251962-Assessment Guide

NATIONAL CERTIFICATE: GENERIC MANAGEMENT
ID 59201 LEVEL 5 – 162 CREDITS.

ASSESSMENT GUIDE
SAQA ID: 251962
ESTABLISH AND CO-ORDINATE FORUMS FOR
DISASTER RISK MANAGEMENT IN A SPECIFIC
ENVIRONMENT
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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 signature Date

Assessor signature Date
Moderator signature Date
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SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Establish and co-ordinate forums for disaster risk management in a specific

environment
SAQA US UNIT STANDARD TITLE

ID
251962 Establish and co-ordinate forums for disaster risk management in a specific
environment
ORIGINATOR ORIGINATING PROVIDER
SGB Generic Management
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Generic Management
ABET UNIT PRE-2009 NQF LEVEL NQF LEVEL CREDITS

BAND STANDAR
D TYPE
Undefined Regular Level 5 Level TBA: Pre- 6

2009 was L5
REGISTRATION STATU REGISTRATION START D REGISTRATIO SAQA

S ATE N END DATE DECISION
NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA

0695/12
LAST DATE FOR LAST DATE FOR ACHIEVEMENT

ENROLMENT
2016-06-30 2019-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is
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shown. In the text (purpose statements, qualification rules, etc), any references to NQF
Levels are to the pre-2009 levels unless specifically stated otherwise.
This unit standard does not replace any other unit standard and is not replaced by any other
unit standard.
PURPOSE OF THE UNIT STANDARD

This unit standard will enable disaster risk management practitioners and related role-
players to improve professionalism and enhance the quality and effectiveness of services by
being able to establish and co-ordinate forums for disaster risk management in a specific
environment.
A person credited with this unit standard is able to:
 Establish arrangements for the integrated execution of disaster risk management

activities.
 Produce a terms of reference (TOR) for directing and guiding the relevant disaster risk
management forums.
 Conduct and execute forum meetings.
This unit standard will contribute to the development of the learner within the context of the
disaster risk management discipline. Learners who have achieved this unit standard will
increase their opportunities for further development and employability within the disaster
risk management environment.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR

LEARNING
It is assumed that the learner has the following knowledge and skills:
 Communication at NQF Level 4.

 Mathematical Literacy at NQF Level 4.
 Learners will find it difficult to do this unit standard if they do not have a background in
basic disaster risk management concepts and indigenous knowledge.
UNIT STANDARD RANGE

Forums include but are not limited to institutional capacity structures such as advisory
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forums, joint planning forums, technical task teams, etc.
 The words threat and risk are used as synonyms where appropriate.
 Threatening situations are inclusive of risk to individuals, social, environmental,
infrastructural.
 The word environment in the context of this unit standard includes communities.
 The word stakeholder includes all relevant role players in the disaster management
environment.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Establish arrangements for the integrated execution of disaster risk management activities.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Forums are identified and organised in order for the processing and execution of integrated
disaster risk management activities within a specific environment.
Role players and stakeholders are organised to partake in the forums.
The roles and responsibilities of stakeholders are clearly described and allocated to enable
effective functioning of the forum.
Arrangements for the stakeholder participation are made to engage them in the relevant
forum.
Responsibility is assigned for the facilitation and coordination of the relevant disaster risk
management forum.
SPECIFIC OUTCOME 2
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Produce terms of reference (TOR) for directing and guiding the relevant disaster risk
management forums.
OUTCOME RANGE
Terms of reference should include but not limited to the scope, purpose, deliverables,
budget, timeframes, objectives and tasks.
ASSESSMENT CRITERIA
The role and responsibility of the forum is described in relation to the skills, level and
authority required for the establishment of the forum.
Terms of reference are produced that clearly articulates the full scope of the forum.
ASSESSMENT CRITERION RANGE
The scope includes but is not limited to objectives, roles, deliverables, activities, scope,
outcomes, references, guidelines, requirements etc. of the forum.

Specific requirements of the terms of reference are clarified to highlight the impact on the
institutional agreement.
Specific requirements include but are not limited to time frames, budgets and minimum
requirements.

The terms of reference for the forum is approved and adopted in accordance with the
prescribed procedure.
SPECIFIC OUTCOME 3
Conduct and execute forum meetings.
ASSESSMENT CRITERIA
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The relevant integrated forums are formally constituted and activated in accordance with
prescripts.
Forum administration is implemented in accordance with the terms of reference.
Forum administration includes but is not limited to registers, minutes, records, document
control, meeting practices.

