Us 114226 Assessment Guide Conflict

Conflict Management in the
Workplace
Assessment guide
Us: 114226
NQF: 5 Credits: 8
_______________________________________________________________________________________________
© 2009 South African Labour Guide

All rights reserved. No part of this manual may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means electronic, electrostatic, magnetic tape, mechanical, photocopying, scanning, recording or otherwise, without prior written
consent and permission from the South African Labour Guide. Any breach of these conditions shall be punishable to the full extent
permitted by law.
Table of Contents
Contact Details ............................................................................ 4

Competence................................................................................. 5
To be declared competent .......................................................... 5
Portfolio ....................................................................................... 5
The Assessment of your Competence ...................................... 5
Appeals and Disputes................................................................. 6
Assessment Tools and Matrix.................................................... 6
Skills and Knowledge based assessment ................................. 6
Assessment Process Flow ......................................................... 8
Assessment Strategy.................................................................. 9
Competence Declaration for Exit level outcomes................... 10
Roles and Responsibilities....................................................... 11
The Facilitator............................................................................ 11
The Learner................................................................................ 11
Assessor.................................................................................... 11
Moderator .................................................................................. 12
Initial Meeting Checklist ........................................................... 13
Agreed Assessment Plan ......................................................... 15
Interview RPL Purpose ............................................................. 17
Candidate’s Assessment Contract .......................................... 19
Record Keeping and Reporting................................................ 20
SAQA Unit Standard ................................................................. 21
Candidate’s Review of the Assessment Process ................... 26
Assessor’s Review of the Assessment Process..................... 28
Learner Feedback Report ......................................................... 29
Assessment Learner Guide Tracking Form of the Learner.... 36
Moderation................................................................................. 37
Notification of an Appeal .......................................................... 38
Us: 114226 Assessment guide Page 2 of 71
©South African Labour guide
Assessment Map....................................................................... 39
Assessment Rubric................................................................... 42
Learner Portfolio of Evidence .................................................. 45
Portfolio cover sheet................................................................. 46
Logbook for Workplace Assessment ...................................... 47
Assessment Context................................................................. 53
Evidence collection framework................................................ 53
Assessment Tool 1.................................................................... 54
Knowledge Questionnaire ........................................................ 55
Section A: Short Questions..................................................... 55
Question 1 (SO 1, AC 1) ............................................................ 55
Question 2 (SO 1, AC 2) ............................................................ 55
Question 3 (SO 1, AC 2) ............................................................ 56
Section B: Long Questions ..................................................... 57
Question 4 (SO 1, AC 3) ............................................................ 57
Question 5 (SO 1, AC 4) ............................................................ 58
Assessment Tool 2.................................................................... 60
Workplace Project ..................................................................... 61
Tasks Instruction 1.................................................................... 61
Tasks Instruction 7 (Indicator 1 – 5) ........................................ 66
Assessment Tool 3.................................................................... 69
Manager (coach/mentor) Evidence Form (please submit to Labour
guide) ......................................................................................... 70

Contact Details
Unit Standard 114226
Course Interpret and manage conflicts within the workplace

Assessor Details
Name
Branch Registration no
Contact Details Email
Phone Fax
Moderation Details
Name
Branch
Contact Details Email Registration No
Phone Fax
Candidate Details
Surname Name
Company Id no
Branch
Contact Details Email
Phone Fax

Competence
Attending the training is not sufficient evidence of competence to award a certificate and
the credits attached to this programme. Learners are required to undergo assessment in
order to prove competence in order to be awarded the credits attached to this programme,
eventually leading to a national qualification. You are required to go through an
assessment process in order to prove your competence to achieve the credits for this
training programme. If you are declared competent you will receive a certificate and the
credits attached to this programme.
To be declared competent
Competence is the ability to perform a specific task, action or function successfully. Not
yet competent in this context means that you are not successful yet and will have at least
two opportunities to address these gaps in order to be declared competent.
There are three levels of competence. They are:
• Foundational competence: It is an understanding of what you do and why.

• Practical competence: It is the ability to perform a set of tasks in an authentic
context.
• Reflective competence: This is the ability to adapt to changed circumstances
appropriately and responsively, and to explain the reason behind the action.
You need to provide evidence of your competence. In order to do this, you need to build
proof of evidence in your portfolio of evidence to receive a certificate of competence with
awarded credits attached to this programme. You will receive a learner assessment guide
with relevant documentations to complete. Your portfolio of evidence forms part of your
learner assessment guide.
Portfolio
A portfolio contains individual pieces of evidence demonstrating work outputs that have
been collected by the candidate. The items are usually produced over a period of time and
come from different sources. A well constructed portfolio incorporates a selection of
evidence that is clearly benchmarked against the relevant unit(s) of competency and
indicates consistent performance of work activities in accordance with workplace
standards.
The Assessment of your Competence
Assessment of competence is a process of making judgments about an individual's

competence through matching evidence collected to the appropriate national standards.
That is why the evidence in the learner assessment guide should be closely linked to the
outcomes and assessment criteria of the unit standards against which the learner is being
assessed.

Ideally, formative assessments should minimise the need for re-assessment as the
assessor and the candidate will agree to a summative assessment only when they both
feel the candidate is ready.
However, candidates who are deemed not yet competent on a summative assessment will
be allowed to be re-assessed not more than two times. When learners have to undergo re-
assessment, the following conditions will apply:
• Specific feedback will be given so that candidates can concentrate on only

those areas in which they were assessed as not yet competent
• Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment
• Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues.
Appeals and Disputes
The right of the candidate to appeal against assessment decisions or practices they regard
as unfair. An Appeals and Disputes procedure is in place and communicated to all
assessment candidates prior to assessment in order for them to appeal on the basis of the
following criteria:
• Unfair assessment
• Invalid assessment
• Unreliable assessment
• Unethical practices
• Inadequate expertise and experience of the assessor
Appeals have to be lodged in writing and submitted to Labour guide. The moderator will
consider the appeal and make a decision regarding the granting of a re-assessment. The
learner will be informed about the appeal outcome within specified days as stipulated in
Labour guide’s policies and procedures.
Assessment Tools and Matrix
The following assessment instruments have been designed in order to cover all the
specific outcomes and associated assessment criteria along with the critical cross-field
and development outcomes:
Skills and Knowledge based assessment
The level of this programme is on NQF level 5 and the credit value is 8 credits. You should
spend approximately 80 notional hours on this course, 30% (24 hours) of the time in the
classroom and 70% (56 hours) in the workplace. In other words 30% of the learning that
takes place will be theoretical learning. The remaining 70% learning will take place at your
workplace, applying your new knowledge and skills to your own work environment and you
will have the opportunity to collect evidence for your portfolio of evidence as part of the
skills based assessment. Your manager (coach/mentor) will assess your performance
which forms part of your evidence. Notional hours are the hours that you learn and study
and then apply your learning in the workplace. This addresses both theoretical and
practical learning experience.

