SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Relate diversity to customer service 
SAQA US ID UNIT STANDARD TITLE
260178  Relate diversity to customer service 
ORIGINATOR
SGB Travel, Tourism and Events 
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 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 aimed at individuals required to provide customer service to a diverse range of customers. Individuals will be able to understand the nature and impact of cultural diversity and how to deal with it in relation to high quality and consistent service. Cultural diversity in the context of this unit standard applies both to the diversity of the South African society as well as foreign visitors.

On achievement of this unit standard the learner will understand and be able to:
  • Analyse important issues relating to diversity.
  • Demonstrate an awareness of the need to accommodate diversity and special needs in a service environment.
  • Plan for diversity and special needs in a service environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that a learner will be competent in:
  • Communication at NQF Level 3. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse important issues relating to diversity. 
    OUTCOME RANGE 
    Diversity includes but is not limited to gender, ethnicity/culture, disabilities, religion, tribal, values. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The Constitution of South Africa as it relates to non-discrimination, diversity, respect and personal dignity is explained in terms of its impact on customer service. 

    ASSESSMENT CRITERION 2 
    Various forms of prejudice are understood in accordance with the Bill Of Rights - The Constitution: Chapter 2:9 (3). 

    ASSESSMENT CRITERION 3 
    The nature of stereotyping of both groups and individuals is described with examples. 

    ASSESSMENT CRITERION 4 
    The common forms of positive and negative stereotyping are described with examples. 

    ASSESSMENT CRITERION 5 
    Issues that can affect diversity management are explained with examples in relation to own work context. 

    ASSESSMENT CRITERION 6 
    Cultural diversity is explained in terms of national and international considerations of diversity. 
    ASSESSMENT CRITERION RANGE 
  • Considerations include but are not limited to: Language, religion, gestures, signs, clothing, food preferences and restrictions including halaal, kosher and vegetarianism, traditions and customs.
  • National includes but is not limited to: The major cultural groups evident in the operational environment.
  • International includes but is not limited to: The major tourism groupings using South Africa as a destination including: Africa, North and South America, Europe, Asia, Australia.
     

  • ASSESSMENT CRITERION 7 
    Issues impacting on diversity are identified and analysed in terms of their impact on dealing with individuals in the workplace and community. 
    ASSESSMENT CRITERION RANGE 
    Issues includes but is not limited to:
  • Cultural diversity - stereotyping, racism, sexism, prejudice, xenophobia, "us-they" concept, physical needs and challenges including mobility impairment, hearing impairment, sight impairment.
     

  • ASSESSMENT CRITERION 8 
    Ways of managing diversity are described with examples. 

    SPECIFIC OUTCOME 2 
    Demonstrate an awareness of the need to accommodate diversity and special needs in a service environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The client base of the operational environment is defined to identify diversity and special needs considerations. 

    ASSESSMENT CRITERION 2 
    Disabilities are defined in terms of their impact on the individual and an activity. 

    ASSESSMENT CRITERION 3 
    The range of customer diversity is determined for a particular activity/event/operation so as to enable their needs to be accommodated. 

    ASSESSMENT CRITERION 4 
    The impact of failure to provide for diversity in own area of operation is explained as it relates to oneself, clients and the organization. 
    ASSESSMENT CRITERION RANGE 
    Customer service provision includes internal clients and colleagues, operational teams, the organization, external clients, delegates attending an event.
     

    ASSESSMENT CRITERION 5 
    Appropriate ways to deal with diversity are identified in terms of maintaining customer service in a particular environment. 
    ASSESSMENT CRITERION RANGE 
    Diversity includes but is not limited to dealing with verbal and written language barriers, differences in traditions and customs, insulting/inappropriate gestures and signs, providing for specific requirements including religion and food, protocol, accommodation of physical, hearing and sight impairments.
     

    SPECIFIC OUTCOME 3 
    Plan for diversity and special needs in a service environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Operational plans for a planned activity are drawn up to accommodate diversity. 

    ASSESSMENT CRITERION 2 
    A planned activity is assessed to determine the extent to which diversity accommodated. 

    ASSESSMENT CRITERION 3 
    Specific special needs issues are determined to maintain customer service. 

    ASSESSMENT CRITERION 4 
    Options that provides for the accommodation of a range of disabilities are generated for a specific activity. 

    ASSESSMENT CRITERION 5 
    Service provision is evaluated in order to establish contingency plans to improve future customer service to a diverse client base. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed against the unit standard (including through RPL) may apply to an assessment agency, assessor or provider institution accredited by the relevant Education and Training Quality Assurance body (ETQA), or one with an appropriate memorandum of understanding (MOU) with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard, or assessing this unit standard, must be accredited as a provider with the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA, or one with an appropriate MOU with the relevant ETQA.
  • Moderation should include both internal and external moderation where applicable. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Diversity in South African society.
  • Cultural awareness of various cultural groups in South Africa.
  • Relevant aspects of the South African Constitution.
  • Methods of gaining and offering respect and dignity in a diverse society.
  • Issues related to language, politics, religion and nationality.
  • Issues related to a variety of 'isms" and "phobias".
  • The diversity of clients and colleagues.
  • The effects of unfair discrimination.
  • The impact of prejudice.
  • The application of cultural awareness in a customer service environment.
  • Principles of customer service. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relating to identifying, consideration and provision for cultural awareness in the provision of customer care in a service environment. 

    UNIT STANDARD CCFO ORGANISING 
    The unit standard supports self-organising skills in terms of the effective planning of and consideration for cultural diversity in the provision of customer service. 

    UNIT STANDARD CCFO COLLECTING 
    The gathering, assessment and evaluation of information relates to demonstrating knowledge and understanding of the cultural diversity for a broad range of potential internal and external clients in the operational environment. 

    UNIT STANDARD CCFO COMMUNICATING 
    Effective communication, both verbal and written, plays a role in the internal and external provision of customer service to a culturally diverse client base in an organization. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The inter-relatedness of systems relates to the integration of a variety of services impacting on the event whilst considering diversity in the maintaining of service levels. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  67461   Further Education and Training Certificate: Event Support  Level 4  NQF Level 04  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  71729   Further Education and Training Certificate: Public Relations Practice  Level 4  NQF Level 04  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.
     
    1. ADINVALE PTY LTD 
    2. Africam Solutions (Pty) Ltd 
    3. AGB Tourism (Pty) Ltd 
    4. ATKV SAKE (PTY) LTD 
    5. Bella FE Consulting 
    6. Biziminds Academy 
    7. Corporate Training and Placement Solutions 
    8. Ekarom Sports and Leisure (Pty)Ltd 
    9. FOOD HOSPITALITY & TOURISM ACADEMY (PTY) 
    10. Foodbev Training Academy Pty Ltd 
    11. GP Skills Acadamy (Pty) Ltd 
    12. Kennies Hospitality & Consulting 
    13. KGWERANO HOSPITALITY SERVICES 
    14. Mosha Training and Projects (Pty) Ltd 
    15. NKN Trading 
    16. Phakwe Projects Pty Ltd 
    17. Soweto Chefs Academy 
    18. Tesoriro Trading 
    19. TFR Training Institute 
    20. The African Show Coalition Institute 
    21. Umsebenzi Wethu Training Solution (Pty) Ltd 



    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.