SAQA 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: 

Facilitate integrated development planning processes 
SAQA US ID UNIT STANDARD TITLE
242879  Facilitate integrated development planning processes 
ORIGINATOR
SGB Public Administration and Management 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Public Administration 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
Learners completing this unit standard will be involved in city and regional planning, development planning and public sector management. The knowledge and skills acquired will enable the learner to apply facilitation, self-management and communication skills working with individuals and groups. This standard will add value to the personal portfolio of public officials working in developmental programmes aiming at career in integrated development planning or public sector management and administration.

The qualifying learner is capable of:
  • Demonstrating an understanding of and explaining the elements of development facilitation and their interconnections.
  • Planning and preparing facilitated events and implementing follow-up procedures after the event is undertaken.
  • Using professional communication methods appropriate to the facilitation of group events.
  • Working with groups of people participating in facilitated events.
  • Accessing and utilising a toolbox of procedures related to the process.
  • Responding to the process as it unfolds. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this unit standard should be competent in Communication at NQF level 4 and Computer Literacy at NQF level 3. 

    UNIT STANDARD RANGE 
  • Development is defined as a participatory process facilitated by professional practitioners; related politically and institutionally to democratization, and socio-economically to poverty and redressing past imbalances.
  • The development practitioner works at a complex interface between collaborating individuals and groups in order to manage technically integrated procedures.
  • The importance of development facilitator not determining the process is related to quality of development outcomes.
  • A facilitator puts him/herself into the shoes of others, and interacts with them from an acknowledging and understanding position. For this, a facilitator needs to be able to maintain a certain level of independence and neutrality/non-involvement. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of and explain the elements of development facilitation and their interconnections. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Facilitation is defined in relation to development. 

    ASSESSMENT CRITERION 2 
    The roles and responsibilities of a facilitator in the development context are explained (re. content and procedures). 

    ASSESSMENT CRITERION 3 
    Awareness of own stance and presence is demonstrated in relation to impact and effectiveness in development processes. 

    ASSESSMENT CRITERION 4 
    The elements of development facilitation are defined and described (namely: topic, context, expected outcomes, real outcomes, resources, the facilitator, his/her procedures, communication methods, the group and its dynamics, the process). 

    ASSESSMENT CRITERION 5 
    The interconnections between the elements of facilitation are explained. 

    SPECIFIC OUTCOME 2 
    Plan and prepare facilitated events and implement follow-up procedures after the event is undertaken. 
    OUTCOME RANGE 
    The facilitated events are defined in terms of development procedures and policies, and the principles such as public/community participation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The context, topic, purpose and expected outcomes of a facilitated event are explained in a facilitation plan. 
    ASSESSMENT CRITERION RANGE 
    A facilitation plan includes but is not limited to the client's mandate, expected outcomes, needs of the group/participants, and contextual complexities, resource plan/checklist and overall agenda for facilitated event, and post-facilitation processes.
     

    ASSESSMENT CRITERION 2 
    The facilitator's role and the expected outcomes in a facilitated event are clarified, and if necessary, contracting between the facilitator and the commissioning client is completed. 

    ASSESSMENT CRITERION 3 
    Stakeholder identification is completed in relation to participation in a facilitated event. 

    ASSESSMENT CRITERION 4 
    The dilemmas and tensions of working with expected outcomes and real outcomes are defined in relation to the facilitated event. 

    ASSESSMENT CRITERION 5 
    Post-facilitated event documentation is completed and assessment of the facilitated event undertaken. 

    ASSESSMENT CRITERION 6 
    Reporting back procedures to participants are designed and completed. 

    SPECIFIC OUTCOME 3 
    Use professional communication methods appropriate to the facilitation of group events. 
    OUTCOME RANGE 
    Communication as used by a facilitator is professionally defined as the deliberate "sending" and "receiving" of (verbal and non-verbal) messages, with the purpose of enhancing the process of the group. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The specific communication skills as applied to facilitation are explained (e.g. sender-received model of communication, adult learning methods, visualization, verbal and non-verbal communication) and a facilitated session is appropriately designed taking these into account. 

    ASSESSMENT CRITERION 2 
    A facilitated session is visualized using a combination of electronic and manual methods appropriate to the group and the session's purpose. 
    ASSESSMENT CRITERION RANGE 
    Visualisation includes both the display of presentation content as well as the public recording and display of the process of the session as it unfolds. Electronic methods of visualization include but are not limited to Powerpoint presentations and other projected computerized methods, and overhead projectors. Manual methods of visualization include but are not limited to the "card and chart" technique (e.g. Metaplan, Participlan, etc.) and use of flipcharts. Appropriate choice of method relates to what best enhances (and does not detract from) communication between the facilitator and the group, and communication between members of the group, as well as the context of the session.
     

    ASSESSMENT CRITERION 3 
    Audience/participant's questions and comments are acknowledged, active listening skills demonstrated, issues confronted and appropriately responded to, including with appropriate visualisation. 

    ASSESSMENT CRITERION 4 
    Feedback is given and received. 

    SPECIFIC OUTCOME 4 
    Work with groups of people participating in facilitated events. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The use of (small) group/team work and its relevance in facilitated development events is demonstrated. 
    ASSESSMENT CRITERION RANGE 
    The facilitator's use of small groups/working groups during a facilitated event involves:
  • Composition of these groups (size and members according to task, outlining roles of group members).
  • Assigning the task (including stipulating phases of the task as well as schedules and timeframes, suggestions for communication and visualisation).
  • Steering and monitoring the groups (including w.r.t adhering to time frames, schedules and suggestions, clarification of task, suggestion of procedure, structuring, visualisation).
  • Intervening in group process (including w.r.t giving feedback, dealing with difficult group dynamics).
     

