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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Develop the skills of a work team 
SAQA US ID UNIT STANDARD TITLE
12458  Develop the skills of a work team 
ORIGINATOR
SGB Manufacturing and Assembly Processes 
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 5  Level TBA: Pre-2009 was L5  10 
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 
The skills, values and knowledge reflected in this unit standard are required by people in the field of manufacturing and engineering.
The learning outcomes in this unit standard also contribute to the exit level outcomes required for various manufacturing and engineering qualifications.
Qualifying learners can demonstrate an understanding of the process of skills development and enhancement. They are able to use this to identify skills gaps and develop the skills of their work team. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard has been designed as part of a progression. It is one of a series of unit standards for team work.
The credits allocated to this unit standard assume that a learner has already learned to
  • Develop a learning plan and a portfolio for assessment
  • Develop learning strategies and techniques
  • Lead a team, plan, allocate and assess their work 
    		•

    UNIT STANDARD RANGE 
    The specific outcomes reflected above are to be performed in collaboration with the human resources/training departments and skills development facilitator. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Discuss and explain the concept of skills development and associated individual and team skills 
    OUTCOME NOTES 
    Discuss and explain the concept of skills development and associated individual and team skills development plans 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    SPECIFIC OUTCOME 2 
    Determine areas for improvement in performance and assess team members for skills gaps 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    SPECIFIC OUTCOME 3 
    Arrange individual and team skills development plans and programmes 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    SPECIFIC OUTCOME 4 
    Request training or other interventions 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    SPECIFIC OUTCOME 5 
    Support team members in implementing new learning 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    SPECIFIC OUTCOME 6 
    Assess and evaluate the impact of new learning on individuals and the team 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. An understanding of the concept of skills development and associated personal and team skills development plans is demonstrated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 2 
    2. Personal and team skills development plans are generated 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 3 
    3. Team members are trained where required 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•

    ASSESSMENT CRITERION 4 
    4. The impact of new learning on individuals and the team is reported 
    ASSESSMENT CRITERION NOTES 
    Indicators
    1. Explanations are given in a clear manner using appropriate examples from learner's own experience
    2. Skills gaps are accurately assessed
    3. Training recommended is appropriate to the needs of individuals and the team
    4. Alternative solutions to training are sought where a skills deficiency is not the cause of a performance problem
    5. Team members are supported in the application of their new learning in the work situation
    6. The impact of new learning is accurately assessed and evaluated
    Understanding confirmed
    1. Respond to 'what if' and 'why' questions covering:
  • Purpose of developing the skills of the workgroup
  • Individual and team skills development plans
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Alternative solutions to training
  • Techniques for supporting team members in implementing new learning back in the workplace
  • Techniques for assessing the impact of new learning 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the MERSETA Education and Training Quality Assuror (ETQA) who has jurisdiction over this field of learning.
    The assessor will (at the very least) be accredited and have a technical qualification in this learning area.
    The learner can be assessed in the language of his/her choice although if s/he has to report incidents or conditions to some one else, s/he will be assessed on his/her ability to report in the language commonly used in the working environment.
    The learner will be assessed in the workplace or by simulation, but can submit documents, projects, test results and assignments that are not produced in the workplace or by the RPL process.
    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    1. Purpose of:
  • Developing the skills of a work team

    2. Attributes, descriptions, characteristics & properties:
  • Individual and team skills development plans
  • Alternative solutions to training

    3. Processes and events:
  • Implications of failing to detect a skills gap
  • Implications of recommending training to remedy a performance problem unrelated to a skills deficiency

    4. Procedures and techniques:
  • Techniques for assessing performance problems to determine skills gaps
  • Techniques for recommending training to close skills gaps
  • Techniques for assessing the impact of new learning

    5. Regulations, legislation, agreements, policies, standards:
  • Applicable skills development legislation
  • Applicable company training policies and procedures

    6. Theory: rules, principles, laws:
  • Applicable theory related to identifying performance problems and training needs

    7. Relationships, systems:
  • Relationship between training interventions and increased performance of the team
  • Relationship between a supportive working atmosphere and improved performance after training 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems:
  • Related to performance deficiencies of work team and their causes 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others:
  • With team members to determine skills gaps and training needs 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage myself and my activities:
  • To assess and evaluate the impact of training on the performance of the team 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • To generate individual and team skills development plans 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • With team members to determine nature of a performance deficiency 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically:
  • Apply theory related to identifying performance problems and training needs 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems:
  • Explain the relationship between training interventions and increased performance of the team
  • Explain the relationship between a supportive working atmosphere and improved performance after training 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23281   National Certificate: Mechanical Engineering: Tooling Manufacture  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2008-10-22  Was MERSETA until Last Date for Achievement 
    Core  58025   National Certificate: CNC Production Machining  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  66489   Further Education and Training Certificate: Foundry Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2013-11-07  MERSETA 
    Elective  91925   Further Education and Training Certificate: Mechanical Engineering: Machining and Tooling  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  23256   National Certificate: Mechanical Engineering: Fitting and Machining  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2008-10-22  Was MERSETA until Last Date for Achievement 
    Elective  23279   National Certificate: Mechanical Engineering: Machining  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2008-10-22  Was MERSETA until Last Date for Achievement 
    Elective  36153   National Certificate: Polymer Composite Fabrication  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  21007   National Certificate: Automotive component manufacturing and assembly  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2008-11-01  Was MERSETA until Last Date for Achievement 
    Elective  78943   National Certificate: Autotronics  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  22861   National Certificate: Autotronics  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  MERSETA 
    Elective  58883   National Certificate: Fluid Power  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  23260   National Certificate: Industrial Rubber Manufacturing: Mixing OR Extruding OR Moulding OR Calendaring  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  22773   National Certificate: Mechatronics  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2011-02-16  Was MERSETA until Last Date for Achievement 
    Elective  49448   National Certificate: Plastics Manufacturing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  20891   National Certificate: Plastics Manufacturing  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2005-04-13  Was MERSETA until Last Date for Achievement 
    Elective  57122   National Certificate: Printing and Manufacture of Packaging  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 
    Elective  49469   National Diploma: Complex Procurement  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30   
    Elective  58601   National Certificate: Land Transport Planning  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  LG SETA 


    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.