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: 

Provide customer care in the perishable produce export industry 
SAQA US ID UNIT STANDARD TITLE
243907  Provide customer care in the perishable produce export industry 
ORIGINATOR
SGB Secondary Agriculture: Processing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Secondary Agriculture 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 
A person credited with this unit standard will be able to:
  • Communicate effectively with clients utilising all mediums.
  • Uphold ethical values and strive to achieve the company's aims and objectives.
  • Interact successfully with clients from diverse backgrounds.
  • Ensure timeous response is given to client's requests or queries.
  • Utilise professional negotiation skills in dealing with complaints or potential disputes.
  • Provide added value in the various interactions with clients. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Mathematical Literacy and Communication at NQF Level 4. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Apply communication skills in various work environments. 
    OUTCOME RANGE 
    The range of communication skills include but are not limited to:
  • Verbal: listening, language barriers, person to person, telephone etiquette, gauge understanding and comprehensionWritten: appropriate level, context, concise, reports/format, e-mail etiquette, request response-gauge understanding. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role that attentative listening plays in fostering a positive atmosphere in verbal communication is explained and the methods of achieving this are indicated. 

    ASSESSMENT CRITERION 2 
    The obstacles that language barriers impose on understanding and the transference of verbal information are detailed and the methods of overcoming these are explained. 

    ASSESSMENT CRITERION 3 
    The techniques for conducting person to person communication to encourage a free flowing discourse are demonstrated. 

    ASSESSMENT CRITERION 4 
    The importance that the use of good telephone etiquette has on a client's perception of efficiency and professionalism is explained and the guidelines for achieving this are demonstrated. 

    ASSESSMENT CRITERION 5 
    The various techniques that may be employed to gauge a recipient's comprehension and understanding in a verbal communication are detailed. 

    ASSESSMENT CRITERION 6 
    The necessity of conducting all written communications at the appropriate levels is explained. 

    ASSESSMENT CRITERION 7 
    The importance of maintaining contextual relevance in written communications is explained and the possible consequences, as a result of a deviation from this principle, are described. 

    ASSESSMENT CRITERION 8 
    The need to keep all written communication as concise as possible is explained and the negative reaction that verbose communications generally receive is related. 

    ASSESSMENT CRITERION 9 
    The advantages of using a structured format for reports, repetitive internal and select external written communications are indicated. 

    ASSESSMENT CRITERION 10 
    The importance of adhering to good e-mail etiquette for maintenance of a professional image is explained and the guidelines for achieving this are detailed. 

    ASSESSMENT CRITERION 11 
    The techniques to solicit a response from an intended recipient of a written communication are described and the various reasons why a response may be required are detailed. 

    SPECIFIC OUTCOME 2 
    Indicate the appropriate ethics to be used when interacting with customers. 
    OUTCOME RANGE 
    The range of ethics includes but is not limited to:
  • Professional conduct, ethics in line with company mission/aims and objectives, personal appearance/dress code, manners, corruption, constitutional rights, consequences. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of maintaining professional conduct in all interactions with clients and staff is explained. 

    ASSESSMENT CRITERION 2 
    The essential elements of the company's mission, and the ethics that must be upheld to achieve these, are explained. 

    ASSESSMENT CRITERION 3 
    The positive perception that a client will have when an appropriate dress code and general appearance are maintained is explained. 

    ASSESSMENT CRITERION 4 
    The importance that good manners and decorum have in fostering a positive response from clients is outlined. 

    ASSESSMENT CRITERION 5 
    The impact that corruption has on the integrity of the perpetrator, the company and the image of the industry is explained. 

    ASSESSMENT CRITERION 6 
    The need to respect the constitutional rights of all persons is indicated. 

    SPECIFIC OUTCOME 3 
    Show an understanding of the appreciation of diversity. 
    OUTCOME RANGE 
    The diverse groups include but are not limited to:
  • Cultural sensitivity, gender, race, age, religious orientation, disability, educational levels. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of considering the particular cultural sensitivity of a client in all interactions and communications is explained. 

    ASSESSMENT CRITERION 2 
    The necessity of displaying respect for clients of a different gender and an awareness of the subtle sensitivities that must be considered when communicating with them is related. 

    ASSESSMENT CRITERION 3 
    The essential elements of conducting a non racial discourse are detailed and the importance of avoiding any confrontational issues are emphasised. 

    ASSESSMENT CRITERION 4 
    The necessity of affording respect to all religious orientations is explained and the care that must be exercised to avoid any possible references to these is indicated. 

    ASSESSMENT CRITERION 5 
    The importance that the manner in which communications with a disabled client are held, whilst ensuring that due allowance for the disability has been made, is explained. 

