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 THAT HAS PASSED THE END DATE:

Grade an Establishment

SAQA US ID	UNIT STANDARD TITLE
11317	Grade an Establishment
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 5	Level TBA: Pre-2009 was L5	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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

On completion of this unit standard, the learner will be able to determine whether or not tourism establishments meet the criteria laid down in one of the national grading systems and recommend a grading award or level for establishments based on those criteria.

Learners awarded with this standard will be able to:

1. Differentiate the given grading system from other grading systems.
2. Plan and schedule grading assessments for a range of different establishments.
3. Communicate findings on the grading to the management of the establishment.
4. Advise the establishment on future improvements based on the grading outcomes and results.
5. Reflect on own performance.

This unit standard will facilitate the development of the tourism industry and ensure that consumers are able to accurately anticipate the quality of service and facilities in a graded establishment. Furthermore this unit standard will broaden learners understanding of the South African tourism industry and of social and economic development issues.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner entering a program leading to this unit standard has literacy, numeracy and communication skills equivalent to NQF Level 4. The learner is also expected to have prior working experience in the industry, preferably at management level.

UNIT STANDARD RANGE

Range statements are included with specific outcomes as necessary.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Differentiate the given grading system from other grading systems.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner must demonstrate that he is able to identify which grading system he is using for the establishment concerned. E.g. National star, grading scheme of the Tourism Grading Council of South Africa (TGCSA), Fair Trade in Tourism South Africa (FTTSA).

ASSESSMENT CRITERION 2

2. The learner must be able to describe how grading authorities benefit from a grading system.

ASSESSMENT CRITERION 3

3. The learner must be able to describe how the grading authority will monitor and defend the value of its award.

ASSESSMENT CRITERION 4

4. Analyse the identified grading system and point out weaknesses in the system and ways that these weaknesses can be overcome or permanently corrected.

ASSESSMENT CRITERION 5

5. Give suggestions on potential improvements in the system in terms of support and guidance to grading assessors.

SPECIFIC OUTCOME 2

Plan and schedule grading assessments for a range of different establishments.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner must demonstrate that he is able to select the correct minimum requirements and grading criteria for the establishment he is grading.

ASSESSMENT CRITERION 2

2. The learner must be able to grade and assess an establishment according to the requirements of the grading system, ensuring compliance with the laid down requirements.

ASSESSMENT CRITERION 3

3. The learner must be able to adapt his performance to specific situations given a grading regulation that can be interpreted in a number of ways.

SPECIFIC OUTCOME 3

Communicate findings on the grading.

OUTCOME NOTES

Communicate findings on the grading to the management of the establishment and to the grading authority.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner must demonstrate that he is able to prepare a report on the grading and discuss the findings with the management.

ASSESSMENT CRITERION 2

2. The learner must demonstrate the ability to give reasons for awarding a particular grade.

ASSESSMENT CRITERION 3

3. The learner must demonstrate that he is able to inform the relevant grading authority of his findings, i.e. which category/star/trademark grading he is recommending.

SPECIFIC OUTCOME 4

Advise the establishment on what needs to be done to attain a higher grading.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner must demonstrate that he is able to advise the management of the establishment, if so requested, as to what other criteria or requirements are needed to obtain a higher grading were relevant.

ASSESSMENT CRITERION 2

2. The learner must be able to demonstrate the ability to deal with situations where the client does not agree with his decision based on the findings.

ASSESSMENT CRITERION 3

3. In the case of a follow-up assessment the learner must be able to describe and explain the objective of the next visit.

SPECIFIC OUTCOME 5

Reflect on own performance and suggest ways of improving it.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learner must reflect on his own performance while grading and evaluating an establishment.

ASSESSMENT CRITERION 2

2. The learner must be able to identify problems that occurred during the grading process and plan on how to adapt his performance in future.

ASSESSMENT CRITERION 3

3. The learner must demonstrate his ability to appraise his own performance and way of improving it.

SPECIFIC OUTCOME 6

Demonstrated ability to make decisions about practice and to act accordingly.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Grade an establishment according to the requirements of the selected national grading system, ensuring compliance with the grading requirements.

ASSESSMENT CRITERION 2

2. Prepare a report on the grading and discuss the grading with the management of the establishment. Give reasons for awarding a particular grade.

