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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Recruit and select a person with a disablity into an organisation

SAQA US ID	UNIT STANDARD TITLE
244596	Recruit and select a person with a disablity into an organisation
ORIGINATOR
SGB Inclusive Education
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Adult Learning
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 provides learners, in particular disability employment practice, with competencies that will enable them to make recruitment and selection decisions relating to disability. The current legal regulatory framework places some very real constraints on employers, and therefore competencies gained will ensure that good recruitment practice is not seen merely as a response to those constraints, but rather as essential to the health of the organisation.

Learners will gain knowledge and practical skills to ensure that the selection process is as objective as possible and guided by a systematic framework in order that decisions made are soundly based, consistent and defensible. In addition, learners will also learn that procedures are intended to provide such a framework which take into account codes of practice, legislation and where applicable, business policies and procedures.

A qualified learner is capable of:

Explaining the main features of the recruitment process for a person with a disability.

Analysing the impact of legal and ethical constraints on the design and operation of a recruitment process.

Analysing the recruitment methods for people with a disability used by an organisation.

Producing recruitment materials for a person with a disability for a selected job vacancy in an organisation.

Conducting and evaluating a selection process for a person with a disability.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners are assumed to be competent in Communication at NQF Level 4. It is also recommended that learner's are competent in computer literacy at NQF Level 2 or equivalent.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Explain the main features of the recruitment process for a person with a disability.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Job analysis, job description and person specification are defined according to a specific position relating to disability.

ASSESSMENT CRITERION 2

Job advertisements and recruitment agencies are understood in terms of the way they attract applicants with a disability.

ASSESSMENT CRITERION 3

Application methods for people with a disability are analysed with examples.

ASSESSMENT CRITERION 4

Section methods of people with a disability are explained with examples.

ASSESSMENT CRITERION 5

The offer of employment, including the format, means and feedback is explained with examples.

SPECIFIC OUTCOME 2

Analyse the impact of legal and ethical constraints on the design and operation of a recruitment process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The legal constraints and guidelines are interpreted for purposes of recruiting people with a disability.

ASSESSMENT CRITERION 2

The ethical constraints are analysed in terms of addressing unbiased interview questions, fairness to all candidates, feedback to unsuccessful candidates and other ethical considerations.

SPECIFIC OUTCOME 3

Analyse the recruitment methods for people with a disability used by an organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The recruitment methods used for people with a disability are analysed in terms of whether they are fit for purpose, compliant with legal and ethical constraints and comply with recommendations made.

ASSESSMENT CRITERION 2

The recruitment methods used for people with a disability are assessed in order to determine the cost or additional costs for the organisation.

ASSESSMENT CRITERION 3

The impact on the applicants with a disability is understood in terms of the organisation's needs and the applicant's expectations.

SPECIFIC OUTCOME 4

Produce recruitment materials for a person with a disability for a selected job vacancy in an organisation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The materials for the applicant with a disability are prepared according to organisational policies and procedures.

ASSESSMENT CRITERION 2

The materials for the recruiter to receive applications from people with a disability and shortlist accordingly are developed and communicated accordingly.

ASSESSMENT CRITERION 3

The interview materials, standard letters and offer letters are prepared according to the needs of the applicant with a disability.

ASSESSMENT CRITERION 4

Typical contract terms are understood and applied for purposes of effective recruitment.

SPECIFIC OUTCOME 5

Conduct and evaluate a selection process for a person with a disability.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

A selection exercise is conducted establishing the suitability of the role, the level of difficulty and the access components for a person with a disability.

ASSESSMENT CRITERION 2

An interview of a person with a disability is conducted in accordance with organisational requirements.

ASSESSMENT CRITERION 3

The conduct, environment and suitability of questions are analysed in relation to the recruitment pack compiled and recommendations are made accordingly.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.

Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA, or with an ETQA that has a Memorandum of Understanding with a relevant ETQA.

Moderators must be registered assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Define recruitment and selection.

Codes of good practice.

Rights of people with disabilities in the workplace.

Information storage and formats.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when identified services are prioritised according to suitability and effectiveness.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when networking with service providers meets agreed communication, support and intervention needs, information of referral meets service provider requirements, and assistance in interpreting reports or results is accessed where relevant and from appropriate sources.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when agreed processes to manage referrals are adhered to, and given legal, ethical and professional requirements are adhered to, and seek advice where necessary.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information for identifying and using specialised services according to scope of practice.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when reasons for referral are presented and recording of referral information meets specified requirements and findings are presented to all relevant stakeholders.

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 to assess relevance of services in terms of identified needs.

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 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, focus assessment around each specific outcome, or groups of specific outcomes.

Make sure 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 learner 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 learner 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	58802	National Diploma: Disability Employment Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	SABPP

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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