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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: |
Demonstrate an understanding of professional values and ethics |
SAQA US ID | UNIT STANDARD TITLE | |||
8648 | Demonstrate an understanding of professional values and ethics | |||
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 5 | Level TBA: Pre-2009 was L5 | 4 |
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 assessed as competent against this unit standard will be able to:
This competence will ensure that the person develops an understanding of a professional service ethic in the organisation or workplace. The person will therefore be perceptive to incidents of value conflict and be better equipped to deal with such conflict. The person will contribute to a more ethical culture in the industry and workplace. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
A learner attempting this unit standard is assumed to have acquired the competence described in "Values and Ethics Level 2". |
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 "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 |
Describe and reflect on what professional values are and where they come from. |
OUTCOME NOTES |
For example:
|
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. 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'. |
ASSESSMENT CRITERION RANGE |
A range of assessment methods should be used, including:
|
SPECIFIC OUTCOME 2 |
Describe professional accountability. |
OUTCOME NOTES |
For example:
|
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. 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'. |
ASSESSMENT CRITERION RANGE |
A range of assessment methods should be used, including:
|
SPECIFIC OUTCOME 3 |
Position professional values within an organisational context. |
OUTCOME NOTES |
For example:
|
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. 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'. |
ASSESSMENT CRITERION RANGE |
A range of assessment methods should be used, including:
|
SPECIFIC OUTCOME 4 |
Describe why value conflict occur in the workplace. |
OUTCOME NOTES |
For example:
|
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. 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'. |
ASSESSMENT CRITERION RANGE |
A range of assessment methods should be used, including:
|
SPECIFIC OUTCOME 5 |
Analyse cases of value conflict in the workplace and suggest ways of dealing with them. |
OUTCOME NOTES |
For example:
|
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. 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'. |
ASSESSMENT CRITERION RANGE |
A range of assessment methods should be used, including:
|
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
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. The nature and functioning of professional values in the organisation or workplace. 2. Ethical and professional conduct. 3. Why and how professional workers experience ethical dilemmas or value conflict in their particular organisation or workplace. 4. How professional workers should approach and deal with value conflict in the workplace. |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identifying and solving problems. |
UNIT STANDARD CCFO WORKING |
Working effectively with others as a member of a team, group, organisation or community. |
UNIT STANDARD CCFO ORGANISING |
Personal development. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively. |
UNIT STANDARD CCFO DEMONSTRATING |
Demonstrating an understanding of the world as a set of related systems. |
UNIT STANDARD CCFO CONTRIBUTING |
Contributing to the personal development of learners and the society and economy, by being culturally sensitive and by participating as responsible citizens in the life of local, national and global communities. |
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 | 50371 | Further Education and Training Certificate: Domestic Appliance Repair | Level 4 | NQF Level 04 | Reregistered | 2023-06-30 | EWSETA |
Core | 65989 | Further Education and Training Certificate: Human Settlements Development | Level 4 | NQF Level 04 | Reregistered | 2023-06-30 | CETA |
Core | 93995 | Further Education and Training Certificate: Payroll Administration Services | Level 4 | NQF Level 04 | Reregistered | 2021-06-30 | As per Learning Programmes recorded against this Qual |
Core | 23513 | National Certificate: Fisheries Observation: Inshore | Level 4 | NQF Level 04 | Reregistered | 2023-06-30 | AgriSETA |
Core | 36436 | National Certificate: Local Economic Development | Level 4 | Level TBA: Pre-2009 was L4 | Reregistered | 2023-06-30 | LG SETA |
Core | 35927 | National Certificate: Payroll Administration Services | Level 4 | Level TBA: Pre-2009 was L4 | Passed the End Date - Status was "Reregistered" |
2009-11-07 | Was SERVICES until Last Date for Achievement |
Core | 57651 | National Certificate: Forensic Science | Level 5 | Level TBA: Pre-2009 was L5 | Reregistered | 2023-06-30 | SAS SETA |
Core | 50418 | National Certificate: Immigration Law Enforcement | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2009-06-29 | Was PSETA until Last Date for Achievement |
Core | 93993 | National Certificate: Labour Relations Practice | Level 5 | NQF Level 05 | Reregistered | 2021-06-30 | As per Learning Programmes recorded against this Qual |
Core | 36438 | National Certificate: Local Economic Development | Level 5 | Level TBA: Pre-2009 was L5 | Reregistered | 2023-06-30 | LG SETA |
