SAQA - 10135 - Assessment Guide

NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER COMPUTING
ID 61591 LEVEL 3 - 130 CREDITS
ASSESSMENT GUIDE
SAQA: 10135
WORK AS A PROJECT TEAM MEMBER
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CANDIDATE DETAILS
Candidate
Name:
Physical Address: Contact Details:
Identity Number
Tel: Email:
Assessor Name:
Tel: Email:
Moderator
Name:
Tel: Email
Physical Address:
Tel:
Declaration:
I, _ (assessor) hereby declare that the information

contained in the attached documentation is, to my knowledge, correct and valid.
Candidate
Date
signature
Assessor
Date
signature
Moderator
Date
signature
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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 THAT HAS PASSED THE END DATE:
Work as a project team member

SAQA UNIT STANDARD TITLE
US ID
10135 Work as a project team member
ORIGINATOR ORIGINATING PROVIDER
SGB Project Management
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Project Management
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined Regular- Level 4 NQF Level 04 8
Fundamental
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION
START DATE END DATE NUMBER
Passed the End Date - 2005-02-09 2005-11-30 SAQA 1058/05
Status was "Reregistered"
LAST DATE LAST DATE FOR ACHIEVEMENT
FOR
ENROLMENT
2006-11-30 2009-11-30
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 is replaced by:

Pre-2009 NQF Replacement
US ID Unit Standard Title NQF Level Credits
Level Status
Work as a project team NQF Level
120379 Level 4 8 Complete
member 04
PURPOSE OF THE UNIT STANDARD

This unit standard is a core standard and forms part of the qualification, National Certificate Project
Management and is registered at Level 4 on the National Qualifications Framework. Learners
accessing this standard will be involved in project management teams or involved in building small
project management teams. These projects may be technical projects, business projects or
developmental projects and will cut across a range of economic sectors. This standard will also add
value to learners who are running their own business and recognise that project management forms
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an integral component of any business. Learners acquiring this standard will be able to work
autonomously and collaboratively with others, build relations, make positive contributions, interact
with others and explain team dynamics.
The qualifying learner is capable of:
 Demonstrating an understanding of criteria for working as a member of a team.

 Working autonomously and collaborating with other team members.
 Contributing to building relationships between team members and stakeholders.
 Making a positive contribution to team coherence, image and spirit.
 Respecting personal, ethical, religious and cultural differences to enhance interaction between team
members.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

 Learners accessing this qualification will have demonstrated competence against standards in
project management practices or equivalent of NQF Level 3.
UNIT STANDARD RANGE

 Team dynamics will include team goals, priorities, roles, structure, formality, communication
channels, flexibility, cohesion, skill levels, trust, relationships and climate.
 Working as a contributing team member on any size project when not the leader.
 Methods for communication will include written, oral, signs, body language and signals.
 Principles for creating productive communication will include listening, consulting, giving feedback,
supporting, discussing, negotiating, embracing diversity and exhibiting empathy.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of criteria for working as a member of a team.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Criteria for working as a member of a team are identified and explained.
2. Behaviours conducive to working as a member of a team are identified and explained.
3. Team dynamics are identified and explained.
SPECIFIC OUTCOME 2
Work autonomously and collaborate with other team members.
ASSESSMENT CRITERIA
1. Team members are given sufficient support for them to achieve their work / project objectives.
2. Team members are consulted with.
3. Authority levels of all team members are identified and applied.

