SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Operate a payment point and process payments

SAQA US ID	UNIT STANDARD TITLE
7820	Operate a payment point and process payments
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 3	NQF Level 03	3
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 prepare, operate a payment point and process payments efficiently as well as performing cashing up and hand over procedures.

Learners must also have a good understanding of customer service.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

None

UNIT STANDARD RANGE

Range statements are included with specific outcomes as necessary.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Explain the importance of having sufficient change available at all times

OUTCOME NOTES

Explain the importance of having sufficient change available at all times, and the impact on the customer of
not doing this.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

It is recommended that this unit standard be assessed in conjunction with other unit standards.
2. Evaluate the learner's ability to meet the outcomes consistently.
This unit standard can be assessed by a combination of observation, simulation and questioning.
Observation to cover payment points, dealings with customers, preparation and usage of equipment and
cashing up procedures at the end of a shift / handover.
Range of payment points: tills or billing machines with cash drawers , speed points / manual card
machines)

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

Observation to cover the sales transaction.
3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes.
4. Complete the declaration of competence and inform the appropriate ETQA once the learner has
demonstrated the ability to meet all the outcomes.
5. Counsel the learner on future assessments, necessary learning and further qualifications.

SPECIFIC OUTCOME 2

Explain the importance of having only a limited amount of cash at a payment point

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 3

Explain the reason for securing a payment point from unauthorised access

OUTCOME NOTES

Explain the reason for securing a payment point from unauthorised access, and the impact on the
organisation of not doing this.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change, supplies, till rolls, cash discrepancies, vouchers, warrants, toll authority cards).

SPECIFIC OUTCOME 4

Describe types of unauthorised payments and/or invalid payments

OUTCOME NOTES

Describe types of unauthorised/invalid payments and explain the reason for handling unauthorised/invalid payments discreetly or politely.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 5

Describe organisational procedures for operating a payment point

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 6

Interact with all customers in a polite and friendly manner at all times

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 7

Prepare tills and billing machines correctly for operation

OUTCOME NOTES

Prepare tills and billing machines correctly for operation and where appropriate, complete hand-over
procedures correctly.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 8

Operate payment point equipment in accordance with organisational procedures

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 9

Keep sufficient stock of receipt rolls, customer bills or where appropriate audit rolls
or receipt books, logsheets, incident logsheets or zip zap vouchers.

OUTCOME NOTES

Keep sufficient stock of audit rolls, receipt rolls or customer bills, and replace these when necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 10

Deal with customers promptly and explain the importance of prompt service

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 11

Alert the supervisor/manager when a shortage of change arises or where apropriate when a problem occurs relating to payment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 12

Given the end of the shift, close the payment point down or complete the hand-over correctly

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 13

Make suggestions on how to secure the payment point from unauthorised access at all times

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 14

Given a range of unexpected situations, decide whether to deal directly or request assistance and where appropriate describe organisational procedures for dealing with each situation.

OUTCOME NOTES

Given a range of unexpected situations, decide whether to deal directly or request assistance from the supervisor/manager and where appropriate describe organisational procedures for dealing with each situation.

OUTCOME RANGE

Range of unexpected situations: discrepancies with cash, shortage of supplies/change customer
disputes, float shortages, problems with customer payments, equipment malfunctions, counterfeit money/ suspected card/cheque fraud, errors or voids and where appropriate fare change logouts, memory full logouts, time delay logout, green traffic lights, extra wide vehicles, reverse entry, reverse roll backs, wrong direction, roll backs, paid run throughs, unpaid run throughs, emergency run throughs, user run throughs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

SPECIFIC OUTCOME 15

Acknowledge receipt of payment

OUTCOME RANGE

range of payment: cash, credit / debit cards, cheques, tokens, vouchers

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

This unit standard must be assessed in the working environment or in a realistic working environment

Simulation supplemented by questioning to cover unexpected situations (range of shortage of change,
supplies, till rolls, cash discrepancies)

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

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.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively.

UNIT STANDARD NOTES

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

RECOMMENDATIONS AND EXEMPLARS FOR THE DESIGN OF:

Learning/Curriculum

Importance of the correct preparation of equipment, till and audit rolls, receipts and necessary change should be linked to customer satisfaction.

Learning would best be achieved by exploring a range of unexpected situations that occur in the working environment and linking them to customer service.

The importance of receiving correct payment is explored in terms of the general effects on a business.

Role-plays can be used to allow the learner to practice the sales transactions.

Potential exercise: Learners prepare a role-play in which they handle a conflict situation according to company policies and procedures and discuss it with the group.
Performance systems

Ongoing measurement of the learner`s ability to meet this standard is recommended.

A new employee should be able to achieve this unit within 1 month of being trained.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	14115	National Certificate: Fast Food Services	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	48887	National Certificate: Hiring Services and Support	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Core	64469	Further Education and Training Certificate: Hospitality Reception	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	14113	National Certificate: Food and Beverage Services	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Core	14116	National Certificate: Hospitality Reception	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-30	Was CATHSSETA until Last Date for Achievement
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
Fundamental	20415	National Certificate: Conservation Resource Guardianship	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2008-02-06	Was CATHSSETA until Last Date for Achievement
Elective	20513	National Certificate: Tourism: Reception	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-10-10	CATHSSETA

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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