of teamwork, motivation, conflict resolution and industrial relations issues in people management. This information could be presented to the group to stimulate discussion on how to manage a team of people. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24433   Diploma: Hospitality Operations  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Core  96401   National Certificate: Export Administration  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  14123   National Diploma: Accommodation Services  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Core  14109   National Diploma: Fast Food Services  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Core  61596   National Diploma: Food and Beverage Management  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  48888   National Diploma: Hiring Operations Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2016-12-31  SERVICES 
    Core  48865   National Diploma: Policing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2007-12-02  Was SAS SETA until Last Date for Achievement 
    Core  14112   National Diploma: Professional Cookery  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2015-03-13  CATHSSETA 
    Core  61729   National Diploma: Policing  Level 6  NQF Level 06  Reregistered  2023-06-30  SAS SETA 
    Fundamental  20153   National Certificate: Conservation: Fisheries Resource Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2008-03-12  Was CATHSSETA until Last Date for Achievement 
    Fundamental  59949   National Certificate: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 
    Fundamental  22444   National Diploma: Freight Forwarding  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Fundamental  20414   National Diploma: Service Management  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 
    Elective  23976   National Certificate: Local Employment and Skills Development Practices  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2006-08-13  PSETA 
    Elective  63309   National Certificate: Defensive Mission Control  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  SAS SETA 
    Elective  48908   National Certificate: Sanitation Project Co-ordination  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  EWSETA 
    Elective  49853   National Diploma: Defensive Mission Control  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2008-09-17  Was SAS SETA until Last Date for Achievement 
    Elective  49055   National Certificate: Foreign Economic Representation  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 
    Elective  67460   National Diploma: Public Administration  Level 6  NQF Level 06  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  48726   Advanced Diploma: Diplomacy  Level 7  Level TBA: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered" 
    2008-11-26  Was PSETA 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. AFRIC POLICING INSTITUTE 
    2. BROOKLYN CITY COLLEGE (PTY) LTD POLOKWANE CAMPUS 
    3. BROOKLYN CITY COLLEGE (PTY) LTD RUSTENBURG CAMPUS 
    4. BROOKLYN CITY COLLEGE (PTY) LTD - PRETORIA 
    5. BROOKLYN CITY COLLEGE (PTY) LTD JOHANNESBURG CAMPUS 
    6. BROOKLYN CITY COLLEGE - NELSPRUIT 
    7. BROOKLYN CITY COLLEGE - VEREENIGING 
    8. DAM SCHOOL OF POLICING 
    9. HJN TRAINING CC Pretoria 
    10. IMPILONHLE TRADING & PROJECTS 8 
    11. INFRASTRUCTURE CONSULTING ENGINEERS CC 
    12. Khula Nonke Training & Development 
    13. MOTHEO SKILLS ENTITY ( PTY) LLTD 
    14. PRAXIS TRAINING AND CONSULTANCY (PTY) LTD 
    15. TAG TEC TRAINING 
    16. TALENT SCULPTURE ACADEMY 



    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.