SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Apply basic customer care in tourism

SAQA US ID	UNIT STANDARD TITLE
12540	Apply basic customer care in tourism
ORIGINATOR
SGB Tourism Guiding
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 1	NQF Level 01	7
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 learner assessed as competent against this unit standard will be able deal effectively with customers in ways which encourage good client relationships. The learner will be able to direct and advise tourists clearly and competently in a particular locality, thereby enhancing the tourist experience and promoting tourism. The special needs of tourists with disabilities are considered.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that the learner has literacy at ABET level 1.

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 "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Communicate with customers in an appropriate manner.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. The concept of an employee/client relationship can be explained.
2. Appropriate language (including body language), tone and register are used when dealing with clients.
3. Friendly and polite interactions with customers are maintained at an appropriate level as appropriate to the context.
4. Customer needs are correctly ascertained e.g. responding to questions; making suggestions; checking information.
5. Customer requests are dealt with promptly.
6. Customer complaints are recognized and attended to e.g. dealing with these or referring as appropriate.
7. Customer needs are seen as opportunities to provide service.
8. A range of available services and products are investigated and listed.
9. A range of local tourist sites, events and attractions are described.
10. Customer needs can be matched to available services.
11. Customers are treated with respect.
12. The safety and comfort of customers is taken into account.
13. Local information is used to advise customers e.g. travel options, distances, costs, opening times etc.
14. Local directions are given.
15. Brochures, pamphlets, leaflets are used effectively.
16. Particular requirements for customers with special needs are identified.
17. Tourists with special needs are assisted appropriately.
18. Tourists with special needs are appropriately directed.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
19. Reflect on own performance in order to enhance future practice and learning.

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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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.

METHOD OF ASSESSMENT

Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the learner 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 learner
Simulation of a specific task - set a specific task for the learner 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. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.

Work out how learners 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

Identify customer needs and direct them to appropriate services and products.

OUTCOME RANGE

Craft markets, shopping malls, entertainment sites, walks, museums, monuments, cultural sites, and local events.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners 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

Assist tourists to plan particular activities

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners 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

Care for customers with special needs.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. The concept of an employee/client relationship can be explained.
2. Appropriate language (including body language), tone and register are used when dealing with clients.
3. Friendly and polite interactions with customers are maintained at an appropriate level as appropriate to the context.
4. Customer needs are correctly ascertained e.g. responding to questions; making suggestions; checking information.
5. Customer requests are dealt with promptly.
6. Customer complaints are recognized and attended to e.g. dealing with these or referring as appropriate.
7. Customer needs are seen as opportunities to provide service.
8. A range of available services and products are investigated and listed.
9. A range of local tourist sites, events and attractions are described.
10. Customer needs can be matched to available services.
11. Customers are treated with respect.
12. The safety and comfort of customers is taken into account.
13. Local information is used to advise customers e.g. travel options, distances, costs, opening times etc.
14. Local directions are given.
15. Brochures, pamphlets, leaflets are used effectively.
16. Particular requirements for customers with special needs are identified.
17. Tourists with special needs are assisted appropriately.
18. Tourists with special needs are appropriately directed.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
19. Reflect on own performance in order to enhance future practice and learning.

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 learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner 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 learner 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.

METHOD OF ASSESSMENT

Assessment should include practical demonstration of competence, either in the workplace or through work-related, out-of-classroom simulation.

A range of assessment methods should be used, including:

Direct observation - watch the learner 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 learner
Simulation of a specific task - set a specific task for the learner 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'.

Work out how learners 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 5

Identify dangers or hazards in a specific context to warn tourists in appropriate manner.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners 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 6

Refer tourists to health care and emergency services when necessary.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners 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

1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The knowledge component of this standard is:

A range of local tourist attractions.

Recognition of different needs/expectations/budgets of tourists.

Up to date knowledge of local places of interest/events is maintained.

Understanding of map work.

Understanding the importance of publicising tourist attractions to promote sustainable tourism.

Understanding the importance of good quality customer care to promote tourism.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

This unit standard relates to the following:

Problem solving.

UNIT STANDARD CCFO WORKING

This unit standard relates to the following:

Teamwork.

UNIT STANDARD CCFO COLLECTING

This unit standard relates to the following:

Information evaluation.

UNIT STANDARD CCFO COMMUNICATING

This unit standard relates to the following:

Communication.

UNIT STANDARD CCFO DEMONSTRATING

This unit standard relates to the following:

Inter-relatedness of systems.

UNIT STANDARD CCFO CONTRIBUTING

This unit standard relates to the following:

Learner and societal development.

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	22190	General Education and Training Certificate: Tourism	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2012-06-30	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.

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