4. Collaboration reflects the needs of all team members.
SPECIFIC OUTCOME 3
Contribute to building relations between team members and stakeholders.
ASSESSMENT CRITERIA
1. The importance of building relations between team members and stakeholders is explained.
2. Stakeholders are identified and their needs explained.
3. Communications with stakeholders encourages open and frank discussions.
4. Commitments to stakeholders are honoured and met.
SPECIFIC OUTCOME 4
Make a positive contribution to team coherence, image and spirit.
ASSESSMENT CRITERIA
1. The needs and objectives of team members are identified and explained.
2. Methods and techniques for building team coherence and spirit are identified and explained.
3. Team member actions are conducive to team coherence, spirit and image.
4. Trust and support of colleagues is gained through applicable behaviours.
5. Feedback is provided which leads to constructive working relationships.
SPECIFIC OUTCOME 5
Respect personal, ethical, religious and cultural differences
OUTCOME NOTES
Respect personal, ethical, religious and cultural differences to enhance interaction between team
members.
ASSESSMENT CRITERIA
1. Differences between team members are identified and acknowledged.

2. The importance of showing respect is explained.
3. Team members are treated in ways which that demonstrate respect for individuals.
4. Behaviours, which are of concern to individuals, are discussed promptly and openly with those
concerned.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The Services SETA, Education Training Quality Assurance Body (ETQA) or the GENFETQA will
accredit providers and assessors against this standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

A demonstrated understanding of:
 Methods for communicating with team members.

 Methods and techniques of how people work in teams and groups.
 Principles for creating productive teams and working relationships.
 Types of information concerning team members, which must be treated confidentially.
 The organisational plans and activities, emerging threats and opportunities which are relevant to
the work of colleagues and about which they need to be informed.
 Principles for creating productive communications with team members.
 Ethnic and cultural norms of team members and stakeholders.
 Principles for exercising tolerance, empathy and self-control.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

 Identify and solve problems, which will have a negative effect on the coherence, spirit and image of
the team.
UNIT STANDARD CCFO WORKING

 Work effectively with others to create a cohesive team.
UNIT STANDARD CCFO ORGANISING

 Organise and manage oneself and ones activities to maintain autonomy and at the same time to
collaborate with others while exercising self-control.
UNIT STANDARD CCFO COLLECTING

 Collect, analyse, organise and critically evaluate information concerning aspects that might affect
the team as a whole.
UNIT STANDARD CCFO COMMUNICATING

 Communicate effectively with team members to gain their trust and support.
UNIT STANDARD CCFO DEMONSTRATING

 Demonstrate and understanding of the world as a set of related systems whereby team
cohesiveness and spirit impacts on team output and image.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-
QUALITY
QUALIFICATION 2009 NQF END
ID STATUS ASSURING
TITLE NQF LEVEL DATE
BODY
LEVEL
National Certificate:
Passed the
Community 2006-
NQF Level End Date -
Core 2419 Conservation: Level 2 04- CATHSSETA
02 Status was
9 Liaison and 09
"Registered"
Support
Further Education
and Training
Certificate (FETC):
2015-
Community NQF Level
Core 4888 Level 4 Reregistered 06-
Facilitation in 04
4 30
Society and
Environment
Interactions
As per
Further Education
Learning
and Training 2015-
NQF Level Programmes
Core 6159 Certificate: Business Level 4 Reregistered 06-
04 recorded
5 Administration 30
against this
Services
Qual
Further Education
and Training 2015-
NQF Level
Core 4962 Certificate: e Level 4 Reregistered 06-
04
7 Records 30
Management
Further Education
2015-
and Training NQF Level
Core 4866 Level 4 Reregistered 06- SERVICES
Certificate: Mail 04
4 30
Supervision
Further Education
and Training
2015-
Certificate: NQF Level
Core 4896 Level 4 Reregistered 06- MERSETA
Manufacturing and 04
2 30
Assembly Logistics
(M&AL)
Further Education
2015-
Core 4915 Level 4 Reregistered 06- TETA
Certificate: 04
5 30
Shipping
National Certificate: Passed the Was EWSETA
2008-
Community Water, NQF Level End Date - until Last
Core 2370 Level 4 06-
Sanitation and 04 Status was Date for
8 11
Health Facilitation "Reregistered" Achievement
Passed the
National Certificate: 2005-
Core 2116 Generic Project Level 4 04-
04 Status was
0 Management 10
"Registered"
National Certificate: New Level 2015-
Core 4939 Incident Level 5 Assignment Reregistered 06- TETA
8 Management Pend. 30
New Level 2015-
Information
Fundamental 4857 Level 5 Assignment Reregistered 06- MICTS
Technology:
3 Pend. 30
Systems Support
New Level 2015-
Inspection and
Fundamental 4910 Level 5 Assignment Reregistered 06- PSETA
Enforcement
7 Pend. 30
Services