Fundamental | 35925 | Certificate: Fisheries Observation: Deep Sea | Level 5 | Level TBA: Pre-2009 was L5 | Reregistered | 2023-06-30 | AgriSETA |
Fundamental | 59409 | National Certificate: Agricultural Extension | Level 5 | Level TBA: Pre-2009 was L5 | Reregistered | 2023-06-30 | AgriSETA |
Fundamental | 24195 | National Certificate: Community Conservation: Practice and Co-ordination | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2006-04-09 | CATHSSETA |
Fundamental | 20153 | National Certificate: Conservation: Fisheries Resource Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2012-06-30 | CATHSSETA |
Fundamental | 20416 | National Certificate: Conservation: Natural Resource Management: Terrestrial | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2008-03-12 | Was CATHSSETA until Last Date for Achievement |
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 | Reregistered | 2021-06-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 59949 | National Certificate: Natural Resource Management: Terrestrial | Level 5 | Level TBA: Pre-2009 was L5 | Reregistered | 2023-06-30 | CATHSSETA |
Fundamental | 50419 | National Certificate: Port Control and Admissions | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2009-06-29 | Was PSETA until Last Date for Achievement |
Fundamental | 18943 | National Certificate: Tourism: Cabin Crew | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2009-01-10 | CATHSSETA |
Fundamental | 63249 | National Diploma: Agricultural Extension | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | AgriSETA |
Fundamental | 67692 | National Diploma: Coaching Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 62610 | National Diploma: Copywriting | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 48553 | National Diploma: Corrections Science | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | SAS SETA |
Fundamental | 20613 | National Diploma: Event Co-ordination | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | CATHSSETA |
Fundamental | 67691 | National Diploma: Fitness | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 22444 | National Diploma: Freight Forwarding | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2007-11-28 | Was TETA until Last Date for Achievement |
Fundamental | 20414 | National Diploma: Service Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | CATHSSETA |
Fundamental | 36213 | National Diploma: Technical Financial Accounting | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | FASSET |
Fundamental | 57407 | National Diploma: Train Driving (Mainline Operations) | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | TETA |
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. |
1. | A4 Consultancy CC |
2. | AfroXpert Performance Developement cc |
3. | All Access Holdings |
4. | Amabamba Recruitment |
5. | Asiphokuhle Training and Research Institute |
6. | AVAX SA 481 CC. T/A Mandisa Development Services |
7. | Bantubanye Skills |
8. | Boni Africa Events & Development |
9. | Break The Chains Development Services |
10. | BUSINESS CIRCLE CONSULTATION |
11. | City of Johannesburg Emergency Services Training Academy |
12. | Classic Human Capital Solutions |
13. | CTC College(PTY) LTD. |
14. | Development Bank of Southern Africa (DBSA) |
15. | DialNx Consultants |
16. | Ditirelo Skills Development Services |
17. | Ditlou Solutions |
18. | Elective Training Institute Enterprise CC |
19. | Elvis Koena Consulting (Pty) Ltd |
20. | Frugatrax Consultants |
21. | Green Horizon Consulting (Pty) Ltd |
22. | Growth Management Consulting |
23. | Gudlhuza Development Solutions cc |
24. | HARMONY GOLD MINING CO LTD |
25. | Ilinge Labantu Debt Solution |
26. | Inafrica General Trading Pty LTD |
27. | IQ Skills Academy (PTY) LTD. |
28. | Iziko Capacity Building CC. |
29. | KALIDEEN MANAGEMENT SERVICES |
30. | Kernel Management and Consulting (PTY) LTD. |
31. | Kgolo Institute |
32. | KHOSITHI TRAINING |
33. | Lekoko Consulting (PTY) LTD |
34. | Lewerb Holdings (PTY) Ltd |
35. | Mabuya Amahle Trading |
36. | Magnico Products (PTY) LTD |
37. | Mahayi HRD Services cc |
38. | Management College of Southern Africa (MANCOSA) |
39. | Masemase Consultancy CC. |
40. | Mass Computer Training And Printers |
41. | Mission Point Consulting |
42. | Mortarboard Training Solutions |
43. | Mosadikago Trading Cc |
44. | Nemalale Eagles Consultancy CC |
45. | Networx for Career Development |
46. | Nhlahle Development Agency |
47. | NJ & L Trading Enterprise CC. |
48. | Nomagwanishe Investments cc |
49. | NS Global Academy |
50. | Outeniqua Leadership Institute |
51. | Pioneer Business Consulting |
52. | Power Rush Trading 170 CC. |
53. | PTDEV (Pty) Ltd |
54. | Quick Leap Investment |
55. | RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY |
56. | Senelo Trading CC |
57. | SIZA NESU TRAINING AND DEVELOPMENT |
58. | Solstice Networks CC. |
59. | SOUTH AFRICAN DEFENCE INTELLIGENCE COLLEGE |
60. | STRATEGIC INVESTIGATIONS AND SEMINARS |
61. | Talent Emporium Academy (PTY) Ltd |
62. | Thubelihle Graduate Institute |
63. | Tradesman Consulting and Training Solutions |
64. | Tshamutengo General Dealers CC. |
65. | Tshwane Training Institute (PTY) LTD. |
66. | Umfolozi FET College |
67. | Umqondo Consultancy |
68. | University of Fort Hare |
69. | University of Venda |
70. | Vicmat Consultants |
71. | Vuselela FET College - Central Office |
72. | Vuselela FET College - Klerksdorp Campus |
73. | WEINVEST INVESTMENT CC |
74. | Ya Hina Management Consulting and projects |
75. | Zerben Management Solutions |
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. |