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: 

Develop teams and individuals to enhance performance in the hiring industry 
SAQA US ID UNIT STANDARD TITLE
115868  Develop teams and individuals to enhance performance in the hiring industry 
ORIGINATOR
SGB Hiring Services 
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 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 
Learners credited with this unit standard will be able to develop their team's skills and knowledge to ensure the best possible results at work. It covers identifying the development needs of their team and its members, planning their development and using a variety of activities to improve team performance. It also covers their role in supporting individuals learning, assessing teams and individuals against agreed development objectives, and continually improving development activities, policies and overall practice.

The qualifying learner is capable of:
  • Identifying the development needs of hiring teams and individuals
  • Planning the development of hiring teams and individuals
  • Developing hiring teams and individuals to improve performance
  • Supporting individual learning and development
  • Assessing the development of hiring teams and individuals
  • Improving the development of hiring teams and individuals 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this unit standard will have demonstrated competence in computer literacy, numeracy and language and communications at NQF level 4 or equivalent. 

    UNIT STANDARD RANGE 
  • Development activities include but not limited to: carrying out work-based projects of assignments, observing an expert colleague at work, reading books or specialist journals, undertaking open learning or computer-based training, attending training courses or conferences.
  • Obstacles to learning include but not limited to: physical obstacles, such as lack of resources, time or appropriate development opportunities, or mental obstacles, such as the attitude of the learner, yourself or your colleagues, which need to be modified if effective learning is to take place.
  • Personnel include but not limited to: people working in your organisation, these may be internal or external workers, permanent or temporary, full-time of part-time, paid or voluntary.
  • Relevant people include but not limited to: team members, colleagues working at the same level as yourself, higher-level managers or sponsors, personnel specialists and people outside your organisation.
  • Resources refer to the people, time, equipment, materials, services, energy and premises which you have at your disposal.
  • Support refers to mentoring, coaching and provision of learning opportunities at work.
  • Purpose of assessment includes but not limited to: identify further development needs, to evaluate the effectiveness of development processes, to appraise performance and to recognise knowledge, skills and competence at work.
  • Types of assessment include but not limited to: testing of knowledge and skills, observing performance at work, assessing the contribution of colleagues and team members and taking part in appraisal discussions. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the development needs of hiring teams and individuals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Opportunities are given to hiring team members to help identify their own development needs and those of the team as a whole. 

    ASSESSMENT CRITERION 2 
    Development needs are identified accurately and decisions are based on sufficient, reliable and valid information. 

    ASSESSMENT CRITERION 3 
    Development needs are identified for all hiring personnel in line with company objectives. 

    ASSESSMENT CRITERION 4 
    Where required, guidance is sought from competent specialists. 

    ASSESSMENT CRITERION 5 
    Information on development needs is provided to authorised people only in the format required and to agreed deadlines. 

    ASSESSMENT CRITERION 6 
    Records of identified development needs comply with organisational procedures. 

    SPECIFIC OUTCOME 2 
    Plan the development of hiring teams and individuals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Training and development plans and objectives are clear and reflect the needs of all hiring personnel. 

    ASSESSMENT CRITERION 2 
    Plans clearly identify the processes and resources that will be used. 

    ASSESSMENT CRITERION 3 
    Plans are able to be implemented within the identified timescales. 

    ASSESSMENT CRITERION 4 
    Organisational priorities and resources are clearly reflected in the plan. 

    ASSESSMENT CRITERION 5 
    Plans are presented to relevant people within the agreed time frame. 

    ASSESSMENT CRITERION 6 
    Plans are evaluated and revised at stipulated and agreed intervals with all relevant parties. 

    SPECIFIC OUTCOME 3 
    Develop hiring teams and individuals to improve performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Development activities support the team, individual and organisational objectives. 

    ASSESSMENT CRITERION 2 
    Development activities optimise the use of available resources. 

    ASSESSMENT CRITERION 3 
    All team members are provided with equal access to relevant development activities. 

    ASSESSMENT CRITERION 4 
    Commitment to individual and team development is demonstrated through personal support for, and involvement in, the development activities. 

    SPECIFIC OUTCOME 4 
    Support individual learning and development. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The support provided is consistent with the individuals' needs, objectives and preferred learning styles and identified obstacles are removed. 

    ASSESSMENT CRITERION 2 
    The support provided takes account of the individuals' work constraints and overall team objectives. 

    ASSESSMENT CRITERION 3 
    All team members are given equal access to support relevant to the learning needs. 

    ASSESSMENT CRITERION 4 
    The individuals' learning and development is monitored carefully so that support can be modified according to specific needs. 

    ASSESSMENT CRITERION 5 
    Feedback from individuals on the quality of support provided is encouraged, collected and responded to constructively. 