  • ASSESSMENT CRITERION 2 
    Group dynamics in a facilitated event are effectively handled to contribute to the process and outcome. 
    ASSESSMENT CRITERION RANGE 
    The effective handling of group dynamics in a facilitated event includes but is not limited to handling difficult individual or group dynamics, effectively minimising interruptions or distractions and disturbances, facilitating feedback. Difficult individual dynamics include but are not limited to dominating individuals (aggressive, overly negative/positive, "know-it-all" experts, chatterboxes, jokers/clowns) or silent, non-contributing individuals. Difficult group dynamics include but are not limited to passivity, hostility/aggression, and deviations from the topic.
     

    ASSESSMENT CRITERION 3 
    The elements of conflict and how they manifest in multiple realities in development contexts are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    The elements of conflict include but are not limited to differences around realities (factual intellectual differences), emotions and feelings and cultural difference.
     

    ASSESSMENT CRITERION 4 
    Constructive dialogue in conflicting situations between opposing parties is facilitated. 
    ASSESSMENT CRITERION RANGE 
    Techniques to facilitate dialogue include but are not limited to self-awareness and awareness of other, giving and receiving feedback, demonstrating inter-cultural understanding, effective communication skills, visualisation, self-management, mediation.
     

    ASSESSMENT CRITERION 5 
    Identify how own and other's culturally determined behaviours are cultivated, and explain how this impacts on development professionalism with examples. 
    ASSESSMENT CRITERION RANGE 
    Culturally determined behaviours manifest in values, thinking, behaviour, symbols, institutions. Hofstede's four dimensions/areas in which cultural difference arise may be used as a model to discuss cultural issues. The four dimensions are power distance, individualism/ collectivism, insecurity avoidance/ insecurity acceptance, and masculinity/femininity.
     

    SPECIFIC OUTCOME 5 
    Access and utilise a toolbox of procedures related to the process. 
    OUTCOME RANGE 
    Procedure is the facilitator's responsibility; whilst content is the responsibility of the group: the facilitator is 'master of the procedure' In this respect, ownership of the outcomes lies with those concerned, and is not assumed by the facilitator. Mastering procedure involves how a facilitator conceptualises an event from the start/entry through to its closure, and how the group would work step by step in order to achieve expected results. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The responsibility of the facilitator in relation to the design of procedure to elicit the expected outcomes is elaborated. 

    ASSESSMENT CRITERION 2 
    A range of possible procedures for eliciting information from and for a group process in development is explained, along with examples of their relevance, usage/application and impact/outcomes at stages in the development process. 
    ASSESSMENT CRITERION RANGE 
    Procedures include but are not limited to brainstorming, discussion, dialogue, reflection, creativity, problem solving and decision-making.

    Stages in the development process include securing consensus and decision-making in relation to development priorities, objectives, options, and development vision.
     

    ASSESSMENT CRITERION 3 
    Use of selected procedures for starting, working through a development topic/issue, and coming to a close with a group are demonstrated. 

    SPECIFIC OUTCOME 6 
    Respond to the process as it unfolds. 
    OUTCOME RANGE 
    A facilitation process is usually framed by pre-determined intentions, but the real outcomes depend on the group, the facilitator, and the process which emerges from all these. A process is different to product (the end-result, outcome), and is different to procedure (planned steps in order to reach a result). Process encapsulates the complexity of what may arise from the group in response to the topic, the facilitator's procedure and other prevalent circumstances. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The difference/tension between process and procedures is elaborated with examples from development practice. 

    ASSESSMENT CRITERION 2 
    Skill in observing (taking in data) a development process, reflecting on the data (making meaning) is demonstrated. 

    ASSESSMENT CRITERION 3 
    A procedure is designed to assist a development process, based on observations and meaning made. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learner must demonstrate an understanding of:
  • Knowledge of development (concepts, discussions, approaches, theories).
  • Knowledge of the development context, policies and stakeholders in South Africa.
  • Understanding of participatory and democratic development processes and the structures in which information sharing and decision-making takes place (e.g. community meetings, political forum meetings). Personal experience of these types of groups and their dynamics. Personal experience of intercultural interactions.
  • Knowledge of the phases in a development process (stages in the project cycle, or other development methodologies e.g. IDP).
  • Understanding of methodologies for analysis, strategy definition, project design and planning, and implementation for development Understanding of methodologies for analysis, strategy definition, project design and planning, and implementation for development.
  • Basic overview of workshop set-ups and equipment.
  • Report writing and documentation skills (e.g. photography of visualisation and integration into report).
  • Use of computers and relevant software (e.g. Powerpoint for presentations). 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes to effectively facilitate for development and respond effectively to problems as the process unfolds. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to facilitate for development. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in order to prepare efficiently for a facilitated event and design a facilitation plan. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information in order to research audience, critical issues to be addressed and ultimate outcomes of process. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion to enhance facilitation techniques, tools and skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility to the environment and health of others to design facilitation tools. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of interrelated systems by recognising that problem-solving contexts relating to facilitation in development contexts do not exist in isolation and that varying group and cultural factors may affect the facilitated event. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities by ensuring that facilitated events effectively achieve its outcomes and address the needs of the audience engaging in the event. 

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58784   National Diploma: Geospatial Image Analysis  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  As per Learning Programmes recorded against this Qual 
    Elective  57805   National Certificate: Public Sector Employment and Skills Development Practices  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 


    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.