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 THAT HAS PASSED THE END DATE:

Interact with visitors in a facility

SAQA US ID	UNIT STANDARD TITLE
113817	Interact with visitors in a facility
ORIGINATOR
SGB Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	4
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

A qualifying learner assessed as competent against this unit standard will be able to interact with visitors and interpret exhibits to the public. This competence will contribute towards quality customer service and ethical handling of exhibits. This will contribute to the sustainability of the industry as both a conservation and tourist attraction. This competence will also contribute to better understanding of the importance and the role of other specialist holding facilities such as bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding centres and rehabilitation centres. The learner who has achieved this unit standard will gain access to knowledge and skills that may be used in other related sectors in conservation and tourism, thereby increasing the learner`s chances of employability.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Care for customers (NQF 2) Care for animals (NQF 2) Work with people with special needs (NQF 2)

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Communicate with visitors.

OUTCOME NOTES

Answer questions in a manner which will contribute to the hospitality ethic Basic exhibit interpretation relating uses of species on display and/or their significance to biodiversity conservation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular assessors should check for the following Practical competence Exhibits are interpreted correctly Visitor questions are succinctly and clearly answered The role of captive species in specialist holding facilities is explained Visitor needs are catered for proficiently Visitors response to interactions are monitored and evaluated Foundational competence Importance of effective interaction with visitors is explained Consequences of poor communication are described Basic monitoring and evaluation techniques are understood Reflexive competence Identify own needs and opportunities for further learning and professional development Reflect on performance and apply to improve future actions and understanding Employ initiative where appropriate Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Deal with dissatisfied visitors.

OUTCOME NOTES

Conflict management Standard operating procedures of referral to management as needed Deal with visitors empathetically

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular assessors should check for the following Practical competence Exhibits are interpreted correctly Visitor questions are succinctly and clearly answered The role of captive species in specialist holding facilities is explained Visitor needs are catered for proficiently Visitors response to interactions are monitored and evaluated Foundational competence Importance of effective interaction with visitors is explained Consequences of poor communication are described Basic monitoring and evaluation techniques are understood Reflexive competence Identify own needs and opportunities for further learning and professional development Reflect on performance and apply to improve future actions and understanding Employ initiative where appropriate Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Explain the role of captive specimens.

OUTCOME NOTES

Explain the role of bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding facilities and rehabilitation centres in education and conservation Species importance in biodiversity context Conservation status of species

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular assessors should check for the following Practical competence Exhibits are interpreted correctly Visitor questions are succinctly and clearly answered The role of captive species in specialist holding facilities is explained Visitor needs are catered for proficiently Visitors response to interactions are monitored and evaluated Foundational competence Importance of effective interaction with visitors is explained Consequences of poor communication are described Basic monitoring and evaluation techniques are understood Reflexive competence Identify own needs and opportunities for further learning and professional development Reflect on performance and apply to improve future actions and understanding Employ initiative where appropriate Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Monitor and evaluate visitors response to the interaction.

OUTCOME NOTES

The impact visitors have on the dsplays The way visitors respond to the contact

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular assessors should check for the following Practical competence Exhibits are interpreted correctly Visitor questions are succinctly and clearly answered The role of captive species in specialist holding facilities is explained Visitor needs are catered for proficiently Visitors response to interactions are monitored and evaluated Foundational competence Importance of effective interaction with visitors is explained Consequences of poor communication are described Basic monitoring and evaluation techniques are understood Reflexive competence Identify own needs and opportunities for further learning and professional development Reflect on performance and apply to improve future actions and understanding Employ initiative where appropriate Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

N/A

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of: Communication skills and principles Communication tools and use of media Conflict management principles History and roles of bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding facilities and rehabilitation centres in conservation tourism and education Importance of visitors and visitor expectations The importance of revenue generating endeavours Conservation status of species Visitor monitoring and evaluation techniques

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes: Deal with dissatisfied visitors Monitor and evaluate visitors response to the interaction.

UNIT STANDARD CCFO WORKING

Team work relates to the following specific outcomes: Deal with dissatisfied visitors Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to the following specific outcomes: Communicate with visitors Deal with dissatisfied visitors Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following specific outcomes: Communicate with visitors Deal with dissatisfied visitors Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes: Communicate with visitors Deal with dissatisfied visitors Explain the role of captive specimens Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the folllowing specific outcomes: Communicate with visitors Deal with dissatisfied visitors Explain the role of captive specimens Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to the following specific outcome: Explain the role of captive specimens Monitor and evaluate visitors response to the interaction

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to the following specific outcomes: Communicate with visitors Deal with dissatisfied visitors Explain the role of captive specimens Monitor and evaluate visitors response to the interaction

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

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of conservation and to society Natural resource protection The role captive facilities play in terms of general environmental education Ecological and social rights, benefits and responsibilities Empathy towards living natural resources

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48435	Further Education and Training Certificate: Captive Animal Management	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	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.

NONE

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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.