Assessment Process Flow
Assessment Plan agreed by Assessment Activities

CANDIDATE candidate & completed by the conducted per the
assessors before the actual Assessment Plan
assessment
Detailed Assessor Report Assessment Guide

compiled & forwarded for ASSESSMENT submitted to training
Moderation provider as per
Assessment Plan
Feedback Report
Completed by Appeal form
Assessor & completed by the Record of Learning
Assessment
individual candidate in event Updated
Results
feedback given of dispute
Moderated
to candidate
Action Plan completed

by Assessor
SETA All records &

evidence filed
Completed Assessor Approval and Certificate of

report/Moderator Certification Competencies SETA to register on
report/Record of Learning obtained from issued to National Learner
forwarded to SETA SETA successful Database
candidates

Assessment Strategy
This assessment activity will cover the unit standard 114226 in order to achieve a competency certificate.
The purpose of the assessment process is to gather enough evidence to prove all unit standard outcomes
were achieved.
Competency will be assessed through class hands on tasks recorded in the Portfolio of evidence input and
performance based assessment, a comprehensive workplace project, and a workplace assessment. This will
require a fair amount of practical activities in the workplace. Assessment evidence should be sufficient to
prove that the candidate is competent in all require tasks set by the unit standards.
A summative assessment will be conducted at end of the course to confirm assessment judgments.
Principles of fairness, validity, practicability, reliability, and consistency will be adhered to throughout.
Qualification Unit Standard 114226

Codes
Level Level 5 Credits 8
Purpose of The purpose of this assessment is to check your understanding of the selected unit
Assessment standard in order to prepare you for the workplace
• An integrated assessment approach will be followed to allow for practical and
theoretical components. The entails the assessment of a number of unit standards,
outcomes and criteria together in one assessment activity
• Candidates are not only assessed against specific outcomes, but also on critical
outcomes, attitudes and values
• A summative competence judgment will be made on the basis of all assessment
Assessment Procedures
evidence produced, that proves that the candidate can be consistently judged as
competent against the outcomes of the unit standards and the qualification as a
whole.
• Candidates take responsibility for their own assessment and should notify the
assessor when they are ready for assessment
• Candidates will receive feedback after the summative assessment, which will be
discussed after all assessments have been completed
• All assessments will be reviewed to ensure that assessment practices are valid, fair,
transparent, consistent and current
• An Internal/External moderator will moderate assessment practices
• The SETA will also conduct external moderation

Competence Declaration for Exit level outcomes
Exit level outcomes: Gather and report information
Unit standard C NYC Comments
Competent
Source of evidence Yes No Candidate’s comments
Assessor signature Date Candidate signature Date
Overall Moderation Decision
Feedback to Assessor
Action Required
Date of Moderation
Signature of Moderator
Signature of Assessor
Signature of Candidate

Roles and Responsibilities
The Facilitator
• Train the theory and embedded knowledge

• Address Critical cross-field outcomes
• Provide a framework of support
The Learner
• Commit to the dates and time frames

• Gather evidence from workplace and create a PoE
• Do suggested tasks/assignments from guide and reference them correctly in the PoE
evidence matrix
• Prepare for integrated assessments and knowledge assessments
• Ensure that all evidence takes cognisance of VACS
• Ask questions and clarify understanding
• Communicate with the facilitator/assessor if assistance is required
• Keep copies of work submitted for assessment
Assessor
• Assess Portfolio’s and adhere to turn-around times

• Brief third parties and collect evidence.
• Assess critical cross fields and embedded knowledge
• Assess according to the principles of Assessment
• Appropriateness: The method of assessment must be appropriate to the performance
being assessed
• Fairness: The method of assessment must not present any barriers to achievements
which are not related to the evidence
• Manageability: The methods used must make for easily arranged and cost effective
assessments that do not interfere with the workplace
• Integration into work and learning: Evidence collected must be integrated into the world
of work as far as possible
• Validity: The assessment must focus on the requirements laid down in the Unit
Standard – the assessment must be fit
• for purpose
• Direct: The activities in the assessment must mirror the conditions of actual
performance as closely as possible
• Authenticity: The assessor must be satisfied that the work done and being assessed
can directly be attributed to the person being assessed
• Sufficient: The evidence collected must establish that all criteria have been met and
that performance to the required Unit Standard can be repeated consistently
• Open: Learners must contribute to the planning and accumulation of evidence and they
must have a total understanding of the process and the criteria that will be applied

• Consistent: The assessment must be such that the same assessor would make the
same judgement again under similar circumstances. The judgment made must be
similar to the judgement that would be made by other assessors
• Reliability: Over time, the assessed person will be able to repeat the assessment and
achieve a similar result.
Moderator
• Moderation of tools
• Moderation of process
• Moderation of assessment
• Final moderation of learner
Date
________________
Assessor Signature
________________
Learner Signature

Initial Meeting Checklist
Learner Name
Assessor Name
Provider
Employer
Date
Links to POINTS TO BE COVERED CHECK

ASSMTO1 AC’s √
1 Specific Welcome the candidate, put them at ease

outcome
2.1
2 Specific Explain the purpose and objectives of the meeting
outcome
2.1
3 Specific Provide clear explanations of the key elements and implications of
outcome standards based assessments within the context of the NQF
2.1
4 Specific Explain the assessment process and the principles of good
outcome assessment practice
2.1
5 Specific Explain the roles and responsibilities of the candidate, assessors and
outcome moderators
2.1
6 Specific Explain the candidate’s rights, discuss the appeal process and
outcome reassessment policies
2.2
7 Specific Conduct a diagnostic assessment / RPL to check candidate readiness
outcome for assessment
2.2
8 Specific 2.2 Provide candidate with a copy of the relevant unit standard and
outcome criteria against which they will be assessed
2.2
9 Specific 1.2 Discuss and identify any special assessment needs of the candidate
outcome 1
10 Specific 1.5 Identify and eliminate any unfair barriers e.g. language, disabilities
outcome 1
11 Specific 1.1 Discuss the VACS evidence requirements with the candidate, and
outcome 2.4 agree on evidence the candidate can produce
1,2
12 Specific 1.1 Explain and agree the best assessment methods, instruments and
outcome 1 activities to be used
13 Specific 1.2 Address cost effectiveness of the methods chosen and where
outcome 1 possible agree that naturally occurring evidence will be gathered
14 Specific 3.1 Ensure the assessment environment and activities are aligned with
outcome 3 recognised codes of practice, health and safety procedures and
standard operating procedures

15 Specific 1.1 Draw up and agree an assessment schedule with the candidate,
outcome 1 which reflects: assessment criteria, types of evidence to be collected,
assessment methods, timing of assessments, sequence of activities,
deadlines and arrangements for reviewing the assessment plan.
See attached assessment schedule and assessment plan
16 Specific Discuss the importance of confidentiality of all information and both
outcome parties to sign the confidentiality clause
17 Specific 1.7 Discuss the moderation and accreditation process
outcome 1
18 Specific Give the candidate opportunity to seek clarification on any items
outcome discussed
19 Specific Provide the candidate with a copy of the assessment contract which is
outcome signed and safely stored away
Declaration of Understanding Check √

I understand the purpose of the meeting
I declare that the points 1 to 19 of the Initial Meeting Checklist were explained by the assessor
I declare that I have received copies of the unit standards, assessment plan, assessment
schedule and copies of the relevant policies and procedures pertaining to my assessment.
Candidate’s signature
Assessor’s signature
Date of meeting:

Agreed Assessment Plan
Candidate's Name:
Assessor's Name:
Unit standard ID
114226
Unit Standard Title:
Interpret and manage conflicts within the workplace
Special Assessment
Requirements
Date, time and Resources

Event Evidence to be generated
location required
Training material,
Attend Training Attendance Register
Facilitator
Complete knowledge
Assessments Completed Assessments
questionnaire.
Complete Portfolio of
Portfolio of evidence As specified in this guide
Evidence
Submit Portfolio of
Acknowledgement of receipt from
Evidence to training
Labour guide
provider
Assessor roles and responsibility
• Assessor
Roles • Guide
• Feedback Agent
• Reviewer
• Consult candidate re assessment, assessment process and plan
• Agree assessment process and plan with candidate
• Forward documentation to candidate: plan, guide and assessment instruments
• Assess candidate with the use of different instruments
Responsibilities • Provide feedback on assessment findings
• Support candidate through assessment process
• Source feedback from candidate on assessment process
• Review assessment process and outcome
• Use assessment process as opportunity to transform assessment activities and
outcomes
Candidate roles and responsibility
• Candidate
Roles • Feedback agent
• Reviewer
• Be available for assessment
• Be actively involved in the consultative process
Responsibilities • Learn from the assessment process
• Provide feedback to the assessor in terms of the assessment as learning activity
• Provide feedback to the assessor on the efficacy of the assessment process
• Review own role and assessor role in the assessment process
Portfolio of evidence
• Questioning
Assessment Instruments
• Workplace project
• Workplace assessment
Assessment Process
Step Date
1. Evaluation of POE addressing Essential Embedded Knowledge in unit standards
2. Evaluation of Research Projects and other evidence address specific unit

standards
3. Consultation: assessment plan and assessment activities and instruments. Pre-
assessment moderation and interviews conducted at this stage
4. Observation: feedback on assessment against specific outcomes, critical outcomes
and constructs in unit standards
5. Feedback: to candidate regarding sufficiency of evidence and possible interview to
gain supplementary evidence
6. Feedback to candidate regarding assessment findings as well as review process
Written feedback to be given to all stakeholders at the end of the assessment process,
Feedback
as well as verbal feedback to the candidate during assessment activities
Process and findings to be recorded and submitted for record keeping purposes as well
Recording Process
as moderation and verification
The review process is the responsibility of the assessor and the candidate. Joint
Review Process
reviewing will take place after feedback has been given to the candidate
Right to appeal The candidate must be advised of the right to appeal
Step Date
Accessibility and safety of
environment As per arrangement with client
Access to research material

