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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Compile a duty roster

SAQA US ID	UNIT STANDARD TITLE
256202	Compile a duty roster
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 3	NQF Level 03	3
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

This unit standard will be useful for personnel compiling duty rosters as per operational requirements. It is intended to describe the key skills and knowledge requirements for personnel who operate in defined working environments, in compliance with legislative requirements, codes and practices.

People credited with this unit standard are able to:

Identify operating requirements.

Establish work rosters.

Resolve difficulties with planned rosters.

Finalise work rosters.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners are already competent in:

Communications at NQF Level 2.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify operating requirements.

OUTCOME RANGE

Operating requirements include but are not limited to:

Timetables and running times, changes to timetables, crew qualifications, planned activities and support activities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Notices for each service are identified and kept up to date within roster operations, in accordance with site specific procedures.

ASSESSMENT CRITERION 2

Changes to notices and/or special instructions are identified and their affect on operation and support areas are assessed in terms of personnel requirements.

ASSESSMENT CRITERION 3

Service running times are identified on the system for each line or service, to determine personnel requirements for planned services.

ASSESSMENT CRITERION 4

Potential operational problems are identified and their impact on personnel needs determined.

ASSESSMENT CRITERION 5

Contingency plans for anticipated problems are developed in terms of company specific policy.

SPECIFIC OUTCOME 2

Establish work rosters.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Rosters are developed to cover all work requirements with regard to relevant industrial and/or organisational conditions, absenteeism levels and planned leave.

ASSESSMENT CRITERION 2

Rosters are set up in compliance with occupational health and safety regulations applicable to shift work, shift duration and rest periods.

ASSESSMENT CRITERION RANGE

Regulations include:

Scheduled for training, leave, sick.

ASSESSMENT CRITERION 3

Support activities required to meet changes in service provision are assessed and necessary resources are identified and allocated in the roster.

ASSESSMENT CRITERION 4

Rosters, and amended rosters, are communicated to all affected personnel in accordance with site specific policies and procedures.

SPECIFIC OUTCOME 3

Resolve difficulties with planned rosters.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Clashes or problems with planned or amended rosters are identified via set communication and procedural channels, in accordance with site specific procedures.

ASSESSMENT CRITERION RANGE

Problems include:

Fitness for duty at sign on, competence in terms of requirements, Occupational Health and Safety (OHS) requirements.

ASSESSMENT CRITERION 2

Clashes or problems with amended rosters are resolved within the work area in accordance with site specific policies and procedures, and in consultation with planning centres.

ASSESSMENT CRITERION 3

Difficulties relating to new work requirements outside of own scope of authority are resolved with planning centres and the appropriate work areas.

ASSESSMENT CRITERION 4

Work area changes or amended work outcomes are communicated to centralised planning centres to ensure that the personnel management database is updated accordingly.

SPECIFIC OUTCOME 4

Finalise work rosters.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Feedback from personnel affected by the rosters is noted and modifications agreed provided they do not compromise service quality or health and safety considerations.

ASSESSMENT CRITERION 2

Agreed changes to rosters are confirmed with appropriate personnel, and appropriate arrangements made for the implementation of amended rosters.

ASSESSMENT CRITERION 3

Appropriate documents and/or databases are updated to reflect changes made and communicated in accordance with site specific procedures.

ASSESSMENT CRITERION 4

Final rosters are documented and distributed to ensure work requirements are accurately communicated and personnel prepared for service.

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.

An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by a relevant ETQA.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be registered and accredited as a provider with 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

N/A

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:

Core to the standard: Identifying and solving personnel scheduling issues.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

Note:

Implied: Scheduling crews for team work, working with planning departments.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

Note:

Critical: Must collate information and coordinate activities.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

Note:

Critical: Must collate information, understand implications of changes, and coordinate activities.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

Note:

Critical: Must collate information and coordinate activities, and communicate with a variety of persons affected by the schedules.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

Note:

Using information systems, communicating with others.

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:

Grasping all of the factors that impact on train services.

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:

Methods of assessment should include:
> Written tests/case studies.
> Oral/on-the-job.
> In situ (on-the-job) observations.
> Simulation.
> Role-play/structured classroom discussions and oral tests.

These methods must be carefully selected based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-the-job demonstration for practical competence).

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	65589	Further Education and Training Certificate: High Speed Inter-City Commuter Railway Operations	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Elective	61849	Further Education and Training Certificate: Train Driving	Level 4	NQF Level 04	Passed the End Date - Status was "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.

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