SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage information flow

SAQA US ID	UNIT STANDARD TITLE
7857	Manage information flow
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 6	Level TBA: Pre-2009 was L6	4
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2009-11-03	2011-07-31	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2012-07-31		2015-07-31

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

Each learner must be able to analyse and interpret information as well as contribute to the information available. He/she must decide how best to communicate with others and should ensure an open system of communication exists.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The following unit standards are assumed to have been achieved prior to the assessment of this unit standard:

Operate a Computer (XX04);

Communicate in a business environment (XX02).

UNIT STANDARD RANGE

Range statements are included with specific outcomes as necessary.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Demonstrated knowledge and understanding

OUTCOME NOTES

An accepted form for writing business reports is described.

The alphanumeric and index systems for filing and accessing information are described.

The concept of 'Just In Time' information processing is described.

Archiving procedures in the organisation are described.

The importance of information for management and for staff and for other departments is described and the type of information each group needs is detailed.

The concept 'information overload' and ways to avoid it are described.

Various ways in which information could be presented for maximum impact are described.

Typical meeting protocols and procedures are described.

Strategies for keeping meeting on track are described.

Strategies for diffusing conflict in meetings are described.

Reasons for minutes and the correct use of minutes are described.

Examples of incorrect use of minutes and abuse of minutes are given.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed, but clear links to a workplace must be evident.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 2

Demonstrated ability to make decisions about practice and to act accordingly

OUTCOME NOTES

Reports to management are written clearly, concisely and accurately.

Requests for information are analysed and decisions on what information to communicate are made.

Incoming information is analysed, adjusted for the target audience and communicated.

Meetings are held when necessary and concluded as quickly as possible.

Information that is written by others is interpreted and explained.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed, but clear links to a workplace must be evident.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 3

Demonstrated ability to learn from our actions and to adapt perfomance.

OUTCOME NOTES

Procedures that management would follow regarding communication are put in place and the reasons for doing so are explained.

Preferred ways of communication with other staff members are discussed with them and followed accordingly.

Potential sources for information in the field are described.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes.

ASSESSMENT CRITERION NOTES

There are no restrictions on where this unit standard may be assessed, but clear links to a workplace must be evident.

ASSESSMENT CRITERION 2

2. Evaluate the learner's ability to meet the outcomes.

ASSESSMENT CRITERION NOTES

This unit standard can be assessed by using a combination of observation, case studies, written tests, discussion with the candidate.

ASSESSMENT CRITERION 3

3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.

ASSESSMENT CRITERION 4

4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes.

ASSESSMENT CRITERION 5

5. Counsel the learner on future assessments, necessary learning and further qualifications.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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

2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

4. Moderation of assessment will be done by the relevant ETQA at its discretion.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated KNOWLEDGE and UNDERSTANDING" is required.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Collect, analyse and evaluate information - refer to the following Specific Outcomes:

Reports to management are written clearly, concisely and accurately.

Requests for information are analysed and decisions on what information to communicate are made.

Incoming information is analysed, adjusted for the target audience and communicated.

Meetings are held when necessary and concluded as quickly as possible.

Information that is written by others is interpreted and explained.

Potential sources for information in the field are described.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively - refer to the following Specific Outcomes:

Procedures that management would follow regarding communication are put in place and the reasons for doing so are explained.

Preferred ways of communication with other staff members are discussed with them and followed accordingly.

UNIT STANDARD NOTES

Embedded knowledge and Critical cross-field outcomes have been included within the specific outcomes category. This has been done as it was deemed necessary to ensure holistic assessment occurred. The specific outcomes can be applied in a range of contexts. Many of the outcomes have been written in such a way that competence must be demonstrated in the context as opposed to in isolation from a context. The specific outcomes are comparable to outcomes used internationally. We therefore structured outcomes using the format noun + verb + condition (modifying phrase).

Specific outcomes have been split into three categories:
a. knowledge and understanding (what the learner must know and understand)
b. decision-making and acting (what the learner must do)
c. adapting performance (including reflexive competence)

In many instances there are more than six specific outcomes, as the inclusion of critical cross-field outcomes and embedded knowledge has increased the number of specific outcomes. If competencies are to be clustered in a meaningful way, then these unit standards cannot be split.

Recommendations and Exemplars for the design of:

Learning/Curriculum

The purpose and style of business reports should be discussed and students should write reports and critique each other`s work. Students should explore what part of the reports are useful and what parts are superfluous.

Learners should be allowed to run meetings in role play situations and to analyse how they can improve their "chairmanship".

Typical minutes of meetings should be explored and the learners should be encouraged to improve on the minutes.

Discuss who needs what information and the trap of different information for workers and management. Discuss adjusting information intended for a specific target audience.

Performance systems

This unit standard can contribute to the ongoing evaluation of information flow and how information is benefiting the organisation.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49086	National Certificate: Auctioneering Management	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2011-02-16	Was SERVICES until Last Date for Achievement
Core	96401	National Certificate: Export Administration	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	14123	National Diploma: Accommodation Services	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	14109	National Diploma: Fast Food Services	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	61596	National Diploma: Food and Beverage Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	48888	National Diploma: Hiring Operations Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2016-12-31	SERVICES
Core	14112	National Diploma: Professional Cookery	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	22444	National Diploma: Freight Forwarding	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2007-11-28	Was TETA until Last Date for Achievement
Elective	49075	National Certificate: Organisational Transformation and Change Management	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Elective	49076	National Diploma: Organisational Transformation and Change Management	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES

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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