Access to a workplace
Resources Required
Support resources
Access to People
Candidate Signature Assessor Signature Moderator Signature
Date Date Date
I confirm that:
• I have been consulted on and have agreed to the training and assessment process as detailed in the assessment
guide
• I have been advised of my right to appeal against any assessment that is unfair, unreliable, invalid or impracticable
• I have read and understood the appeal procedure
• I know that assessments may be moderated or verified by an external party
• The purpose of the assessment has been clearly explained to me
• The criteria have been discussed with me, and I know I will be assessed against these criteria
• I know when and where I will be assessed, and I was given fair notice
• I know how the assessment will be done, and any other requirements related to the assessment
• I understand that each assessment application, the outcomes, results, and reviews will be treated as a confidential
matter by candidates, assessors, and moderators.
• I am ready to be assessed
Signed: Date:
Overall Assessment Competent Not yet competent

Decision
Candidate’s Signature Date
Assessor’s Signature Date
Moderator’s Signature Date

Interview RPL Purpose
The purpose of the interview is dual:
It should assist the assessor in deciding the approach towards assessment in terms of making competence decisions
where candidates are successful in proving their prior learning. To determine candidate preparedness for prior learning
conducted and sensitise candidates to re-assessment.
Questions
1. Have you attended any short courses / courses that amount to prior learning before the start of the learnership /
qualification? (Note that it should be relevant tot the qualification against which RPL is being conducted)
2. Did you attend all modules of the learnership / qualification training?
3. How were you prepared for assessments?
4. How were assessments conducted?
5. Did an accredited training provider conduct the course/s?
6. Did you attend classroom training during the course?
7. What work experience do you have to prove competence against a unit standard/s for RPL purposes? (State
number of year’s experience)
8. Do you have a relevant certificate from an approved institution?

9. Do you have samples of work or other forms of evidence that can prove your competence?
10. Do you have a Grade 12 (Matric) with English and Maths, or English only?

Candidate’s Assessment Contract
Candidate’s name
Assessor’s name
Your rights as a candidate:
You have a right to appeal against any judgement given as a result of any assessment. You must have
valid reasons for doing this.
You have the right to an interpreter if you need one to perform this function. However if one of the
learning assumptions for the standard is that you are competent within the language of assessment you
may not have an interpreter
You can ask that an impartial observer attend any assessment. This observer may not take any part in
the assessment.
If you do not agree with the assessment you have the right to have your assessment internally
moderated. If you still do not agree with the result of the assessment you can ask that the ETQA perform
an external moderated on the assessment. If any verification upholds the assessment findings you will
be held liable for all costs of the verification. If any verification rules that you have been aggrieved as a
result of the assessment, your assessor will be liable for all cost of verification.
If during the assessment you are found 'not yet competent', your assessor will encourage you to master
the areas where you have not reached competency, this will be recorded on a development plan. You
are required to arrange with the assessor for a new assessment schedule. The assessor can only
permit two such re-assessments. This Unit Standard leads to the award of credits on the National
Qualifications Framework. Once the assessment is complete application will be made to register and
certify you for the specified unit standard with the Services SETA. You may contact the assessor at any
time for information that will assist you in learning further.
Each assessment application, the outcomes, results and reviews will be treated as a confidential matter by
candidates, assessors and moderators. No references will be made to anyone or any organisation outside
your organisation or SETA about the status of an application during the assessment process.
______________________________________________________________________________________
CONSENT
I, _________________________, the candidate, hereby state that I have read the above and understood the
contents thereof. I was given the opportunity to clarify any issues relating to the assessment process and my
assessment plan. I have requested this assessment in accordance with my own free will and without duress.
Candidate’s signature: ______________________ Date: ______________________
Assessor’s signature: _______________________ Date: ____________________

Record Keeping and Reporting
Well-documented assessment procedures and well-kept records are imperative to ensure

valid processes. All outcomes of assessment will be recorded – so that there is a record of
all credits. The provider will keep records of the assessments that are conducted and will
upload learner information to Services Seta and certificate learners.
Remember
Learners are responsible for keeping copies of all work submitted to Labour guide for
assessment.
Date
________________
Assessor Signature
________________
Learner Signature

SAQA Unit Standard
[Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards]
All qualifications and unit standards 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:

SAQA US ID UNIT STANDARD TITLE
114226 Interpret and manage conflicts within the workplace
ORIGINATOR REGISTERING PROVIDER
SGB Human Resource Management and Practices
QUALITY ASSURING ETQA
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Human Resources
Studies
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 5 8
REGISTRATION REGISTRATION START REGISTRATION END SAQA DECISION
STATUS DATE DATE NUMBER
Reregistered 2007-01-23 2010-01-23 SAQA 0160/05
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-01-23 2014-01-23
This unit standard does not replace any other unit standard and is not replaced by any other unit standard.
PURPOSE OF THE UNIT STANDARD

The person credited with this Unit Standard is able to identify and manage the resolution of personal conflict
between persons or parties. The main focus will be on the workplace although the same principles can be
used elsewhere.
The qualifying learner is capable of:

• Describing the main sources of conflict
• Describing appropriate techniques to manage conflict
• Implementing a strategy to resolve conflict
• Developing the attributes of a good conflict manager
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learner undertaking this Unit Standard must be competent in:
• Communication at NQF Level 4 or equivalent
• Mathematical Literacy at NQF Level 4.

UNIT STANDARD RANGE
• A wide variety of conflict situations may be identified but this Unit Standard will focus on those in the
workplace
• Issues related to diversity management and conflicts which may arise there from are dealt with in other
Unit Standards
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Describe the main sources of conflict.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. A list of possible sources of conflict, including perceptions and assumptions, is drawn up with examples of
where they are most likely to occur.
2. Positive and negative characteristics of conflict in the workplace are discussed with examples.
3. Organisational conflict modes are explained with examples.
4. Conflict, which may arise in personality types, can be described, using transactional analysis.
SPECIFIC OUTCOME 2
Explain appropriate techniques in conflict management.
ASSESSMENT CRITERIA
1. The various business conflict modes are discussed with examples.
2. Useful steps to be taken to manage conflict are explained with examples.
3. The route, which conflicts normally follow toward resolution can be described with examples.
SPECIFIC OUTCOME 3
Describe the appropriate action plan and strategies to manage conflict.
ASSESSMENT CRITERIA
1. Methods available to resolve conflict in terms of the Labour Relations Act are listed with examples.
2. The most appropriate strategy to resolve a particular conflict is chosen with a justification for the choice

of strategy.
3. The need to adopt action plans and adapt them to a particular conflict is demonstrated with examples.
4. The role of policies and procedures in place in the organisation are explained in terms of their role in
preventing and/or resolving conflicts.
SPECIFIC OUTCOME 4
Explain the attributes of an effective conflict manager.
ASSESSMENT CRITERIA
1. Personal attributes of a good conflict manager can be listed with examples of how each characteristic
contributes to conflict resolution.
2. A skills audit is done by the learner to identify the skills he/she needs to develop to be an effective conflict
manager is identified.
3. The negative attributes which should be avoided or controlled by an effective conflict manager are listed
with an explanation of the negative effect each has on the resolution of conflict.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

