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: 

Function effectively within the structures of an organisation 
SAQA US ID UNIT STANDARD TITLE
115218  Function effectively within the structures of an organisation 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  4 
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
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 
Brief description of competence
The qualifying learner achieving this unit standard will be able to function effectively within an organisation and to participate effectively as a team member.

Benefit to the learner
The learner will understand how all of the 'pieces' of a service fit together and this will allow her/him to better understand and be more effective in fulfilling their own function.

Broader benefit of competent practitioners
Competent qualifying learners will assist emergency services operating effectively and efficiently. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that anyone wishing to enter a programme leading to this unit standard will already be competent at communication and mathematical literacy at NQF level 3 or equivalent. 

UNIT STANDARD RANGE 
Where necessary, range statements have been included under specific outcomes, assessment criteria or essential embedded knowledge. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify the organisational structures and functions of an organisation. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The organogram of the organisation is described and the reasons for its structure discussed. 

ASSESSMENT CRITERION 2 
The organisation's long term objective and the implications of this in the short-term are explained. 

ASSESSMENT CRITERION 3 
The organisation's functions are identified and explained. 

SPECIFIC OUTCOME 2 
Explain own role and functions in this structure. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
Own function and job description is explained. 

ASSESSMENT CRITERION 2 
The place of own function within the organisation's functions and the contribution of own function to the organisation's objectives. 

ASSESSMENT CRITERION 3 
Productivity or performance management of own function are explained. 

SPECIFIC OUTCOME 3 
Describe possible career paths and the requirements for career progress. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
Possible career paths within the organisation are discussed. 

ASSESSMENT CRITERION 2 
Possible career paths outside of the organisation are discussed. 

ASSESSMENT CRITERION 3 
Requirements for career advancement are discussed. 

ASSESSMENT CRITERION 4 
Consideration is demonstrated of professional and personal development plans. 

SPECIFIC OUTCOME 4 
Describe legislation and regulations pertaining to the organisation. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
A working knowledge is demonstrated of the legal context within which own function and the functions of the organisation are carried out. 

ASSESSMENT CRITERION 2 
The implications of a failure to work within these frameworks is explained. 

SPECIFIC OUTCOME 5 
Explain legislation relevant employment and safety. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
Labour legislation or regulations relevant to own employment or participation is explained and the implications on self explored. 

ASSESSMENT CRITERION 2 
Health and Safety legislation or regulations relevant to own employment or participation is explained and the implications on own actions explored. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor/moderator with the relevant ETQA.
  • Such registration assumes that the assessor has both ETDP competence as well as substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any assessor assessing this unit standard is not relying simply on the content of the unit standard to guide their practise. Rather the assessor is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Such accreditation assumes that the institution has access to relevant resources and staff with a substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any person providing education or training leading to this unit standards is not relying simply on the content of the unit standard to guide their practise. Rather the trainer/educator is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs (including professional bodies) 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • A basic knowledge relevant legislation/ regulations.
  • A thorough working knowledge of the organisation's structure and functions.
  • A thorough working knowledge of own function and performance within the organisation.
  • Career pathways and their implications for own development. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    Take responsibility for thier personl development:
  • By planning personal and career development goals.
  • By creating opportunities to realise these goals.
  • By evaluating their own development against their goal. 
    		•

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse ang organise information:
  • By assembling facts regarding the organisation, its context and function and own role within it.
  • By collating information about career possibilities and demonstrating an ability to make career plans. 
    		•

    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 about the assessment

    Assessment of this unit standard should focus on signing off a learner as competent against the competence described in the purpose statement at the beginning of the standard. The implication of this is that no part of this unit standard is a mini-competence in and of itself, but is rather part of the bigger competence described in the purpose statement. The parts should be seen to be pieces of a jigsaw puzzle none of which make sense by themselves, and each one of which affects the others.

    For this reason, assessment criteria in this unit standard should be seen as orientated towards the standard as a whole. This does not mean that assessors should not check that a learner is competent at each outcome, but that they should not necessarily check this separately for each outcome. Similarly, assessors are encouraged not to assess essential embedded knowledge and critical cross-field outcomes separately.

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

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    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 from suitable people, e.g. report from a third party.

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    By checking for applied competence and critical cross-field competence as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this unit standard.

    The learner must demonstrate applied competence in the following way:

    1. The learner must demonstrate an ability to consider a range of options and make decisions about:
  • Ethical, legal and productivity choices.
  • Career planning.
  • Personal and professional development.

    2. The learner must demonstrate an understanding of:
  • A basic knowledge relevant legislation/ regulations
  • A thorough working knowledge of the organisation's structure and functions
  • A thorough working knowledge of own function and performance within the organisation.
  • Career pathways and their implications for own development.

    3. The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was LG SETA 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.
     
    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.