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: 

Mentor employees in the performance management process 
SAQA US ID UNIT STANDARD TITLE
256034  Mentor employees in the performance management process 
ORIGINATOR
SGB Visible Policing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 08 - Law, Military Science and Security Safety in Society 
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
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 is for learners who mentor employees as part of a performance management system by applying the steps in the performance management process and addressing unsatisfactory performance by initiating developmental plans for employees.

A person credited with this unit standard will be able to:
  • Demonstrate understanding of the performance management process.
  • Facilitate stages of the performance cycle.
  • Address unsatisfactory performance of supervised employees by means of an interview.
  • Determine developmental needs.
  • Improve own personnel development skills. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Communication at NQF Level 4. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the performance management process. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of performance management is analysed in order to determine the ways in which it contribute towards the achievement of the organisational strategic objectives. 

    ASSESSMENT CRITERION 2 
    An explanation is given of concepts related to performance management. 
    ASSESSMENT CRITERION RANGE 
    Concepts refers to mentoring and coaching.
     

    ASSESSMENT CRITERION 3 
    The benefits of using mentoring and coaching within performance management are analysed in order to determine its effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Analysed refers but is not limited to the benefits and effectiveness for the organisation, for the mentorship, for the employee.
     

    ASSESSMENT CRITERION 4 
    The mentorship and coaching processes are incorporated into performance management. 

    SPECIFIC OUTCOME 2 
    Facilitate stages of the performance cycle. 
    OUTCOME RANGE 
    Stages refer to but are not limited to planning, verbal review, feedback and written performance appraisal. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the stages are analysed in terms of their expected outcomes. 

    ASSESSMENT CRITERION 2 
    A performance plans is generated for an employee. 

    ASSESSMENT CRITERION 3 
    A verbal review is facilitated with the employee in order to provide feedback in terms of performance demonstrated. 

    ASSESSMENT CRITERION 4 
    A written performance appraisal of the employee is drawn up so as to ensure a historical paper trail is maintained. 

    SPECIFIC OUTCOME 3 
    Address unsatisfactory performance of supervised employees by means of an interview. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Unacceptable behaviour and/or unsatisfactory performance of the employee is analysed in order to bring it under the attention of the employee during the interview. 

    ASSESSMENT CRITERION 2 
    Interview questions for the employee are prepared in order to obtain clarity from the perspective of the employee. 

    ASSESSMENT CRITERION 3 
    The purpose of the interview is determined and communicated with the employee in order to ensure there is no misunderstanding. 

    ASSESSMENT CRITERION 4 
    Acceptable Performance Enhancement Process performance and behavioral levels are determined for communication with the employee during the interview. 

    ASSESSMENT CRITERION 5 
    Corrective interventions are analysed in order to choose the most suited intervention for the unacceptable behavior and/or unsatisfactory performance. 

    ASSESSMENT CRITERION 6 
    Methods of support to the employee are evaluated in order to choose and implement the best-suited option. 

    ASSESSMENT CRITERION 7 
    Target and/or follow-up dates are planned and communicated with the employee in order to evaluate the effectiveness of the corrective interventions. 

    SPECIFIC OUTCOME 4 
    Determine developmental needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A needs analysis is conducted for the organisation so as to ensure that the correct developmental areas for the organisation are addressed. 
    ASSESSMENT CRITERION RANGE 
    A needs analysis refers to determining the required competencies, learning outcomes and performance gaps.
     

    ASSESSMENT CRITERION 2 
    A training and development plan is drawn up for the organisation that has analysed personnel and organisational developmental requirements. 

    ASSESSMENT CRITERION 3 
    Learning strategies and support systems are applied in the training and development plan that are appropriate to the personnel and organisational developmental requirements. 

    ASSESSMENT CRITERION 4 
    Feedback is provided to the learners in terms of their training and development requirements and progress. 
    ASSESSMENT CRITERION RANGE 
    Feedback refers to verbal or written feedback.
     

    ASSESSMENT CRITERION 5 
    The purpose of record keeping the training and developmental steps are evaluated in order to ensure a fair and valid developmental plan. 

    ASSESSMENT CRITERION 6 
    The process and purpose of record keeping is explained in terms of. 

    ASSESSMENT CRITERION 7 
    An understanding is demonstrated of how and why the developmental needs articulate to the skills development plan of the organisation and sector. 

    SPECIFIC OUTCOME 5 
    Improve own personal development skills. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own values are assessed so as to be aware of factors that could influence the evaluation of employees during the performance enhancement process. 

    ASSESSMENT CRITERION 2 
    Personal skills are assessed in order to identify and apply aspects that can be improved upon during the performance enhancing process. 
    ASSESSMENT CRITERION RANGE 
    Personal skills refer to listening skills, coaching skills, facilitation and training skills, counselling skills, problem solving skills, negotiation skills and management skills.
     

    ASSESSMENT CRITERION 3 
    A personal development plan is drawn up which addresses the identified personal skills that have to be improved upon. 


    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, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding 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 or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • The performance management process.
  • Concepts of "mentorship, mentoring and mentor".
  • Benefits of using mentoring in the performance management process.
  • Steps in the mentorship process.
  • Facilitation of the stages of the performance cycle.
  • Purpose of the planning session, verbal review/feedback session, written performance appraisal session.
  • Unsatisfactory performance and unacceptable behaviour.
  • Preparation of questions.
  • Attentively listening skills.
  • Determining corrective actions.
  • Support offering.
  • The institution of disciplinary steps.
  • Development of a training and developmental plan.
  • Learning strategies and ways to train and instruct.
  • Feedback options.
  • Purpose of keeping records.
  • Own values in relation to interpersonal skills.
  • Non-verbal communication aspects. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Improving own developmental skills.
  • Improving own counseling skills.
  • Improving problem solving skills. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • Addressing unsatisfactory performance of employees by means of an interview.
  • Determining developmental needs. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Improving own personal developmental skills. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain when:
  • Determining developmental skills. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion when:
  • Address unsatisfactory performance of employees. 

  • 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
    Elective  61729   National Diploma: Policing  Level 6  NQF Level 06  Reregistered  2023-06-30  SAS SETA 


    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.