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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate and apply fundamental people skills in the ICT environment 
SAQA US ID UNIT STANDARD TITLE
246671  Demonstrate and apply fundamental people skills in the ICT environment 
ORIGINATOR
SGB Telecommunications 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  6 
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 will contribute to the full development of any learner within the Telecommunications environment, by providing recognition, further mobility and transportability within the field. This skill forms the basis for the performance of duties in the day to day operations in the ICT business environment with specific occupations at NQF Levels 4, 5 and 6.

The knowledge, skills and understanding demonstrated in this unit standard are essential for upliftment, social and economic transformation in the Telecommunications environment.

The qualifying learner is capable of:
  • Understanding the various behaviours/leadership styles.
  • Demonstrating the characteristics of a successful team.
  • Identifying and managing conflict situations.
  • Describing the multicultural organisation.
  • Demonstrating the coaching process.
  • Identifying the relevant legislation with respect to employee relations.
  • Demonstrating the caring process.

    The learning outcomes in this unit standard contribute to the exit level outcomes which provide qualifying learners with access to a range of further learning in this field at NQF Level 4 and above, in the form of workplace based learning programmes for occupationally focused qualifications. Qualifying learners also have an understanding of the science and technology which underpins these activities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learning assumed to be in place should be on the same level of this unit standard or higher:
  • Communication and Language Studies.
  • Mathematics and Numeracy, Sciences.
  • Computer literacy. 
    		•

    UNIT STANDARD RANGE 
    A person may exhibit this competence in the private and/or the public sector. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    List Situational Leadership Skills. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Describe Leadership as per definition. 

    ASSESSMENT CRITERION 2 
    Describe the Situational Approach to Leadership correctly. 

    ASSESSMENT CRITERION 3 
    In a given scenario, accurately describe the personal Leadership Style. 

    ASSESSMENT CRITERION 4 
    Define behaviour with reference Situational Leadership Skills. 

    ASSESSMENT CRITERION 5 
    In a given scenario, accurately describe the personal Behavioural Style. 

    SPECIFIC OUTCOME 2 
    Demonstrate effectiveness of team dynamics. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Define the criteria to form a team. 

    ASSESSMENT CRITERION 2 
    Accurately relate the advantages of Teamwork. 

    ASSESSMENT CRITERION 3 
    Demonstrate the characteristics of a Highly Effective Team in a simulation exercise. 
    ASSESSMENT CRITERION RANGE 
    Including but not limited to strengths, weaknesses, mix, team expectations, and Orming model of Team Development.
     

    SPECIFIC OUTCOME 3 
    Manage conflict. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Describe the characteristics of Conflict Situations. 

    ASSESSMENT CRITERION 2 
    Describe the causes of Conflict. 

    ASSESSMENT CRITERION 3 
    Demonstrate the ability to handle and resolve Conflict successfully. 

    SPECIFIC OUTCOME 4 
    Manage diversity in a multicultural organisation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Describe Organisational Culture as per definition. 

    ASSESSMENT CRITERION 2 
    Describe and explain the contributing factors to consider when focussing on Diversity. 

    ASSESSMENT CRITERION 3 
    Describe and explain the benefits and value of Diversity. 

    ASSESSMENT CRITERION 4 
    Describe and explain the barriers that will prohibit valuing Diversity. 

    ASSESSMENT CRITERION 5 
    State and explain the impact that Organisational Culture could have on the overall performance of a company. 

    SPECIFIC OUTCOME 5 
    Determine own coaching style by self-assessment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Correctly list and explain the various Coaching Levels. 

    ASSESSMENT CRITERION 2 
    Correctly list and explain the Six Tools for Coaches. 

    ASSESSMENT CRITERION 3 
    In an coaching exercise correctly apply the principles of the Six Tools for Coaches. 

    SPECIFIC OUTCOME 6 
    Explain the relevant legislation regarding labour relations, employment equity and the basic conditions of employment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Define Employee Relations correctly. 

    ASSESSMENT CRITERION 2 
    Correctly describe the regulating factors of the Employment Relationship. 