National Certificate: New Level 2015-
Fundamental 4867 Music Industry: Level 5 Assignment Reregistered 06- MICTS
1 Sound Technology Pend. 30
NQF Level
Elective 1485 Agri Trade Level 2 Reregistered 06- AgriSETA
02
1 Processes 30
Passed the Was EWSETA
Community Water, 2008-
NQF Level End Date - until Last
Elective 2347 Health and Level 2 06-
02 Status was Date for
3 Sanitation 11
"Reregistered" Achievement
Promotion
NQF Level
Elective 2015 Grain Handling Level 2 Reregistered 06- AgriSETA
02
1 Processes 30
NQF Level
Elective 4884 Fruit Packing and Level 3 Reregistered 06- AgriSETA
03
8 Grading Processes 30
NQF Level
Elective 2315 Grain Handling Level 3 Reregistered 06- AgriSETA
03
4 Processes 30
As per
National Certificate: Learning
2015-
Information NQF Level Programmes
Elective 6159 Level 3 Reregistered 06-
Technology: End 03 recorded
1 30
User Computing against this
Qual
Further Education
Passed the
and Training 2009-
Elective 2309 Certificate: Level 4 09- ETDP SETA
04 Status was
4 Development 09
"Reregistered"
Practice
Further Education
and Training
Passed the
Certificate: 2010- MICTS until
Elective 2429 Information Level 4 01- Last Date for
04 Status was
4 Technology: 23 Achievement
"Reregistered"
Systems
Development
Further Education Passed the SERVICES
2009-
and Training NQF Level End Date - until Last
Elective 4887 Level 4 09-
Certificate: Public 04 Status was Date for
5 09
Relations Practice "Reregistered" Achievement
Further Education
and Training 2015-
NQF Level
Elective 4919 Certificate: Social Level 4 Reregistered 06- PSETA
04
7 Housing 30
Supervision
Further Education
2015-
Elective 4839 Level 4 Reregistered 06- AgriSETA
Certificate: Sugar 04
9 30
Processing
Further Education
and Training 2015-
NQF Level
Elective 4987 Certificate: Victim Level 4 Reregistered 06- HW SETA
04
2 Empowerment Co- 30
ordination
National Certificate: Passed the SERVICES
New Level 2009-
Payroll End Date - until Last
Elective 3592 Level 4 Assignment 11-
Administration Status was Date for
7 Pend. 07
Services "Reregistered" Achievement

ASSESSMENT STRATEGY
QUALIFICATION NATIONAL CERTIFICATE: INFORMATION
SAQA ID 61591
TITLE TECHNOLOGY: END USER COMPUTING
Total
Level 3
NQF Level 3 Credit 130
Value
The purpose of the qualification is to build the knowledge and skills
required by learners in End User Computing. It is intended to empower
learners to acquire knowledge, skills, attitudes and values required to
operate confidently in the End User Computing environment in the South
Target Group African community and to respond to the challenges of the economic
environment.
The Purpose of the Assessment

Assessment
Context of
Range Addressed
 The range covered, refers to all the unit standards, specific
outcomes and assessment criteria as outlined by the
Qualification.
Assessment Approach
Assessment is focused on the applied competence of the learner and
the relevant unit standards determine the assessment criteria.
Summative Assessment
This is a summative assessment and assesses candidates
NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER
COMPUTING
Rating
Learners are rated “Competent" or "Not Yet Competent”.