Decisions are communicated and arrangements are made for the implementation and
management of meetings.
Mechanisms are identified and implemented to ensure the application of the principle of
cooperative governance for the relevant forum.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment will be governed by the policies and guidelines of the relevant Education
and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.
The assessor will (at the very least) be accredited and have a relevant qualification and be a
subject matter expert in this learning area and at least have 3 years experience in the skills
specific area.
The learner can be assessed against this unit standard to obtain credits or as part of an
integrated assessment for a qualification.
 Internal moderation.
 External moderation.
 An assessor, accredited by the relevant ETQA, will assess the learner's competency.
 Assessment procedures will be supplied by the ETQA in alignment with NSB
requirements.
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 All assessment activities must be fair, so that all candidates have equal opportunities.
Activities must be free of gender, ethnic or other bias.
 Assessment and moderation procedures, activities and tools must be transparent,
affordable and support development within the field, sub-field and NQF.
 Questions and answers to determine theoretical knowledge are expected.
 Assessment of a portfolio of evidence.
 Direct observation in simulated and/or controlled work conditions.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Names, functions and locations of:
 National and international environment including structures, institutions and

infrastructure.
Purpose of processes and procedures of:
 Risk assessment.
 Vulnerability assessment.
 Planning.
 Creating capacity.
Attributes, properties, characteristics related to:
 Formats of written reports and content.

 Meeting management.
Cause and effect, implications of:
 Advocating and information sharing activities.
Categories of things, processes, concepts:
 Meeting management.
 Role and responsibility of stakeholders.
 Principles of stakeholder involvement and participation.
 The need for a regulatory framework.
 Disaster risk management concepts.
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 Timeousness and a sense of urgency.
 Project Management principles.
 Planning principles.
Procedures and techniques:
 Explain the administration procedures in terms of communication protocols.

 Communication and advocacy methods and techniques.
 Liaison protocol.
 Language skills.
 Meeting administration.
Regulations, legislation, agreements, policies:
 Disaster Management Act.

 Related legislation and regulations.
Theory - rules, laws, principles:
 Disaster management terminology and concepts.

 Unique characteristics of local, national and international capacity.
 Political and regulatory.
 Theoretical disaster models.
 Communication theory.
Relationships, systems:
 Development and resilience/vulnerability.

 Hazard, vulnerability and capacity.
 Between the constitution, legislation and disasters.
 The inter-relationship between stakeholders and the environment.
 Between political aspects/influences impacting on relationships with stakeholders.
 Between government and organisational departments.
 Development and disasters.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
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UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display that responsible decisions
using critical and creative thinking have been made when:
 Co-ordinating meetings.
UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation, and
community during:
 In the process of receiving, capturing and dissemination of information.

 The process of increasing resilience in the environment.
 In meetings.
UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively when:
 Plan ahead.
 Compliance with applicable legislation.
 Performing appropriate checks and procedures.
 Using checklists where appropriate.
UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, mathematical and/or language skills in the modes
of oral and/or written persuasion when:
 Meetings and informal communication with stakeholders.
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UNIT STANDARD CCFO DEMONSTRATING
Demonstrating an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation when:
 Between the constitution, legislation and disasters.

 The inter-relationship between stakeholders and the environment.
 Between political aspects/influences impacting on relationships with stakeholders.
 Between government and organisational departments.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
PRE-
NQF END QUALITY
QUALIFICATI 2009
ID LEV STATUS DAT ASSURING
ON TITLE NQF
EL E BODY
LEVEL
Level As per
National TBA: Learning
Certificate: Pre- 2015- Programmes
Elective 59201 Level 5 Reregistered
Generic 2009 06-30 recorded
Management was against this
L5 Qual
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation
end dates), and is the most complete record available to SAQA as of today. Some Quality
Assuring Bodies have a lag in their recording systems for provider accreditation, in turn
leading to a lag in notifying SAQA of all the providers that they have accredited to offer
qualifications and unit standards, as well as any extensions to accreditation end dates. The
relevant Quality Assuring Body should be notified if a record appears to be missing from
here.

