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: 

Establish and maintain service level agreements in a transport function 
SAQA US ID UNIT STANDARD TITLE
255805  Establish and maintain service level agreements in a transport function 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 will be useful for people who are required to ensure that freight, including goods, passengers or livestock, is moved from origin to destination in terms of stakeholder requirements, and in compliance with legislative requirements and international codes and practices.

This unit standard will recognise the essential knowledge and skills required to establish and maintain customer relationships through adherence to service level agreements. This includes a good understanding of customer service, and the ability to make realistic commitments within organisational constraints.

People credited with this unit standard are able to:
  • Establish and maintain customer relationships.
  • Provide input into service level agreements.
  • Maintain agreed service levels.
  • Solve service related problems. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Communications and Mathematical Literacy at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Establish and maintain customer relationships. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Systems established to facilitate customer contact and interaction meet identified customer and business requirements for information, feedback and consistency of service delivery. 

    ASSESSMENT CRITERION 2 
    The impact of systems to manage customer contact, interactions, and business transactions is monitored in terms of customer retention figures, repeat business and customer satisfaction surveys. 

    ASSESSMENT CRITERION 3 
    Interactions with customers are consistent at all times with own quality systems and commitments to customers. 

    ASSESSMENT CRITERION 4 
    The consistency of interactions contributes towards customer confidence and loyalty. 

    ASSESSMENT CRITERION 5 
    Criteria are established as key indicators of the status of customer relationships. Systems are reviewed at scheduled intervals against these criteria to identify areas of concern, or for improvement. 

    ASSESSMENT CRITERION 6 
    Actions taken in response to customer relations reviews are appropriate to the particular relationship and consistent with the intent of the customer relations system. 

    SPECIFIC OUTCOME 2 
    Provide input into service level agreements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Proposed delivery schedules are evaluated in terms of transport capability, route congestion, and allowed time windows. 

    ASSESSMENT CRITERION 2 
    Transport assignments are evaluated in terms of the implied and available transport capacity. 

    ASSESSMENT CRITERION 3 
    Available capacity includes capacity secured through third party agreements. 

    ASSESSMENT CRITERION 4 
    Routes are evaluated in terms of transport capability and suitability with respect to route conditions. 
    ASSESSMENT CRITERION RANGE 
    Conditions include:
  • Space; distance; environmental conditions; special features.
     

  • ASSESSMENT CRITERION 5 
    Particular requirements demanded by the proposed freight are evaluated in terms of current fleet capacity and capability. 
    ASSESSMENT CRITERION RANGE 
    Freight includes:
  • Dry goods; frozen goods; dangerous goods; waste; fragile goods; valuable goods; passengers; bulk; shape/size; quantity.
     

  • ASSESSMENT CRITERION 6 
    Requirements for specialised handling equipment are evaluated in relation to current fleet configuration, equipment availability at proposed pickup and delivery sites, and prevailing conditions at the site. 
    ASSESSMENT CRITERION RANGE 
    Equipment includes:
  • Gearless/geared cranes; hoists; tippers; moving vehicles; RoRo's.
     

  • ASSESSMENT CRITERION 7 
    Skills requirements are evaluated in relation to current employees and the requirements for fleet and special equipment operation. 

    ASSESSMENT CRITERION 8 
    Recommendations for rates are based on an accurate costing of anticipated expenditure versus income in meeting contractual requirements for a particular mode of transport. 
    ASSESSMENT CRITERION RANGE 
    Rates include:
  • Tonnage rates; truck rates; per head rates.
     

  • ASSESSMENT CRITERION 9 
    Input into the setting of service level agreements is based on a realistic appreciation of own capacity in relation to customer requirements. 
    ASSESSMENT CRITERION RANGE 
    Requirements include:
  • Numbers, time, routes, vehicle/vessel/craft configuration.
     

  • SPECIFIC OUTCOME 3 
    Maintain agreed service levels. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Compliance with service level agreements is monitored at scheduled intervals through established monitoring systems. 
    ASSESSMENT CRITERION RANGE 
    Service agreements include:
  • Delivery schedules; special arrangements - tracking of valuable goods, overnight delivery, express delivery, time of pick-up or delivery; communication with customers.
     

  • ASSESSMENT CRITERION 2 
    Corrective actions in response to deviations from agreed levels is appropriate to the particular circumstances, and consistent with the service level agreement and company procedures. 
    ASSESSMENT CRITERION RANGE 
    Actions include:
  • Communication with customer; special arrangements; expediting services; multi-modal solutions.
     

  • ASSESSMENT CRITERION 3 
    Advice provided to customers with respect to packing, protecting, marking and/or labelling freight facilitates quality control of goods in transit, and enhances service delivery. 

    ASSESSMENT CRITERION 4 
    Options provided to customers with respect to cost and speed are consistent with, or improve on, current service delivery agreements. 

    ASSESSMENT CRITERION 5 
    Invoices are submitted on valid proof of delivery of the service. Invoices are accurate and comply with the terms and conditions of the service level agreements. 

    SPECIFIC OUTCOME 4 
    Solve service related problems. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Problems particular to own transport operation are identified and described with reference to their possible impact on service level agreements. 
    ASSESSMENT CRITERION RANGE 
    Problems include:
  • Breakdowns; driver/pilot issues; environmental conditions; threats to transport or load; load damage.
     

  • ASSESSMENT CRITERION 2 
    Responses to problems are consistent with contingency plans, where these exist. 

    ASSESSMENT CRITERION 3 
    Problem-solving makes use of company procedures and own experience of previous similar situations and successful responses. 

    ASSESSMENT CRITERION 4 
    Innovative responses in the face of unfamiliar situations are supported by available evidence, and within the bounds of acceptable risk. 

    ASSESSMENT CRITERION 5 
    Communication with customers is honest, open and sufficiently frequent to meet information requirements. 

    ASSESSMENT CRITERION 6 
    Commitments made are realistic in terms of the current circumstances. 
    ASSESSMENT CRITERION RANGE 
    Information requirements include:
  • Tracking of freight; problem status; corrective actions; expected outcomes.
     

  • ASSESSMENT CRITERION 7 
    Manner of communication with customers minimises or reduces dysfunctional conflict and is supportive of existing customer relations. 

    ASSESSMENT CRITERION 8 
    Solutions to problems are consistent with company policies, procedures and ethical business practices. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Customer service.
  • Codes of conduct.
  • Ethical business practices. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: Service level agreements set the standard; the required competence here is to ensure that those standards are met, and that all problems are solved to that end. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: By their nature service level agreements require a team effort to deliver. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Will be critical - making sure that standards are defined and organising tasks accordingly. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Core to the standard - gathering information about required service levels; determining implications for operations. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Note: Communicating information to the team of agreements; monitoring progress and providing feedback. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
  • Note: Used in gathering information; tracking progress and performance against service level agreements. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: Essential - seeing the bigger picture and the factors that impact service delivery. 

  • 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 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.
  • Make sure that evidence is gathered across the entire range, wherever it applies. 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.
  • 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.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • 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 and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • Assessment should include practical experience on site or under realistically simulated conditions.

    Definition of Terms:
  • Terms have been clarified as far as possible through the use of range statements. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  61489   National Certificate: Transport Operations  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  TETA 


    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. Diversity technology Training Institute 
    2. Ikusasa Lethu Projects and Training (Pty) Ltd 



    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.