Assessment Instruments
Types of
Assessment Method
Evidence
Knowledge Questionnaire:
Knowledge will be assessed by a knowledge

questionnaire.
Product Sampling:
Direct
All your documented evidence on completion of
the assessment process will be evaluated.
Assessment Conditions
The collection of evidence for the purposes of this assessment will

take place in either the candidate’s home-based environment or in
the classroom. The candidate will be expected to manage basic
personal finance as stipulated by the Unit Standards specific
outcomes, range statements and assessment criteria.
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Assessment Team
The assessment team consists of the following:
 Evidence Collection Facilitator

 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)
Special Assessment Needs
Special needs are dealt with in the Assessment Preparation

Interview. Should the candidate present any special needs
requests, the assessment will be adjusted, provided that the
fairness, validity and reliability of the assessment are not
compromised.
In addition the knowledge test may be administered as an

oral interview or as a written test depending on the
confidence and language levels of the candidates.

ASSESSMENT PROCESS
The Steps: How:
1. Review this assessment guide to:
 Ensure that you understand all the requirements of the

assessment in terms of evidence required to prove
competence.
 Validate the assessment instruments against the
candidate’s context.
 Ensure that you have familiarised yourself with all the
policies and procedures referred to in the assessment
Prepare for the
guide.
Assessment
2. Identify and prepare the candidate for the assessment by:
 Conducting the “Assessment Preparation Interview, Sheet”

where all the details regarding the assessment are
discussed and agreed to by all parties.
OR
 Provide the candidate with a letter detailing all the
specifications covered in the “Assessment
Preparation Interview Sheet.”

The Steps: How:
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument

requirements.
Please note that the checklist covers the following:

Conduct
Assessment Knowledge Questioning
This assessment covers all the foundational competence as
outlined by the specific outcomes, range statements and
assessment criteria in the unit standard and may be conducted as
a written or oral test.
Gather, record and make judgments on all the evidence.

The Steps: How:
1. Make assessment decision and discuss the results with

the learner in a face-to-face interview.
2. Ensure that your feedback is developmental and supportive

in nature.
3. Advise the candidate on what action to follow in the

event of a “Not-Yet-Competent”.
4. Advise the candidate on what action to take where

he/she feels the need to appeal your decision.
Make
assessment 5. Allow the candidate time to provide you with
Decision feedback relevant to the process.
6. Ensure the candidate counter-signs the “Assessment

Decision” to indicate his/her agreement to the
feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure

that it is provided to the person responsible for the quality
assurance of assessment tools.
8. Handle any disputes and identify matter that

requires contingency planning.
Review the
Complete the “Assessment Review” documents and submit to
Assessment
the assessment co-ordinator.
Process
Assessor Signature Date

ASSESSMENT CONFIRMATION
Dear :
(Candidate Name & Surname)
This serves as a confirmation that your “Assessment Preparation Interview” will

be conducted on the (date) at (venue).
We will discuss:
 The purpose of the assessment.

 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether
direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the
assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.
Please do not hesitate to contact me should you have any further queries.
Thank you
Assessor Signature Date

Candidate Signature Date

ASSESSMENT PREPARATION INTERVIEW SHEET
DESCRIPTION YES NO COMMENTS/CONTINGENCY
This assessment is a formative assessment and it is
based on the outlined unit standard/s for the WORK
AS A PROJECT TEAM MEMBER , module.
Your assessment evidence for the WORK AS A

PROJECT TEAM MEMBER , module needs to be
submitted on....... (day) of...............(month)...........