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ASSESSMENT STRATEGY
QUALIFICATI SAQA QUAL

National Certificate: Generic Management 59201
ON TITLE ID
TOTAL
LEVEL NQF LEVEL 5 CREDIT 162
VALUE
This Qualification may be achieved in part through skills programmes or
completely through the recognition of prior learning, which includes formal,
informal and non-formal learning and work experience. Any learner wishing to
Target Group
be directly assessed may arrange to do so, without attending further training or
education. The assessor and learner will decide together on the most
appropriate assessment route to be taken.
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.
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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 for National Certificate:
Generic Management
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.
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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 guide.
Prepare for the
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.”
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.
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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 feedback relevant to the
Decision
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 the assessment
Assessment
co-ordinate.
Process
Assessor Signature Date
ASSESSMENT CONFIRMATION
Dear :
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(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
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ASSESSMENT PREPARATION INTERVIEW SHEET
DESCRIPTION YE NO COMMENTS/
S CONTINGENCY
This assessment is a formative assessment and it is based on
the outlined unit standard/s for the composites module
Establish and co-ordinate forums for disaster risk
management in a specific environment module.
Your assessment evidence for Establish and co-ordinate
forums for disaster risk management in a specific
environment 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
2. Product Sampling
To be declared competent on Establish and co-ordinate
forums for disaster risk management in a specific
environment 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.
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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:
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COMPETENCE JUDGEMENT
OVERALL COMPETENCE RECORD
Candidate Assessor
Venue Date
QUALIFICATIO
National Certificate: Generic Management
N
Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient
Knowledge questionnaire
EVIDENCE SUMMARY
TYPES OF ASSESSMENT FEEDBACK REQUIREMENT
EVIDENCE METHODS S MET
YES NO
DIRECT KNOWLEDGE
QUESTIONNAIR
E
Additional Feedback From Assessor
 18
ASSESSMENT DECISION
The candidate has submitted evidence that is valid, relevant, current, sufficient and authentic
against the listed specific outcomes and covered all range statements. (Yes/No)
The candidate is competent in all the assessment criteria listed. (Yes/No)
The candidate is not yet competent in the The following items needed some corrective action or
following criteria: improvement:
RE-ASSESSMENT DECISION: 1
The candidate has submitted additional evidence that was required. The evidence is valid, relevant,
sufficient and authentic against the listed specific outcomes and covered all range statements.
(Yes/No)
RE-ASSESSMENT DECISION: 2
The candidate has submitted additional evidence that was required. The evidence is valid, relevant,
sufficient and authentic against the listed specific outcomes and covered all range statements.
(Yes/No)
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Assessor’s name, surname and signature Date

Declaration by candidate
I, …………………………………………………………………….declare that I am satisfied that the

feedback given to me by the Assessor was relevant, sufficient and done in a constructive manner. I accept
the assessment decisions and have no further questions relating to this particular assessment process.
Candidate Date Assessor Date Moderator Date
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APPEALS APPLICATION
Candidate Application Date

Assessor Assessment Date
Assessment Venue
Qualification against National Certificate: Generic Management

which you were Qual ID: 59201 NQF Level 5 Credits 162
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

Different Assessment Method
could 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
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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: Generic Management
CANDIDAT
Review Dimension ASSESSOR ACTION
E
The principles/criteria for good Agree Agree
assessment were achieved. Disagree Disagree
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The assessment related to the registered Agree Agree
unit standard. Disagree Disagree
Agree Agree
The assessment was practicable.
Disagree Disagree
It was time efficient and cost-effective
Agree Agree
and did not interfere with my normal
Disagree Disagree
responsibilities.
The assessment instruments were fair, Agree Agree
clear and understandable. Disagree Disagree
The assessment judgements were made Agree Agree
against set requirements. Disagree Disagree
The venue and equipment were Agree Agree
functional. Disagree Disagree
Special needs were identified and Agree Agree
assessment plan was adjusted. Disagree Disagree
Feedback was constructive against the Agree Agree
evidence required. Disagree Disagree
Agree Agree
An opportunity to appeals was 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
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Unit Standard Alignment
This Skills Programme is aligned to the following Unit Standards:
Assessment Matrix: US ID: 251962
Establish and co-ordinate forums for disaster risk management in a NQF