    ASSESSMENT CRITERION 6 
    The avoidance of any potentially disparaging inferences that may result from using slang or inappropriate language is affirmed. 

    SPECIFIC OUTCOME 4 
    Provide an appropriate response to customer feedback. 
    OUTCOME RANGE 
    The range includes but is not limited to:
  • Acknowledge queries/complaints, analyse the situation, suggest and communicate solutions, set timeframes and accountability, consequences of not supplying adequate responses. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of acknowledging queries or complaints as soon as possible is explained and the procedures for responding, as per the company's SOPs are described. 

    ASSESSMENT CRITERION 2 
    The necessity of analysing the situation in an objective manner and the methods to formulate a solution are explained. 

    ASSESSMENT CRITERION 3 
    The procedures to communicate a solution or decision, as per company's SOPs are described. 

    ASSESSMENT CRITERION 4 
    The importance of setting timeframes and confirming the acknowledgment of accountability to the client is indicated. 

    ASSESSMENT CRITERION 5 
    The possible consequences of not supplying an adequate response to a client's queries or complaints are outlined. 

    SPECIFIC OUTCOME 5 
    Apply conflict management practices in managing customer complaints. 
    OUTCOME RANGE 
    The practices include but are not limited to:
  • Recognise various personality types, negotiation skills, types of conflict, body language, maintain good relationships, use discretion. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The recognition of signs that indicate the various personality types and their inherent reactions to different situations are described. 

    ASSESSMENT CRITERION 2 
    The importance of resolving disputes amicably, before a confrontational situation arises is explained. 

    ASSESSMENT CRITERION 3 
    The types of conflict management that may be employed to resolve a dispute are detailed and the negotiation skills that are used in implementing these are explained. 
    ASSESSMENT CRITERION RANGE 
    The management practices include but are not limited to:
  • Avoidance, accommodation, competition and compromise.
     

  • ASSESSMENT CRITERION 4 
    The role that body language and facial expressions play in providing subtle unconscious responses of a persons attitude or opinion are described. 

    ASSESSMENT CRITERION 5 
    The necessity of maintaining good relationships with clients and the use of discretion when handling complaints is explained. 

    SPECIFIC OUTCOME 6 
    Provide additional value in conducting customer care. 
    OUTCOME RANGE 
    The range includes but is not limited to:
  • Reasons, types of assistance, relationship building. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The positive results of assisting a client in areas where the assistance can be incorporated in the normal course of business interactions are described. 

    ASSESSMENT CRITERION 2 
    The areas in which assistance can be beneficial to the client and the type of help that can be provided are detailed. 
    ASSESSMENT CRITERION RANGE 
    The range of assistance includes but is not limited to:
  • Guidance, positive advice, tips, consultation, provide information and support, constructive criticism.
     

  • ASSESSMENT CRITERION 3 
    The ways in which provision of a proactive interaction and support for clients will enhance relationship building is outlined. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made by:
  • Applying an appreciation of diversity when interacting with clients. 

  • UNIT STANDARD CCFO WORKING 
    The learner is able to work effectively with others as a member of a team, group, organisation or communities by:
  • Participating with others in formulating customer care policies and procedures. 

  • UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage oneself and one's activities responsibly and effectively by:
  • Apportioning time to interact with clients to maintain the relationship and gain feedback on any additional needs or concerns. 

  • UNIT STANDARD CCFO COLLECTING 
    The learner is able to collect, organise and critically evaluate information by:
  • Analyse the intent as well as content of any written complaint and formulate an appropriate response to address the problems and the consequent solution that will be instituted. 

  • UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation by:
  • Presenting a report illustrating the improvements that are to be made to the customer care policy and procedures. 

  • UNIT STANDARD CCFO SCIENCE 
    The learner is able to use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
  • Utilising information technology to assist with the presentation of a report and the graphic illustration of statistical data. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
  • Evident in all Specific Outcomes. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to contribute to the full personal development of themselves and the social and economic development of the society at large.
  • Evident in all Specific Outcomes. 

  • 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 
    The Learner:
  • Is expected to perform the specific outcomes reflected in this unit standard without direct supervision.
  • Should have access to work site procedures.
  • Should demonstrate an application of ethics and values.
  • Must apply basic principles of general safety and customer care.
  • Should demonstrate an awareness of the expectations and obligations of basic employee/employer relations including industrial relations principles.

    At this level the communication/reporting of issues arising in the workplace, is embedded in the specific outcomes and the related assessment criteria.

    It is understood that, due to the nature of the work environment and the skills level of the Learner, that the aspects of teamwork form an integral part of the necessary specific outcomes and related assessment criteria.

    The points included under the notes, should be included when the qualifying Learners are being assessed. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  58348   National Certificate: Perishable Produce Export Technology  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  AgriSETA 


    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.