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 THAT HAS PASSED THE END DATE:

Communicate with clients

SAQA US ID	UNIT STANDARD TITLE
253656	Communicate with clients
ORIGINATOR
SGB Generic Manufacturing, Engineering, Technology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 06 - Manufacturing, Engineering and Technology			Engineering and Related Design
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 3	NQF Level 03	3
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 replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
9528	Communicate with clients	Level 3	NQF Level 03	3

PURPOSE OF THE UNIT STANDARD

To communicate in plain language with customers in such a way that he/she is understood.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

NQF Level 2 - Communicate at work.

UNIT STANDARD RANGE

Communication with clients in the manufacturing and engineering industry.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Engage in an effective two-way communication discussion with customers.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Two-way communication is explained in the learner's own words.

ASSESSMENT CRITERION 2

Listening skills are demonstrated.

ASSESSMENT CRITERION 3

Effective two-way communication discussions are demonstrated.

SPECIFIC OUTCOME 2

Show a basic understanding of the role of body language and tone of voice when communicating.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Body language and tone of voice are defined.

ASSESSMENT CRITERION 2

Different types of body language are demonstrated and the possible effect on the customer is discussed.

ASSESSMENT CRITERION 3

Different meanings attached by different cultural groups to the same gesture, facial expression, sign or other form of body language are listed, demonstrated and discussed.

ASSESSMENT CRITERION 4

The role of tone of voice and body language is discussed.

SPECIFIC OUTCOME 3

Communicate effectively with clients on the telephone.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The correct method to answer a telephone is demonstrated.

ASSESSMENT CRITERION 2

Effective listening skills are practiced when talking to clients on the phone.

ASSESSMENT CRITERION 3

Correct information is taken off when talking on the phone.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Any person wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, who may appoint a moderator to be present at the assessment.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners should be able to communicate orally. They should have the ability to communicate successfully.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively:

By using language skills in the modes of oral persuasion.

UNIT STANDARD CCFO CONTRIBUTING

Learner and societal development:

Contribute to the full development of each learner and the social and economic development of the society at large because learners gain confidence through their ability to communicate effectively.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

This unit standard replaces unit standard 9528, "Communicate with clients", Level 3, 3 credits.

This unit standard was previously registered by the Air-conditioning, Refrigeration and Ventilation SGB ID: 9528).

The purpose of this amendment is to make the learning content available to the broader field of Manufacturing Engineering and Technology.

It has previously been found to be narrowly focussed with respect to the Air-conditioning, Refrigeration and Ventilation Industry.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	71989	National Certificate: Automotive Components: Manufacturing and Assembly	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Elective	78323	National Certificate: Lamproom Operations	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MQA
Elective	64190	National Certificate: Metals Production	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Elective	79407	National Certificate: Polymer Compound Manufacturing	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Elective	59731	Further Education and Training Certificate: Mechanical Handling (Rigging)	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual

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