Unit standard ID:251962 Credits: 6
specific environment Level: 5
Unit standard range Forums include but are not limited to institutional capacity structures such as advisory forums, joint planning forums, technical task teams, etc.
 The words threat and risk are used as synonyms where appropriate.
 Threatening situations are inclusive of risk to individuals, social, environmental, infrastructural.
 The word environment in the context of this unit standard includes communities.
 The word stakeholder includes all relevant role players in the disaster management environment.
Summative
Media Aids, Assessment
Specific outcomes and Delivery Formative Formative Specific Outcome Date &
Resources Instruments
assessment criteria Methods Assessment activities Reference signature
&
Instruments
Questions
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study
Formative Assessment Strategy Legend
W = Workplace Activity S = Self Assessment Checklist
O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case
Summative Assessment Strategy Legend
Study T = Testimonial P = Project
Specific Outcome 1 Establish arrangements for the integrated execution of disaster risk management activities.
Outcome Range
AC1.1 Facilitation. Classroom Learner Manual, Q, W Activity 1-3 Task 1-9 Learner Guide:
Forums are identified and discussion. Classroom Identifying p.08-14
organised in order for the equipment
processing and execution of Written question
Workbook:
integrated disaster risk displaying data p.8-9
management activities within graphically
a specific environment. .
AC 1.2 Facilitation. Classroom Learner Manual, Q, W Activity 1-3 Task 1-11 Learner Guide:
Role players and discussion. Classroom Identifying p.08-15
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stakeholders are organised equipment Written question
to partake in the forums. displaying data Workbook:
graphically p.9-12
The roles and discussion Classroom Identifying p.08-15
responsibilities of equipment Written question
stakeholders are clearly displaying data Workbook:
described and allocated to graphically p.9-12
enable effective
functioning of the forum.
AC1.4 Facilitation. Classroom Learner Manual, Q, W Activity 1-3 Task 1-11 Learner Guide:
Arrangements for the discussion Classroom Identifying p.08-15
stakeholder participation equipment Written question
are made to engage them displaying data Workbook:
in the relevant forum. graphically p.9-12
Responsibility is assigned discussion Classroom Identifying p.08-15
for the facilitation and equipment Written question
coordination of the displaying data Workbook:
relevant disaster risk graphically p.9-12
management forum.
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Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Workplace Activity S = Self Assessment Checklist
Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project
Specific Outcome 2 Produce terms of reference (TOR) for directing and guiding the relevant disaster risk management forums.
Outcome Range Terms of reference should include but not limited to the scope, purpose, deliverables, budget, timeframes, objectives and tasks.
AC 2.1 Facilitation. Learner Manual, Q, W Activity 4-8 Task 1-11 Learner Guide:
The role and Classroom discussion. Classroom equipment Identifying p.16-22
responsibility of the Representing data
forum is described in Workbook:
relation to the skills, p.13-17
level and authority
required for the
establishment of the
forum.
Classroom discussion. Classroom equipment Identifying p.16-22
Terms of reference are Representing data
produced that clearly Workbook:
articulates the full scope of p.13-17
the forum.
Specific requirements of the Classroom discussion. Classroom equipment Identifying p.16-22
terms of reference are Representing data
clarified to highlight the Workbook:
impact on the institutional p.13-17
agreement.
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The terms of reference for the Classroom discussion. Classroom equipment Identifying p.16-22
forum is approved and Representing data
adopted in accordance with Workbook:
the prescribed procedure. p.13-17
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Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions
P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=

Workplace Activity S = Self Assessment Checklist
Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project
Specific Outcome 3 Conduct and execute forum meetings.
Outcome Range
The relevant integrated Classroom discussion. Classroom equipment Identifying p.8-15
forums are formally Representing data
constituted and activated in Workbook:
accordance with prescripts. p.9-12
Forum administration is Classroom discussion. Classroom equipment Identifying p.8-15
implemented in accordance Representing data
with the terms of reference. Workbook:
p.9-12
Decisions are communicated Classroom discussion. Classroom equipment Identifying p.8-15
and arrangements are made Representing data
for the implementation and Workbook:
management of meetings. p.9-12
Mechanisms are identified Classroom discussion. Identifying p.8-15
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and implemented to ensure Classroom equipment Representing data
the application of the Workbook:
principle of cooperative p.9-12
governance for the relevant
forum.
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Critical cross-field outcomes Description Formative activities Summative Activities Comments
UNIT STANDARD Activity 1 - 11 Summative Task1-11

Identifying and solving problems in
CCFO IDENTIFYING which responses display that responsible
decisions using critical and creative
thinking have been made when:
 Co-ordinating meetings.
UNIT STANDARD Collect, evaluate, organise and critically Activity 1 - 11 Summative Task1-11
CCFO COLLECTING evaluate information when generating ideas
UNIT STANDARD Demonstrating an understanding of the Activity 1 - 11 Summative Task1-11

CCFO world as a set of related systems by
DEMONSTRATING recognising that problem-solving contexts
do not exist in isolation when:
 Between the constitution, legislation and

disasters.
 The inter-relationship between
stakeholders and the environment.
 Between political aspects/influences
impacting on relationships with
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stakeholders.
 Between government and organisational
departments.
UNIT STANDARD Organising and managing oneself and one's Activity 1 - 11 Summative Task1-11
CCFO ORGANISING activities responsibly and effectively when:
 Plan ahead.
 Compliance with applicable legislation.
 Performing appropriate checks and
procedures.
 Using checklists where appropriate.
UNIT STANDARD Working effectively with others as a Activity 1 - 11 Summative Task1-11