(year) at the following
address/place................................................................
You will be assessed based on the outlined Unit
Standards. The assessment activities are linked
to specific outcomes/assessment criteria of the
outlined Unit Standards.
To determine your competence level, the
following are the methods to be used for this
assessment:
1. Knowledge questionnaire
To be declared competent on WORK AS A PROJECT
TEAM MEMBER , module (formative assessment),
you should have obtained at least 80% of the total

mark of this assessment.
You will be provided with detailed feedback on
your performance of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on
this assessment, you will be entitled for re-
assessment opportunity/ies.
You will be required to re-submit evidence (only
for areas) you were declared not yet competent.
A date for re-submission will be agreed with the
assessor.
You will be entitled to lodge an appeal should you
not be satisfied with the assessment decision of

your assessment.
You will be required to provide the assessor
feedback on assessment procedure – this is to
assist in improving the assessment practices.
Your results of assessment and portfolio of
evidence information will not be provided to any
person without your written consent.
Learner’s Declaration
I…………………………………………………………………………………………….herewith declare
that I am ready for the assessment, that we have reviewed the assessment preparation
and plan, I understand the assessment process and I am happy that the assessment will be
conducted in a fair manner.
Learner Signature: Date: Assessor Signature: Date:

COMPETENCE JUDGEMENT
OVERALL COMPETENCE RECORD
Candidate Assessor
Venue Date
NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER COMPUTING

QUALIFICATION
Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Knowledge
questionnaire
EVIDENCE SUMMARY
TYPES OF ASSESSMENT FEEDBACK REQUIREMENTS
EVIDENCE METHODS MET
YES NO
DIRECT KNOWLEDGE
QUESTIONNAIRE
Additional Feedback From Assessor

ASSESSMENT DECISION
The candidate has submitted evidence that is valid, relevant, current, sufficient and authentic against the listed specific
The candidate is competent in all the assessment criteria listed. (Yes/No)
The candidate is not yet competent in the following criteria:

The following items needed some corrective action or improvemen
RE-ASSESSMENT DECISION: 1
The candidate has submitted additional evidence that was required. The evidence is valid, relevant, sufficient and authenti
RE-ASSESSMENT DECISION: 2
The candidate has submitted additional evidence that was required. The evidence is valid, relevant, sufficient and authenti

Assessor’s name, surname and signature Date
Declaration by candidate
I, …………………………………………………………………….declare that I am satisfied that the feedback given to
CandidateDate Assessor Date Moderator Date

APPEALS APPLICATION
Candidate Application
Date
Assessor Assessment
Date
Assessment Venue
Qualification
against which you
were assessed
What was the purpose of

the assessment?
Explain how you were assessed?
List the reasons why you

disagree with the assessment
decisions.
Another Assessor
Different Assessment Instrument

Which one of the
following options could Different Assessment Method
resolve the matter?
Different Venue for Assessment
Different Time
List any special needs you may
have.
Candidate signature Date
Moderator signature Date

RE-ASSESSMENT POLICY
The following will apply with reference to the (Insert company name) re-
assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given
specific feedback and guidance so as to concentrate on areas of
weakness.
2. The onus is on the candidate to communicate with the assessor to inform
him/her when he/she is ready for assessment
3. The re-assessment will take place in the same/similar situation or context and
under the same conditions
4. The same assessment methods and/or instruments may be used, but the task
and materials will be different but at the same level and complexity as the
previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit
standard. Any further reassessment must be discussed with clients so as to
arrive at the best solution and advice for the learner.
6. A maximum of 3 months will be allowed in between each re-assessment,
unless otherwise discussed between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3
attempts, and possible and more suitable learning avenues will be offered
to learners. Costs will be discussed with the SETA and client and any
costs incurred will be at a learners’ cost.

ASSESSMENT REVIEW
Candidate Assessor
Venue Review date
Qualification NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER
COMPUTING
Review Dimension ASSESSOR CANDIDATE ACTION
The principles/criteria for Agree Agree

good assessment were Disagree Disagree
achieved.
The assessment related to the Agree Agree
registered unit standard. Disagree Disagree
Agree Agree
The assessment was practicable.
Disagree Disagree
It was time efficient and cost-
Agree Agree
effective and did not interfere
Disagree Disagree
with my normal
responsibilities.
The assessment instruments Agree Agree
were fair, clear and Disagree Disagree
understandable.
The assessment judgements were Agree Agree
made against set requirements. Disagree Disagree
The venue and equipment were Agree Agree
functional. Disagree Disagree
Special needs were identified Agree Agree
and assessment plan was Disagree Disagree
adjusted. was constructive
Feedback Agree Agree
against the evidence required. Disagree Disagree
An opportunity to appeals was Agree Agree
given. Disagree Disagree
Agree Agree
The evidence was recorded.
Disagree Disagree
CANDIDATES DECLARATION OF UNDERSTANDING
I am aware of the moderation process and understand that the moderator could declare
the assessment decision invalid

