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

Apply analytic perception in the workplace 
SAQA US ID UNIT STANDARD TITLE
259944  Apply analytic perception 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 specific cognitive skills.

The present unit deals with the analysis of a whole into parts, and the synthesis of parts into a functional whole. The cognitive functions and operations behind such processes are recognised as having a very clear application to a wide range of work contexts.

Individuals are often unaware of existing methodologies that facilitate the use of analysis and synthesis for reaching objectives in the workplace. The cognitive functions that underpin the process of analytical perception are frequently un- or under-developed.

This unit standard is one step in addressing this situation.

A learner who achieves this unit standard will be able to:
  • Perform analysis and synthesis of tasks with different content and modality.
  • Distinguish between structural and operational models.
  • Apply structural and operational models in job-related tasks.
  • Identify and develop appropriate relationships in the workplace to achieve synergy. 
    		•

    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 
    Perform analysis and synthesis of tasks with different content and modality. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The whole is divided into component parts and synthesized from them. 

    ASSESSMENT CRITERION 2 
    Analysis and synthesis is performed in a number of different ways according to the goal, and conditions. 

    SPECIFIC OUTCOME 2 
    Identify and compare structural and operational models. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The properties of structural model are identified. 

    ASSESSMENT CRITERION 2 
    The properties of functional/operational model are identified. 

    ASSESSMENT CRITERION 3 
    Structural and operational models are compared and distinguished from each other. 

    ASSESSMENT CRITERION 4 
    Structural and operational models are created in different modalities. 

    SPECIFIC OUTCOME 3 
    Apply structural and operational models to job-related tasks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Main components in the job related situation are identified by means of structural and operational analysis. 

    ASSESSMENT CRITERION 2 
    The relationships between components are represented in an optimal modality. 

    ASSESSMENT CRITERION 3 
    Strategies for job-related problem solving are developed on the basis of structural and operational models. 

    SPECIFIC OUTCOME 4 
    Identify and develop appropriate relationships in the workplace to achieve synergy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Crucial relationships in the workplace are identified and described. 

    ASSESSMENT CRITERION 2 
    Effective strategies are implemented to promote synergy amongst workers and management. 


    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.