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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: |
| Function in a Team |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 8561 | Function in a Team | |||
| ORIGINATOR | ||||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| 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 4 | NQF Level 04 | 4 |
| 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 person assessed as competent against this unit standard will be able to function within and identify the structure and purpose of teams across limited workplace and learning environments. The learner must understand and be able to describe the factors which affect teams, and review the effectiveness of the team as a whole.
This competence will enhance the ability of learners and workers to participate in teams. It will also contribute to ensuring that teamwork is more effective in workplaces and in provider organisations, as well as contribute to transforming workplaces into sites of learning. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| No prior learning is assumed. |
| UNIT STANDARD RANGE |
| Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Identify the structure and purpose of a limited variety of teams. |
| OUTCOME NOTES |
| Identify the structure and purpose of a limited variety of teams in a limited variety of work places and learning environments. |
| OUTCOME RANGE |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner 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 practitioner Simulation of a specific task - set a specific task for the practitioner 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'. |
| SPECIFIC OUTCOME 2 |
| Describe and carry out the roles and responsibilities required to work in a team. |
| OUTCOME NOTES |
| Describe and carry out the roles and responsibilities required to work in a team in the workplace and learning environment. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner 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 practitioner Simulation of a specific task - set a specific task for the practitioner 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'. |
| SPECIFIC OUTCOME 3 |
| Identify factors affecting a team within workplace and learning environment. |
| OUTCOME NOTES |
| Identify factors affecting a team within workplace and learning environment and explain affect with reference to an established theory of the affect of organisations on teamwork. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner 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 practitioner Simulation of a specific task - set a specific task for the practitioner 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'. |
| SPECIFIC OUTCOME 4 |
| Describe the workplace and learning environment organisation. |
| OUTCOME NOTES |
| Describe the workplace and learning environment organisation and identify its influence on team members and team with reference to an established theory of the influence of social structure on teamwork. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner 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 practitioner Simulation of a specific task - set a specific task for the practitioner 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'. |
| SPECIFIC OUTCOME 5 |
| Review the effectiveness of a team and own participation in the team. |
| OUTCOME NOTES |
| Review the effectiveness of a team and own participation in the team within the workplace and learning environments. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 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 practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner 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 practitioner Simulation of a specific task - set a specific task for the practitioner 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'. |
| 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 ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (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 qualifying learner is able to demonstrate a basic knowledge and understanding of:
1. Structure and functions of least limited variety of team in a limited variety of workplaces and learning environments. 2. At least one established theory dealing with factors influencing teamwork 3. More than one way of evaluating the effectiveness of a team and ones own role in a team 4. At least one theory of the influences which of social structure on individual and team performance. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO WORKING |
| Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes). |
| UNIT STANDARD CCFO ORGANISING |
| Organising and managing oneself effectively (relates to all outcomes). |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively (relates to all outcomes). |
| UNIT STANDARD CCFO CONTRIBUTING |
| Contributing to the personal development of learners and the society and economy, by participating as responsible citizens in the life of local, national and global communities (relates to all outcomes). |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| UNIT STANDARD NOTES |
| Assessment case studies and other supplementary to be developed through the learnership pilots. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | 48864 | National Certificate: Auctioneering Support | Level 3 | NQF Level 03 | Passed the End Date - Status was "Reregistered" |
2011-02-16 | Was SERVICES until Last Date for Achievement |
| Core | 48398 | Further Education and Training Certificate: Cigarette Filter Rod Production Technology | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 49120 | Further Education and Training Certificate: Film, Television and Video Production Operations | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2007-12-02 | Was MICTS until Last Date for Achievement |
| Core | 48659 | Further Education and Training Certificate: Grain Milling | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Core | 48396 | Further Education and Training Certificate: Metallised Paper Production Technology | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 48435 | Further Education and Training Certificate: Captive Animal Management | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 23513 | National Certificate: Fisheries Observation: Inshore | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Fundamental | 17492 | National Certificate: Tourism: Car Rental | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-06-13 | CATHSSETA |
| Fundamental | 17390 | National Certificate: Tourism: Event Support | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-06-13 | Was CATHSSETA until Last Date for Achievement |
| Fundamental | 20155 | National Certificate: Tourism: Guiding | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-09-09 | Was CATHSSETA until Last Date for Achievement |
| Fundamental | 20513 | National Certificate: Tourism: Reception | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-10-10 | CATHSSETA |
| Fundamental | 48855 | National Certificate: Emergency Services Operations | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-02-18 | Was LG SETA until Last Date for Achievement |
| Fundamental | 67693 | National Certificate: Fitness | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 67691 | National Diploma: Fitness | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Elective | 80546 | Further Education and Training Certificate: Auctioneering Support Services | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Elective | 23953 | Further Education and Training Certificate: New Venture Creation (SMME) | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-05-13 | Was SERVICES until Last Date for Achievement |
| Elective | 20884 | National Certificate: New Venture Creation (SMME) | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2005-04-10 | |
| Elective | 35925 | Certificate: Fisheries Observation: Deep Sea | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
| Elective | 48761 | National Certificate: Mission Administration | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | 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. |