    ASSESSMENT CRITERION 3 
    Correctly describe the constellation of the relevant Legislation regarding labour relations, employment equity and the basic conditions of employment. 

    ASSESSMENT CRITERION 4 
    Correctly describe the governing Bill of Rights. 

    ASSESSMENT CRITERION 5 
    Correctly describe the hierarchy of the relevant Legislation in a given exercise. 

    ASSESSMENT CRITERION 6 
    Correctly describe the Basic Condition of Employment Act. 

    ASSESSMENT CRITERION 7 
    Define Employment Equity correctly. 

    ASSESSMENT CRITERION 8 
    Define the Labour Relations Act correctly. 

    SPECIFIC OUTCOME 7 
    Explain how to establish employee wellness in a conducive environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Describe the Caring Responses as per definition. 

    ASSESSMENT CRITERION 2 
    Create a complete checklist on Caring Responses. 

    ASSESSMENT CRITERION 3 
    Describe the process in creating and developing a conducive environment. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Only ETQA registered assessors with specific expertise in Personal Management may assess a learner against this unit standard.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant SETA/ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Situational Leadership.
  • Team Dynamics.
  • Managing conflict.
  • Valuing diversity and manage organisational culture.
  • The Coaching Process.
  • Employee Relations.
  • Employee wellness in a Conducive Environment.
  • Apply oral and written communication.
  • Apply decision-making and problem solving skills.
  • Follow employer's policies and procedures.
  • Demonstrate basic computer literacy.
  • Demonstrate mathematical skills. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with stakeholders. 

    UNIT STANDARD CCFO ORGANISING 
    Learners are able to organise their activities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively with others. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any program of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to gain more learning.
  • 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 learners with applied competence and a basis for further learning.
  • The learner contribute to his/her own development. 
    		•

    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 
    Comment on this unit standard should reach SAQA no later than 26 October 2007.
    Notes to Assessors:

    Assessors should keep the following general 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.
  • Assessing outcomes related to the demonstration of the understanding of principles/concepts:
    > Develop an assessment which uses prior evidence as produced in written examinations.
    > Develop additional written assessment tools to supplement undependable sources of evidence in the previous bullet.
  • Assessing outcomes related to "demonstrate and apply fundamental people skills in the ICT environment"; Make sure evidence is gathered across the entire Unit Standard range, wherever it applies.
    > Assessment activities should be as close to the real workplace practical performance as possible, and where classroom simulations are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
    > The assessment activities relating to configuration of systems should assess all basic configuration requirements.
    > The assessment activities relating to fault repairs on systems should assess all basic fault repair and test equipment usage requirements.
  • Do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The task of the Assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate 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.
  • Requirements for a portfolio are that it should be valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience, which serves to supplement the assessment of applied competence.

    The portfolio may not include:
  • Evidence older than 3 years prior to the date of assessment.

    The portfolio may include:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner.
  • Relevant certificates or awards.
  • Previous assessment records.
  • Journals/logbook.

    The level assigned to this unit standard is appropriate because the learner:
  • Has basic knowledge of some main areas of a discipline/field.
  • Has basic understanding of a discipline/field's key term, rules, concepts, principles and theories.
  • Is familiar with some of the essential methods, procedures and techniques of the discipline/field.
  • Has the ability to use the above to solve routine problems within given frameworks.
  • Has a basic information gathering, analysis and presentation skill.
  • Has the ability to communicate information reliably and accurately in the required medium of instruction.
  • Has the capacity to operate within clearly defined contexts, with limited scope for personal decision-making and responsibility.
  • Learn within a well-structured and managed environment.
  • Evaluate own performance against given criteria.

    Legal Requirements:

    Compliance to the following legal requirements and standards are mandatory:
  • Employer's Policies and Procedures.
  • Environmental Management System.
  • Independent Communications Authority of South Africa.
  • Occupational Health and Safety Act.
  • National and International Standards.
  • Local Metropolitan Council Regulations. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
    NONE 


    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.