• A learner wishing to be assessed (including through RPL) against this Unit Standard may apply to an
assessment agency, assessor or provider institution accredited by the relevant ETQA or an ETQA that has a
Memorandum of Understanding with the relevant ETQA.
• Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant
ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
• Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit
Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum
of Understanding with the relevant ETQA.
• Moderation of assessment will be conducted by the relevant ETQA or by an ETQA that has a
Memorandum of Understanding with the relevant ETQA at its discretion.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The knowledge underpinning the above specific outcomes is:
• Knowledge of the sections of the Labour Relations Act which are appropriate to conflict and the resolution
thereof
• Knowledge of specific terminology related to personal relationships
• Knowledge of the learners organisational structure, policies and procedures
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING
Work effectively with individuals and teams in order to understand conflict and the resolution thereof.
UNIT STANDARD CCFO ORGANISING

Organise oneself and one`s activities so that conflict can be identified and dealt with.
UNIT STANDARD CCFO COLLECTING

Collect, analyse and identify information supplied by parties to a conflict in order to accurately convey them
to affected parties.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with an employer with regard to conflict issues.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

END
ID QUALIFICATION TITLE LEVEL STATUS
DATE
58394 National Certificate: Film and Television 2010-
Core Level 5 Registered
Production 06-14
48641 2010-
Core National Certificate: Labour Relations Practice Level 5 Reregistered
01-23
49337 National Certificate: Multi-National Safety and 2011-
Core Level 5 Reregistered
Security Operations Management 04-01
50060 2011-
Core National Certificate: Public Administration Level 5 Reregistered
10-20
58802 National Diploma: Disability Employment 2010-
Practice 08-16
58786 2010-
Core National Diploma: Occupational Safety Level 5 Registered
11-28
64330 National Certificate: Mission Corporate Services 2011-
Management 11-26
49783 National Diploma: Joint and Multi-National 2011-
Core Level 6 Reregistered
Operations 09-30
61729 2011-
Core National Diploma: Policing Level 6 Registered
06-25
49398 2011-
Fundamental National Certificate: Incident Management Level 5 Reregistered
01-22
50419 National Certificate: Port Control and 2009-
Fundamental Level 5 Registered
Admissions 06-29
50081 Further Education and Training Certificate: 2012-
Elective Level 4 Reregistered
Leadership Development 03-31
58696 2010-
Elective National Certificate: Close Protection Level 5 Registered
08-16
59201 2010-
Elective National Certificate: Generic Management Level 5 Registered
11-28
58978 2010-
Elective National Certificate: Journalism Level 5 Registered
10-18
59258 2010-
Elective National Certificate: Polygraphy Level 5 Registered
11-28
63529 National Certificate: Railway Signalling 2011-
Elective Level 5 Registered
Technology 10-22
National Diploma: Automotive Diagnostics and Passed the End 2009-
Elective 57450 Level 5
Repair Date - 02-18
Status was
"Registered"
50333 National Diploma: Occupationally Directed 2010-
Elective Level 5 Reregistered
Education, Training and Development Practices 02-08
58309 2010-
Elective National Diploma: Project Management Level 5 Registered
06-14
50330 Bachelor: Occupationally Directed Education 2009-
Elective Level 6 Registered
Training and Development Practices 11-16
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This list 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 ETQAs 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,
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Candidate’s Review of the Assessment Process
Unit standard 114226
Assessor Name
Candidate Name
Please Rate the following:

1 Extremely dissatisfied 3 Neutral
2 Dissatisfied 4 Satisfied
5 Extremely Satisfied
Did you find any parts of the Assessment Guide particularly helpful? 1 2 3 4 5
Did you find any parts of the Assessment Guide awkward or difficult to understand? 1 2 3 4 5
How do you feel about your assessment experience? 1 2 3 4 5
Do you have any suggestions to help us improve the assessment process? 1 2 3 4 5
Thank you for taking the time to complete this evaluation form

Declaration of Authenticity signed by the learner
I, ____________________________, ID number_______________________
hereby declare that the work contained in this portfolio of evidence as detailed below is my
own and original work, and that I have acknowledged all additional sources which I have
used and / or quoted directly.
________________________
Signed by
_______________________
Date

Assessor’s Review of the Assessment Process
Unit standard 114226
Assessor Name
Candidate Name
Please Rate the following:

1 Extremely dissatisfied 3 Neutral
2 Dissatisfied 4 Satisfied
5 Extremely Satisfied
Did you find any parts of the Assessment Guide particularly helpful? 1 2 3 4 5
Did you find any parts of the Assessment Guide awkward or difficult to understand? 1 2 3 4 5
How do you feel about your assessment experience? 1 2 3 4 5
Do you have any suggestions to help us improve the assessment process? 1 2 3 4 5
Thank you for taking the time to complete this evaluation form

Learner Feedback Report
Candidate Name
Candidate ID Number
Client Name
Certificating ETQA and verification partner Services SETA
Assessor Name & Registration Moderator Name & Registration
No special needs recorded Assessment

Result
General comments from assessor:

In Learner
Assessment
Documents Required guide Signed Dated
Personal Details Form
Certified ID
Certified Copies of Certificates including Matric Certificate and Qualifications
Job Description/CV
Declaration of authenticity
Candidate commitment form
Initial Meeting Checklist
Assessment Contract
Assessment Policy and Procedures
Candidates Review of Assessment Process
Final reports and evaluation of evidence

Assessment Learner Summary Report and Feedback form
(Make a copy of the report for re-assessments and attach to this document)
Learner’s Name
Unit Standard Title Interpret and manage conflicts within the workplace
NQF Level 5 Credits 8
Date of first Assessment Date of re-assessment
Specific Outcome 1: Describe the main sources of conflict.
Assessment criteria C/NYC

1.1 A list of possible sources of conflict, including perceptions and assumptions, is drawn up with examples of where they are most likely to occur.
1.2 Positive and negative characteristics of conflict in the workplace are discussed with examples
1.3 Organisational conflict modes are explained with examples
1.4 Conflict, which may arise in personality types, can be described, using transactional analysis.
Comments by assessor:
Specific Outcome 2: Explain appropriate techniques in conflict management.

2.1 The various business conflict modes are discussed with examples
2.2 Useful steps to be taken to manage conflict are explained with examples.
2.3 The route, which conflicts normally follow toward resolution can be described with examples

Assessor Comments:
Specific Outcome 3: Describe the appropriate action plan and strategies to manage conflict.

3.1 Methods available to resolve conflict in terms of the Labour Relations Act are listed with examples.
3.2 The most appropriate strategy to resolve a particular conflict is chosen with a justification for the choice of strategy
3.3 The need to adopt action plans and adapt them to a particular conflict is demonstrated with examples.
3.4 The role of policies and procedures in place in the organisation are
Assessor comments:
Specific Outcome 4: Explain the attributes of an effective conflict manager.