Candidate Date Assessor Date Moderator Date

Unit Standard Alignment
This is aligned to the following Unit Standard:
Assessment Matrix: US ID: 10135
Work as a project team member NQF

Unit standard ID: 10135 Credits: 8
Level: 4
Unit standard range  Team dynamics will include team goals, priorities, roles, structure, formality, communication channels, flexibility,
cohesion, skill levels, trust, relationships and climate.
 Working as a contributing team member on any size project when not the leader.
 Methods for communication will include written, oral, signs, body language and signals.
  Principles for creating productive communication will include listening, consulting, giving feedback, supporting,
discussing, negotiating, embracing diversity and exhibiting empathy.
Summative Specific
Specific outcomes and Deliver Media Formative Formativ Date &
Assessment Outcome
assessment criteria y Aids, Assessment e signature
Strategy Referenc
Method Resources Strategy activities
e
s
P = Project Q = Questioning B = Brainstorming R = Role-play CS =
Formative Assessment Strategy Legend
Case Study W = Workplace Activity S = Self Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R = Role-play
Summative Assessment Strategy Legend
CS = Case Study T = Testimonial P = Project
Demonstrate an understanding of criteria for working as a member of a team.

Specific Outcome 1
Outcome Range

AC1.1 Facilitation. Learner Q, W Activity 1- 6 ,Q Learner Guide:
Criteria for working as a Classroom Manual, Identifying p. 9 - 25
member of a team are discussion. Classroom
identified and Written question POE
equipment Workbook:
explained. displaying data Activity 1- 19 p. 8 - 13
graphically

Behaviours conducive Classroom Manual, Identifying p. 9 - 25
to working as a member discussion. Classroom
Written question POE
of a team are identified equipment Workbook:
and explained. displaying data Activity 1- 19 p. 8 - 13
graphically

Team dynamics are Classroom Manual, p. 9 - 25
Identifying
identified and discussion. Classroom
Written question POE
explained. equipment Workbook:
displaying data Activity 1- 19 p. 8 - 13
graphically

Specific Formative Summative Specific
Formativ Date &
outcomes Delivery Methods Media Assessment Assessment Outcome
e signature
and Aids, Strategy Strategy Referenc
activities
assessment criteria Resources e
Formative Assessment Strategy P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study
Legend W = Workplace Activity S = Self Assessment Checklist
Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS

Legend = Case Study T = Testimonial P = Project
Specific Outcome 2 Work autonomously and collaborate with other team members.
Outcome Range
AC 2.1 Facilitation Learner Manual, Q, W Activity 7 - 9 ,Q Learner

Team members are . Classroom equipment Identifying Guide:
given sufficient support Classroom p. 26 -
for them to achieve their discussion. Written POE
35
work / project question Activity 1- 19
objectives. displaying Workbook:
data p. 14 -16
graphically
AC 2.2 Facilitation Learner Manual, Q, W Activity 7 - 9 ,Q Learner
. Classroom Identifying Guide:
Team members Classroom equipment p. 26 -
are consulted with. discussion. Written POE
35
question Activity 1- 19
displaying data Workbook:
p. 14 -16

graphically
AC 2.3 Facilitation. Learner Manual, Q, W Activity 7 - 9 ,Q Learner

Authority levels of all team Classroom Classroom equipment Identifying Guide: p.
members are identified discussion. 26 - 35
and applied. Written POE
question Activity 1- 19 Workbook:
displaying data p. 14 -16
graphically
AC 2.4 Facilitation. Learner Manual, Q, W Activity 7 - 9 ,Q Learner