    ASSESSMENT CRITERION 6 
    Accurate feedback to individuals is given to reinforce learning and development and is objective and helpful. 

    SPECIFIC OUTCOME 5 
    Assess the development of hiring teams and individuals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the assessment and all stakeholder roles are agreed with relevant people. 

    ASSESSMENT CRITERION 2 
    Opportunities are given to team members to contribute to their own and their team's assessments. 

    ASSESSMENT CRITERION 3 
    All team members are given equal access to assessment against development objectives. 

    ASSESSMENT CRITERION 4 
    The assessments are carried out objectively against clear, agreed criteria. 

    ASSESSMENT CRITERION 5 
    The assessments are based on sufficient, valid and reliable information. 

    ASSESSMENT CRITERION 6 
    Information on the results of the assessment is provided to authorised people only, in an appropriate format and to agreed deadlines. 

    SPECIFIC OUTCOME 6 
    Improve the development of hiring teams and individuals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Opportunities are given to those involved to help evaluate and improve development activities towards meeting company objectives. 

    ASSESSMENT CRITERION 2 
    Evaluation of the usefulness and applicability of development activities is based on sufficient, valid and relevant information. 

    ASSESSMENT CRITERION 3 
    Evaluation demonstrates the contribution development activities made to achieving team and organisational objectives. 

    ASSESSMENT CRITERION 4 
    Where development activities prove ineffective or inappropriate, alternatives are agreed which are capable of meeting the development needs. 

    ASSESSMENT CRITERION 5 
    Recommendations for improving overall development practice is presented to relevant people in an appropriate and timely manner. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • How to present development needs and plans to relevant people in a way which is likely to influence their decision-making positively
  • The importance of human resource development to organisational effectiveness
  • The importance of equality of opportunity in human resource development
  • How to collect and validate the information you need to identify development needs
  • The importance of good record-keeping
  • The importance of providing your team members with opportunities to identify their own development needs and those of the team as a whole
  • How to encourage and enable team members to identify development needs
  • The team objectives and organisational values which have a bearing on the identification of training needs
  • The types of support and guidance which may be needed from specialists and how to get them
  • The importance of agreeing development plans with those involved, and processes which may be used to achieve such agreement
  • The correct procedures for presenting plans for the development of teams and individuals
  • The principles of good practice which underpin human resource development planning
  • How to develop effective and realistic plans for individual and team development
  • How to priorities development activities
  • How to motivate staff and win their commitment to, and participation in, development activities
  • How to present a positive role model in this regard to team members
  • The range of activities which you may use to develop your team
  • How to select and implement development activities which are appropriate to the team members, their development needs and work, the context in which you are operating and the available resources
  • How to ensure that development activities meet agreed objectives and plans
  • The importance of monitoring individual progress
  • Gathering feedback on the quality of support you provide
  • How to encourage and enable the individuals you support to provide useful feedback
  • The importance of providing accurate, objective and constructive feedback to individuals on their progress
  • The importance of managers supporting individual learning and development
  • Ensuring that methods of support fit the individuals' needs, objectives and preferred learning styles
  • The range of obstacles to learning and development which individuals may encounter, how to identify these and strategies to use in response to them
  • How to collect and validate the information you need
  • The importance of confidentiality when carrying out and reporting assessments
  • How to encourage team members to contribute to the assessment of their own progress
  • Procedures for reporting the results of assessment
  • Assessing team members against development activities
  • The team's development objectives
  • The range of purposes which assessments have
  • The principles of fair and objective assessment
  • The methods which may be used to assess the development of team members
  • The information required to assess team members' development
  • How to present recommendations in a way which is likely to influence decision-makers positively
  • The importance of continually reviewing and improving development activities to ongoing organisational effectiveness
  • The information that is needed to evaluate the usefulness and applicability of development activities
  • How to collect and check the validity of the information you need
  • The importance of giving opportunities to those involved to contribute to the evaluation and improvement of development activities
  • Procedures to follow when making recommendations to improve development activities 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others when assessing individuals and teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities when doing assessments to ensure fairness and validity. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, evaluate, organise and critically evaluate information in order to plan the development of teams and individuals. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively in your presentations of plans and recommendations. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology in planning and preparing plans and recommendations as well as assessment documentation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems where development activities will improve the performance of personnel. 

    UNIT STANDARD CCFO CONTRIBUTING 
    In order to contribute to the full personal development of each learner and the social and economic development of society at large, it must be the intention underlying any programme of learning to make an individual aware of the importance of exploring education and career opportunities. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48888   National Diploma: Hiring Operations Management  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2016-12-31  SERVICES 


    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.