4.1 Personal attributes of a good conflict manager can be listed with examples of how each characteristic contributes to conflict resolution
4.2 A skills audit is done by the learner to identify the skills he/she needs to develop to be an effective conflict manager are identified
4.3 The negative attributes which should be avoided or controlled by an
Assessor Comments:

Consolidated Report
Specific Outcomes C / NYC
1 Describe the main sources of conflict.
2 Explain appropriate techniques in conflict management
3 Describe the appropriate action plan and strategies to manage conflict.
4 Explain the attributes of an effective conflict manager
Assessor comments:
Critical –Cross field Outcomes C / NYC

1 Work effectively with individuals and teams in order to understand conflict and the resolution thereof
2 Organise oneself and one’s activities so that conflict can be identified and dealt with.
3 Collect, analyse and identify information supplied by parties to a conflict in order to accurately convey them to
affected parties.
4 Communicate effectively with an employer with regard to conflict issues.
Evaluation of Evidence (VACS)
Covered Comments
Validity The assessment focuses on the requirements of the standard, i.e.
the assessment is fit for purpose
Authenticity The assessor is satisfied that the evidence being assessed is

attributable to the candidate
Currency The evidence demonstrates the candidate’s current competence

Consistency The same assessor would make the same judgment again in
similar circumstances. The judgment is similar to the judgment that
would be made by other assessors
Sufficiency The evidence collected establishes that all criteria within the
standard has been met and the performance can be repeated
consistently
Comments by the learner:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Terms and Conditions of First Attempt

1. This result has not been internally moderated and is still subject moderation which may change the outcome;
2. You must consult your assessment plan and stick to the pre-determined dates for remediation. If you do not remediate within the
specified time we will assume that you do not intend to remediate and we will send your Portfolio of Evidence for moderation and
verification. Any credits due will be issued and you will receive a statement of credit in due course from the relevant ETQA;
3. You have the right to appeal any assessment decision that you feel is unfair – consult your preparation notes for the appeal procedure
and forms;
4. You are required to acknowledge receipt of this feedback – an electronic read-receipt should have been collected, but if you elected
not to send one, please confirm receipt via email. This is part of the external verification process and failure to do so may result in a
delay in your certification as we will have to collect this evidence.

Signed and dated by assessor: _____________________________ / /2________
Signed and dated by you (if you did not accept the electronic read receipt): _____________________________ / /2___
Signed and dated by moderator: _____________________ ……../ …../2______
Re-Assessment Feedback Report
Specific outcomes Assessment criteria C NYC Comments

Terms and Conditions of Second Attempt
1. This result has not been internally moderated and is still subject moderation which may change the outcome;
2. You must consult your assessment plan and stick to the pre-determined dates for remediation. If you do not remediate within the
specified time we will assume that you do not intend to remediate and we will send your Portfolio of evidence for moderation and
verification. Any credits due will be issued and you will receive a statement of credit in due course from the relevant ETQA;
3. You have the right to appeal any assessment decision that you feel is unfair – consult your preparation notes for the appeal
procedure and forms;
4. You are required to acknowledge receipt of this feedback – an electronic read-receipt should have been collected, but if you
elected not to send one, please confirm receipt via email. This is part of the external verification process and failure to do so may
result in a delay in your certification as we will have to collect this evidence.
Signed and dated by assessor: _____________________________ / /2________
Signed and dated by you (if you did not accept the electronic read receipt): _____________________________ / /2___
Signed and dated by moderator: _____________________ ……../ …../2______
Recommendation of the Assessor:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Recommendation by the Moderator:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Assessment Learner Guide Tracking Form of the Learner
This form allows us to track your assessment learner guide as it moves around.
Unit Standard: Date Signature
Date received by Assessor
Date returned by assessor
Name of assessor
Date issued to moderator
Name of moderator
Date returned to provider/Assessor
Date returned to learner

Moderation
The functions of the moderator are:
1. To verify that Assessments are fair, valid, reliable, and practical.
2. To evaluate assessment design, assessment process, assessment outcomes including

documenting proof of individual learners’ competence status.
3. To evaluate the performance of registered Assessors.
4. To identify areas of improvements within the Assessment System.
5. To identify the need to redesign assessments, assessment tools/instruments if required.
6. To provide an appeals procedure for dissatisfied Learners.
7. To provide feedback to ETQA on Unit Standards.
Moderation will take place at the four levels required.
1. Moderation of tools
2. Moderation of process
3. Moderation of assessment
4. Final moderation of learner
Date
_______________
Assessor Signature
_______________
Learner Signature

Notification of an Appeal
Name of candidate appealing: ____________________________________
Unit standard: ______________________________________
Assessment done by: Moderated by:
Date of appeal: ___________________________
Reason for the appeal
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Received by: Date received:
Date recorded:
Appeal handed to: Date:
Findings of the appeal:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
(Moderator should attach all checklists and other moderation documents with this
document)

Assessment Map

Specific Outcome 1: Describe the main sources of conflict.
Assessment criteria Questioning Workplace Project N/A Competency rating
1.1 A list of possible sources of conflict, including perceptions and Question 1
assumptions, is drawn up with examples of where they are most likely to
occur.
1.2 Positive and negative characteristics of conflict in the workplace are Question 2
discussed with examples. Question 3
1.3 Organisational conflict modes are explained with examples. Question 4
1.4 Conflict, which may arise in personality types, can be described, Question 5
using transactional analysis.
Specific Outcome 2: Explain appropriate techniques in conflict management.
2.1 The various business conflict modes are discussed with examples. Task instruction 7
2.2 Useful steps to be taken to manage conflict are explained with Task instruction 7
examples.
2.3 The route, which conflicts normally follow toward resolution can be Task instruction 6
described with examples
Specific Outcome 3: Describe the appropriate action plan and strategies to manage conflict.
3.1 Methods available to resolve conflict in terms of the Labour Relations Task instruction 6
Act are listed with examples.
3.2 The most appropriate strategy to resolve a particular conflict is Task instruction 4
chosen with a justification for the choice of strategy
3.3 The need to adopt action plans and adapt them to a particular Task instruction 5
conflict is demonstrated with examples.
3.4 The role of policies and procedures in place in the organisation are Task instruction 6
explained in terms of their role in preventing and/or resolving conflicts.
Specific Outcome 4: Explain the attributes of an effective conflict manager.
4.1 Personal attributes of a good conflict manager can be listed with Task instruction 2
examples of how each characteristic contributes to conflict resolution.
4.2 A skills audit is done by the learner to identify the skills he/she Task instruction 1
needs to develop to be an effective conflict manager are identified.
4.3 The negative attributes which should be avoided or controlled by an Task instruction 3
effective conflict manager are listed with an explanation of the negative
effect each has on the resolution of conflict.

Critical –Cross field Outcomes (Workplace assessment) C / NYC
1 Work effectively with individuals and teams in order to understand conflict and the resolution thereof
2 Organise oneself and one’s activities so that conflict can be identified and dealt with.
3 Collect, analyse and identify information supplied by parties to a conflict in order to accurately convey them to affected parties
4 Communicate effectively with an employer with regard to conflict issues
Essential embedded Knowledge C / NYC
1 Knowledge of the sections of the Labour Relations Act which are appropriate to conflict and the resolution thereof
2 Knowledge of specific terminology related to personal relationships
3 Knowledge of the learners organisational structure, policies and procedures
Assessor comments:

Assessment Rubric
Measurement instruments for
assessments

Assessment Rubric
Assessment tool 1: Written knowledge test
In order to be declared competent the learner needs to obtain 50% for each assessment
criterion.
Criteria Learner Min score Total score

score
1.1 A list of possible sources of conflict, including perceptions and
assumptions, is drawn up with examples of where they are most likely to /6 3 6
occur.
1.2 Positive and negative characteristics of conflict in the workplace are
discussed with examples. /16 8 16
1.3 Organisational conflict modes are explained with examples.
/15 7.5 15
1.4 Conflict, which may arise in personality types, can be described, using
transactional analysis. /20 10 20
Total 28.5 (50%) 57 (100%)
Assessment tool 2: Workplace project
Assessment Framework:
The assessor will judge your ability according to the following rating scale:
4 = Outstanding performance. (Very few if any errors)

3 = Very Good work with few errors, skillfully performed
2 = Satisfactory work, but not skillfully performed.
1 = Poor work, performance requires improvement. (If you receive a “1” then you are not yet competent and must resubmit
evidence to the assessor)
Outstanding
Satisfactory
Very good
Poor work
Standard and criteria Competent or not

The learner is able to … yet competent Assessor comments
2.1.1 The learner is able to discuss the 4 3 2 1
various business conflict modes with
examples
2.2.1 The learner is able to explain useful 4 3 2 1
steps to be taken to manage conflict with
example
2.3.1 The learner is able to describe the 4 3 2 1
route, which conflicts normally follow toward
resolution with examples
3.1.1 The learner is able to list the methods 4 3 2 1
available to resolve conflict in terms of the
Labour Relations Act with examples
3.2.1 The learner is able to choose the most 4 3 2 1
appropriate strategy to resolve a particular
conflict with a justification for the choice of
strategy
3.3.1 The learner is able to demonstrate the 4 3 2 1
need to adopt action plans and adapt them
to a particular conflict with examples

3.4.1 The learner is able to explain the role 4 3 2 1
of policies and procedures in place in the
organisation in terms of their role in
preventing and/or resolving conflicts.
4.1.1 The learner is able to list personal 4 3 2 1
attributes of a good conflict manager with
examples of how each characteristic
contributes to conflict resolution.
4.2.1 The learner is able to do a skills audit 4 3 2 1
by the learner to identify the skills he/she
needs to develop to be an effective conflict
manager
4.3.1 The learner is able to list the negative 4 3 2 1
attributes which should be avoided or
controlled by an effective conflict manager.
4.3.2 The learner is able to explain the 4 3 2 1
negative effect negative attributes which
should be avoided or controlled by an
effective conflict manager.
Assessment tool 3: Checklist
Third parties feedback Competent Not yet Assessor comments

competent and remedial actions
Manager (coach or mentor)

Learner Portfolio of Evidence

Portfolio cover sheet
Name: Date submitted:
I declare this evidence to have been produced by the undersigned.