Collaboration reflects the Classroom Classroom equipment Identifying Guide: p.
needs of all team discussion. 26 - 35
members. Written POE
displaying data p. 14 -16
graphically

Formative Date &
activities signature
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case
Study W = Workplace Activity S = Self Assessment Checklist

Specific Outcome 3 Contribute to building relations between team members and stakeholders.
Outcome Range Columns referred to here are not columns in a table (see definition in the notes section).
AC 3.1 Facilitation. Classroom Learner Q, W Activity 10-13 ,Q Learne

The importance of discussion. Manual, Identifying r
building relations Classroom Guide:
between team members Written POE
equipment p. 36-
and stakeholders is question Activity 1- 19 52
explained. displaying
data Workbook:
graphically p. 17-20
Stakeholders are identified discussion. Manual, Identifying r
and their needs Classroom Guide:
explained. Written POE
equipment p. 36-
question Activity 1- 19 52
displaying
data Workbook:

AC 3.3 Facilitation. Classroom Learner Q, W Activity 10-13 ,Q Learner
Communications with discussion. Manual, Identifying Guide:
stakeholders encourages Classroom p. 36-52
open and frank discussions. Written POE
equipment
displaying data p. 17-20
graphically

Commitments to discussion. Manual, Guide:
Identifying
stakeholders are Classroom p. 36-52
honoured and met. Written POE
equipment
graphically

Formativ Date &
e signature
activities

Specific Outcome 4 Make a positive contribution to team coherence, image and spirit.
Outcome Range
AC 4.1 Facilitation. Learner Q, W Activity 14-16 ,Q Learne

The needs and Classroom discussion. Manual, r
Identifying
objectives of team Classroom Guide:
members are identified Written POE
equipment p. 53-
and explained. question Activity 1- 19 75
displaying
data Workbook:
AC 4.2 Facilitation. Learner Q, W Activity 14-16 ,Q Learne
Methods and Classroom discussion. Manual, r
Identifying
techniques for building Classroom Guide:
team coherence and Written POE
equipment p. 53-
spirit are identified and question Activity 1- 19 75
explained. displaying
data Workbook:

Team member actions discussion. Manual, Identifying Guide:
are conducive to team Classroom p. 53-75
coherence, spirit and Written POE
equipment
image. question Activity 1- 19 Workbook:
graphically

Trust and support of discussion. Manual, Guide:
Identifying
colleagues is gained Classroom p. 53-75
through applicable Written POE
equipment
behaviours. question Activity 1- 19 Workbook:
graphically

Feedback is provided discussion. Manual, Guide:
Identifying
which leads to constructive Classroom p. 53-75
working relationships. Written POE
equipment
graphically

Formative Date &
activities signature

Specific Outcome 5 Respect personal, ethical, religious and cultural differences
Outcome Range

Differences between team discussion. Manual, Identifying r
members are identified Classroom Guide:
and acknowledged. Written POE
equipment p. 76-
displaying
data Workbook:
The importance of discussion. Manual, Identifying r
showing respect is Classroom Guide:
explained. Written POE
equipment p. 76-
displaying
data Workbook:

Team members are treated discussion. Manual, Identifying Guide:
in ways which that Classroom p. 76-89
demonstrate respect for Written POE
equipment
individuals. question Activity 1- 19 Workbook:
graphically

Behaviours, which are of discussion. Manual, Guide:
Identifying
concern to individuals, are Classroom p. 76-89
discussed promptly and Written POE
equipment
openly with those question Activity 1- 19 Workbook:
concerned. displaying data p. 24-25
graphically

Critical cross-field outcomes Description Formative activities Summative assessment Comments
UNIT STANDARD  Identify and solve problems, Activity 1 – Activity 19 Activity 1- 19