ASSESSMENT CRITERION 3

3. Given that a client does not agree with the grade you have given, deal with the situation in a way that is fair and that does not compromise the grading system. Give reasons for your actions.

ASSESSMENT CRITERION 4

4. Given that a follow up grading visit is necessary, describe what should be covered in such a visit and give reasons for your decision.

SPECIFIC OUTCOME 7

Demonstrated ability to learn from our actions and to adapt performance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Analyse the grading system and point out weaknesses in the system and ways that these weakness can be overcome or permanently corrected.

ASSESSMENT CRITERION 2

2. Analyse your own performance while grading and describe problems with your performance and what steps you will take to improve.

ASSESSMENT CRITERION 3

3. Analyse the system and give suggestions on potential improvements in the system in terms of support and guidance to "grading assessors".

ASSESSMENT CRITERION 4

4. Given a grading regulation that can be interpreted in a number of ways, interpret the regulation and describe the decision one would make in regard to specific situations.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Grading assessment versus assessment for qualification purposes: The contents of this unit standard deal with grading assessment (the assessment of establishments for grading purposes), while the National Qualifications System makes use of assessors that assess learners against unit standards and qualifications (i.e. the person who checks a potential grading-assessor against this unit standard is an assessor in the National Qualifications System).

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 or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA, according to the ETQA`s moderation guidelines and procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a knowledge and understanding of:

Quality systems, including a broad understanding of quality systems, and different types of quality systems.

How grading systems work, types of grading systems (including private systems, national systems, marketing based systems, industry specific systems, environmental systems), benefits of grading and how grading systems can be used and abused.

The criteria that are used to grade and assess the establishment.

The history of the grading scheme on which you are working and its relevance to South African policy and global trends towards responsible and sustainable tourism.

The benefits of a grading system for establishments.

Grading schemes from other countries (for purpose of comparison)

Other grading systems in use in South Africa, including information on decals, who runs the systems and the type of establishments each system covers.

Recommendations and Exemplars for the design of:

Learning/Curriculum
Although this unit standard can be taught in isolation, it is recommended that it be incorporated into learning around specific services and /or products.
The importance of customer care in all spheres of life should be given attention, together with the concept of serving others within the organisation as internal customers.
Learning should include role-plays/case studies/exercises that allow the learner to practice dealing with various types of customers (especially irate customers).

Performance systems
Ongoing measurement of the learner`s ability to meet this standard is recommended.
At a more senior level, the learner would be expected to implement and maintain a customer care system in his/her area of responsibility.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following specific outcomes:

Differentiate the given grading system from other grading systems.
Plan and schedule grading assessments for a range of different establishments.
Communicate findings on the grading to the management of the establishment and to the grading authority.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes:

Communicate findings on the grading to the management of the establishment and to the grading authority.
Advise the establishment on what needs to be done to attain a higher grading.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to the following specific outcomes:

Differentiate the given grading system from other grading systems.
Plan and schedule grading assessments for a range of different establishments.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

This unit standard must be assessed formatively and summatively through observing the learner applying the grading assessment system to real establishments. Although simulation can be used against certain outcomes, it may not form the basis of assessment for the whole unit standard as testing must reflect the realities and complexities of actual establishments.

When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standard being assessed.

This unit standard may be assessed in isolation from other unit standards.

As each situation is different, it may be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

The specific outcomes must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the decision-making and evaluation, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

The assessor should provide specific feedback to the learner on assessments and the learner`s ability to meet the outcomes.

The assessor should complete the relevant declaration of competence and inform the relevant grading body once the learner has demonstrated the ability to meet all the outcomes.

The assessor should counsel the learner on future assessments, necessary learning and further qualifications.

A range of assessment methods should be used, including:

Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample - examine the outcomes previously produced by the practitioner

Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written) - ask relevant questions linked to the unit standard

Testimony - collect a portfolio of evidence (e.g.: reports from a third party)

Definitions:

Decals: These are the symbols used as indicators of quality in grading systems. The decal is generally attached to the front wall of an establishment or prominently displayed and should be clearly visible to customers.
Grading authority: Each grading system has its own grading authority that is empowered to apply the regulations. There are a number of these authorities in South Africa at present.
Grading system: Each grading authority will have its own grading system and own decal which indicates a level of quality.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	14123	National Diploma: Accommodation Services	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	20414	National Diploma: Service Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.	SOUTH AFRICAN TOURISM BOARD