Candidate’s signature:
Portfolio evidence presented
Formative assessment
Outcomes from learning programme - learner workbook
Summative assessment
To complete all the requirements of the portfolio of evidence
Assessment feedback (from a trainer or assessor)
Evidence Observation checklist (from a third party)
Written reports
Other evidence (List each piece):
Assessor to complete
Evidence is : Valid Sufficient Authentic Current
Assessor’s signature: ________________________________________
Date: ______________________________________________________

Logbook for Workplace Assessment
LOGBOOK : Unit standard: 114226 (Maximum hours: 56 hours in the workplace)
Date Assignment No Start Finish Total Hours
Date Candidate signature Date Mentor/supervisor signature

Insert a copy of your ID

Insert a copy of your job
profile/job description

Insert a copy of your
certificates/
Qualifications

Insert your Formative
Learner Workbook
Note: If learners have already completed these formative activities, simply collect their
assessment evidence. If they have not completed the activities, ensure they do so now.

Description of context and
evidence

Assessment Context
Assessment Method Assessment Conditions Who will conduct Assessment results and feedback
assessment
Assessment tool 1 Knowledge based assessment Assessor As specified by Labour guide
Questioning
Assessment tool 2 Tasks instructions Subordinates As specified by Labour guide

Workplace Project in the workplace Mentor/manager
Assessor
Assessment tool 3 Manager checklist (role of a Manager As specified by Labour guide
Checklist coach/mentor) Assessor (verify)
Evidence collection framework
A: Evidence collected by the assessor

Source of Explanation Criteria
evidence
1. Formative Full completed formative knowledge The learner must complete all the evidence before he/she can start
learner assessments and formative applied with the summative assessments.
workbook assessments in the learner workbook
2. Written Completion of written knowledge test The learner must obtain at least 50 % for each assessment criterion to
knowledge test be declared competent.
3. Management Third party evidence means to collect The learner must be competent in all feedback from the relevant
evidence form information of specified criteria of the manager in the role of a mentor or coach.
learner.
B: Evidence collected by the candidate (All evidence to be included in the portfolio of

evidence)
See criteria specifications under each task instruction.
Source of evidence Explanation

1. Logbook Log all 56 hours of workplace assessments and
the compilation and gathering of evidence.
2. Dealing with conflict my way questionnaire Task instruction 1
3. Table Task instruction 2
4. Individual questionnaire Task instruction 3
5. A typed report Task instruction 4
6. An action plan Task instruction 5

7. Report Task instruction 6
8. Presentation slides
9. Attendance register
Task instruction 7
10. Flow diagram Indicator 1
11. Report Indicator 2
12. Two status reports Indicator 3
13. Attendance register Indicator 4
14. Short description outline document of what is covered in the training session
15. Minutes of a management meeting Indicator 5
In total 18 pieces of evidence

Insert your evidence
Assessment Tool 1
Written knowledge test
Unit 1
Knowledge Based Assessment

Knowledge Questionnaire
Time to complete: 1 hour and 30 minutes
Total Score: 57 (100%) Min score: (50% per assessment criterion)
____________________________________________________________________________________________
Section A: Short Questions

Marks: 22
Question 1 (SO 1, AC 1)
Draw up a list of sources of organisational conflict. (6)
a. Incompatible goals and time horizons
b. Overlapping authority
c. Task Interdependencies
d. Incompatible evaluation or reward system
e. Scare resources
f. Status inconsistencies
Draw up a list of perceptions and assumptions with your own examples of where they are most
likely to occur. (8)
Assessor note: Use the information provided below as a guideline. It is important to assess
the learners’ own understanding of perceptions and assumptions with his/her own example.
Use your discretion according to the NQF principles.
To understand what is often happening with conflict in relationships in the workplace, and to
deal with them more effectively, we need to understand the process of how we make meaning
of the world around us, the role that beliefs play in that process, and what happens when we
make false assumptions based on those beliefs.
Have you had the experience where you were at a social gathering, straining to hear the person
you are talking to because of the loud background noise, when suddenly you hear someone on
the other side of the room mention your name? We receive amounts of information from our
senses. Our reticular activating system (RAS) filters out the unimportant information so that we
are consciously aware of the things that are important to us.
The filtering effect has enormous impact in our relationships. When someone forms a strong
belief about you the RAS kicks into action, merrily filtering what happens from there on. That
someone becomes aware of the things you do that support his/her belief, and filter out things
that do not support it. We include examples of three different filters which impact on our
decisions and the way we behave against other people. They are:
Personal perception filters
Age, gender, race, and past experiences are examples of personal perception filters.
Socio-economic filters
Socio-economic filters include occupation, level of education, environmental factors, and family
upbringing.
Cultural filters
Include language, For example, Eskimos have many unique words describing different kinds of
snow. Not just adjectives that go in front of a standard word for
snow, but totally different words.
Every characteristic of an individual influences what that individual chooses to see, hear, taste,
touch, and smell. How information is interpreted to create meaning for an individual is also
influenced by his/her unique make-up and background.
Discuss positive and negative characteristics of conflict in the workplace with your own
examples. (8)
the learners’ own understanding of positive and negative characteristics with his/her own
example. Use your discretion according to the NQF principles.
Positive characteristics Negative characteristics

Positive conflict is very useful in group Wherever you go, you find people who are
deliberations. When faced with a conflict, rude, selfish and insensitive, and sometimes,
most healthy groups will look for more you're forced to work with them, often to the
information to resolve it. Because the detriment of your own productivity. You don't
disagreement was expressed, a more have to become the best of friends with a
thorough investigation will be conducted. difficult co-worker, but a more harmonious
working relationship is clearly within your
When the group makes a decision, it will be reach.
based on additional information that probably
wouldn’t have been obtained had the conflict Here are some negative characteristics:
not occurred. Uncooperative, impatient dishonest,
untrustworthy, lazy, disorganised, messy,
Even though some of the feelings generated aloof, mean, and annoying. Doesn't follow
by conflict may be negative, disagreement instructions, doesn't listen, isn't a team player,
indicates involvement in the discussion. A isn't helpful, isn't a problem solver, use
good argument may be an effective antidote inappropriate language, and so on.

to apathy! You know the old expression,
“Let’s argue so we can make up.”
So how can you make conflict positive within

your group? When resolving conflicts, focus
on finding ways that will allow all people to
“win.” Usually, conflict results in one side
“winning” at the expense of another.
Conflict becomes unhealthy when it is

avoided or approached on a win/lose basis,
where one side is the winner and one is the
loser. Your responsibility as a manager or
team member is to ensure that this situation
doesn’t occur, because it has negative effects
for both the winner and loser.
____________________________________________________________________________________________
Section B: Long Questions