CCFO IDENTIFYING which will have a negative
effect on the coherence,
spirit and image of the team.
UNIT STANDARD  Work effectively with others Activity 1 – Activity 19 Activity 1- 19

CCFO WORKING to create a cohesive team.
UNIT STANDARD  Organise and manage Activity 1 – Activity 19 Activity 1- 19

CCFO ORGANISING oneself and ones activities to
maintain autonomy and at
the same time to collaborate
with others while exercising
self-control.
UNIT STANDARD  Collect, analyse, organise Activity 1 – Activity 19 Activity 1- 19

CCFO COLLECTING and critically evaluate
information concerning

aspects that might affect the
team as a whole.
UNIT STANDARD  Communicate effectively Activity 1 – Activity 19 Activity 1- 19

CCFO with team members to gain
COMMUNICATING
their trust and support.
UNIT STANDARD  Demonstrate and Activity 1 – Activity 19 Activity 1- 19

CCFO understanding of the world
DEMONSTRATING
as a set of related systems
whereby team cohesiveness
and spirit impacts on team
output and image.

Assessment Instruments
WORKBOOK ASSIGNMENTS & STRUCTURED QUESTIONS
Learner’s name See Attached name list
Assessor’s name
Moderator’s name
Date of assignments
Date of feedback
Qualification
# Unit Standard(s) Standard Operating Comments / Remarks C NYC

procedures
10135 WORK AS A PROJECT TEAM

MEMBER
Learner’s overall achievement Competent / Not yet competent YES NO
Actions required Certification Re-assessment Date of re-assessment

Learner’s signature See Attached Name list
Assessor’s signature
Moderator’s signature
WRITTEN KNOWLEDGE QUESTIONNAIRE
Assessor’s name
Moderator’s name
Date of Written Questionnaire
Date of feedback

procedures

MEMBER
Learner’s overall achievement Competent / Not yet competent YES NO
PRODUCT SAMPLING (Practical exercises)
Assessor’s name
Moderator’s name
Date of Observation
Date of feedback

procedures
MEMBER
Learner’s overall achievement Competent / Not yet competent () YES NO


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NATIONAL CERTIFICATE: INFORMATION TECHNOLOGY: END USER COMPUTING

ID 61591 LEVEL 3 - 130 CREDITS

WORK AS A PROJECT TEAM MEMBER

Physical Address: Contact Details:

I, _ (assessor) hereby declare that the information

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

Work as a project team member

This unit standard is replaced by:

PURPOSE OF THE UNIT STANDARD

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The qualifying learner is capable of:

 Demonstrating an understanding of criteria for working as a member of a team.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 Methods for communicating with team members.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

UNIT STANDARD CCFO WORKING

UNIT STANDARD CCFO ORGANISING

UNIT STANDARD CCFO COLLECTING

UNIT STANDARD CCFO COMMUNICATING

UNIT STANDARD CCFO DEMONSTRATING

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

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The Purpose of the Assessment

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Knowledge will be assessed by a knowledge

The collection of evidence for the purposes of this assessment will

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The assessment team consists of the following:

 Evidence Collection Facilitator

Special Assessment Needs

Special needs are dealt with in the Assessment Preparation

In addition the knowledge test may be administered as an

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The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the

2. Identify and prepare the candidate for the assessment by:

 Conducting the “Assessment Preparation Interview, Sheet”

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1. Review the assessment plan with the candidate.

2. Collect the evidence in accordance with the instrument

Please note that the checklist covers the following:

Gather, record and make judgments on all the evidence.

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1. Make assessment decision and discuss the results with

2. Ensure that your feedback is developmental and supportive

3. Advise the candidate on what action to follow in the

4. Advise the candidate on what action to take where

6. Ensure the candidate counter-signs the “Assessment

7. Record the candidate’s feedback in this guide and ensure

8. Handle any disputes and identify matter that

Assessor Signature Date

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(Candidate Name & Surname)

This serves as a confirmation that your “Assessment Preparation Interview” will