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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Use temporal relationships in the workplace 
SAQA US ID UNIT STANDARD TITLE
259941  Use temporal relationships in the workplace 
ORIGINATOR
SGB Generic Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  8 
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 is part of a series that develops cognitive skills in learners.

Many factors in the work environment are dependent on temporal relations and their understanding by various participants in the work process. The effective management of time so as to deliver products and services within deadlines while achieving quantity, quality and cost targets, is central to all business organisations. Yet many individuals and organisations fail to understand the extent to which time is interrelated with other production variables. Such lack of insight often results in inefficiency and a waste of time and other resources. There is a twofold reason for this:
  • Individuals are often unaware of available techniques for relating workplace objectives measured in terms of quantity, quality and cost, to time itself.
  • The cognitive functions that underpin an awareness and management of time are frequently un- or under-developed.

    This situation is neither a reflection on the present ability nor potential cognitive functioning of the individual. Rather, as considerable research has demonstrated, it shows that the cognitive functions involved have not been adequately addressed by training.

    This unit standard is a major step towards addressing the situation.

    A learner who achieves this unit standard will be able to:
  • Distinguish between personal, subjective and social, objective evaluation of temporal relations.
  • Compare time as an element to time as a dimension, in terms of workplace objectives.
  • Explain the relativity of time and its implications for the world of work.
  • Understand the notion of precision in defining temporal relationships.
  • Use hypothetical thinking and logic to plan for and react to time constraints.
  • Coordinate between spatial and temporal dimensions of the work activity. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication at NQF Level 4. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explore factors affecting personal, subjective and social, objective evaluation of the qualitative and quantitative dimensions of time. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The influence of human experience, needs and emotions on the perception of time is explained. 

    ASSESSMENT CRITERION 2 
    Personal impression regarding time in varied contexts is contrasted with the measures of time based on social convention. 

    SPECIFIC OUTCOME 2 
    Compare time as an element to time as a dimension, in the context of workplace objectives. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Time allocations for the achievement of various workplace objectives are explained as precious resources with time as an immutable, absolute dimension. 

    ASSESSMENT CRITERION 2 
    Disjunctions are explored between time experienced as an elemental resource for achieving workplace objectives and time as an absolute entity. 

    SPECIFIC OUTCOME 3 
    Explain the relativity of time and its implications for the world of work. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An explanation is given of how time can be experienced by different persons, in the context of deadlines, production schedules and time schedules. 

    ASSESSMENT CRITERION 2 
    Strategies are explained for achieving an objective and accurate measures of time so as to benefit the production of products and the rendering of services. 
    ASSESSMENT CRITERION RANGE 
    Measures of time may include but not be limited to year planners, diaries, watches and clocks.
     

    SPECIFIC OUTCOME 4 
    The notion of level of precision is used in defining temporal relationships. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Job-related activities are analysed in terms of the required level of temporal precision. 

    ASSESSMENT CRITERION 2 
    Job wholes are broken into parts and available time is scheduled to each part. 

    ASSESSMENT CRITERION 3 
    The achievement of objectives is monitored in accordance with agreed to and appropriate time frames. 

    SPECIFIC OUTCOME 5 
    Use hypothetical thinking and logic to plan for and react to time constraints. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Time constraints as they effect the production of a product or service are identified and quantified. 

    ASSESSMENT CRITERION 2 
    Hypothetical thinking is used to seek alternative solutions to accommodate time constraints. 

    ASSESSMENT CRITERION 3 
    The chosen solution is implemented and the achievement of deliverables monitored. 

    SPECIFIC OUTCOME 6 
    Coordinate spatial and temporal dimensions of the work activity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The speed of work activities is measured to identify the relative contribution of temporal and other spatial parameters. 

    ASSESSMENT CRITERION 2 
    Problems slowing production are identified and alternative pacing options are developed. 

    ASSESSMENT CRITERION 3 
    Effective time management is implemented and the efficiency of performance is reassessed. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be a constituent assessor registered with the relevant ETQA.
  • Both internal and external moderation of the assessment will be quality assured by the relevant ETQA.
  • Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Literacy and Numeracy.
  • Cognitive Theory. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    This unit standard also supports the development of the following Developmental Outcomes:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 
    		•

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made by developing, practical, implementable plans. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation and community in devising and implementing effective plans to attain common objectives. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environments and health of others in devising plans that are eco-sensitive. 

    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 and that all plans, to be effective need to fit into a real world, holistic context. 

    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 
    This unit standard is part of a series that has been developed to address the development of cognitive literacy. Obviously no one unit standard can address the multiplicity of cognitive functions, operations and strategies that are required for effective thinking. Taken as a whole however, the series is designed to address most of the cognitive functions required at the various phases of the mental act. This unit standard can be used for any method of cognitive development. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48883   Further Education and Training Certificate: Small Business Advising (Information Support)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Elective  48886   National Certificate: Business Advising  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2010-11-11  Was SERVICES 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.