Marks: 35
Explain organisational conflict modes according to The Thomas-Kilmann Conflict Mode
Instrument (TKI with your own practical examples. (15)
the learners’ own understanding of organizational conflict modes with his/her own example.
Use your discretion according to the NQF principles.
The Five Conflict Handling Modes
The Thomas-Kilmann Conflict Mode Instrument (TKI) is designed to assess an individual’s

behaviour in conflict situations - that is, situations in which the concerns of two people appear to
be incompatible. In such situations, we can describe a person’s behaviour along two basic
dimensions: (1) assertiveness, the extent to which the individual attempts to satisfy his or her
own concerns, and (2) cooperativeness, the extent to which the individual attempts to satisfy
the other person’s concerns. These two basic dimensions of behaviour can be used to define
five specific methods of dealing with conflicts. These five handling conflict modes are:
• Competing
• Accommodating
• Avoiding
• Collaborating
• Compromising

Competing is assertive and uncooperative, a power-oriented mode. When competing, an
individual pursues his or her own concerns at the other person’s expense, using whatever
power seems appropriate to win his or her position. The Competing Style is when you stress
your position without considering opposing points of view. Competing might mean standing up
for your rights, defending a position you believe is correct, or simply trying to win.
Accommodating is unassertive and cooperative - the opposite of competing. When

accommodating, an individual neglects his or her own concerns to satisfy the concerns of the
other person; there is an element of self-sacrifice in this mode. Accommodating might take the
form of selfless generosity or charity, obeying another person’s order when you would prefer
not to, or yielding to another’s point of view.
Avoiding is unassertive and uncooperative. When avoiding, an individual does not immediately
pursue either his or her own concerns or those of the other person. He or she does not address
the conflict. Avoiding might take the form of diplomatically sidestepping an issue, postponing an
issue until a better time or simply withdrawing from a threatening situation. The Avoiding Style
is when you do not satisfy your concerns or the concerns of the other person.
Collaborating is both assertive and cooperative - the opposite of avoiding. When collaborating,
an individual attempts to work with the other person to find a solution that fully satisfies the
concerns of both. It involves digging into an issue to identify the underlying concerns of the two
individuals and to find an alternative that meets both sets of concerns. Collaborating between
two persons might take the form of exploring a disagreement to learn from each other’s
insights, with the goal of resolving some condition that would otherwise have them competing
for resources, or confronting and trying to find a creative solution to an interpersonal problem.
Compromising is intermediate in both assertiveness and cooperativeness. When

compromising, the objective is to find an expedient, mutually acceptable solution that partially
satisfies both parties. Compromising falls on a middle ground between competing and
accommodating, giving up more than competing but less than accommodating. Likewise, it
addresses an issue more directly than avoiding, but doesn’t explore it in as much depth as
collaborating. Compromising might mean splitting the difference, exchanging concessions, or
seeking a quick middle-ground position.
Read and interpret the following statement: (20)
Complementary transactions occur when both people are at the same level. Thus Parent
talking to Parent, etc. Here, both are often thinking in the same way and communication is
easy. Problems usually occur in Crossed transactions, where the other person is at a different
level for e.g. adult to child.
Question 5 a
Give an explanation of conflict that arises in the workplace due to different personality types.
Give a practical example related to the workplace. (5)
Assessor note: Assess the learner’s ability to give an explanation of any type of conflict that
may arise between two individuals with different personalities in the workplace.

Question 5 b
Give practical examples and explanations of problems that occur in crossed transactions in
transactional analysis in the workplace. (10)
Assessor note: Assess the learner’s ability to differentiate between crossed transactions in
transactional analysis in the workplace and how conflict arises when individuals are on different
levels.
Question 5 c
Give possible solutions to resolve the crossed transactions and to get people on the same level
of adult to adult. (5)
Assessor note: Assess the learner’s ability to provide solutions to individuals who are on
different levels and how to get them on the level of adult to adult.

Assessment Tool 2
Workplace Project
Unit 2, 3, & 4
Workplace Assessment

Workplace Project
You will be required to complete a work project. All three specific outcomes are integrated in
this project and is real life assessments, in other words you need to gather evidence of real
experiences in the workplace (See evidence collection framework). The task instructions are
integrated in this project according to a logical flow for you to understand of what is required.
Just follow the task instructions below that will navigate you to complete your work project.
Note: All evidence collected must be in a real work environment and cannot be
simulated or produced without real practical applications as specified in all task’
instructions.
____________________________________________________________________________
Tasks Instruction 1
Instruction to the learner: Indicator
You will be required to complete a self evaluation survey questionnaire and work out your
scores. This will enable you to identify your type of conflict handling mode. Be honest with
yourself when you complete this questionnaire, there is no judgement. If you want to be a good
conflict manager you need to get optimal output that will assist you in your workplace.
____________________________________________________________________________
Dealing with conflict my way Questionnaire

(Adapted from Watson, vallee and Mulford. 1981:107)
The statements below present some descriptions of various ways of dealing with conflict. Read
each statement carefully. Using the scale below (1 – 5) indicate the extent to which you agree
or disagree with each statement as a way of responding to conflict.
Strongly agree = 5
Agree = 4
I am not sure whether I agree or disagree = 3
Disagree = 2
Strongly disagree = 1
Letting employees have their own way makes them content.

We can work out problems together.
The most powerful will always win the argument.
If you give a little so will I.
Conflicts will go away if you avoid them.
When an employee screams at you, let them have their way, they must really want it.
Problems should be solved by know-how discussion, not by voting.

If an employee cannot agree with you, he must be made to do what you want anyway.
It is better to get part of what you want than nothing at all.
If someone argues with me, I’m not interested in them.
Letting employees do what they want will make them work better.
We must keep digging until we solve the problem.
Forcing employees to work together reaffirms my control.
Everybody is happy with a fair solution.
Nothing is important enough to fight over.
Employees will react positively if you always let them do things their own way.
Problems may take time to solve but it is worth it.
My position gives me the right to make other do things my way.
If we both make concessions the outcome will be fair.
Stay away from argumentative employees – they are not worth it.
Transfer you score
Transfer your score into the corresponding boxes. The number of the statement is above the box. Total
your scores in the appropriate boxes and then transfer them to the graph. The higher the score for each
conflict strategy the greater the probability that you will utilize the strategy when responding to conflict
situations. The lower your total score the less frequently you tend to use this strategy.
Avoiding 5 10 15 20 Total
+ + + =
Accommodating 1 6 11 16 Total
+ + + =
Competing 3 8 13 18 Total
+ + + =
Compromising 4 9 14 19 Total
+ + + =
Collaborating 2 7 12 17 Total
+ + + =
Note: Go to your learner guide on page 35 and study your characteristics as a result from
above score.

____________________________________________________________________________
Tasks Instruction 2
Based on your type of conflict mode list the characteristics (selected from the characteristics
table in your learner guide) in the table below and include your personal attributes which you
identify of being a good conflict manager. Then discuss the conflict resolution strategy of
selected characteristic.
____________________________________________________________________________
(Completion by the learner)
Identified characteristics of My personal attributes My conflict resolution strategy of

conflict mode e.g. collaborating my characteristic

____________________________________________________________________________
Tasks Instruction 3
Ask your subordinates to complete the questionnaire below and collect these questionnaires. It
is of utmost importance that the employees in your department stay “anonymous”. In order to
collect information to identify negative attributes in your department, you need to be informed
about these “negative attributes” in order to control them.
____________________________________________________________________________
Individual questionnaire
(Please answer the questions in an open and honest way. Your information will remain
confidential. Please do not write your name and surname.
Questions Indicators Motivate your answer

Yes No
Do you know what the departmental goals
are?
Do you get along with your manager?
Do you feel part of a team?
Do you feel you get the necessary support?
Are you empowered to do your job?
Are problems dealt with in your

department?
Does your manager have an open door

policy when problem arises?
Do you know how to resolve your own
problems?
Is there a lot of conflict in your department?
Do you feel free to confront a fellow
employee when a problem arises?
Do you feel free to confront your manager
when a problem arises?