CCFO WORKING member of a team, group, organisation, and
community during:
 In the process of receiving, capturing and

dissemination of information.
 The process of increasing resilience in the
environment.
 In meetings.
UNIT STANDARD Activity 1 - 11 Summative Task1-11

Communicating effectively using
CCFO visual, mathematical and/or language
COMMUNICATING skills in the modes of oral and/or
written persuasion when:
 Meetings and informal

communication with stakeholders.
31 | P a g e
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 National Certificate: Generic Management NQF LEVEL 5
# Unit Standard Standard Operating Comments / Remarks C NYC

procedures
251962 Establish and co-ordinate PP Learner Guide

forums for disaster risk
management in a specific PP Workbook
environment
YES NO
Re-assessment Date of re-assessment
Learner’s signature See Attached Name list
Assessor’s signature
33 | P a g e
Moderator’s signature
WRITTEN KNOWLEDGE QUESTIONNAIRE
Assessor’s name
Moderator’s name
Date of Written Questionnaire
Date of feedback
QUALIFICATION National Certificate: Generic Management NQF LEVEL 5

procedures
251962 Establish and co-ordinate PP Learner Guide

environment
Learner’s overall achievement Competent / Not yet competent () YES NO
Actions required Certification Re-assessment Date of re-assessment
34 | P a g e
PRODUCT SAMPLING & OBSERVATION (Personal Interviews, practical exercises/demonstrations)
Assessor’s name
Moderator’s name
Date of Observation
Date of feedback
QUALIFICATION National Certificate: Generic Management NQF LEVEL5

procedures
Establish and co-ordinate
251962 PP Learner Guide
environment
35 | P a g e
Learner’s overall achievement Competent / Not yet competent () YES NO
Actions required Certification Re-assessment Date of re-assessment
36 | P a g e
37 | P a g e
39 | P a g e

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NATIONAL CERTIFICATE: GENERIC MANAGEMENT

ID 59201 LEVEL 5 – 162 CREDITS.

Physical Address: Contact Details:

I, __________________________________ (assessor) hereby declare that the information contained

Candidate signature Date

Establish and co-ordinate forums for disaster risk management in a specific

SAQA US UNIT STANDARD TITLE

ORIGINATOR ORIGINATING PROVIDER

SGB Generic Management

QUALITY ASSURING BODY

Field 03 - Business, Commerce and Management Studies Generic Management

ABET UNIT PRE-2009 NQF LEVEL NQF LEVEL CREDITS

Undefined Regular Level 5 Level TBA: Pre- 6

REGISTRATION STATU REGISTRATION START D REGISTRATIO SAQA

Reregistered 2012-07-01 2015-06-30 SAQA

LAST DATE FOR LAST DATE FOR ACHIEVEMENT

PURPOSE OF THE UNIT STANDARD

A person credited with this unit standard is able to:

 Establish arrangements for the integrated execution of disaster risk management

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR

 Communication at NQF Level 4.

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

 National and international environment including structures, institutions and

Purpose of processes and procedures of:

Attributes, properties, characteristics related to:

 Formats of written reports and content.

Cause and effect, implications of:

 Advocating and information sharing activities.

Categories of things, processes, concepts:

Procedures and techniques:

 Explain the administration procedures in terms of communication protocols.

Regulations, legislation, agreements, policies:

 Disaster Management Act.

Theory - rules, laws, principles:

 Disaster management terminology and concepts.

 Development and resilience/vulnerability.

UNIT STANDARD DEVELOPMENTAL OUTCOME

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

UNIT STANDARD CCFO WORKING

 In the process of receiving, capturing and dissemination of information.

UNIT STANDARD CCFO ORGANISING

UNIT STANDARD CCFO COMMUNICATING

 Meetings and informal communication with stakeholders.

 Between the constitution, legislation and disasters.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

QUALIFICATI SAQA QUAL

The Purpose of the Assessment

Knowledge will be assessed by a knowledge questionnaire.

Direct All your documented evidence on completion of the

The assessment team consists of the following:

 Evidence Collection Facilitator

Special Assessment Needs

In addition the knowledge test may be administered as an oral interview or as a

The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the assessment in

 Conducting the “Assessment Preparation Interview, Sheet” where all the

2. Collect the evidence in accordance with the instrument requirements.