List your solutions to problems in your department
____________________________________________________________________________
Tasks Instruction 4
Instruction to the learner:
Indicator:
Collect and analyse the information you received above in order to identify the negative
attributes. If you have one NO, it already means that there is a problem which may lead to
more problems if not dealt with effectively as a manager. Choose the appropriate strategy to
resolve possible conflicts that may occur in your department based on the indicators above.
Compile a report. Include the introduction, body and conclusion with references of selected
strategy. Also ensure that you include the findings (strengths and weaknesses) and
recommendations. The report must be typed and in arial format, 11, single spacing.
Remember to include your name, surname and learner number with the heading. The report
should be approximately five pages.
____________________________________________________________________________
____________________________________________________________________________
Tasks Instruction 5
Indicator and evidence:
Compile an action plan for the selected conflict that may occur in your department in line with
the selected strategy above.
____________________________________________________________________________

____________________________________________________________________________
Tasks Instruction 6
Ask your human resource department for a copy of your internal policies and procedures on
conflict resolutions. Use the policies and the procedures as your reference and extract main
concepts of the following:
Indicators:
• Describe the route of your internal procedures to conflict dispute and resolution.
• Describe the role of your internal policies and procedures to prevent and resolve conflict
and adapt this according to the conflict situations you are facing within your department.
• Include extractions that are related to different methods to resolve conflict that are
described in the Labour Relations Act. (You can get the LRA from www.actsonline.co.za or
www.labour.gov.za
Compile a report. Include the introduction, body and conclusion with references where
appropriate. The report must be typed and in arial format, 11, single spacing. Remember to
include your name, surname and learner number with the heading. The report should be
approximately five pages.
After you completed the report you need to do a practical presentation session with your
subordinates in your department. Ensure that you cover all criteria in your presentation as
indicated above. This will be an information session describing all three indicators as listed
above. Remember to include presentation slides and an attendance register of subordinates
attending this presentation as evidence.
____________________________________________________________________________
____________________________________________________________________________
Tasks Instruction 7 (Indicator 1 – 5)
You will be required to take action to reduce conflict within your department. There are steps
that you have to take to reduce the conflict. Based on each step as listed below the indicator,
you will do practical arrangements and collect evidence for each indicator.
Compile a report to support the evidence. The report format may include the actions that have
been taken by you. It is also very important to acknowledge the sources of information e.g.
primary source like interviews with your subordinates etc. The report must be typed and in arial
format, 11, single spacing. Remember to include your name, surname and learner number with
the heading. The report should be approximately four to six pages.

Indicators:
Indicator 1
Actions to reduce conflict
Draw up a flow diagram and include the steps you will take to reduce conflict in your
department. Integrate the indicators below in your steps to reduce the conflict. Conflict causes
may include: interpersonal conflict, group conflict, conflict with other departments etc.
Indicator 2
Relationship with subordinates
1. Intentionally build relationships with all subordinates.

2. Meet at least once a month alone with them in office.
3. Ask about accomplishments, challenges and issues.
Motivate what actions you have taken as specified above and include this in your report.
Indicator 3
Written status reports
Get regular, written status reports and include:
1. Accomplishments.
2. Current issues and needs from management.
3. Plans for the upcoming period.
Include two different status reports: The first status report and the second status report.
Indicator 4
Training
Conduct basic training about:
1. Interpersonal communications.
2. Conflict management.
3. Delegation.
Set up a date and train your subordinates on above criteria. Include the attendance register of
training conducted and write a short description outline of what you covered under each
specification above.
Indicator 5
Management meetings

Regularly hold management meetings, for example, every month, to communicate new
initiatives and status of current programmes.
Include the minutes of the management meeting. You must proof that you discussed your
strategy and plan of action to reduce conflict in your department and present this to
management.
____________________________________________________________________________

Assessment Tool 3
Management evidence form
Critical cross-field outcomes
Workplace Assessment

Manager (coach/mentor) Evidence Form (please submit to Labour guide)
Confidential
Name of candidate:
Learner number:
Unit(s) of competency:
As part of the assessment for the units of competency, we are seeking evidence to support a
judgement about the candidate’s competence. As part of the evidence of competence we are
seeking reports from the manager and other people who work closely with the candidate.
Name of manager (coach/mentor):

Workplace:
Address:
Phone:
Have you read the units of competency that you Yes No

are commenting on?
Has the assessor explained the purpose of the Yes No

candidate's assessment?
Are you aware that the candidate will see a copy Yes No
of this form?
Are you willing to be contacted should further Yes No

verification of this statement be required?
What is your
relationship to the
candidate?
How long have you
worked with the person
being assessed?
How closely do you
work with the candidate
in the area being
assessed?
What is your technical
experience and/or
qualification(s) in the
area being assessed?
(Include any
assessment or training
qualifications.)

Does the Yes No
candidate: Work effectively with individuals and
teams in order to understand conflict
and the resolution thereof?
Organise oneself and one’s activities so Yes No

that conflict can be identified and dealt
with?
Collect, analyse and identify information Yes No

supplied by parties to a conflict in order
to accurately convey them to affected
parties?
Communicate effectively with an Yes No

employer with regard to conflict
issues?
Overall, do you
believe the
candidate performs
to the standard
required by the
units of
competency on a
consistent basis?
Identify any further training needs for the candidate:
Any other comments:

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
……………………………………………………………………………………………………....………
Manager signature: ______________________________ Date: ________________________


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Conflict Management in the

© 2009 South African Labour Guide

Contact Details ............................................................................ 4

Us: 114226 Assessment guide Page 3 of 71

Unit Standard 114226

Course Interpret and manage conflicts within the workplace

Us: 114226 Assessment guide Page 4 of 71

There are three levels of competence. They are:

• Foundational competence: It is an understanding of what you do and why.

The Assessment of your Competence

Assessment of competence is a process of making judgments about an individual's

Us: 114226 Assessment guide Page 5 of 71

• Specific feedback will be given so that candidates can concentrate on only

Appeals and Disputes

Assessment Tools and Matrix

Skills and Knowledge based assessment

Us: 114226 Assessment guide Page 7 of 71

Assessment Plan agreed by Assessment Activities

Detailed Assessor Report Assessment Guide

Action Plan completed

SETA All records &

Completed Assessor Approval and Certificate of

Us: 114226 Assessment guide Page 8 of 71

Qualification Unit Standard 114226

Us: 114226 Assessment guide Page 9 of 71

Exit level outcomes: Gather and report information

Unit standard C NYC Comments

Source of evidence Yes No Candidate’s comments

Assessor signature Date Candidate signature Date

Overall Moderation Decision

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• Train the theory and embedded knowledge

• Commit to the dates and time frames

• Assess Portfolio’s and adhere to turn-around times

Us: 114226 Assessment guide Page 11 of 71

Us: 114226 Assessment guide Page 12 of 71

Links to POINTS TO BE COVERED CHECK

1 Specific Welcome the candidate, put them at ease

Us: 114226 Assessment guide Page 13 of 71

Declaration of Understanding Check √

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Date, time and Resources

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Access to research material

Overall Assessment Competent Not yet competent

Candidate’s Signature Date

Assessor’s Signature Date

Moderator’s Signature Date

Us: 114226 Assessment guide Page 16 of 71

The purpose of the interview is dual:

2. Did you attend all modules of the learnership / qualification training?

3. How were you prepared for assessments?

4. How were assessments conducted?

5. Did an accredited training provider conduct the course/s?

6. Did you attend classroom training during the course?

8. Do you have a relevant certificate from an approved institution?

Us: 114226 Assessment guide Page 17 of 71

Us: 114226 Assessment guide Page 18 of 71

Your rights as a candidate:

Candidate’s signature: ______________________ Date: ______________________

Assessor’s signature: _______________________ Date: ____________________

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Well-documented assessment procedures and well-kept records are imperative to ensure

Candidate’s signature: Date:

Assessor’s signature: ___ Date:

Signed and dated by moderator: _______________ ……../ …../2

Signed and dated by assessor: _____________________ / /2

Signed and dated by moderator: _______________ ……../ …../2